Transcript Slide 1

RMIT
Concepts Bank :
21st relevant learning and
teaching
Presented by:
Dr Peter Ellyard
Preferred Futures Institute
Foundation 2050
2 September 2010
Introduction : RMIT
• Is dedicated to educating young people mostly early in their life.
• Its focus is primarily in vocational and professional education.
• A high proportion of these students are from overseas and for the
most part these students come from cultures where education is
highly prized which means that these students tend to be highly
motivated learners.
• These student are often from the newly emerging middle class
which is growing in these countries because of the impact of
globalization.
• However over time more of these students will stay at home
because the nations which are providing these students are now
creating first class tertiary education sectors for themselves.
RMIT
• Is reacting to this by creating its own campuses in
these source countries.
• However over time there will be fewer numbers of
foreign students arriving in Australian tertiary
education institutions.
• The current model therefore can be considered as
vulnerable.
• Over time a new model will be needed.
• This address and slide show seeks to consider some
aspects of a new model for 21st century learning and
teaching.
Let us consider a new model
• The perfect learning machine is the 2 year old
• The two year old is a life long, learner driven, just–in
time learner
• One of the sad things about current educational
system is that this motivated curiosity driven, learnerdriven, just-in-time mode of learning mode
significantly lessens during secondary and tertiary
education.
• Can we imagine a new model of learning and teaching
which would nurture the two year old learning mode
throughout our whole lives
Imagine
• A relationship between learners and education providers that is
similar to that of a relationship with a GP.
• It is a life long relationship, it involves the keeping of detailed
records, the customization of programs for each learner, case
management of their learning , loyalty rewards similar to that of
frequent fliers, and the provider being the automatic first point of
contact when the student wants to learn again.
• It is based on a strong connection throughout life and an
diminution of the current early-in-life focus on preparing students
for their first job.
• It is important that education providers recognize that it is
increasingly unlikely that the graduate in any particular field will
be still doing work closely related to their original learning when
they are 35.
Before we go further I want to introduce you to
some new language which we will need.
 Most of the products, services, technologies and job categories of
the year 2030 do not yet exist.
 However we can explain many of the new innovations which will
emerge in terms of their purposes and so define the emerging 20th
century economy These new innovations are of two types- Ways
and Wares.
 Ways : new social innovations. Changes to what we do and how we
do it . For example, new strategies, behaviours and cultures.
This will be influenced by the education system and social
marketing.
 Wares : new physical innovations . Changes to what we use –such as
new designs and technologies.
This will be influenced by innovators, entrepreneurs and research
and development
An example of Ways and Wares
 Water conservation way
 shortening your shower from 6 to 3 minutes
 Water conservation ware
 a new low volume shower head
 Imagine for example, some living within solar income ways and
wares
 Conflict resolution ways and wares
Module 1: Learning in the 21st Century
Here is an integrated learning culture appropriate
for the 21st century, which is based on the fact
that all people assume responsibility for their
own vocational learning and personal
development throughout their whole lives.
It has 8 elements and each makes use of 21st
century learning, teaching and technological
advances.
Each of these should be realised in detail through
the innovation and marketing of Ways and Wares
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 when curiosity and the need for
knowledge and gratification from learning is greatest, including from
remote sources, at home and in formal learning and 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.
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 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
Continuously improving the capability to learn and think.
Imagine
Creating and marketing new Ways and
Wares to facilitate each of these aspects
of the 21st century learning culture.
What changes to learning and teaching
are needed to implement it?
Imagine Ways and Wares for Life Long Learning
• Conversations between students and the provider at entry and re-entry point into
learning which seeks to ensure that learning is most relevant to the students
needs. See The three dialogues; Destiny, Destination and Derivation dialogues.
• A life long loyal student/customer relationship similar to a relationship with your
GP. The provider is an automatic first point when the learner aspires to learn
again . The provider organizes all the learning including learning provided by
another provider.
• The provider keeps detailed records of all student’s learning and of their career
and life pathways.
• A case management process operated by the provider for each learner
• There is a two way loyalty scheme similar to Qantas frequent flier between
learner and provider
Imagine Ways and Wares for Learner Driven Learning
• The 2 year old is the archetype learner driven learner. Throughout
life the learner assumes responsibility for his/her learning and can
walk a learning pathway where the learner interacts with learning
providers who are able to collaborate with the learner at particular
points on the learner’s journey.
• The student seeks information and knowledge from all sources
including on-line. Some also comes from the teacher but over time
the relative proportion provided by the teacher is decreasing.
• The teacher/institution acts in three ways to improve the learner’s
learning : as knowledge navigator, mentor and case manger.
• Mentoring turns data and information into knowledge and wisdom
and the ways and wares to do this can be called KT and WT. IT +KT
+ WT are collectively called cyber-technology
Imagine Ways and Wares for Just-in-time Learning
• The two year old is also a classical just-in-time (JIT)
learner. Learning is driven by curiosity. We should
seek to maximize this through life.
• Interactive JIT learning can be delivered by virtual
reality simulated working and decision making
environments, and by educational games. These are
are also involved in contextual learning.
• On our computers we have many just-in-time
learning modules such as Spell Check and Thesaurus.
The whole internet is a just-in-time learning system
as are libraries.
Imagine Ways and Wares for Customized Learning
• We are all different and our minds differ in the way we learn and
process information.
• In the 21st century it is possible to create new customized learning
ways and wares providing learning modules which match each of
our learning and thinking styles . Whether we are upper left
dominant, lower right dominant , visualphiles or audiophiles, it
should be possible to learn most effectively by choosing a
products which delivers learning programs which are customized
to suit one’s preferred learning style. As part of our learner driven
learning we already know how we best learn.
• Those who are disabled or disadvantaged can now have interactive
customized learning ways and wares to enable them to maximize
their learning.
Imagine Ways and Wares for Collaborative Learning
• As the world becomes more communitarian and less
individualistic, collaboration and partnership building are now
becoming more important than competition for ensuring 21st
century prosperity.
• Loyal interdependent relationships with coworkers, customers
and customers are becoming more crucial to building successful
21st century 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. Multimedia combines the work of creative
people, project managers , software engineers . marketing
specialists and many other disciplines . We need to become much
better at collaborating.
Imagine Ways and Wares for Transformative Learning
• The major aim of education and learning is the
transformation of people so that they can do things
they were previously unable to do and walk learning
and career pathways which were not previously
accessible to them.
• We currently assess learning through assessing the
acquisition of knowledge gained.
• But we should be able to assess how and by how
much we are transformed by our learning.
• Imagine learning transformation assessment ways
and wares.
Imagine Ways and Wares for Contextual Learning
• Learning is enhanced when we can learn in the context of real life
situations. The child is a good contextual learner because they use
games to mimic the real world. We should be seeking to make all
learning as experiential as we can make it.
• As well as providing reality experiences we can create working
contexts through virtual reality. A brilliant example of a simulated
working environment is the flight simulator for pilots.
• In the 21st century we can combine games and learning into one
new massive 21st century industry -providing ways and wares for
contextual learning in every conceivable working and living
environment.
• Imagine when young person seeking employment is asked about
his/her experience is able to say I only have X hours of experience
but I also have 100X hours of virtual experience !
Imagine Ways and Wares for Learning to Learn
• Imagine doing the 2030 equivalent of a Hermann
Brain Dominance Instrument or a Myers- Briggs
test which is so good it can measure by how much
you have improved you capability to learn.
• You know how to select learning modules which
maximize you learning because you are
purposefully improving you learning capabilities
• These are learning to learn ways and wares
Module 2 : 21st Century relevant teaching
21st Century relevant teaching will involve the teacher playing three
different roles:
 The knowledge navigator
Navigating students to sources of data and information so that they acquire it
through learner driven, just-in-time means .
 The mentor
Mentoring and inspiring the learner to transform data and information
gathered from a wide range of sources into knowledge and wisdom. Provide
them with simulated working and experiential environments to contextualize
learning for emerging opportunities and to fulfil personal aspirations
 The case manager/personal councillor
Providing guidance to ensure that life long learning most effectively relates to
personal aspirations and social responsibility and with them planning the next
phase of learning.
21st Century relevant teaching
• Those providers which provide the 21st century learning culture and
have the ways and wares to deliver it to learners will be the most
successful education providers.
• It should be delivered to learners who are able understand their
destiny through insight , define their destinations for the next phase
of their life and career paths through foresight, and know the
contribution their derivation makes to the creation of future
success through hindsight and thus know what heritage they should
keep and what baggage they should eliminate as their walk their
career and life pathway.
• Therefore 21st century relevant teaching will be much less about
imparting data and information to their students and more about
piloting, and mentoring them as they navigate themselves into
greater knowledge and wisdom.
Module 3 : Social inclusion
As educators you will already be people who have what Peter
Singer calls a large ‘circle of concern’ Here are 2 thoughts to
encourage you to grow your capabilities further:
 The first will encourage you to spread your circle of concern
to include all people and the whole planet (intragenerational
concern).
The second will encourage you to think 20 years ahead
(intergenerational concern).
In the 1620s John Donne, the first high priest of Social
Inclusion and the World’s first Planetist, wrote:
“No man is an Island entire of itself. Everyone is part of the
continent, part of the main,
If a clod be washed away by the sea, Europe is the less, as much
as if a promontory were
As much if a manor of thy friend’s or of thine own were
Any man’s death diminishes me, because I am involved in
mankind
And therefore never send to know for whom the bell tolls, it
tolls for thee”.
What is a one line job description of a parent?
 One who works for 20 years to create a successful adult:
one who has the knowledge and skills to thrive in the world
they will inherit when they reach adulthood in 20 years
time.
 Creating successful adulthood is likewise a one line job
description of formal education: primary, secondary and
tertiary.
 We would not even have to worry about social inclusion if
we thought as parents all the time. We would not just look
after one of our children and work to turn that child into a
successful adult while neglecting another of our children.
 As educational leaders we should therefore think about
ourselves as generic parents.
A more socially inclusive Australia would result if :
 All Australians, particularly those who were
disadvantaged and disabled, have the opportunity to
to create life and career paths for themselves, just as
we encouraged our own children to do the same.
 We encourage them to undertake destiny, destination
and derivation dialogues and these inform their
learning.
 We provide opportunities for second chance
customers (eg unskilled workers, prisoners , refugees
and those disabled by accidents) as well as first
chance customers customers
Module 4 : Wealth and Sustainable
Prosperity
Wealth Is a combination of the physical (resources) which
must be conserved and the metaphysical (knowledge)
which can only grow. (Ralph Buckminster-Fuller)
 For a more socially inclusive Australia, and Planet Earth for that
matter, we need to rethink prosperity and create what I call
sustainable prosperity.
 For the creation of sustainable prosperity in Australia, we need to
grow the relative contribution of the metaphysical component as
Australia, and Australia even more so, is still too dependent on the
physical rather than the metaphysical component of wealth.
The metaphysical component of wealth
Is based on what we have learned in the disciplines of
natural sciences, humanities and social sciences and
technologies.
These can be integrated across disciplines into new
combined domains of knowledge.
For example
Tropical knowledge
Management knowledge
Behavioural knowledge
The metaphysical component of wealth cont:
To turn this knowledge into wealth we
must be both creative and enterprising, so
we can turn invention (good ideas) into
innovations – tradeable products and
services.
To achieve this we create new Ways and
Wares.
In Australia 2010
There is too much dependence on the physical
component of wealth generation and not enough
conscious development of the metaphysical
component.
Therefore we parents of Australia 2030 must remind
our children that more wealth must come from
between the ears and less from beneath the ground
or from off the hoof.
Then we can create a more socially inclusive future for
all Australians.
Imagine Australia as a sustainable society in the 21st
century
A sustainable society is a society which has
achieved sustainable prosperity.
Is a society which is capable of living indefinitely
on Spaceship Earth and which lives by Planetist
values
Planetism involves giving first allegiance to planet
over tribe (tribalism) or nation (nationalism).
What is sustainable prosperity?
It combines prosperity (wealth) of four different kinds:
 Economic prosperity
 Ecological prosperity
 Social prosperity
 Cultural prosperity
It does not involve the increasing prosperity in one form,
whilst increasing poverty in another.
Economic Prosperity / Poverty
Involves generating wealth from 21st century
industries, enterprises, products and services.
70% of the industries, products and services of the
year 2030 have yet to be invented.
Many innovations (ways and wares) will be needed to
generate economic prosperity, while simultaneously
protecting, nurturing and where necessary, restoring
ecological, social and cultural prosperity, while
avoiding creating ecological, social and cultural
poverty.
Ecological Prosperity / Poverty
 Involves the development of innovations and practices to:
 live within perpetual solar income
 turn waste into food
 avoid and repair collateral damage to the environment
 protect and nurture biodiversity and natural resources
 In the 21st century we do not increase economic prosperity by :
 destroying the environment
 creating ecological poverty
BUT BY
 nurturing ecological prosperity whilst at the same time
growing economic prosperity.
Social Prosperity / Poverty
 Social prosperity involves :
the enhancement of social and community cohesion and
conviviality
Access to economic security
Life long learning
Shelter
Healing from illness
The realisation of wellness
 It also seeks to ensure that individual rights do not encroach
on community rights
 Social poverty is the stage when many of these are absent and
communities have lost cohesiveness and even become
dysfunctional.
Cultural Prosperity / Poverty
Involves the nurturing and celebration of cultural
heritage and diversity and the realisation of intercultural and inter-religious tolerance, respect and
harmony.
As the world integrates into a single global society,
cultural differences are ever more treasured and
celebrated (eg. world music, world food halls, cultural
tourism).
To be effective in creating future sustainable
prosperity
We need to know how to become effective
leaders-of- self, and effective future-makers,
and
Understand the critical qualities of and
differences between leadership and
management and future-making and futuretaking.
And
We need to assert and develop the parental
futurist in all Australians.
The purposeful future-maker and the resilient
future-taker who works to shape positive
transformation over a 20 year period - in both
their personal lives and career paths as and as
co-creators of Australia’s 2030 vision.
Module 5 : Leadership-of-Self and Others
The Futurist in each of us is
Part Prophet - What will be the future?
the trend analyst and reacting to trends?
the way of the Manager in each of us?
Part Visionary – What should/could be the future?
 the imaginer of and the dreamer about the future?
 the way of the leader in each of us?
“Some people see things as they are and ask why I
see things as they could be and ask why not!”
When we prepare for the future
We should be both manager and leader at
different times. Therefore at times be a
future-taker and at other times be a futuremaker.
We should always be conscious of whether
we are preparing for the future as a manager
or as a leader.
Not Enough Leadership
Success in the 21st century will go to those who
get to the future first.
To get to the future first we must become better
leaders of both self and others.
Yet Australia is at present an over managed and
under led country.
Much of Australia lacks visionary leadership.
Australia tends to promote managers into
positions where leaders are needed.
Getting to the future first
• Success will go to those who get to the future first. This is
because we must :
• Recognize that most of the job categories, and industries
which will dominate in a generations time have yet to be
invented
• Understand that successful career path planning will require
us to self-transform ourselves and grow new capabilities
continuously
• Be life long , learner driven learners accepting responsibility
for our own personal development and building our own life
and career pathways
• inform and guide out our life and career journeys through the
the judicious use of insight , foresight and hindsight
21st century leadership involves
Being both a purposeful future-maker and a
resilient future-taker.
Creating prosperity in all its four forms – and how
to create 21st century sustainable prosperity.
Promoting social inclusion (both intragenerational
and intergenerational) – avoiding or eliminating
what Nelson Mandela calls islands of prosperity in
seas of poverty’
Embodying the values and practising the ethics of
Planetism.
In addition to their traditional career based learning
students need to :
• Embody the skills to be effective leaders-of-self and be purposeful
future-makers.
• Be able to place their own career path and personal development
options in the context of emerging opportunities and threats in
the 21st century and global futures generally.
• Appreciate the changing nature of the working and social
environment which increasingly values interdependence
(we either win together or lose together) over independence
(there can be winners and losers) and collaboration over
competition.
• Comprehend what new jobs opportunities and career paths are
emerging and how to choose the most fulfilling vocational
pathways in a more complex world.
Educational Leadership in 21st century Australia involves
creating learning organisations which grows the student’s
Understanding through insight of their current
capabilities and disabilities and their commitment to
continuously develop new capabilities which will
enable them to fulfil their aspirations and keep
them resilient to unanticipated change.
Commitment and maturity so they accept, through
foresight, both their self responsibility as
independent learners to make their own life path
and career path, and the importance of
interdependence with, and responsibility to, others,
the community and the planet.
Educational Leadership in 21st century Australia involves
creating learning organisations which grows the student’s
Hindsight so they can draw on their experience to
recognise heritage which they should nurture and
baggage which they should eliminate.
Capability to be a life long, learner driven, just-in-time,
customised, collaborative, transformative and
contextual learner.
Innovativeness and entrepreneurship so that can get to
the future first.
Values and ethics so they can be comfortable and
successful in the emerging interdependent 21st century
planetary society.
The Manager is
A change-taker
A future-taker
A path-taker
Imagine a resilient future-taker
The Leader is
A change-maker
A future-maker
A path-maker
Imagine a purposeful future-maker
Managers ‘V’ Leaders
Manager
Leader
Responds to change: reactive
Creates & shapes change: proactive
Future-taker: path-taker
Future-maker: path-maker
Cautious about risk
Careful about risk
Does the thing right
Does the right thing
Guided by fate
Guided by destiny
Controls actions and events
Facilitates actions and events
Works in the organisation
Works on the organisation
Prophet: informed & motivated by
Visionary: informed & motivated by
understanding & predicting trends, and imagining the future & the future self,
asking why?
and asking why not?
Probable-futurist: asks what will the
future be like?
Preferred-futurist: asks what
should/could the future be like?
Problem-centred strategist
Mission-directed strategist
The 6 Cs of the Leader’s Heart
What the leader is
1. Confident : having self belief but without hubris (Masculine,
Animus, Yang)
2. Courageous: going where others dare not, overcoming self
interested opposition (Masculine, Animus, Yang)
3. Committed: doing what must be done, being assertive not
aggressive (Masculine, Animus, Yang)
4. Considerate: listening and responding to the opinions and views
of others (Feminine, Anima, Yin)
5. Courteous: showing respect in conversation (Feminine, Anima, Yin)
6. Compassionate: responding with empathy to
victims/disadvantaged (Feminine, Anima, Yin)
The 6 Cs of the Leader’s Heart
What the leader does cont:
Vehicles
To ensure a successful completion of the mission, what
additional capacities (resources) and capabilities (skills)
are needed
 What new social innovations , including new actions,
behaviours and ethics should we practice: Ways
 What new physical innovations, including new products,
services and technologies, should we innovate and
introduce: Wares
The 6 Vs of the Leader’s Actions: What the leader does
Vision
 What will be/should be our destination, our probable
future/preferred future.
Values
 What values/ethics - both good and bad, currently guide our
behaviour
Virtues
 What values/ethics should we promote in our future behaviour
Venturers
 Strategic actions: obstacles, improvements, initiatives, heritage
and baggage
Voyages
 Strategic actions: obstacles, improvements, initiatives, heritage
and baggage.
The 5 Ps of the Future 1
Plausible future
 What could conceivably be our future prospects?
 What or who could threaten us?
 What are others doing now, or could do in the future to
influence our future prospects?
Probable future
 What will our future be if we continue on with business as
usual?
 If we stay on our current pathway?
Prospective future
 What will happen now that circumstances have changed?
 What is our prognosis now that fate has intervened on our
journey to a probable future?
The 5 Ps of the Future 2
Preferred future
 What should happen
 What do I aspire to?
 What is our dream?
Possible future
 What can we make happen, given we have limitations to
resources and knowledge?
 What is the art of the possible?
 How is it possible now that fate has intervened and made
our journey to a preferred future either more difficult or
easy?
Capabilities we should learn for 21st century success
We should be:
 Resilient future-takers (manager-of-self/probably futurists).
 Able to understand and seek to build career/life paths based on :
 our destiny (through insight);
 being enterprising so we can realise our aspired for
destinations (through foresight); and
 value and learning from our derivation : ones experience
(through hindsight).
 Committed life –long, learner driven, just in time learners.
 Mature 21st century successful adults.
 Planetists who can practice interdependence relationships.
The leader-of-self uses insight
 To understand what is one’s special gifts
and understanding one’s destiny .
 Following one’s destiny helps
understand one’s work which is what
one does to give meaning to one’s life.
 Turning one’s work into one’s
employment; generating income from
one’s work.
Destiny
 Success goes to those who can turn one’s work
into one’s employment.
 This applies to individuals, corporations,
communities and regions.
 This is important because the majority of the
job categories which will exist in 2030, do not
exist in 2010.
The leader-of-self uses foresight to
 Know what the emerging opportunities
are, which would best fit one’s destiny
and work, thereby creating one’s
employment.
 Have the strategic skills to plan and build
one’s career path.
And hindsight to understand one’s journey
until now, including
 The heritage : priceless aspects of one’s past
which should be kept and nurtured, to
ensure that changing one’s career and life
path doesn’t involve throwing out babies
with bathwater; and
 The baggage : elements in one’s life which if
held on to and not jettisoned, prevents one
becoming an effective transformer-of-self.
Destiny, Destination & Derivation dialogues
This could be part of every student’s career/life path planning
1.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)
2.Destination dialogue
Foresight : Vision
Envisioning the preferred future/possible future destination.
3.Derivation dialogue
Hindsight : Values and Virtues
What can we learn from our own and others histories?
What baggage from the past is still with us that we must change, modify or
keep?
What values should we nominate as virtues?
Module 7 : Becoming more Enterprising
 Here is a definition of an enterprising person:
 Such people would be fantastic future-makers.
 Many RMIT students from Asian cultures would fit this profile
well but many Australian born students would not . Should RMIT
create programs to make all its graduates more enterprising?
 Here is also a list of the capabilities needed to be an enterprising
person:
 imagine a curriculum and Ways and Wares which engendered
these capabilities in people.
The Enterprising person
 Has a positive, flexible and adaptable disposition towards
change, seeing it as normal and as an opportunity, rather
than a problem.
 Has a security born of self confidence and is at ease when
dealing with insecurity, risks, difficulty and the unknown.
 Has the capacity to initiate creative ideas, develop them
and see them through into action, in a determined
manner.
 Is able, even anxious, to take responsibility and is an
effective communicator, negotiator, influencer, planner
and organiser. (Colin Ball)
Enterprise Skills 1
1.
2.
3.
4.
5.
6.
7.
8.
Assessing strengths and weaknesses
Making decisions
Working co-operatively in teams and groups
Planning time and energy
Carrying out agreed responsibilities
Negotiating
Dealing with power and authority
Solving problems
Modified After David Turner
Imagine enterprise skills Ways and Wares
Enterprise Skills 2
9. Resolving conflict
10. Planning and managing projects
11. Coping with stress and tension
12. Creating one’s own health and wellbeing
13. Evaluating performance
14. Communicating both verbally and non-verbally
15. Developing strategic visions/action plans for self and others
16. Intervening strategically and systematically to shape the future
Modified After David Turner
Imagine enterprise skills ways and wares
Module 8: Becoming a more mature nation.
Are young Australians mature enough? :
 To make the best possible use of their education
 To assume responsibility for their own education
and personal and career development
 To become responsible members of community
and society, and mature employees in the work
place.
If the answer is no, we need to deal with this
immaturity.
Social immaturity
Social immaturity is a source of many of our major 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
 Many boys are running around in men's’ bodies and relatively
fewer girls are living in women’s bodies. Our society is not as
mature as it could or should be.
Therefore
We need to go back to the future and
reintroduce a 21st century version of
initiation, which is the traditional process
which all cultures have used to effectively
and efficiently transform children into
responsible adults.
Reinventing Initiation for the 21st Century:
Creating a full time preparation for Adulthood Year
 The middle years of secondary school are not working
well; the young at puberty 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 real initiation
process for the 21st century.
 This can be done through a holistic program of initiation
in (say) Year 9 and in TAFE colleges.
Imagine
 Initiation Ways and Wares and teaching preparation
for successful adulthood in TAFE, as well as schools.
 For students who are already adult, this program will
need to be re-branded into a ‘successful lives and
careers program’.
 Without such a program, many vocational education
programs will at least partially fail, because many
students will not assume sufficient responsibility for
becoming effective makers of their own lives and
careers, or be responsible employees.
An initiation program
 An initiation program already operating in South Australian
Independent Schools called The Rite Journey, deals with issues such
as:
 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 7 myth inspired stages and
‘graduation’ rituals/ceremonies at the end of each stage.
 It could also involve community service, team sports and activities.
 www.theritejourney.com.au
Successful Adulthood
 Here is a list of the capabilities required to be a successful
adult in 21st century society.
 Here is also a proposal to abolish the whole present
curriculum in Year 9 and to introduce an initiation year.
Most teachers will bell you that currently Year 9 is pretty
much a wasted year.
 There could also be merit in indigenous communities
reinventing their own initiation for 21st century
purposes, so that they can both affirm their culture and
become successful 21st century adults.
Successful Adulthood 1
Initiation Programs could include programs for students
to :
1. nurture their own self esteem;
2. respect others, including parents and elders;
3. initiate, nurture and maintain successful
relationships;
4. develop healthy and sustainable lifestyles;
5. become enterprising self actualising individuals; and
6. become leaders of self and then of others
Successful Adulthood 2
Initiation Programs could include programs for students to:
7. become lifelong, learner-driven learners;
8. create career paths which bring economic and social security;
9. understand that individual rights should be balanced by
reciprocal responsibilities and service to others and the
community;
10. respect and know how to nurture the environment and other
species; and
11. respect and tolerate other cultures and religions, particularly
indigenous cultures.
Module 9 : Global Trends and the emerging 21st century
economy and job market
Can we predict what new products and services and job categories will be
present in 2030 and those present in 2010, which will disappear?
Yes, if we know how values will change between 2010 and 2030.
In planning individual and community futures, we can predict :
 what products and services will be in demand;
 what new industries need to be established to ensure future
prosperity;
 what new ethics will emerge; and
 what new skill sets and capabilities people will need, if they are to
be successful in the future.
What follows is how we can do this:
The fall of the Berlin Wall led to
 The collapse of command economies (where
economies were shaped by government).
 The global dominance of the market economy
(where customer choices shaped economies).
 With this global dominance of market
economies, it is now possible to predict what
people will want to buy and sell in 2030.
How values shape markets
 Values determine what people value and find valuable.
 People will want more of what they value and find
valuable.
 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 are what I call Capacities and
Capabilities and Ways and Wares.
And values are being changed
 By the spread of prosperity through globalisation,
tribalisation and technological
interconnectedness, and the power of mass
education.
 These together are creating the massive growth of
a global educated, middle class.
 There are now 500 million educated, middle class
people in India and China alone.
 By 2030 there will be at least one billion educated
middle class people living in tropical
environments.
The planet is currently transforming itself
into a single planetary society
 We are already on our way to the creation of a
planetary society; we are perhaps half way there.
 Our old arrangements of being separated into many
different tribal cultures which are often at war with
one another is disappearing.
 In its place is a single planetary society, which will be
fully developed by the year 2050.
 This emerging society is becoming more integrated
whilst regarding cultural and religious difference, as
precious as well.
This is the product of three drivers
1. Globalisation;
2. Tribalisation (old empires breaking up
to form many smaller tribal states);
and
3. Technological interconnectivity
These forces are collectively
weakening the individual nation
state;
strengthening the corporation; and
strengthening communities, both
within nations, and of nations.
The Planetary Wicked (Zimbabwe, North Korea)
We are now so interdependent that we can punish
the Planetary Wicked by :
the trade ban;
the customer boycott often driven by the
internet;
the freezing of bank accounts;
the strike on capital; and
the need to go to war is actually declining.
These changes are creating
 The birth of a planetary wide
Paradigm called Planetism.
 Planetism is based on educated
middle class values.
 Planetism is shaping markets,
products, services and ethics in the
21st century.
Globalisation, Tribalisation and Technological Change
and Inter-connectedness is causing
1. The decline of empires where one tribe dominated and
ruled many. E.g. Soviet Union (Russian empire ),
Yugoslavia (Serbian empire), Indonesia (Javanese
empire), and China (Han empire).
2. The birth of the Tribal State - some already independent
. (e.g. Lithuania, Slovakia, Montenegro, Kosovo) Others
seeking independence (e.g. Chechnya, Scotland,
Catalonia, Aceh).
3. The movement of tribal states into Multi-national Unions
(e.g. Romania into the EU).
4. The birth of international tribal diasporas.
Tribalisation and Tribal diasporas
 Tribal diasporas are ubiquitous (e.g. Algerians in Paris,
Pakistanis in Dubai, Greeks in Melbourne).
 The challenge is to integrate these people into
mainstream society, whilst encouraging them to
celebrate their cultural heritage and recognising their
right to do so.
 Poor integration, intercultural and inter-religious
hostility and limited economic and social
opportunities, could become the seeds of tribally
based organised crime and terrorism.
The Cowboy Culture /
Modernism (1960)
Priority to Nation
The Spaceship Culture /
Planetism (2020) /
Priority to Planet
Individualism
Communitarianism
Independence
Interdependence
Autocracy
Democracy
Humanity against nature
Humanity part of nature
Production, consumption, lifestyles
Production, consumption, lifestyles
Unsustainable
Sustainable
Patriarchy
Gender Equality
Intercultural & inter-religious
Intercultural & inter-religious
Intolerance, Hostility
Tolerance, Harmony
Conflict Resolution through
Conflict Resolution through
Confrontation
Negotiation
Safekeeping through
Safekeeping through
Defence
Security
Planetist Values
 Planetist values are the values we need to create
sustainable prosperity and a sustainable society on
Spaceship Earth.
 Planetist values are the values of the educated middle
class which shape global public opinion, markets and
ethics in the 21st century.
 Planetist values will determine what is planetary
correct and ethical behaviour by individuals,
companies, nations and international organisations in
the 21st century.
The values of Planetism
 The values of Planetism will determine what people will
want to buy in 2030 and beyond.
 They, amongst other things, will want to have Ways and
Wares which realise:
 sustainable, development, production, consumption
and lifestyles in a warmer planet;
 democracy;
 life long learning opportunities;
 intercultural and inter-religious harmony;
 equality and opportunity for women; and
 security.
The three relationships
 Dependence – children
 Independence – adolescence
 Interdependence – adulthood
 In the interdependent 21st century,
we need to know how to initiate,
nurture and successfully end
interdependent relationships.
 What are the things we need for this?
The interdependent relationship
is characterising the 21st century
Examples are:
 the personal relationship;
 the supply chain;
 the loyalty scheme;
 the political union; and
 our relationship with the environment.
 Aggregated purchasing emphasises supply chain interdependence and loyalty
and will grow in emerging 21st century society.
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?
Imagine
 Developing trust-on-line and being
able to assess whether the other is
honest, reliable and competent.
 What interdependence trust-on-line
Ways and Wares can you imagine?
Imagine
 Finding ways to nurture interdependence
relationships by negotiating mutual obligations
through the ceding of some independence, so that we
can mutually benefit from the synergy that follows the
development of a mutually beneficial, interdependent
relationship.
 Developing interdependence negotiation Ways and
Wares, which assist us to identify what forms of
mutual coercion we can mutually agree upon?
Cybertechnology in a Planetist 21st Century
 Data + purpose = Information
 Information + culture = Knowledge
 Knowledge + experience + reflection = Wisdom
The future of IT





We are drowning in data and information
We are starving for knowledge and wisdom
Therefore we need not only DT and IT
We also need KT and WT
The future of IT involves the creation of KT and
WT for Planetist markets.
 Imagine using procurement to achieve this.
When one of your best people leaves
 The data and information stays behind in the
technology.
 The knowledge and wisdom walks out the door.
 Name :
 a quality, facility or opportunity which could be
added;
 would enable knowledge and wisdom to be
retained; and
 Identify the baggage which should be eliminated.
When
 You ask a question of knowledge,
you get an answer back.
 When you ask a question of wisdom,
you get another question back.
 Imagine knowledge and wisdom online.
 Imagine ways and wares for KT and
WT.
Connections
 [email protected]
 www.designing2050.com
 www.peterellyard.com
 www.preferredfutures.org
 www.saxton.com.au
 www.debii.curtin.edu.au