Collaboration Entrepreneur Library: Stories of 100 hi-trust people of sustainability world's webs to 2012
In search of most extraodinary cases for humanity , voted by gravity200 networks
<Meta-network appeals for collaboration project cataloguing

Friday, September 30, 2005

Background links :co-mentoring-email pracitices to 12th grade
  • Ninenow - collaboration action project calling all parents

  • search schools projects among 50000 open space cataloguers

  • Hemisphere Peer Circles –why we use this name for our main projects section on Open Learning for all Ages?

    Do we learn from each year’s crop of humankind every year that they learn from 10 up? What channels or spaces does the world have for listening to these growing people’s inquiries and imaginations? Contextually: each represents over 2% of action learning power of our species- how wholly do we respect let alone honour these new searching inputs? Will google help or hinder in improving transparency of answers to this question.

    Why start from 10? We don’t have to; we could start from first grade of age 7. What we do need to do if we have learnt anything from the knowledge of emotional intelligence is that we ought start from a pre-pubescent age because that is when transparent self-confidence to question most needs planting. And to have rehearsed how each open age’s learning conversations worked so that eg by 10 that peer group is confident the world is listening. An example of such a rehearsal: each one of London’s 400 BeTheChangers of 2004 was given a personalised letter written by 7 year olds raising some questions on the world they would most like to see. The one I got was just as humanly sensible to my mind as any letter on a similar subject I have received from an adult. By all means when you are age 10 or under, facilitation by caring parents or teachers matters. But we do mean of the questions that peer group wants to ask not what some bureaucratic curriculum believes you need to be examined on like a cage of parrots. At least one of the 365 days in a 10 year old’s year could jam together the questions of the world they way we see them.

    What would 2005 have learnt before 2005 if hemisphere peer groups had been up and openly networking. Would Queen Elisabeth have spent her Christmas message to the commonwealth asking iof humanity was turning on itself? We suggest that Britain 7/7 and France and Australia and other places where pockets of youth cultures rioted or terrified us would not have been our first warning signals that such nations are not as deeply culturally integrated as they liked to hope. We suspect this would have been clear in how the class of 95s were raising different questions from the class of 90s from the class of 85s in such hemispheres. Now that all these countries citizens from 10 up have online access it’s a tragedy we don’t have hemisphere peer groups more urgently being formed. To put this another way, once co-editors of project30000 have got over the initial shocking of connecting through this weblog, our next shocking conversation is that we hope the second wave of project30000 co-produced between 2010-2015 will make this first weblog look as primitive as the stone age

    The Intergenerational Magic of 1 3 5 7 and 21
    In demanding that the world knows how it can openly learn from its 10 or 21 year old hemispheres, naturally we want to learn for other time-bands. Let’s credit Bill Gates for focusing us on the 3,5,7 year bands. Bill says that change which happens in 3 years is usually underwhelming compared with forecasts and change that happens in 7 years wholly outside what was expected. This confirms that communal action learning itself is on exponentials, and 5 year bands are as convenient as any one number to remind us of the inflection points. Put another way whilst every 12 year old will correctly tell you they are very different from 10 year olds, the cultural and environmental influence on 10 to 12 year olds can be expected to be similar where that conditioning the boundaries of a third of a generation’s experience 10-16 or 17-23, or 24-30 can be predicted to be wholly different in some ways. Do our educational dare to iteratively ask which these critical differences are? Is there any possibility that these changes in a networked globe of localities are not going to get greater every 7 year leap into the 21st C.

    And now for the not so good news - why Century 21 was our last innings.
    The vast majority of mathematical or societal system thinkers from Buckminster Fuller on forecast that unless we improve open learning to a higher order of systemic integrity representing all our diversities, then century 21 is humankind’s last one. So if you are 40 plus –and even if you live your life in a boardroom or extracting moonshine from brussel sprouts as a 21st C Gulliver would see in travelling past much EU funding - YOU could be just as interested in enabling 10 year and up hemisphere peers as every other age group.

    Cataloguing Signpost –you are here @Project30000
    What this section will do is ask where can we map the emergence of any of these learning groups? Please help us to extend this list.

    AIESEC is probably the most universal university age peer group – ie roughly 18 to 21. It exists to offer undergraduates cultural exchange learning experiences from one hemisphere to another. Its members say it does this quite well. But where’s the debriefing? Why don’t the world’s journalist cover each year’s peer learning group’s newest observations with the same intense desire top listen as a meeting of G* ministers. Can you explain that to me? I seriously want to know

    The Montesorri Tradition asks students to learn from each other’s age groups, the way well harmonised families might. Do journalists fully check in each year with what Montesorri’s newest questions about family systems may be? If you think that’s an over-optimistic question, it interests me that Chief Justices have been doing that annual checking in at Lucknow for 6 years now. I do wonder why the BBC as world’s largest public broadcaster doesn’t even devote one hour a year to what this fascinating peer exchange’s latest action learning debriefs are.

    This section waits for your nominations of other spaces or networking channels where hemisphere peer learning happens. We will add in a few scripts on learning networks that a circle of us have been playing with for 33 years now. If some of them provide controversial stimuli that make you stand up and shout before you awake your open learning curiosity, that is the only value they have. As Peter Drucker who died this year a 95 year long lifelong learner was heard to mutter gravely every year: can anyone tell me that the productivity of schooling has truly improved in any of my 95 years on this planet. We need not to blame institutions etc since this is ultimately a job that all people serve for all people if there is to be a 22nd century – at least our mathematical maps of exponentials make this as clear as night follows day

    Thursday, September 29, 2005

    Learning Networks - Pick of the Last Quarter Century

    Having helped start the genre of books on future learning networks in 1984, we'd like to host a competition thread on Picks not of the Month but of the Last Quarter Century

    Can anyone improve on this nomination:

    LEARNING Networks & Open Mentors: History's newest revolution:1974-1984-2004-2024Sample Eight main beliefs of one of most inspiring books around:
    1. The world is hurtling through a fundamental turning point in history.
    2. We are living through a revolution that is changing the way we live, communicate, think and prosper.
    3. This revolution will determine how, and if, we and our children work, earn a living and enjoy life to the fullest.
    4. For the first time in history, almost anything is now possible.
    5. Probably not more than one person in five knows how to benefit fully from the hurricane of change - even in developed countries.
    6. Unless we find answers, an elite 20 percent could end up with 60 percent of each nation's income, the poorest fifth with only 2 percent.1 That is a formula for guaranteed poverty, school failure, crime, drugs, despair, violence and social eruption.
    7. We need a parallel revolution in lifelong learning to match the information revolution, and for all to share the fruits of an age of potential plenty.
    8. Fortunately, that revolution - a revolution that can help each of us learn anything much faster and better - is also gathering speed.
    This book tells its story. It also acts as a practical guide to help you take control of your own future.The main elements of the revolution are twofold. They link the modern marvels of brain research with the power of instantly available information and knowledge

    we'd also nominate Friedman's "The World is Flat" as a very popular contender