I’m blogging from the Future focussed issues stream: Josie, Rachel, Bob Frame, Stephanie Pride, Billy Matheson, Fiona Beals
I’m trying to follow in Rachel’s footsteps on this but I have to say that she’s set a really high bar.
Josie is introducing people and letting us know about the ways the future focussed issues are running through the curriculum and asking what they mean:
She wants to know whether these are the most important words-these are the ones found in the curriculum.
Rachel talks about the research project she and Josie are running at NZCER. These future focussed issues aren’t well enough explored in education and so they’re looking outside education at what she calls:
“Self-generating knowledge building networks for knowledge building, learning and change.” Rachel plugs the future-focus issues space on the blog.
How do we describe these four issues—separate? Interlinked, stacked on top of each other? Or with sustainability as the big idea and the other ones all a subset of that?
She quotes Bob Frame who said something like:
In one way, these words are just empty signifiers. They are something which each individual populates with his or her own meaning: Who is using the word and why.
Bob Frame talks about what sustainability means to him from his many years of study.
For him future generations underpin: “Will our institutions act as an anchor or a sail?” Sustainability is a mindset. Critical issues—not just climate change but a perfect storm of other issues too which are interconnected.
Sustainability: of what? Of who? And why?
If we all do a little, we’ll get a little: we need to do something big.
Bob says we need to get some “early adaptation to new equilibriums”.
Now Stephanie Pride is talking about how important the both/and is now: if we want to have skills for sustainability, we all need futures capability. We need to figure futures capability—futuring—into everyone’s world. Needs to be distributed like literacy and numeracy across the whole population. Have to learn by doing, understand complex systems and your own values inside them, how to make decisions with other people. Educators have to be in the front showing how this works.
Can’t take these as content knowledge—we won’t make the changes.
Every day, all the time, every teacher needs to model adaptability and futures capability! Yikes! How will we do this!
But Stephanie says that teachers are already doing this—it’s not a NEW thing. Only connect (great line, from Howards End, I think). Connect to the way you already do all these things and just run them as a stream through everything. I think this idea about future-thinking as a new core competency is really cool. Now we have to figure out how to do it!
Now it’s Billy Matheson’s turn. “Layers of belonging”. Billy says that if you don’t help young people deal with belonging as a central issue of citizenship you’re missing it. Talks about becoming indigenous again: “Indigenous people to the planet” (he’s quoting William McDonough Cradle to Cradle)
Billy will share 4 layered models: from either/or to yes/and
The world can be simple, complicated, or complex: we need all three of these but need to be able to discern between these layers and move from one to the next—and to act on these layers, have simple, complex, and complicated conversation.
Layers of time:
Billy tells us that the top two are so much more easily accessed than the others.
Also of scale:
Billy asks: Why is our democracy so stuck at the local level?
How to we shift into a chapter that holds both the individual and a new sense of connectedness (maybe like what Keith was talking about yesterday?). Talks about the “Obama-model” of taking the skills we learn in the community and using them in larger and larger scales.
Then he shows a beautiful “diversity fern” (I’ll try to get a picture of this up at some point). How do we find the learning space necessary to cultivate the genuine experiences of cultural diversity?
How do we develop “civic hardware and social software that holds this wonderful diversity”
Fiona Beals: Tells us that the thing that blew her away here was running into her biology teacher. She tells her personal story—that by the time she reached high school she was in bad shape. That Biology teacher made a big difference for her. Then later Jane Gilbert helped her get a PhD. Lots of connections at this conference for Fiona! She understood that what was wrong in her schooling wasn’t the teachers or the people but the way school happened.
In order to be future focussed, I need to be outward focused. Need to grab people’s passions and turn them to good.
Futures focused education started with development education. We can not only learn about these countries but can learn from these countries.
How many of you take technology for granted—how many people actually write code? Or ask: what else can I do with my phone? In the developing world, people go into their cell phones and write code. In Africa they’ve been using cell phones for banking since the 1990s. This is a great example of global education.
Fiona is starting to take out the world “developing” to describe countries and talking about the word “majority” because people living in poverty are actually MORE of the world than not and we should start to understand that.
Rachel and Josie about E4E
The moral issues about E4E very important (some people say it’s E$E). Josie and Rachel have found that peoples’ experience in school is really local and maybe moves beyond a focus on the difference between education for enterprise and education as a social good. Still, they think that distinction is really important to talk about and understand, and they’ll help people do that in their longer session (which I can’t go to—bummer!). These all look SO good! Lots of food for thought here.
(I’ve also learnt that I can’t imagine how Rachel does this!)
Conference: November 2009, Future focussed issues