What if we are wrong? Musings on the way home
Posted: December 6, 2012 Filed under: Education | Tags: apocalypse, education, higher education, teaching approaches, thinking Leave a commentWhen I was a physics student, many years ago, we would sometimes entertain the notion of what would happen if something wasn’t the way that it was. The impact of changing the Planck constant and diffracting through doorways (ignoring how much else would immediately break). What would happen if the speed of light was much slower – or much faster. What would happen if there was no static coefficient of friction. (The short answer to that last one is Wheeeeeeeeeeeee and the penguins dominate the Earth.)
These thought experiments constitute a principle aspect of physics, specifically, and science, in general. What if?
Now we are approaching another date of a so-called apocalypse and, as I have already posted, both I and the Mayans agree: being scared of the end of this ba’ak’tun makes as much sense as being worried about Sunday night.
But what if? What if, after everything, the world ends on the 21st of December, 2012?
Let’s start this by working out which 21st of December we are talking about. Is it GMT offset or the first country to officially have the time? Is it even 00:00:01 on that date or something convenient like midday? Do we all have to be in the correct day or will the world end in neat hourly blocks (half hourly for difficult time zones like Adelaide). Spain is GMT+1 but sits under England. Will there be an embarrassing absence of ocean as the seas pour into the hole vacated by the destruction of the Iberian Peninsula?
What do we even mean by the end of the world, anyway? The destruction of all life, all human life, most human life, the flooding of the land, fire, famine, pestilence or the complete obliteration of the planet itself? Is this a grand Universal extinction event or localised to our galaxy?
These are important questions! If we are talking the wiping out of only some life forms on the planet, with an otherwise intact biosphere, then we have a small but fit for purpose International Space Station. Once the disaster is over, the crew can descend and they can repopulate the Earth.
All guys?
Really?
We are really not taking this apocalypse seriously, are we? We have one opportunity for an isolated spot that could theoretically jump start our race – and looking at the pictures it’s a zero gravity moustache growing competition.
I’m being facetious, obviously, but it is amazing how far the apocalypse idea spreads without any of the questions of any detail being answered. The eschatological aspects of the Bible have been fleshed out in the most amazing detail but this current Mayan apocalypse? Meh.
We are currently seeing another, far more serious, threat manifesting in the steadily unfolding issues caused by climate change and what scares me is that people have been postulating the What If scenarios on that for decades. We are longer talking about What If for this, we are talking about What Now. Yet we still argue as if the real and demonstrable changes are as mythical as the Mayan scenario.
It would be darkly amusing if December the 21st, 2012, is revealed, decades hence, to have been the tipping point between salvageable and irretrievable. I sometimes refer to this as the Atlantis moment, the point at which your civilisation is doomed to extinction and myth.
“What if?” is not just a good scientific tool for my students, it’s an ethical and philosophical tool as well. What if we don’t tell these men that we can cure their syphilis? What if I argue in a way that suggests a reversed order of priority for key tasks? What if I take money to stay silent? What would happen if I did nothing? What if? WHAT IF?
What if all of us are wrong about apocalypses because we don’t see well enough through longer periods of time to see what a true disaster looks like?
I’m not expecting the world to end before Christmas (I have flights booked and would hate to miss the party) but it’s not a bad time to step back and think about what would happen, if we were in such dire straits. What if we are?
AAEE 2012 – Yes, Another Conference
Posted: December 5, 2012 Filed under: Education | Tags: aaee2012, advocacy, ci2012, conventicle, education, educational research, feedback, Generation Why, higher education, in the student's head, learning, reflection, research, student perspective, teaching, teaching approaches, thinking, tools, universal principles of design 3 CommentsIn between writing up the conventicle (which I’m not doing yet), the CI Conference (which I’m doing slowly) and sleep (infrequent), I’m attending the Australasian Association for Engineering Education 2012 conference. Today, I presented a paper on e-Enhancing existing courses and, through a co-author, another paper on authentic teaching tool creation experiences.
My first paper gave me a chance to look at the Google analytics and tracking data for the on-line material I created in 2009. Since then, there have been:
- 11,118 page views
- 2.99 pages viewed/visit
- 1,721 unique visitors
- 3,715 visits overall
The other thing that is interesting is that roughly 60% of the viewers return to view the podcasts again. The theme of my talk was “Is E-Enhancement Worth It” and I had the pleasure of pointing out that I felt that it was because, as I was presenting, I was simultaneously being streamed giving my thoughts of computer networks to students in Singapore and (strangely enough) Germany. As I said in the talk and in the following discussion, the podcasts are far from perfect and, to increase their longevity, I need to make them shorter and more aligned to a single concept.
Why?
Because while the way I present concepts may change, because of sequencing and scaffolding changes, the way that I present an individual concept is more likely to remain the same over time. My next step is to make up a series of conceptual podcasts that are maybe 3-5 minutes in duration. Then the challenge is how to assemble these – I have ideas but not enough time.
One of the ideas raised today is the idea that we are seeing the rise of the digital native, a new type of human acclimatised to a short gratification loop, multi-tasking, and a non-linear mode of learning. I must be honest and say that everything I’ve read on the multi-tasking aspect, at least, leads me to believe that this new generation don’t multi-task any better than anyone else did. If they do two things, then they do them more slowly and don’t achieve the same depth: there’s no shortage of research work on this and given the limits of working memory and cognition this makes a great deal of sense. Please note, I’m not saying that I don’t believe that Homo Multiplexor can’t emerge, it’s just that I have not yet any strong scientific evidence to back up the anecdotes. I’m perfectly willing to believe that default searching activities have changed (storing ways of searching rather than the information) because that is a logical way to reduce cognitive load but I am yet to see strong evidence that my students can do two things at once well and without any loss of time. Either working memory has completely changed, which we should be able to test, or we risk confusing the appearance of doing two things at once with actually doing two things at once.
This is one of those situations that, as one of my colleagues observed, leaves us in that difficult position of being told, with great certainty, about a given student (often someone’s child) who can achieve great things while simultaneously watching TV and playing WoW. Again, I do not rule out the possibility of a significant change in humanity (we’re good at it) but I have often seen that familiar tight smile and the noncommittal nod as someone doesn’t quite acknowledge that your child is somehow the spearhead of a new parallelised human genus.
It’s difficult sometimes to express ideas like this. Compare this to the numbers I cited above. Everyone who reads this will look at those numbers and, while they will think many things, they are unlikely to think “I don’t believe that”. Yet I know that there are people who have read this and immediately snorted (or the equivalent) because they frankly disbelieve me o the multi-tasking, with no more or less hard evidence than that supporting the numbers. I’m actually expecting some comments on this one because the notion of the increasing ability of young people to multitask is so entrenched. If there is a definitive set of work supporting this, then I welcome it. The only problem is that all I can find supports the original work on working memory and associated concepts – there are only so many things you can focus on and beyond that you might be able to function but not at much depth. (There are exceptions, of course, but the 0.1% of society do not define the rule.)
The numbers are pasted straight out of my Google analytics for the learning materials I put up – yet you have no more reason to believe them than if I said “83% of internet statistics are made up”, which is a made up statistic. (If is is true, it is accidentally true.) We see again one of the great challenges in education: numbers are convincing, evidence that contradicts anecdote is often seen as wrong, finding evidence in the first place can be hard.
One more day of conference tomorrow! I can only wonder what we’ll be exposed to.
David and Goliath: Who Needs The Strategy? (CI 2012 Masterclass)
Posted: December 4, 2012 Filed under: Education | Tags: ci2012, community, education, higher education, reflection, richard rumelt, strategy, student perspective, teaching approaches, universal principles of design, workload Leave a commentI attended a second masterclass on the first day of Creative Innovations, this one entitled “Strategic Diagnosis and Action”, given by Richard Rumelt from UCLA. Richard gave a fascinating and well-polished presentation on how you can actually get a strategy that you can use, as oppose to something that you can print up, put on the wall, and completely ignore. Richard’s definition of strategy is pretty straightforward:
A strategy is a coherent mix of policy and action designed to surmount a high-stakes challenge.
As I believe I’ve noted before, having a strategy is not just useful in terms of knowing where you’re going, it also allows you to make a choice between two (apparently) equal choices. Richard’s question is “What are we going to do in order to meet a challenge?” and, in my application, this makes any choice a matter of “which of these choices will give me the greatest assistance in meeting the challenge?”
As Richard said in his talk, when David met Goliath, if you’re Goliath you don’t think you need a strategy. David, however, has a high-stakes challenge and better be as fast with his mind as he is with his feet. Goliath winning? That’s not a strategy story; a strategy story is about the discovery or creation of strength (where we’re surprised to see it).
Another point that was clearly emphasised is that if you take a challenge focus to your strategy, your strategy can be specific to that challenge and, as a result, clearer and more goal focused. The example of Apple was given. When Steve Jobs returned in 1997, he had to implement a new strategy but it wasn’t one of growth or market domination, it was a survival strategy. Cutting 15 desktops to 1? Survival. Cutting 5 of the 6 national retailers? Survival? Off-shoring everything possible to reduce expenditure? Survival. This is a coherent strategy with clear and sharp action – this is a survival strategy. The strategy is all about addressing the most important challenge that you have. If it’s survival, fix that first.
The speaker had apparently spoken to Jobs in 1998 and Jobs had said that he was going to “wait for the next big thing”. Well, in 1998 that made sense. Rather than being a second-rate (or small share) PC producer, Apple’s approach was to find a new market where they could dominate. The survival strategy kept the company going for long enough that they could switch to a new strategy of dominating the new music and mobile markets. And, of course, by doing this, Jobs got to set the new rules for that area. There’s a reason that iPods, by default, only work with iTunes and that Apple has complete vertical control. That reason is predominantly because it allows Apple to totally control that market, to avoid having to go through the hard lessons of 1997 and 1998 again.
So, taking this into my Educational Sector setting, what is the strategy that Universities should be employing? Well, first of all, the global tertiary sector is not one business so we’re restricted to individual institution decision making, even where state and federal guidelines are in play. The survival strategy is, to me, effectively off the table. If global education is under an extinction threat then we are facing a catastrophe of such proportion that human survival is probably the requisite strategy. If the MOOC is so successful, and of the required quality, that it can replace the University then a survival strategy for the Unis is ethically questionable as we are spending more money to achieve the same result, assuming that when MOOCs are fully costed they end up being cheaper.
So, either way we slice it, a survival strategy for Universities doesn’t actually look like a valid one. But what does a strategy for a University look like anyway? Let’s step back and ask what Richard things a general strategy is and isn’t.
Firstly, strategy is not a set of goals and, according to Richard, you know it’s a bad strategy when it’s all performance goals and no diagnosis and analysis. “We will increase revenue by 20%.” Great. How?
You know it’s a bad strategy when it’s all fluff. “Our fundamental strategy is one of customer-centric intermediation” from a bank. Good, you’re a retail bank, now what? How do you apply a values statement meaningfully to 30,000 people? Richard sees this as a childish approach – a third grade recitation of “I will not chew gum in school” and not productive when contaminating a strategy.
If no-one has bothered to diagnose what the problem is – bad strategy. To act with intelligence and to get a good strategy, you need to define the nature of the problem. (One of the most refreshing things about the new strategy that is about to be released for my Uni is that I know that a great deal of problem definition underpins it – so I’m quite looking forward to reading it when it’s released shortly. I am quite hopeful that little or any of the critique here will apply.)
What about if you have 47 strategies, 178 Action items and Action Item #122 is “Develop a strategic plan”? It’s a dog’s dinner that everything has gone into that you could find in the fridge, with no discipline, diagnosis, analysis or thought.
So how do we make a good strategy? Diagnose the challenge. Provide guiding policy. Build a set of coherent actions into the strategy and don’t just provide goals as if they are self-solving problem elements.
In terms of Universities, and the whole higher education sector, this means that we not only have to work out what our challenges are, but we have to pick challenges that we can solve. (A previous Prime Minister of Australia famously declared that “by 1990, no Australian child will be living in poverty.” Given that the definition of poverty in Australia is relative to the affluence enjoyed by other sectors, rather than the ‘true’ international definition of subsistence, this is declaring war on an unwinnable challenge. The goal “Stop the drug trade” is equally fraught as it requires legal powers that do not, and may not, exist.)
What are the key challenges facing Universities? Well, if we take survival off the table for the institutions, we change the challenge focus to “what are the key challenges facing the post-school education market in Australia?” and that gives us an entirely new lens on the problem.
I have a lot of thinking to do but, as I said, I’m looking forward to what our new strategic plan will look like for the next 5 years, because I hope that it will help me to identify a subset of challenges that I can look at. Having done that, then I can ask “which are the ones I can help to solve?”
Killing Your Darlings: The Cost of Innovation (CI 2012)
Posted: December 3, 2012 Filed under: Education | Tags: advocacy, ci2012, education, ethics, feedback, higher education, principles of design, reflection, resources, thinking, tools, universal principles of design Leave a commentI’m going to take a little more informal approach to some of the themes expressed at CI 2012, because I have a lot of things to do, and you have a lot of things to do, so we can’t sit here waiting for me write everything up and you most certainly don’t want to read 100,000 words about What Nick Did In Late Spring In Melbourne. So let’s go forward.
Innovation is the introduction of the new, whether product, service or idea, but we know what this really means – it means that we have to let go of something old. Letting go of something old is not going to be easy, and how difficult it is can be a very complicated and emotional calculus, so innovation, which can already be hard, is made harder because change can hurt.
If you’re a writer, you may have heard the term “Kill your darlings”, which is attributed to Faulkner (the other one) and is a recasting of the following quote from Sir Arthur Quiller-Couch:
“Whenever you feel an impulse to perpetrate a piece of exceptionally fine writing, obey it – whole-heartedly – and delete it before sending your manuscripts to press. Murder your darlings”
On shallow reading, it appears that any attachment to something makes it eligible for extinction when what is really meant is that sentimentality is the enemy of objectivity. Innovative change is full of situations where your attachment to elements of your existing situation, or an entrenched commitment to the status quo (no, not the band), will compromise your ability to objectively assess whether you are making a correct decision.
There is a statement that every industry will go away at some stage – we’ve seen the rise and fall of so many that such a statement appears to have some credibility. But what about education? We have changed a great deal but will the industry of education every truly disappear? I honestly can’t say but I can talk about a simpler problem, which is what the “darlings” are in the traditional Higher Education system. And, sure enough, when we start talking about innovation and the threat of the new, we see these darlings protected in a way that doesn’t necessarily always seem objective. Now, we don’t have to kill any of them but change is inevitable and, if change is to come in, something has to go out. I have a starting list, which I’m planning to work on over time.
- Darling #1, The Lecture:
We know that the traditional 1-to-many broadcast lecture is a successful way to occupy the time of everyone in the room but it is most certainly not the best way to get certain types of information across. There are many different aspects to this but conference talks and seminars are a world away from the traditional “today I will talk slowly about differential equations while I flash hundreds of slides past you at a speed that you can’t record and no you can’t have any notes or recording”.
Yes, some lecturers are better than others but when information transfer and retention is important, the lecture is not the right delivery mechanism. Yet, it’s almost unassailable in its ubiquity. It’s a darling.
- Darling #2, The Exam:
I was looking back at my Grand Challenges course, which had a 20% final examination of some of the core topics, and thought about what it had achieved. From my marking of the exam and review of how students prepared, my goal for the exam worked for most of the class. Most had reviewed all of the core material and organised it in a useful way to be able to summarise the core content of the course.
But did it have to be assigned as a 1 hour exam in a giant examination hall? Did it anything to the course?
You know, I’m not sure that it did. Next time, I might just assign an exercise to provide a portfolio of work from the course in an organised form and then have an assessment of that which is effectively a viva voce examination to assess that students had done enough work to produce a useful index and had sufficient familiarity to rapidly contextualise problems and knowledge. But, and this is important, far more conversationally.
The examination can be made highly objective and has the advantage that you are really pretty sure that the student is doing the work – but we’re already seeing cheating technology that we will have more and more trouble dealing with. If the only supporting argument for the exam is that it’s harder to cheat, we need a better reason. If the argument is that it will force the student to learn the work, then we’ve got that around the wrong way. We need to bring motivation back into the rest of the course. Right now, the vast majority of learning happens 2-3 days before the exam and is forgotten by the following weekend.
And yet, exams are everywhere. They’re entrenched institutional artefacts. Hello, darling.
- Darling #3, Me and my University:
Oh no! Apostasy! But let’s be honest, the primary question around MOOC is whether we need the Universities that we’ve had for so many hundreds of years. If we’re questioning the University, then we’re starting to question the role and future of the teaching academic. Teacherless education was a theme that popped up occasionally at CI 2012 and, while I instinctively react to this in terms of ‘well, who builds these experiences’, we can still learn a lot by looking at what we actually need to make things work.
I have a small office in a big and old University, with my academic robes hanging on the door for when I walk into the graduation ceremony in the giant old sandstone building once or so every year to farewell and congratulate my graduating students. How much of this is necessary recognition of achievement and how much is a darling?
Let’s face it – we’re darlings ourselves.
Let me stress that I am not saying that everything must go, but innovation needs space and that means something else has to go. Rather than saying that everything is sacrosanct, we should really be looking at what can and should go, which will drive a search for the new and innovative. My hope would be that by looking at these things, we find the reasons why some of these could stay and belong in the future, rather than propping them up with sentimentality and an ultimately weak approach to necessary change and reinvigoration.
What are your darlings?
Systems Thinking (CI 2012 MasterClass on the Change Lab)
Posted: December 2, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, ci2012, community, curriculum, education, ethics, feedback, higher education, in the student's head, student perspective, teaching approaches, thinking Leave a commentI can’t quite believe how much mileage I’m getting out of the first masterclass but it’s taking me almost as long to go through my notes as it did to write them! I should be back into a semi-normal posting cycle fairly soon – thanks for any patience that you have chosen to extend. 🙂
Can we see all of a system if we’re only in contact with one part? The Change Lab facilitators used the old parable of the six blind man and the elephant to remind us that we can be completely correct about our perception but, due to limitations in our horizon, we fail to appreciate the whole. Another example that was brought up was the role of the police in the protection of abused women and children. If a police officer can look at a situation and think either “Well, I don’t think thats my problem” or “I don’t know what to do”, it’s easy to see how the protective role of the police officer becomes focused on the acute and the extraordinary, rather than the chronic and the systemic.
(That theme, a change in thinking and support from acute to chronic, showed up periodically throughout the conference and my notes.)
In the area of study, the police were retrained to identify what they had to do if they attended and thought that there might be a problem. The police had to get involved, their duties now included the assurance of safety for the at-risk family members and, if they couldn’t get involved themselves, their duty was to find someone else who could fix it and make the connection. We do have protective systems and mechanisms for abused people in domestic situations but there was often a disconnect between domestic violence events that police attended (acute and extraordinary events) and the connecting of people into the existing service network.
Of course, this was very familiar to me because we have the same possibility of disconnection in the tertiary sector. It’s easy to say “go and see the Faculty Office” but it’s that bit harder to ring up the Faculty Office, find the right person, brief them on what a student has already discussed with you and then hand the student over. However, that second set of events is what should happen if you want to minimise the risk of disconnection.
It’s possible to do a remarkable job in some parts of your work and do a terrible job in others, because you don’t realise that you are supposed to be responsible for other areas. It has taken me years to work out how many more things that are required of me as an educator. Yes, scholarship and the practise of learning and teaching are the core but how do we do that with real, breathing students? Here are my current thoughts, based on the police example:
- Getting Involved: If a student comes to me with a problem, then if I can fix it, I should try and fix it. My job does not begin when I walk into the lecture theatre and finish when I leave the room – I do have a real and meaningful commitment to my students while they are in my course. Yes, this is more work. Yes, this takes more time. Yes, I don’t know what to do sometimes and that’s scary. However, I do hope that my students know that I’m trying and, even when I’m moving slowly, I’m still involved.
- The Assurance of Safety: Students have a right to feel safe and to be safe when they’re studying. That means a learning space free from discrimination, bullying and fear, working in an atmosphere of mutual respect. If they feel unsafe, then they should feel safe to come to me to talk about it. This also means that students have a right to feel safe in the pursuit of their studies: no indifferent construction of assignment where 60% of students fail and it’s dismissed as ‘dumb students’.
- If You Can’t Fix It, Find Someone Who Can: Once you’ve done a PhD, one of the key things you work out is how much you don’t know. My Uni, like most Unis, is a giant and complex administrative structure. I don’t have the answer to all of the questions but I do have a spreadsheet of duties for people in my school and a phone book. However, saying “Go to X” is never going to be as good as trying to help someone by connecting them to another person and handing them over. If I can answer a question, I should try to. If I can’t, I should try and find the right person and then connect the student. The final part of this is that I should follow up where I can to see what happened and learn so I know the answer for next time.
The final point is, to me, fascinating because it has made me aware of how hard it can be to find the answer, even when you’re inside the system as a staff member! I always tell my students that if they need something done and aren’t making headway, get me involved because I have the big, scary signature block on my e-mail. Now, mostly our culture is very good and you don’t have to be a Professor or Associate Dean to get progress made… but it is funny how much more attention you sometimes get. I’m very happy to use my (really very insignificant) mild corner of borrowed status if it will help someone to start on the pathway to fixing a problem but I’m also very happy to report that it’s rare that I have to use it, except for the occasional person outside of the University.
It’s important to note that I don’t always succeed in doing all of this. I’m always involved and I’m always working to guarantee safety, but the work involved in a connected handover is sometimes so large that I don’t actually have enough time or resources to close the connection. This, to me, illustrates a good place to focus my efforts on improving the entry points to our systems so that we all end up at the right destination with the minimum number of false starts and dead ends.
Like I said, we’re normally pretty good but I think that we can be better – and thinking about our system as a system makes me aware of how many things I need to do as well as educate, when I’m calling myself an educator.
An Evening of Event: No More Fistbumping with Thoughtless Young Men
Posted: December 1, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, education, ethics, higher education, in the student's head, student perspective, thinking Leave a commentSorry about the late post. I didn’t get back to my room until 2am this morning and I was a little too tired to blog – it has been a week! I’m staying with wonderful friends between conferences (as one does, dahhhlings) and we went out to dinner and drinks near where they lived. When we were in the bar, sitting around and catching up, we got into conversation with a younger couple and spent the next while chatting to them.
Now, let me restate that. We were actively engaged in conversation by another couple and they doggedly kept us in conversation for a while.
Does that change the context? Rather than just talking to people in a bar, when you’re ensconced in the comfy seats, does that seem different?
After some discussion, my friend and I are pretty much convinced that the couple were probably more along the con axis than the friendly axis. Their over-attentiveness, some of the actions, and, more importantly, the rapid transition from complete attentiveness to “exeunt and farewell”, which took about 2 seconds. Why did they say goodbye? I suspect because they worked out that no money was forthcoming. Having come from three solid days of “Create! Innovate! Change the world!”, I’m in a very interesting place, mentally. So when the guy started talking about how he’d always wanted to be a Royal Marine Commando, as part of a patter, we then spent the next two hours talking about why he wasn’t doing it, how he could prepare to go back and so on. If you’ve wanted to be a commando since you were 16, then sitting in a bar in Australia at 24 is a very funny way to be pursuing it, isn’t it?
Hang on, maybe that’s why they left so quickly! 🙂
Anyway, to the meat of the story, while I was up at the bar, a group of guys walked over to where our group was sitting and basically tried to chat both the women up. I walked back from the bar with the drinks and sat down. They noticed me and one of them said “Oh, sorry for talking to your women.” and held out his hand to fist bump.
What? It’s 2012 and you’re talking about “my women”? Now, lest you think this is just a figure of speech, it was completely clear to me that he was backing off because he was recognising my territorial claim.
I held my hand down and, in a relaxed way, met his gaze and said “They’re not my women. They’re their women.” Very reasonably and no aggression. His reaction was amazing – the embarrassment on his face was immediate. I wasn’t trying to embarrass him, seriously, but at the same time I wasn’t going to buy into some exchange of property rubbish. He and his friends disappeared very shortly thereafter (well, immediately and very apologetically) and, I hope, might think twice before saying something that silly again. Perhaps it was a figure of speech but the way that he and his friends were acting… it was the same old nonsense dressed up with good haircuts and nice clothes, but the same old nonsense that starts cheerily and then starts to go nasty quickly if things don’t go as the initiator wants.
I was reflecting on this when I woke up this morning and I’m happy that I did the right thing, in the right way. However, it’s that constant reminder of how much… rubbish people have to put up with and how far we still have to go in order to get a basic sense of equality going.
I worry about a society where we are happy to tell women not to dress in a certain way, rather than having the much clearer message of “respect other people and leave them alone when they want to be left alone.” Where the moment a women gets attacked, there is always the followup questioning regarding what she was doing in a certain place at that time. There’s a lot of judging going on of the victims, rather than the very simple recognition that it is the actions of the perpetrators that should be judged. Can you walk around without crapping yourself? You have enough physical self-control to not attack someone else.
Basically, if someone wants to walk down the street naked, in the middle of the night, then until our society is safe enough to do that (ignoring your feelings on public nudity for a moment) we still have to educate. We still have to say “This person is not mine, they’re theirs.” We have to teach people that perceiving something as an invitation is a perception, not an actual invitation. We still have to look at someone and say “Really? Is that what you think is reasonable?” And, maybe, slowly, people learn and in 30-40 years time we can go and deal with some of the giant problems that we’re having difficulty with because we’re making up artificial divisions between people and undermining trust by acting stupidly and without basic consideration.
I read recently about an assault charge where a man put his genitals on the face of a young man who had passed out in a fast food restaurant, a photo was taken and ended up on the Internet. People stood around and watched as this happened. A young man is defenceless, obviously after not making the best decisions, and a crowd allow someone to humiliate him and assault him in that way.
No. This is wrong. Someone who has passed out because they drank too much has been silly, because they’ll feel bad tomorrow and they’re risking medical issues, but the vulnerable are not legitimate targets for the cruel and the thoughtless. You don’t get to be judge and jury on this one, no matter how stupid you think someone has been. You don’t get to punish someone for silliness that isn’t a crime, no matter how amusing you find it. The weak and the vulnerable need the support of the strong and privileged – not their exploitation.
I’ve come out of the last three days with an enormous amount of energy and I’m ready for a big challenge – the first stage in this is never letting something like this (helping other people or protecting other people) slip by again. If it means asking people if they’re ok, and risking getting involved, then I’ll have to swallow my trepidation and just do it. If it means getting dirty, or maybe having someone throw up on me, I can wash my clothes and have a shower. If it means running late for something that isn’t life threateningly urgent because I’ve stopped to help someone, then I will be late. I haven’t always been very good at this and I’ve always had really good reasons… or at least that’s what I thought.
Last night reminded me that it doesn’t have to be violent or unpleasant, but it does require you to keep your eye on things and not get sucked into the implicit privilege of the colour of my skin, my educational background or my gender. No more fist bumps for stupidity and, with any luck, no more convenient business to allow me to turn a blind eye.
More on the Change Lab: Creative Innovations 2012 Day 1 (still)
Posted: November 30, 2012 Filed under: Education | Tags: blogging, ci2012, Colombia, community, education, higher education, love, martin luther king junior, power, reflection, resources, tools 2 Comments(Yeah, I’m slowly adding content. I just came from a dinner that pretty much defies description so you’ll have to just give me love for actually taking the time to write this at midnight instead of going to bed. 🙂 )
I spoke before about the Change Lab but here are the key steps.
1. An innovative approach that is systemic, participative and creative
2. Collective effort to address a vital, complex challenge in a given systems
3 A committed alliance of political, economic and cultural leaders in the system
4 A rhythmic process of acting and reflecting
5 A structure container for building capacities for co-initiating co-sensing co-presencing co-creating and co-evolving
6 A safe space for practising how to exercise both power and love
Whoah – what? Power and love? This is a form of framing to show how two very different camps think about the work.
POWER: One camp says that the only thing that matters is individual interests, ambitions and capacity to act.
LOVE: Other camp focused on what’s good for the whole, the best solution, that’s the only thing that matters
Here’s the quote from the Reverend Martin Luther King, Junior:
“Power without love is reckless and abusive. Love without power is sentimental and anaemic.”
So we must attend to both the power and the love as part of the whole.
Ok, this kind of things is easy to say but the guy who was saying this was Dr Adam Kahane – he’s gone to places to look at difficult situations and if he thinks this works then I’m willing to listen. Adam was in Bogota with politicians and militia in one room, including people who had made death threats against each other, and had guerrillas calling in on the phone to be part of the scenario generation.
“Do I have to agree to a ceasefire to take part in the scenario?” (Random guerrilla)
(The answer was no – no preconditions to the scenario because you just wanted people in the same place)
What we have to face is that some problems are so big that it will take more than our friends and family to solve them. We may have to work with strangers – or our enemies.
Think about that.
You’ve been fighting someone for so long that you don’t really remember all the details – but you know that you hate each other and that you have both done bad things to each other recently. Suddenly, something comes up and it’s huge. It’s a wicked problem, one that is complex and hard to deal with or even understand. You can’t solve it alone. Your enemy can’t solve it alone.
Can you solve the initial problem of getting these two people into the room just to even talk about things? Then, having done that, can you work out how to work together on the thing that threatens you both and, somehow, act in concert to deal with it?
What if it’s so big that it’s bigger than both of you? Now, not only do you have to work together on something, you have to find someone else who will work with your semi-dysfunctional mutual hatred society. Maybe the only person who can help you is the person that you both hate second to each other? Point 2 of the approach talks about a collective effort and 3 demands that the leader, the people with agency who can change things, are the people who should be at the table.
Does it have to be Kings, warlords or CEOs? It depends on how entrenched they are in the status quo. If all the CEO is going to say it “Hey, we’re great”, then send someone who is nearly as powerful but actually has their eyes open.
I spoke to Adam tonight at the dinner and our exchange went like this:
Nick: “Thanks for a great talk, Adam. Listening to you talk about Bogota gave me hope. I don’t have to deal with warlords and guerrillas, I just have to get some academics around a table.”
Adam: “You’re welcome, but I was trying to change academics for years and I just gave up. Remember Kissinger’s quote about academics? (Kissinger, who was apparently quoting Sayre on Issawi)”
Issawi (from the grave): “In any dispute the intensity of feeling is inversely proportional to the value of the issues at stake.”
Sayre (from the grave): “That is why academic politics are so bitter.”
Now I realise that Adam was being facetious, he’s a highly amusing man, but it is slightly scary to hear this from a man who was willing to tell people to stop complaining about sitting next to someone who had tried to kill them five times, because he was trying to stop the sixth attempt.
I like the Power and Love framing – I think I’m far too prone to that sentimental ‘love’ approach,without giving enough attention to the requirement of people to be people! I think I’ll have to buy Adam’s book tomorrow!
First day of Creative Innovations 2012
Posted: November 29, 2012 Filed under: Education | Tags: blogging, ci2012, education, higher education, principles of design, resources, thinking, tools Leave a commentIt has been a hectic day. Up early to go to the gym and then, from 9am on, it’s been solid meeting, thinking, talking, networking and writing furiously. Regrettably, it appears that almost all of my notes may have just disappeared due to an application crash but, to be honest, I learned a great deal from writing it all down! (I’m still trying to recover all the notes!) (Whew – after a nervous hour that included a complete failure to boot, we appear to be going again. Sleep? Who needs sleep?)
This morning started with the Change Lab: solving complex social problems through design thinking. The key to all of this is, instead of getting caught in Challenge/Response cycle, you take a step back, get the useful (active) parties involved and get all of the problems out onto the table. I’ve given a very, very high level description but I’m going to need some time to go through my notes to distill it properly!
However, we were looking at problems in terms of whether they were dynamic (cause and effect a long way apart and interdependent), social (no one has the same lens on the problem) and/or generative (products of an uncertain and unknown future). We were asked to think about the problems in our institutions and how we’d classify them. I thought about two:
- Gender imbalance in the Engineering and ICT disciplines, which I assessed as dynamic (a dearth of female students years ago has not helped the numbers today) and social (in the amount of argument about this, due to personal perspectives and agendas).
- Increasing student workload to self-support. Most of today’s students are working to pay bills while they’re at Uni. I regard this as dynamic (changing social structures over the last few decades as well as reduced government funding), social (because the view of how people ‘should’ go to Uni is highly subjective) and generative (as we have no idea what this will do in the future and how we will really tackle it.)
I found it an interesting way to think about the problems in their overall scope. Other people’s problems included the health sector and their shift from acute care to chronic care as the population ages, and what was happening for students who don’t even make it to Cert IV in a workplace where further education has become expected. We then got a question that, to be honest, is one of the core themes of this conference:
What is the single greatest challenge you’re facing in trying to make progress in this problem(s)?
Well, that’s a good question. Speed of adaptation is a big one here – just because we were taught a certain way doesn’t make it right by any stretch of the imagination. Getting everyone who can solve either of my problems to even meet in the same room can be tricky, let alone agreeing to anything. We may end up spending all of our planning and organising time just putting a meeting together!
The Change Lab approach is designed to be systemic, participative and creative – so you need to be able to address the whole system and talk to all of the key players, while being able to step outside of the current constraints. (Hey, no-one said it would be easy!) The big problem with a big problem is that you can get stuck. You do the same thing because it’s what you do, even when you know it’s not working. Are we there yet? I don’t think so, but as someone else said today (and I paraphrase) “The time to innovate is not when it’s inevitable, it’s when it looks like it’s not yet time.” We have some bad situations (gender balance being one of them) but we’re not yet completely stuck in it and there’s a lot of action for change.
Ok, must get some sleep but will blog again shortly.
Rapid Fire Quote: Creative Innovations 2012
Posted: November 28, 2012 Filed under: Education | Tags: blogging, ci2012, education, ethics, higher education, thinking, wicked problems 2 CommentsAttended a great panel over supper on “Now to Next: How will Science and Technology help solve our wicked problems” moderated by Robyn Williams, with Baroness Susan Greenfield, Michael T Jones, Professor Nadia Rosenthal, Dr Iain McGilchrist and Jason Drew. Tons of great stuff from a very talented panel but my favourite quote of the night was from Iain McGilchrist:
“We are in a race between education and catastrophe.”
(Edit: Alan has noted that this is normally attributed to H. G. Wells. Thanks, Alan!)
Can you think of a better description of what we do or a more important reason to get up in the morning? The burning deck analogy, where crisis forces us to act, may not always apply – after all, as Baroness Greenfield noted, Quantum theory wasn’t developed because of a looming crisis, Barry Marshall’s work on ulcers wasn’t because of war and global warming had nothing to do with the work on Nerve Growth Factor. So thinking of scientists as firefighters is not a good way to think. But thinking of educators as essential and of education as the way to avert disaster – now that’s a much more useful approach.
Creative Innovations 2012
Posted: November 28, 2012 Filed under: Education | Tags: blogging, ci2012, education, higher education, reflection, thinking Leave a commentSo much to blog about from the conventicle but, surprise!, I’m not at home, I’m in a hotel preparing to attend the first day the Creative Innovations 2012 conference. I have a ‘wild card’ entry (sponsored ticket) courtesy of the Vice President of Services and Resources of my University and I’m really looking forward to it.
This is not a free lunch. (Readers of fine literature will know that there ain’t no such thing as a free lunch.) I need to look at the activities of the next three days through a lens that could bring five concrete proposals back to the University. I must be honest – I had been expecting something like this because it’s too good an opportunity to go to waste. Take a group of people from the Uni and throw them into a giant melting pot of entrepreneurs and creative thinkers… well, you’d hope to get at least five ideas!
Our Uni is a big place, with many complex systems, so I’ll definitely have my thinking cap on for the next few days!
This entry is short because I suspect I’ll be live blogging quite extensively tomorrow.
And I have my conventicle notes to write up as well.
…
Expect a lot from me over the next few days!

