I have been in mapping mode lately. It happens to me in cycles... but I am beginning to pay attention to my need to systemise because often it creates a pressure cooker for surprising insights to occur.
My big emergent insight at the moment is that we need to tell a new story about the Tasmanian Essential Learnings (the K-10 curriculum in Tasmania which was dismantled two years ago). Over the last two years many Tasmanians have heard that:
ELS = failure
But that is not the way that is seen nationally, overseas or even locally. I feel that the ELS holds hard-won "collective wisdom" about visionary change in education for the 21stC. Every person who took part in the journey - educational leaders, teachers, parents, business people, students, grandparents, community groups - each have gained important learnings. All different, all which might give insight into something that could be of great service to the rest of the world. The global challenges which informed aspects of the ELS are still with us.
How might the ELS be re-framed today? Could we re-frame the metaphors we use about what we value - from being "leaders" or the "best" of something in the world - to "What can we contribute to the world?"
Can Tasmanians have something to contribute to the world through telling our stories of this epic learning journey? Perhaps we need a time to reflect over the sudden dismantling of the ELS, a time to heal, and then a time to tell. What could we learn from each other if we were invited to give our unique perspectives, to use perhaps different lenses to tell our stories and then do some "appreciative inquiry"? What have we learnt, who have we become, what do we now value, what are emerging intuitions, interesting positives, where are our metaphors now, and how might we vision the next step? How can we crochet new conversations and what might they create?
What might enable such conversations - virtual or face-to-face? Who might want to listen?
Why might our collective experiences be significant? Can they be generalisable to other countries who are looking for new educational visions and transformation processes?
Looking at generic paradigms
Spiral Dynamics suggests that there are generic paradigms in which societies move through. We can map key patterns of society - key underpinning values, ways of thinking and ways of being. People might tune into different paradigms whether at work, play or with family. There is an evolutionary movement of the paradigms with entry points (letting go of the old and practicing new things), mature stage (combining learnings from previous paradigms with new ways of thinking and practice) and exit points (where disillusionment happens.)
Perhaps our education reforms can be mapped on such a paradigm map. Based on my own experiences I have made a possible map which might tell part of the story for the evolution of teaching of science - from blue to orange to green to yellow. This is "my" story of our journey which may resonate with others and may not.
Each colour represents a way of thinking and being represented by different aspects of society:The key metaphor for Blue is the traditional librarian - the holder and keeper of knowledge - the worlds' collective wisdom - which is structured in ways so we can access it and make sense of it. But how do we cope with increasing knowledge?
Orange is about being part of an entrepreneurial and technological society - initiative, making thinking and processes visible (meta-cognition), problem solvers, investigators, empowered to live in a complex world. We have habits of mind for successful people but do we need qualities of being for soulful people?
Green brings together criticality, caring and community - looking at ways of building human capacity and contribution in an emancipated postmodern society. But in its anxiousness to be inclusive it can often marginalise the more traditional ways of knowing, being and learning.
Yellow tries to find what is valuable in all, and to find ways of enabling conversations between disconnected voices.
Perhaps the ELS curriculum represents a "mature" expression of the green paradigm for educational transformation. The journey and "lived experience" of those who participated in the implementation of the ELS are as important as the artifacts of that experience - the curriculum documents. How might we be capturing those experiences for others to incorporate into their own journeys? Can we have a sense of where our individual journeys and tensions sit when we use a model such as this? Were we trying to move too quickly between the different paradigm spaces?
And is this mapping of the ELS onto a paradigm model like this too simplistic? Absolutely! However, in trying to name it and see the patterns enables me to "let go" of many of my agendas and perhaps look back with greater perspective. Thus enabling me to wonder in new ways. Is it useful for you?
So come and play the Snakes and Ladders game with me...
- Start at the bottom and develop hard-won knowledge
- Choose to be on the leading edge OR wait to see how things are going before deciding to join
- Choose whether you stop for a while and integrate, or push on
- See who you are bringing with you and who you might be alienating
- Become aware of how cultural paradigms shape you. Be aware of how your own journey is a symptom of society - its needs, dreams, concerns - and everyone is an important part of the system's message
- If you have fallen behind, beware of jumping too far ahead without some of the mediating experiences which can help you master essential new skills, ways of thinking or being
- Master the whole so you can move wherever you want.
- If you fall down a snake - don't panic - it happens to everyone. Look for others who might help you re-frame your experiences so you can use your hard-won wisdom.
- Be part of continuing conversations
The new ELS story = we can contribute our collective wisdom to the world????
Photo: Margaret Wertheim - Institute For Figuring hyperbolic crochet corals and anemones
