Organizations that embrace chaos and self-direction – at least in select ways – have found success in adapting to a fast-changing world. Schools and businesses alike can find value in thoughtfully decreasing rigidity and increasing chaos by letting their customers, students, staff or teachers self-organize certain aspects of their work and learning.
We are witnessing the great lumping – the coming together of not just ideas, but entire social movements worth of vision and direction. It is going to open up to us great resources and potential to advance environmental education. Here are two solid sources to back up this claim and I would recommend them as required reading for environmental educators:
Reddit Co-Founder Alexis Ohanian suggests failure should be reclaimed by schools for its value in making real-world projects a success. What do you think? And what does rock-climbing with kids have to do with it?
Brokenness is everywhere and everything is broken for someone. Many things are broken on purpose, and still more are broken without our even knowing. Seth Godin and Tom fisher provide insight into how systems fail us.
Salman Khan and Katie Salen are two people inventing new directions for how we learn. In this article in Fast Company (March 2013), they share where their visions for education intersect and diverge: Khan: “… The ability to seek out information and take ownership of your own learning is far more important than any particular skill.“ Salen:… Continue reading Salman Khan and Katie Salen: A Dialogue
Andreas Schleicher delivers a stellar TED Talk that compels the viewer to question everything they’ve known about what makes a school system excellent. He plainly lays out why we have it all wrong about school funding. For example, summarizing the differences between countries that spent monumentally different amounts of money, in total, on education:
“…actually, how they spend their money matters a lot more than how much they invest in education”
He goes on to explain later that the nature of the systemic problems we face in the United States education system is “mirrored in students behavior”:
“When we ask students about what counts for success in mathematics, students in North America will typically tell us ‘well, you know, it’s all about talent, if I’m not born as a genius in math then I better go study something else.’
… 9 out of 10 Japanese students will tell you that ‘it depends on my own investment, on my own effort’and that tells you a lot about the systems around them.”