Homesglen TAFE

1. Homesglen TAFE The Future of Education Peter Ellyard Preferred Futures Institute 31 May 2013 Melbourne

2. In our lives we do two things all the time which are crucial for our future success • We seek to shape the future • We initiate, nurture and where necessary amicably terminate , relationships • We rarely seek to shape the future alone, so the ability to use relationships to achieve our aims and with our harming them is crucial. • And as I will show the key relationship of the 21st century is the interdependent relationship.

3. Your students will thrive in adulthood if they : I • Are effective resilient future-takers (managers-of-self) and purposeful future-makers( leaders-of-self) • Shape their life and career path though clarifying their destiny (through insight), by consciously choosing or creating destiny appropriate careers and lifeaspirations (through foresight) and by examining and learning from one’s experiences and derivation (through hindsight). • Embody the values of Planetism, the emerging global paradigm which requires that we give first priority to planet over nation and tribe, and which will shape 21st century markets, ethics and jobs.

4. Your students will thrive in adulthood if they : 2 • Know how to initiate, nurture and amicably terminate interdependent relationships • Grow, though life long, learner-driven learning, their capabilities to think and reason, be emotionally intelligent, and reflect and be mindful and calm. • Commit oneself to continuous innovation – seeking to do both old things better and new things first – creating ways and wares for emerging Planetist markets.

5. Shaping the future: We shape the future through six processes: Leadership : being a purposeful future-maker. Management : being a resilient future-taker. Planning : Applying the different forms of planning (including land use, urban, community, transport, social, financial, industrial and economic planning). Design: Utilizing design based professions including engineering, architecture, all forms of design (such as industrial, systems, fashion and graphic design). Innovation: developing new means (ways and wares) to do old and current things better, and new things first. Learning : increasing our knowledge and capabilities, changing our mindsets and belief systems in order to become more future effective, and discover new options, possibilities and opportunities.

6. As future-shapers we must regularly engage the futurist embodied in each of us. This futurist in us is: • Part Prophet– who asks what will be the future? • thetrend analystwho responds to perceived trends. • the way of the Managerin each of us. • Part Visionary- who asks what should/could be the future? • theimaginer of, and the dreamer about, the future. • the way of theLeaderin each of us. The difference between these two parts of ourselves is summarized thus: Some people see things as they are and ask why, I see things as they could be and ask why not! (George Bernard Shaw)

7. From an understanding of global trends we can predict the emerging goods ,services and ethics of the next few decades. Most of these have yet to be invented. We can do this by tracking how values shift. • Valuesdetermine what people value and find to be valuable. • What people value and find to be valuable, they will seek more of. • What they want more of will determine what they seek in markets. • What is sought in markets will shape emerging innovations, products, services and technologies. • The main innovations areCapacities and Capabilities and Ways and Wares(more on these later)

8. Consider what has happened over the last three centuries: • The 19th century was the century of dependence - most people lived in colonies • The 20th century was the century of independence - the majority of people now live in independent countries. • The 21st century will be the century of interdependence, where independence entities voluntarily give up some of their independence because of the benefit and synergy that comes from union.

9. These three key relationships are also related to levels of maturity. • Dependence– childhood • Independence – adolescence • Interdependence– adulthood • In the interdependent 21st century, we all need to know how to initiate, nurture and successfully end interdependent relationships.

10. To the Spaceship Culture / Planetism (2020) Priority to Planet From the Cowboy Culture / Modernism (1960) Priority to Nation

11. To prosper in 2030 and beyond we need to be better innovators and understand innovation better • Ways : innovations (social innovations) inwhat we doin order to achieve an objective. Changes to/new behaviours, actions, strategies and cultures. • Wares : innovations (physical innovations) in what we use in order to achieve an a objective. For example new designs, products, services and technologies. Most of the innovations – the ways and wares- that will be selling in global markets the year 2030 and beyond -and these will be Planetist markets-have yet to be invented.

12. The interdependent relationshipis characterising the 21st century Examples are: • the personal adult relationship; • The workplace; • the supply chain; • the loyalty scheme; • the political union such as the EU or ASEAN; and • our relationship with the environment. • Aggregated purchasing utilizing supply chain interdependence and loyalty will grow in emerging 21st century society.

13. Before we initiate an interdependent relationship The three questions we need to be able to answer if we are to place our trust in another in an interdependent relationship are : • Is the other honest? • Is the other reliable? • Is the other competent? • All our young must become experts in initiating, managing and amicably ending interdependent relationship • Imagine innovations we can create to assess honesty, reliability and competence.

14. To the Spaceship Culture / Planetism (2020) Priority to Planet From the Cowboy Culture / Modernism (1960) Priority to Nation

15. The Manager in each of us is • A change-taker • A future-taker • A path-taker Imagine a resilient future-taker

16. The Leader in each of us is • A change-maker • A future-maker • A path-maker Imagine a purposeful future-maker

17. Managers ‘V’ Leaders

18. The 6 Cs of the leaders heart : What the leader in us is: • Confident:having self belief but without hubris (Masculine, Animus, Yang) • Courageous: going where others dare not, overcoming self interested opposition (Masculine, Animus, Yang) • Committed: doing what must be done, being assertive not aggressive (Masculine, Animus, Yang) • Considerate: listening and responding to the opinions and views of others (Feminine, Anima, Yin) • Courteous: showing respect in conversation (Feminine, Anima, Yin) • Compassionate: responding with empathy to victims/disadvantaged (Feminine, Anima, Yin)

19. The 6 Vs of the Leader in action .The leader should be capable of : Vision. Motivating/inspiring /mentoring inspiring visions. • What will be/should be our destination, ourprobable-future/preferred-future?. Values. Elucidating core organisational values. • What values/ethics - both good and bad, currently guide our behaviour? Virtues. Promoting virtuous organisational behaviour. • What values/ethics should we consciously promote in our future behaviour and how do we best do this? Venturers. Recruiting/inspiring/empowering supporters • Who will be, and how do we empower and create effective Champions(internal supporters of the leader) and Allies (external supporters of the leader)?

20. The 6 Vs of the Leader in action .The leader should be capable of : 2 Voyages. Identifying/stimulating/facilitating strategic actions. • What strategic actions should we facilitate; impediments overcome, improvements made, initiatives taken (collectively the 3is), heritage nurtured and baggage eliminated. Vehicles. Developingcapacity and capability, fostering innovation. • What additional resources/skills are needed?: capacities (resources), capabilities (skills and capabilities). • Whatsocial innovations ,including newactions/ behaviours/ethics should we develop/introduce?: Ways • Whatphysical innovations, including new products/ services/technologies, should we develop/introduce?: Wares

21. The five DialoguesDestiny, Destination & Derivation dialogues The first three dialogues are: • Destiny dialogue (Insight) Destiny = aptitude + passion. The secret to a successful life is to understand what is one’s destiny to do and do it (Henry Ford) • Destination dialogue (Foresight) Vision : Envisioning preferred future/possible future destinations. 3.Derivation dialogue (Hindsight) Heritage: What priceless elements in my past- my journey until now should I treasure, nurture and include in our plans moving forward? Baggage: What now unwanted elements from the past are still with us that we must change, modify or eliminate so that our past experiences do not undermine our future journeys?

22. Learning in the 21st Century • Learning is one of the most critical things we do to prepare for future success • What should be done to ensure that education and learning plays the most effective possible role in shaping the future? • Here also are some thoughts on the future of teaching.

23. Imagine Education systems that : • Utilizes Destiny dialogues(insight), destination dialogues (foresight) and derivation dialogues (hindsight) to assist in the development of life and career paths . These could be used by counselors and students at points of entry and reentry into education, and for career path and professional development planning. • Keeps educational records of all people –an educational equivalent to a medical record, so that the learning/ case history record travels with students throughout their lives/careers and ensures that learning is customized for the learner. • Eliminates of the last vestiges of the traditional one-size-fits-all educational model derived from Fordist/Taylorist mass production/ manufacturing. • Imagine also the ways and wares we need to invent and market to bring this about.

24. The 21st Century Learning Culture. 1 • Lifelong learning. Continuously utilising up to 10% of one’s time to prepare for success on one’s future life and work, and for future organisational success. • Learner driven learning. Learning initiated and managed by the learner, not the teacher/mentor, through the utilisation of learner driven learning technologies. • Just in time learning. Providing the opportunity to learn through curiosity and when the need for knowledge is greatest, including from remote sources, at home&in formal learning /work environments. • Customised learning. Being able to learn more effectively because all learning opportunities and processes are customised to suit different learning and thinking styles.

25. The 21st Century Learning Culture. 2 • Transformative learning. Designing learning for, and assessing the success of learning by, the transformation of students, because the transformation of people rather than the acquisition of knowledge is the major purpose of education. • Collaborative learning. Designing learning environments/processes to ensure learning is as effective in groups as it is for individuals. • Contextual learning. Providing a context to maximise learning by locating learning in real life and virtual real life environments which make learning more effective. • Learning to learn, think and feel . Improving the capability to learn ,think and feel- via multiple intelligence learning

26. Imagine ways and wares for Life-Long Learning. • Negotiations between learners and providers occur at the entry and re-entry point into learning that seeks to ensure that learning is most relevant to, and customized for, the learner’s aspirations and learning styles. • A life-long loyal relationship between learner and provider similar to a relationship with a GP. The provider keeps detailed records of all student’s learning and career and life pathways– an educational equivalent of the medical record that is made accessible-with the learner’s approval-to providers, when a learner enrols with a particular provider. • Case management of learning is undertaken by providers for each learner, to ensure that learning is best customized to the learner’s aspirations • A two-way loyalty scheme between learner and provider similar to frequent flier program between the customer and service provider.

27. Imagine ways and wares for Learner-Driven Learning. • The two year old is an archetype learner-driven learner. We should aim to keep the two-year-old learner in us alive throughout our whole lives. Throughout life the learner assumes responsibility for his/her learning and can walk a learning pathway where the learner interacts with providers who facilitate learning at particular points on the learner’s journey. Learning could be guided by participation in the 3Ds of future-exploration. • The student seeks information and knowledge from all sources including on-line. Some knowledge is provided by the teacher but over time the relative proportion provided by the teacher decreases. • The teacher/provider acts in three ways to improve the learner’s learning: as knowledge navigator- introducing the learner to pathways to knowledge and learning; as mentor- turning data and information into knowledge and wisdom; and as case manger, ensuring that learning is relevant to the learner’s aspirations.

28. Imagine ways and wares for Just-in-time (JIT) Learning. • The two-year-old is also a classical just-in-time (JIT) learner. All learning where possible should be JIT- on time and on tap- when our need to know and understand is at a maximum and our curiosity greatest. • Learning should be made as enjoyable as we can make it, including through playing educational games. Imagine learners seeking information and knowledge JIT whenever it is needed and from wherever it is available including from the Internet. It would be accompanied by the provision of JIT knowledge navigation and mentoring by teachers. • Computer spell checks and thesauruses and the whole Internet are current just-in-time learning systems.

29. Imagine ways and wares for Collaborative Learning. • As the world becomes more interdependent and communitarian, collaboration and partnership building are becoming more important for ensuring 21st century prosperity than is competition. Loyal interdependent relationships with co-workers, suppliers and customers are now crucial to building successful 21st century economic success. Interdependence requires that trust based on honesty, reliability and competence is established and maintained. • Many 21st century products combine the work of people with different skill sets. To illustrate this point multimedia combines the work of creative people such as writers, visual artists, cinematographers, animators and musicians, with project managers, software engineers, marketing specialists and many other disciplines. This kind of inter-professional collaboration is now not unusual. We all can become better at collaborating. As part of learning all of us should be able to design and facilitate our own collaborative learning activities and processes.

30. Imagine ways and wares for Customized Learning. • We are all different and our minds differ in the way we learn, process information and create knowledge. This is what the work of Ned Hermmann, and of others who are interested in how the mind works, have taught us . • In the 21st century it is possible to create new customized learning ways and wares providing learning modules that are customized to each particular learning and thinking style. We can learn in many ways including: getting information, acting out/applying, feeling emotions/experiencing/doing, and making connections and gaining understanding. We choose the way we learn by selecting the means and learning module that is customized for us after testing (eg via the HBDI) to match our preferred and best learning mode. • All of us, including those with learning difficulties, should have access to interactive customized learning ways and wares to enable each of us to maximize our learning.

31. Imagine ways and wares for Transformative Learning. • The major aim of education and learning is the transformation of people to enable them to complete exiting tasks they were previously unable to achieve, or accomplish emerging tasks that were previously unknown. This not only involves developing the requisite skills but also for embodying values and perspectives that ensure they are successful in 21st century social contexts. • We currently mostly evaluate learning through the assessment of the knowledge acquired. • But we should be able to assess how and by how much we are transformed by our learning. • We also know that because of our greater awareness of neuroplasticity, which has shown us that brain function and structure can be continuously transformed, that we are transformed both by what and how we learn, and not only in childhood but throughout our lives.

32. Imagine ways and wares for Contextual Learning. • Experiential learning is now becoming mainstream- learning by doing. We should be seeking to make all learning as experiential as we can, including through games, as many and as varied as we can imagine. Children are good contextual learners because they use play to mimic the real world. Learning is enhanced when we can learn in the context of real life situations. • As well as providing reality experiences we can create learning contexts through simulation in both real and virtual environments. An example of a simulated working environment is the flight simulator for pilots. Virtual reality will be the next big thing in contextual learning. The avatar will become central to 21st century learning. • In the 21st century we can combine play, games, information and knowledge, and simulated learning environments, into a new 21st century industry - providing ways and wares for contextual learning in every conceivable working and learning environment. • Imagine when a young person seeking employment is asked about his/her experience and is able to say I only have X hours of experience but I also have 100X hours of virtual experience!

33. In Primary school • A 21st century successful life requires a broader kind of education than the current curriculum that focuses primarily on literacy and numeracy, important as these are. • In my own work I am working to develop many aspects of such a program. • If we want to create future 21st successful adults we could include new items in the curriculum in each of four different areas

34. Making education more 21st century relevant The emerging demands of 21st century living means we should introduce to primary education this education curriculum to grow the capability in our young to learn, think, feel and reflect. • Imagine our young arriving into the period of turmoil that is puberty already being able to know how they best learn , to reason and think critically and creatively , to be emotionally intelligent, and to reflect deeply. • Howard Gardner’s theory of multiple intelligences is central to any major initiative designed to to broaden the ways we learn, think and feel.

35. Imagine ways and wares for learning to learn, think ,feel and reflect. 1 Learning to learn: We are all different and we all learn differently We should know how we best learn : • We best strategize/organize with the cerebral left ,account/safeguard with the limbic left, relate/collaborate with the limbic right and envision/create with the cerebral right. • cerebral (upper) left: learning by gaining information and facts; • limbic (lower) left: learning by being able to do, acting out, applying; • limbic (lower) right: learning by feeling emotions, experiencing and doing • cerebral (upper) right: learning by making connections, understanding and through insight. (from Julia Atkin) We can learn about our learning brain preferences through programs such as the Herrmann Brain Dominance instrument (HBDI) Imagine ways and wares to ensure that all our leaning is customized for how each of us learns best. • Imagine doing a test that is able to assess how you learn, what you have learned, and your capability to learn and think. • Imagine new learning and thinking development curricula and modules to continuously improve your learning and thinking abilities.

36. Imagine ways and wares for learning to learn, think ,feel and reflect. 2 Learning to think: • The 21st century prosperity will be largely based on creative and critical thinking , and on knowledge. • All our young can learn two become creative and critical thinkers by being taught philosophy in primary schools. • These programs could include : logic (valid reasoning), metaphysics ( what do we know?) ,epistemology ( how do we know)? , and ethics (what should we do?) • www.kinderphilosophy.com currently operating in NSW state primary schools is a program that I am currently supporting

37. Imagine ways and wares for learning to learn, think ,feel and reflect. 3 Learning to feel. • The 21st century is the century of interdependence ( bilateral interdependence) and communitarianism ( multilateral interdependence). • We cannot conduct succeed in this interdependent and communitarian world without good emotional intelligence – particularly accessing and being guided by one’s own feelings ( intrapersonal emotional intelligence) and the feelings and actions of others (interpersonal emotional intelligence ). • A program I work with called Kimochis(www.kimochis.com/com.au ) uses toys to stimulate the development of these capabilities in young children. Emotional intelligence should a be taught and learned in primary schools.

38. Imagine ways and wares for learning to learn, think ,feel and reflect. 4 Learning to reflect. • Out best ideas about work occur when we are not at work . This is when the ‘Aha’ moments come. • Think about what you are doing when your last major breakthrough idea emerged • Leadership of self and other requires more reflective time - we best shape the future when we have reflective time. And we are allowing understanding to emerge • We can progress this reflective agenda further when we undertake other practices a from adolescence onwards – in the middle years of schooling- practices such as martial arts, tai chi chuan , qigong and yoga.

39. Early Childhood • Mark Twain once said ‘the worst example of social injustice I know is the fact that children do not have the right to choose their own parents’. • Children arrive at school advantaged or disadvantaged by the capability of their parents to be effective teachers of their own children. • Schools could go into homes when children are in-utero and teach parents to be magnificent teachers of their own children • Imagine the Catholic education system doing this and building strong bonds with children before they come to school.

40. In Secondary School: imagine when our young reach Puberty • They are able to sail through puberty successfully and safely because they are successful leaders-of-self, are able to remain resilient, calm and focused when under pressure , and their behavior is not threatening to themselves and others. • This is because they learned a different curriculum in primary school and they have also participated in a 21st century relevant form of initiation. • This applies equally to both indigenous and non indigenous youth

41. Creating the maturity and responsibility needed to thrive in an interdependent 21st century society. • Are our young mature enough to be: • Successful adults who are able to understand the reciprocity of rights and responsibilities- mutual obligations-that are needed to thrive in a 21st century interdependent society. • Accountable for their education and personal and career development, and committed to life-long learning so that they remain future resilient. • Mature responsible interdependent workers in the work place. • If the answer is no, we need to deal with this immaturity.

42. Social immaturity • In traditional societies the young learned how to become successful responsible adults through a process conducted at puberty called initiation. Many of today’s young are not achieved self-responsibility even 15 years post-puberty. Immaturity is causing many social problems including : • Community violence, binge drinking, unsafe sex. • Intercultural and inter-religious intolerance. • Drug taking, dangerous driving, train surfing and other forms of high-risk behaviour. • Self-harm and suicide in youth. • Destructive behaviour such as that which occurred in the riots in England in August 2011. • Children are by nature selfish and self -indulgent when they are dependent. To become successful adults, when they are on the threshold of independence, they have to learn how to become responsible for their own lives and responsible members of the communities in which they live. This is a big task and it is one society is spectacularly failing to achieve. As a result there many boys who haven’t grown up who are living in men’s bodies and similarly some girls are living in women’s bodies.

43. Reinventing Initiation for the 21st Century: • The middle years of secondary school are not working well; the young at puberty tend to lose interest in the traditional educational fare. • What they want is access to the secrets and mysteries of adulthood, as has been the case over millennia, where the traditional process of initiation was used, to purposefully transform children into responsible adults. • What is needed is the reinvention of a 21st Century relevant initiation/rites-of-passage process. • This can be done through a holistic program of initiation in (say) Year 9,where we abolish the current curriculum of year 9 and reconstruct the year as a preparation for successful adulthood year. • Imagine. • Creating Initiation Ways and Wares and teaching programs for successful adulthood in vocational colleges, as well as in schools. • For immature students who are already adult, this program can be re-branded into a ‘successful lives and careers program’. • Without such a program, many vocational and general education programs will at least partially fail, because many students will not develop sufficient self-responsibility to be effective makers of their own lives and career pathways, be responsible employees, and effective participants in an interdependent 21st century society

44. A model Initiation program is already operating in South Australian Independent Schools called The Rite Journey (www,theritejourney.com ) . The program curriculum includes: • Personal biography, gender identity and construction. • Feelings and beliefs, relationships and sexuality. • Anger, bullying, depression and violence. • Risk taking (including drugs), stillness, meditation and relaxation. • Communication, mentoring and our place in the modern world. • It involves students progressing through seven myth inspired stages and ‘graduation’ rituals/ceremonies at the end of each stage. • The young are also involved in community service, and team sports and activities that test their courage and commitment.

45. Initiation traditionally also: • Transferred the responsibility for raising the young from the parents to the grandparents’ generation- the elders - relieving parents from the primary responsibility for the development of the young post puberty. • As their young mature, many parents struggle to transform their relationship with their children from one mostly based on control when their children are dependent, to one mostly based on facilitation when their children seek independence. • True independence is required before their young can begin the even more daunting process of self-transformation so that they know how to be interdependent –including knowing how to initiate, nurture and amicably end interdependent relationships, need to live successfully in an increasingly interdependent planetary society. • What could the Catholic school system do to ensure appropriate initiation /rites of passage in its schools to ensure that all students achieve successful adulthood ?

46. Connections • peter@preferredfutures.org • www.designing2050.com • www.peterellyard.com • www.preferredfutures.org • www.saxton.com.au • www.debii.curtin.edu.au