When is enough, enough, to act?

I woke up a few hours ago from a dream of being a storyteller of happy-ending life struggles in a world resigned to merely fixing its escapes from despondency. My mind has been working subliminally for some time (years maybe?) in resourcing and restructuring who I’ve been and in heading me toward what to do diligently with the rest of my life, and last night’s dream was clearer than ever a calling to act now without further delay to be much more clever in a disciplined way to create what I can and to join with those who are working at telling stories that heal broken hopes of personality and community. I’ve never been really good at heeding calls to reform myself — I’ve seldom disliked being me — so responding to the call to a more virtuous life in the dream is in jeapardy of self(ish) inertia as a time of amazed enthusiasm for it recedes into the past and out of memory. But it is worth letting others know that I may be quitting an obsessive procrastination cold-turkey.

Capitalism Hits the Fan

I received an interesting promotion from the Media Education Foundation in this morning’s email for a DVD made by University of Massachusetts’ economics professor Richard Wolff, titled Capitalism Hits the Fan. The MEF website provides a brief video introduction to Professor Wolff’s DVD’d presentation, a full-length, but video-hampered preview, and the following written description:

With breathtaking clarity, renowned University of Massachusetts Economics Professor Richard Wolff breaks down the root causes of today’s economic crisis, showing how it was decades in the making and in fact reflects seismic failures within the structures of American-style capitalism itself. Wolff traces the source of the economic crisis to the 1970s, when wages began to stagnate and American workers were forced into a dysfunctional spiral of borrowing and debt that ultimately exploded in the mortgage meltdown. By placing the crisis within this larger historical and systemic frame, Wolff argues convincingly that the proposed government “bailouts,” stimulus packages, and calls for increased market regulation will not be enough to address the real causes of the crisis, in the end suggesting that far more fundamental change will be necessary to avoid future catastrophes. Richly illustrated with motion graphics, this is a superb introduction designed to help ordinary citizens understand, and react to, the unraveling economic crisis.

It seems to me that educators might better introduce the study of economics to their students based on a timely and relevant presentation such as Wolff’s, than on a more abstract, textbook-101 introduction. By watching the full-length preview, I’ve gained an overarching view of how the American and other economies have stumbled into the unsustainable mess they’re in.

Bill Moyers talks with Parker Palmer

Tonight’s (2/20/2009) broadcast of Bill Moyers Journal features a wonderful interview of Parker Palmer. Here’s a link to the PBS page where a video of the interview can be found. I suspect that you’re going to appreciate listening to what Palmer has to say about himself and how to recover from the various kinds of “brokenness” Americans are experiencing in their lives and from the various cultural illusions that have diminished us personally and socially.

Turning Learning Right Side Up

What happens when you mix:
an American organizational theorist, consultant, and Anheuser-Busch Professor Emeritus of Management Science at the Wharton School, University of Pennsylvania, who is a pioneer in the field of operations research, systems thinking and management science,
and
the founder in 1968 of a place where people decide for themselves how to spend their days; where students of all ages determine what they will do, as well as when, how, and where they will do it; which belongs to the students as their right, not to be violated?

They write a book collaboratively in 2008 which is titled Turning Learning Right Side Up.

Russell L. Ackoff and Daniel Greenberg are the volatile mix of exceptionally non-conforming, playfully democratic, and value-driven minds.

Both of these “wild and crazy guys” have been intellectual-activist heroes of mine for a long time–separately in his own field. Each of them has remarkable organizational and personal development results to show for their unconventional professional thinking and efforts.

Thanks very much to a friend of mine Mike for pointing out the book. I just ordered a copy of it.

The Necessary Revolution

Just got to a book last night which has been on my “anti-library” shelf for several months–Peter Senge’s The Necessary Revolution (2008)–which I highly recommend. Here’s an article from Business Week‘s “Innovation” section which reviewed the book last summer and spurred me to acquire a copy of it.

The following paragraphs from the book’s first chapter, “A Future Awaiting Our Choices,” provide a good introduction to the nature and scope of Senge’s recent work.

The Industrial Age has often been called the “machine age” because the rise of machines and the way they operated transformed the way people thought and worked. It wasn’t long before people were expected to work like machines and the assembly line became the icon of efficiency and standardization for all organizations. Gradually, machine thinking shaped much more than manufacturing: Economic progress became synonymous with increases in efficiency and productivity; cultural advance became equated with dazzling new technologies; and nature, including the other creatures with whom we share the earth, was reduced to ‘natural resources,’ inputs to the economic machine.

A sustainable world, too, will only be possible by thinking differently. With nature and not machines as their inspiration, today’s innovators are showing how to create a different future by learning how to see the larger systems of which they are a part and to foster collaboration across every imaginable boundary. These core capabilities–seeing systems, collaborating across boundaries, and creating versus problem solving–form the underpinnings, and ultimately the tools and methods, for this shift in thinking.

For over a quarter of a century our work, first at the Massachusetts Institute of Technology and then through the Society for Organizational Learning (SoL) global network, has involved helping organizations of all sorts to “learn how to learn”–which naturally leads to the question, “Learning for what?” For many years, precedent provided the answer: learning so that companies could be more innovative and profitable, so that schools could help students learn, so that governmental organizations could better serve their constituencies. For the past decade, however, we have begun to also see a larger answer: shaping a sustainable, flourishing world for life beyond the Industrial Age. This represents perhaps the greatest learning challenge humans have ever faced, and it will require extraordinary leadership from institutions of all sorts.

This is not pie-in-the-sky rhetoric or intellectual idealism, but in fact is reflected in ways organizations and individuals are already working together. The organizations and people you will meet in the pages that follow are starting to enact new ways of managing, leading, and ultimately creating value, not just for today’s real needs but for tomorrow’s, and their practices are spreading to hundreds of businesses and non-business organizations of all sizes around the world. There is no silver-bullet formula for putting these ideas into practice widely, but there are principles, practices, and ways of getting started.

I once was guided professionally by Senge’s idea of the “learning organization” in my own organizational development / knowledge management work. I’m guided again by him, this time by his idea that the environmental and social challenges we face create an unprecedented opportunity for us to bring about real, sustainable (and “revolutionary”) change in the ways we work and live.

Howard Zinn on education and activism

I just started reading Howard Zinn’s You Can’t Be Neutral on a Moving Train: A Personal History of Our Times (1994) and stumbled upon a couple of paragraphs that raise questions in my mind about teaching and activism. Here are those paragraphs copied from page 7:

When I became a teacher I could not possibly keep out of the classroom my own experiences. I have often wondered how so many teachers manage to spend a year with a group of students and never reveal who they are, what kind of lives they have led, where their ideas come from, what they believe in, or what they want for themselves, for their students, and for the world.

Does not the very fact of that concealment teach something terrible–that you can separate the study of literature, history, philosophy, politics, the arts, from your life, your deepest convictions about right and wrong?

In my teaching I never concealed my political views: my detestation of war and militarism [Zinn was a bombardier in WW2.], my anger at racial inequality, my belief in a democratic socialism, in a rational and just distribution of the world’s wealth. I made clear my abhorrence of any kind of bullying, whether by powerful nations over weaker ones, governments over their citizens, employers over employees, or by anyone, on the Right or the Left, who thinks they have a monopoly on the truth.

This mixing of activism and teaching, this insistence that education cannot be neutral on the crucial issues of our time, this movement back and forth from the classroom to the struggles outside by teachers who hope their students will do the same, has always frightened the guardians of traditional education. They prefer that education simply prepare the new generation to take its proper place in the old order, not to question that order.

Are these paragraphs and Zinn’s A People’s History of the United States (1980, 2003), “the only volume to tell America’s story from the point of view of–and in the words of–America’s women, factory workers, African Americans, Native Americans, working poor, and immigrant laborers,” as unpatriotic, subversive, and dangerous as jingoists claim that they are? And if not, where does that leave us as teachers of our (American) history?

Creativity in common

James Boyle is a hero of mine! His newest book The Public Domain: Enclosing the Commons of the Mind has gained the attention and praise of all those in the free culture movement. Here’s a sample:

“Boyle is one of the world”s major thinkers on the centrality of the public domain to the production of knowledge and culture. He offers a comprehensive and biting critique of where our copyright and patent policy has gone, and prescriptions for how we can begin to rebalance our law and practice. It is the first book I would give to anyone who wants to understand the causes, consequences, and solutions in the debates over copyrights, patents, and the public domain of the past decade and a half.” -Yochai Benkler, Berkman Professor of Entrepreneurial Legal Studies, Harvard Law School

This YouTube video speaks to the matter of the Creative Commons, which Boyle champions:

The Element: How Finding Your Passion Changes Everything

A new posting at the TED Blog announces Sir Ken Robinson’s new book titled The Element: How Finding Your Passion Changes Everything and provides a link to a video of his TED presentation on creativity in 2006. I continue to listen to what has been Robinson’s clear voice on creativity and human being. Awakening students’ passions of mind and heart in learning is as revolutionary and fundamental an aim as I can imagine for constructing an educational agenda.