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Education today is a fragmented part of our lives. Compulsory at an early stage and voluntary later on, mostly concentrated on ratonal transfer of information. In my view this is no education. It is an exercise of memorizing stuff. True learning occurs when information is gathered triggered by emperic experimentation and purposely reflected upon with use of existing resources and learning guidance. A person is a complex being that gathers awareness through a lifelong learning process, not just using rational thought and memorized information but also dealing with sensory information, culture, emotional feedback, spirituality and physical abilities and disabilities.
One needs to learn to deal with failure and success, individualism, teamwork and the general adventure of growing up in a self aware situation. Human beings have the tendency of wanting to dominate their environment out of self interest but the dynamics of this surroundings, human and natural, also dominates our lives back. It is an art of living life to deal with this successfully.
Life patterns follow five lines of personal evolution, referred to as “quotients”. These are: IQ (intelligence), EQ (emotional), SQ (spiritual), PQ (physical) and AQ (awareness). All 5 together form the evolution of the individual consciousness as the individual experiments with life. Most educational support is given in the early phases of a lifetime, up to the initiation of early adulthood, just to give a person basic abilities and some direction, often influenced by a dominant culture or worldview. A young person has generally little to no awareness of the complexity of life. It is a newcomer that experiences the adventure of a lifetime as it comes. After the physical growing up phase the real learning process starts, mostly without guidance anymore other than the support and advice of friends, family or collegaes and the pleasure and pain of one’s own choices in life.
From a cultural perspective one is surrounded by a local situation that is determined by many factors. One can address these as a matter of fact but also challenge it through one’s own growing awareness. Today we find many people breaking through a glass ceiling referred to as the higher consciousness. This is a high level of awareness that allows people to look at one’s own situation from a timeless universal point of view within the complexity of humankind and its evolution. Knowing this as a point of reference at a later age, after living an adult life for some time, the aspect of education changes. Higher awareness is a significant within the future perspective of human evolution also at society level.
In sustainocracy education is seen as a lifelong process and integrated in the value driven processes of human sustainabe progress. Top level education should therefor become available to anyone, at all times, guiding individuals and groups in sustainocratic challenges.
In an economized world financial awareness and growth is dominant, also in education and the educational system. Its value is determined by its level of uniqueness and practical desire in “the market”, available to the highest bidder or subsidised by “the system”.
In sustainocratic processes education is measured against the sustainable achievements of the group. Excellence should translate in abundant returns of cooperative work which in turn fuels the education for renewal and forward driven processes. The success of the alumni in purpose driven cooperative work is also the success of the academy, termining also the reciprocity for continuation. In a money driven world this compensation is translated in money too. In a sustainocratic world other direct local values can be used also, such as housing, food sharing, energy, safety, etc.
Basic education is now slowly reaching all people across the world even though too many are still deprived. More dramatic is the situation of access to higher levels of education. These are only available to those who can afford it. This is changing with a growing number of internet initiatives. About time!
The state of awareness of humankind through knowledge accumulation via scientific research and common social reflective evolution should not be registered as property of a single person or institution, nor should it be economized for the highest bidders only. This causes an unnatural and manipulated selection of wisdom connected to greed and speculation while intelligence resident in material poverty remains unused in human evolutionary progress. This unbalance can be the cause of future unrest and potential war due to inequality in perceiving the world’s complexities, rightful claims for universal justice and mere quests for survival.
All knowledge should hence be available to every single human being in the world and universe, not just in a sense of practical availability but also in a workable reflective format throughout living life, with support and guidance of the top intellectuals at any time. Internet is such means that can be used to establish such accessibility. However not all people in the world have access to the electronics needed to make use of it. And if they do there needs to be an unmanipulated access to as many sources of information as available, structured along worldviews and paradigms that help people make up their own mind around sustainable progress, not just through personal trial and error but also by allowing the positioning of their search along the line of consciousness towards higher awareness.
Knowledge may become then nearly free of charge but should never be freed of progressive responsibility. People are always challenged to make practical use the knowledge obtained in their lives and reflect back for forward progression. Rationalization into awareness and consciousness only occurs when situations are lived through emotionally in real and simulated life (ie. through sport, games, etc). It are the multiple types of emotions that trigger the cognitive processes that can be enhanced with knowledgeable guidance breaking though eventually into the fifth dimension of higher awareness. Every living soul on Earth should have such life long learning environment.
The world would gain support for world peace and human progress, jumping into a new era of cooperative interaction based on talent. Wisdom as a human evolutionary right will make a difference that is unprecedented in history. It is made possible thanks to the state of educational progress today, initiated and manipulated in origin by pure material interests (educating people for simple work in factories). Now that this period is left behind us with all the obvious benefits it brought humankind, its time for a new step. Letting go of this phase of “having” we enter a new one, in which spirituality “the being” is a new science to be explored, not from a dogmatic religous point of view (which is also based on the manipulation of the unaware), but by giving true meaning to our existance through higher levels of individual awareness, interconnected to create a new kind of collective consciousness and related social progressive complexities.
Sustainocracy is a pioneers phase of such type of society where multidisciplinary cooperative ventures need to be built around commonly available scientific and spiritual wisdom to succeed. It provides a transformative challenge to us all, individually and institutionally where it is in the interest of all that no one is excluded. A new society is born based on “the being” with talent developing progressively through forward reflection and instant educational guidance.
The STIR foundation wants to be a transformative portal to this new world, making knowledge available to everyone, everwhere, not just in theory yet also opening sustainocratic processes up for everyone’s involvement and reciprocity. Also those that share their knowledge should receive reciprocal means back that cover and go beyond food and shelter. New exciting discoveries for scientific challenges will be picked up along the line of progress and executed in new research programs. We will partner up with all the world initiatives that think alike, that offer network capacity, access or knowledge to be shared. Humankind is ready for this quantum leap. We are too.
Putting Planet, People, Profit, Passion and Progress into Practice
Recently we played the entrepreneurial “City of Tomorrow” game for the first time. In the STIR foundation we support the idea of integral human development as expressed in the chapters 15 and 16 of my free book last year, not just the rational side of it as our system is educating our children today. As Sir Ken Robinson so beautifully stated in his much applauded TED talk “the current education systems kill creativity” and Mitra shows in his “hole in the wall“, children have a much higher self-learning ability than our schools appreciate or even stimulate. Yet despite the famous anthropological and anthroposophical views and knowledge on the development of the human consciousness through spiritual, emotional, physical and rational experiences, the system remains the system, locked up in bureaucracy and self supporting prejudice.
We see that current educational formats serve a paradigm in which politicians see the human being as a little robot in the machinery of money driven/dependent economies of growth. Such robots need to learn how to behave like robots within a system, brainwashed about the importance of money, a job, debt, fashion, consumerism, the state, their dependence on the system, etc. The learn to calculate and write a letter but nothing about the importance of social relationships, feelings, spirituality, sustainability or responsibilities.
The paradigm that we support is totally opposite which is why both are difficult to match. The way a complex human society is structured in either paradigm differs enormously which is why the current educational system will sooner see our propositions as a threat to them rather than an opportunity. It is even worse than that. The current education system has no identity of its own because it is chained in dependence to the money which allows it to exist. This comes from central government which dictates the normatives that the schools need to comply with. So the education system has hardly any opinion of its own, just a hierarchy controlling that what is done is done according to the guidelines that allow them to stay alive financially. They are themselves expensive robots in a system.
So we are not seen as a threat to the educational content (who cares?) but for their financial continuation. That is why the system remains closed to all influences from outside, even common sense.
If we cannot change the system we can in fact stand next to it. We should never forget that even the most locked up human organization consists of people. And individually people do become aware of the need of a new society and other ways of education. Some, not all, are willing to use this personal awareness and influences to take action within the structures in which they are employed. They become the internal transformative hero’s that link already with change and seek internal opportunities that make a difference.
We positioned our initiatives on human awareness right at the place where the young adults would leave school to start their life in the real world. Our program is called “entrepreneur of your own life“, linking the increasing requirement of entrepreneurship in the old money driven economies with the self-leadership and sense of responsibility in the value driven society that we are trying to develop. We asked the high schools to allow us to give their students a view into real life with a bit of our counselling. It is also in the interest of the school to pay attention to this even though they find it difficult to let the real world enter their world. When we propose to provide a low cost bridge through our game they become enthusiastic.
We had done one of such days already before in a multicultural setting trying to show the tremendous opportunities of cultural diversity in a community if you choose to make the best of it together. It had been a great day . Now we were facing a highly technical setting with 500 students in two groups.
One of the coaches, Jules Ruis, suggested to make the day into an adventure and the students into hero’s. Overnight he developed a simple game but with great educational value. It was based on economics but could easily and secretly be changed into buddinomics by me.
The ingredients of the game are:
- a large bunch of students 17+ years old
- technological innovation companies that show their innovations
- coaches that carry specific information
- a bunch of camera’s
- a value system in exchangeable cards
We played that day with about 200 students that started without knowing much more than that they would have to collect information at the stands of the enterprises and the coaches that walked around as wild cards. They had been teamed up with people from different years, whom they did not know personally, and the elderly student was made team leader.
They had to assemble the team, work together towards the end of the day, trying to figure out what they had to do to win? During the evolution of the day and every encounter with a coach the complexity of the game would rise, requiring the teams to perform and place the product exhibitions and information into new perspectives.
Watch the filmbook (in Dutch) of the day here
The end of the day was spectacular from an awareness point of view. It was amazing for us to see how self-leadership and adaptability got these youngsters on their way and how fast they managed to adjust their views with new input. At the end of the day they were allowed to present their views in public and with cameras present. For the highest years present the presentations were key because they were invited to continue the game for another year. Their prices:
- a job
- a scholarship
- a starting capital for a new business
The effects of the game had not just affected the students. The high school had become so motivated that it started to open up for reorganization and further partnership with the foundation and others. The game will be played now at least twice a year and every year again with all the students. While we do so we are going to step up the challenge every time inviting the students to deal with real life complex problems within the simulation of the reality of the game.
The business enterprises also started to readjust their activities and organization inspired by the game. Most found each other during the game to partner up in purpose driven ventures. They also committed to further invest in the initiatives led by the foundation and based on local for local cooperatives between government, technical innovations, education and science, social innovation.
And even the local government representatives were so enthusiastic that they proposed to open up their structures for more student involvement and participation. At the end all participants will become partner and judge of the final game of all students: defining their own city of tomorrow, based on their own home town and for which they can take responsibility themselves with what they have learned at school and are triggered to learn by placing their knowledge into their daily reality, simulated in complexity by the game.
The entire process is sponsored by the partners to maintain our independence and avoid any client/supplier relationship or chain dependencies. This way the game can be purpose driven in which the virtual reality transforms into reality.
Expanding our ambitions:
On 12.12.12 we now wish to play the game for 4 consecutive days in Eindhoven (The Netherlands) with students from all over Europe. The game will then be called “Europe of Tomorrow” giving already away what the main topic of the event will be. The game will be combined with an international congress on sustainable progress. It will again be great fun to see how our young adults will react to the modern reality and eventually change the world through their own new levels of consciousness and adaptability.