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Ready To Leverage Rapid Social Change

August 12, 2018 By David Griesing Leave a Comment

Because of innovations in technology, the near-instant availability of vast stores of knowledge and a random web of expanding connections, we’re in a period of rapid social change today.

With rapid change comes an opportunity to re-think, well, almost everything we believe has been etched in stone. It’s a chance to return to fundamentals, to the underlying value-propositions that drive our most basic decision making.

– Does society have to be organized this way?

– Does every channel of government have to aim at maximizing some peoples’ wealth?

– Is our society’s aim of producing more stuff at cheaper prices (and the instant gratification that it brings to us as consumers) more valuable than having better jobs and additional leisure time?

– Should the price of human consumption today be the destruction of the natural world?

We might be able to allocate our social resources differently if we got back to basics. We might make different trade-offs. Periods (like this) of rapid change come with the realization that “It doesn’t have to be this way.”

At times like this, there are opportunities to harness key drivers of change so that when you come out the other end, the world is better off. For this, it helps to have a vision of the future that you want to live in. In prior newsletters, John Seely Brown and Jed Purdy were “thinking out loud” about their visions for that better future and, as a practical matter, how we can get there. Deeply humane ideas like theirs can help us to maximize the advantages of change in the “good work” that we’re trying to do, both in our paying jobs and outside of them.

This week the news story is about how to learn productive lessons from times of rapid social change in the past. Over the last few years, some forward thinkers in the UK have been creating educational materials for anyone who is interested in seizing the opportunities of a world in flux to produce a better tomorrow. Theirs are ideas for the classroom, the workplace, the community—wherever imagination has real problems to solve in a “white water world.”

History Gives Us Hope

One reason to believe that tangible, positive change is possible today is because it’s been possible during similar times in the past.

A group of scholars who are clustered around the University of Sussex have been presenting some of those history lessons along with their arguments for “seizing the days” that we’re in. The image that they use in their educational materials is the butterfly because it represents a point in the arc of change between chrysalis and taking flight. As teachers, they’re saying something about the potential of these times, but they’re also referring to us as individuals and the opportunities we have to “take wing” instead of drifting in complacency or thinking that whatever we do won’t matter.

The Sussex scholars know that their first task as teachers is to get their students to engage. As such they remind us that during other times of rapid social change, people just like us achieved real progress. Because history shows that humanity can learn to do things differently, adapting on the fly, we can do the same while bringing others along.

The Sussex scholars also have the real (as opposed to theoretical) world clearly in view. Their aim is to engage us in what they call “living exercises” to tackle The Problem as they see it today.

We are currently locked in to a high-carbon global economy by multiple factors. They include energy-intensive infrastructure, high-consumption culture, unequal distribution of political power within and between states, and an economic system dominated by finance that fails the poorest, takes infinite growth for granted, and resists reform, however broken it becomes.

This is the challenge they designed their teaching for, but the approach they take would likely succeed if you defined The Problem that we face today differently. That’s because:

‘It is easier to imagine the end of the world than a change to the current economic system.’ And yet, as it also says in Proverbs (29:18) ‘Where there is no vision, the people perish.’ Visualising what can be done, inclusively and progressively, to bring about a sustainable society is therefore our challenge …Only in this way might we overcome the ironic maxim of medieval historian Vasily Klyuchevsky, that: “History teaches us nothing but just punishes us for not learning its lessons.’

History Provides Working Models

Promotional image for the booklet “How Did We Do That?”

The following historical examples are cited in a booklet the Sussex scholars compiled in 2016 and you can download here.

The examples that they discuss all involve (1) responses to a radical change in circumstances that would/could not have been possible in a less disruptive time, (2) rapid adaptation by the public, and (3) longer-term improvements thereafter, some expected and some surprising. Despite the length of the following quotes, I thought these authors needed to teach their history lessons in their own words.

IN THE WAKE OF RECENT ECONOMIC RECESSIONS, WORK WEEK & OTHER JOB-RELATED CHANGES

“Responding to a recession in the early 1990s, the public sector in the Netherlands began offering a four-day week to staff to save money. Since then it has spread and become common employment practice, with the option offered to workers in all sectors of the economy. As a result, job-sharing has become the norm in the health and education sectors. It is common to have part-time surgeons, engineers and bankers making the much hyped work-life balance in modern industrial economies a practical reality. One in three men either work part time or compress their hours, working five days in four to enjoy a three- day weekend. Three quarters of women work part time. The popularity of the different pattern is such that 96 percent of part time workers do not want to work longer hours.

“It’s not just liberal Northern Europe that’s seen the benefits of shorter working weeks. In the United States, in the midst of the financial crisis in 2008 – faced with recession, rapidly rising energy prices, growing lines at food banks, rising unemployment and mortgage foreclosures – instead of simply bringing a knife to public spending and pushing austerity measures, Jon Hunstman, Utah’s Republican Governor, surprised people with an experiment to save money. At only a month’s notice, 18,000 of the state’s 25,000 workforce were put on a four-day week and around 900 public buildings closed on Fridays. The impact of the scheme was studied. Eight out of ten employees liked it and wanted it to continue. Nearly two thirds said it made them more productive, and many said it reduced conflict both at home and at work. Workplaces across the state reported higher staff morale and lower absenteeism. There were other surprises. One in three among the public thought the new arrangements actually improved access to services. It wasn’t the main objective, but at a stroke the four-day week also reduced carbon emissions by 14 percent, a huge annual, climate-friendly saving.”

INSTEAD OF PRESERVING ITS BANKS, A COUNTRY RE-INVENTS ITSELF

“Iceland was at the heart of financial crisis in late 2008 and nearly destroyed by it. It built its economy around speculative finance but, after the meltdown, a ‘pots and pans’ revolution led to a process to draft a new citizen-drafted constitution, engaging half the electorate. Rather than making the public pay for the crisis, as the Nobel economist Paul Krugman points out, the country, ‘let the banks go bust and actually expanded its social safety net’ and instead of placating financial markets, ‘imposed temporary controls on the movement of capital to give itself room to manoeuvre.’The constitutional exercise proposed a new approach to the ownership of natural resources for public good. Iceland now gets all its electricity and heat from renewable sources.

“The crowd-sourced constitution ultimately fell foul of legal technicalities and the Supreme Court, but that didn’t stop the new mood creating lasting conditions for change and the desire for new economic approaches. Where other countries largely let banks off the hook, in 2015 Iceland’s Supreme Court upheld convictions against bankers at the heart of the crisis. Finance is now so sensitive that when the Prime Minister was caught up in revelations from the release of the so-called Panama Papers, he was forced from office.”

WE COULD ALSO HAVE INVESTED IN A DIFFERENT FUTURE DURING THE GREAT RECESSION

“The notion that you can’t ‘buck the markets’ was turned on its head by the 2007–2008 crisis when financial markets realised they couldn’t survive without a massive public bailout and long-term support…The novelist and observer of modern banking, John Lanchester, made this observation in his book about the financial crisis, Whoops!: ‘The amount of state intervention (in the banking system) in the US and UK at this moment is at a level comparable to that of wartime. We have in effect had to declare war to get us out of the hole created by our economic system.’ 

“Lanchester was referring to the amount of money created by central banks and pumped into the financial system. It was used to recapitalise the banks after the financial crisis had destroyed money and the banks’ balance sheets. The method was given the technical term ‘quantitative easing’, but it was in effect printing money. In the UK the sum reached £375 billion…To put that figure into context, it is about double the UK’s combined health and education budget in 2017. In the United States between 2008 and 2015 a breathtaking sum of $3.7 trillion was mobilised. Meanwhile, across the European Union, the European Central Bank has been injecting €80 billion per month to stimulate the economy, a figure which only fell in 2017 to €60 billion….

“There was…a missed opportunity [here]… The alternative was highlighted by a report called the Green New Deal, published in 2008, which estimated that the annual spending needed in the UK to set the country on a path to low carbon transition was around £50 billion.That was not simply a ‘cost’ as it would have an economic multiplier effect, generate economic activity, creating jobs and tax revenues. It’s a sum coincidentally similar, in proportion to national income, to Franklin D. Roosevelt’s New Deal programme in the United States.”

In other words, the £50 billion investment in “a low carbon transition” should be contrasted with £375 billion invested in the U.K.’s banking industry. Moreover, given the “wartime level” of social investment by the UK, the US and Europe a few years ago, stabilizing the financial system and a low carbon transition did not have to be mutually exclusive.

What else could America have invested in with portions of the $3.7 trillion that was mobilized to bail out this country’s banks? A 4-day workweek for every working age American? Universal health care? Whatever the trade-offs, when they are “thought through” beforehand, they can be considered and even implemented during times of rapid change when their advocates (and supporters) insist upon having that debate. In other words, we can leverage the lessons of history if we’ve learned them beforehand and strike while the iron is hot.

The radical circumstances that leaders and countries responded to above were all deep and unexpected economic events. It’s only fair to ask: how can we leverage continuous change (involving technology, the unprecedented availability of knowledge, and a world of random interconnection) to implement our visions for a better future? In this booklet at least, the Sussex scholars don’t say. But it would surely include leveraging the changing states of mind of citizens in democratic societies. They might include:

–alarm over the privacy of information—with the possible result that personal information is recognized as “personal property,” including the protections and value that come with private ownership;

–fear of massive forrest fires burning homes and communities—with its consequences for changes to climate-related policy; and

–revulsion over another mass shooting—with new priorities impacting the availability of guns and their ownership. In this regard, here is a video that effectively uses humor to describe Australia’s movement towards greater gun control after public revulsion following a mass-shooting incident.

A shift in the popular mood can combine with similarly disruptive social forces to precipitate change when enough people are envisioning and debating the better future that they want after the change.

Teachers Showing the Way

The Sussex scholars are motivated by values (like fairness and the pursuit of intangible “goods”), preferences (like collaboration) and insights (like seeing opportunity in new limitations and during times of crisis). They end their booklet with 12 “observations” that function like recommendations. Here are four of them, explained in light of The Problem as they see it:

– Fairness matters: Demonstrable equity matters for the public acceptability of rapid change. This is especially true if and where there is any perceived sacrifice to be made for the greater good.

– Working together works and creates new possibilities: The experience of acting collectively to solve common challenges itself creates self-reinforcing possibilities for further transformative action, often unanticipated.

– Accepting boundaries triggers innovation: Setting new parameters around consumption – such as introducing safe limits on the burning of fossil fuels – can unleash innovation and reveal great, nascent adaptive capacity. Businesses, societies and whole economies adapt to new ‘rules of the game’ remarkably quickly.

– Value experiences, not ‘stuff’: Material consumption of ‘stuff’ in rich industrialised countries can be substituted by spending on experiential activities that benefit well-being.

Even if you define The Problem that needs solving differently than they do, these 4 basic “observations” can serve anyone who wants to be an agent of change.

The people who are behind the booklet are principals at the STEPS Centre and the New Weather Institute. STEPS stands for “Social, Technological and Environmental Pathways to Sustainability.” The Centre describes itself as “an interdisciplinary global research and policy engagement hub” at the University of Sussex. The New Weather Initiative describes itself as “a co-op and think tank” that was formed:

to accelerate the rapid transition to a fair economy that thrives within planetary boundaries. We find, design and advocate ways of working and living that are more humane, reasonable and effective.

Our associates work through projects involving debate, thinking, trend-spotting, community, arts and culture.  This means they are:

– organizing debates and seminars on how to think and do things differently to make rapid transition possible;

– publishing books and pamphlets about a future that works to make it more imaginable and achievable;

–  talking to local government about using scarce resources more democratically and creatively for fair and planet-friendly economic transition;

– learning the lessons of history and applying them for successful, contemporary rapid economic and cultural change;

– bringing attention to what works, and how and where in the world a more fair and ecological economy is already growing;

– working with communities to discover what creates resilience, and about ‘the sort of environment, colours and patterns that give them identity’

– talking to businesses and services about re-imagining the human efficiency of involving employees and users;

– bringing together organizations and people with experience of doing things more effectively; and

– helping organizations re-discover the lost arts of using the judgment, honesty and loyalty of staff and customers.

While these organizations might inspire you, they might also be a resource in your own work given their desire to:

enlarge the conversation about rapid transition, and ensure that its best insights are brought directly to bear on how we live and make decisions – from the home, to local life, the workplace, to governments and international institutions.

If readers are aware of organizations that define The Problem differently than the Sussex scholars do here (or Purdy did last week)—namely, from an ecological perspective—while also providing a competing vision of the better future that they want to inhabit, I hope that you’ll drop me a line so that I can consider their work for an upcoming newsletter.

A Living Exercise

A couple of final observations.

The men and women I’ve called the Sussex scholars are noteworthy because, as they describe it, they are offering “a living exercise” in their rapid-change booklet and elsewhere. In other words, they want an engaged public to “live” their lessons with them as they struggle to leave a positive imprint on the future. I hope you’ll follow their work, as I do.

Unfortunately the teaching of history (like the rest of the humanities) is in decline.  But it’s still possible to imagine a history course on incidents in the past where “change provided opportunity,” including examples like those above, others included in their booklet, and many other social transitions. A course like this would connect stories from history with the stories that kids (as well as the rest of us) want to write into our futures. How exciting would that be!

Because the best learning always gives us the chance to take the boldest flights we can imagine.

+ + +

This post derives from my newsletter this week. If you enjoyed it, I hope you’ll subscribe along with recommending it to friends. To receive these posts weekly, you can follow the link to your right.

See you next week.

 

Filed Under: *All Posts, Being Part of Something Bigger than Yourself, Building Your Values into Your Work, Continuous Learning Tagged With: change, change agent, envisioning, future, historical models, history, hope, New Weather Initiative, planning, rapid change, readiness, STEPS Centre, teaching, values, vision, work

An Antidote is Awe

January 7, 2018 By David Griesing Leave a Comment

I’m about to fly out to a place that filled me with awe before, both as a teenager and as a parent. So I’ve been thinking a lot about that mix of wonder and apprehension that you only feel when you face something that’s exponentially vaster and less comprehensible than the realities you struggle to manage every day.

As much as I’ve poked fun at friends this year that “Your sky is not falling Chicken Little,” it seems undeniable that we’re in the most unsettled time since the early Seventies when I first took this trip. So once again I’ve been thinking about antidotes like awe (and its sidekicks beauty and timelessness). As the following observations attest, you don’t necessarily need a plane to get there.

Awe Can Come From the Sounds of the Words

As part of his project “to re-wild” our language, one of Robert MacFarlane’s recent “words of the day” on Twitter was “roke,” for the thick morning mist that rises like smoke from the ground and water. This picture of it was taken by John & Rosamund MacFarlane

Robert MacFarlane is a naturalist and the author of a new children’s book called The Lost Words.

The book is his and illustrator Jackie Morris’ response to a controversy that, at first, sounds peculiarly British. In 2007, the kid’s version of the Oxford English Dictionary announced that it was adding words like “broadband” to its new edition while removing a host of other words that it found to be “less in use.” Many of those words—including acorn, blackberry and bluebell—put names to things that are experienced in the natural world. Did their removal from the dictionary signal a deeper loss about what we know and don’t know?

Philosopher A.J. Ayres has argued that without a word for something, you are unable to conceive of it. Your imagination, your ability to conceptualize, and your vocabulary are closely intertwined. As a word like “acorn” departs the lexicon, it becomes harder for you to imagine that nut which falls out of oak trees to the delight of squirrels and other managers of their winter stores. Surely, the dictionary’s culling would contribute to these words’ disuse and eventual oblivion.

In the controversy that followed, MacFarlane, Morris and others wrote an open letter to the dictionary’s editors that stated in part:

“There is a shocking, proven connection between the decline in natural play and the decline in children’s wellbeing.”

The editorial changes marked a alarming shift from the natural playground outside to the screen-centered world inside. To repair some of the broken connections, MacFarlane and Morris decided to collaborate on The Lost Words, each one of which had been removed from the dictionary.

With gorgeous illustrations and poems that are meant to be read by children or to them out loud, The Lost Words is intended to operate like a “spell”—as in leaving you spellbound or in awe of a word and where your imagination takes it.

These are some of MacFarlane’s poetic conjurings around the lost word “otter”:

Otter enters river without falter—what a supple slider out of holt and into water.

This shape-shifter’s a sheer breath-taker, a sure heart-stopper—but you’ll only ever spot a shadow-flutter, bubble-skein and never (almost never) actual otter….

In one interview, MacFarlane said:

We wanted to make a spell-book in two senses—in that children spelt these words but that there was also this great sense of enchantment; that old magic of speaking things aloud.

MacFarlane is often asked whether he is hopeful about the future. “The bigger picture is dismal,” he says, mentioning plastic pollution, climate change and extreme weather events. But he’s also concerned about feeling paralyzed in the face of it.

Small acts of care are crucial—grass-roots charities, individuals, books, words, [all] are doing magic work—so to say there’s no point is an abandonment of everything. Hope is a greater agent for change than despair.

You can follow his hopeful words on Twitter too @RobGMacFarlane

Great Teachers Share Their Awe 

The shortest path to continuous learning comes from cultivating the desire to be surprised and amazed. The best teachers have this desire, and their life’s work is sharing their intoxication with others who want to have it too. For them, it’s an essential part of completing who you are.

A teacher can stimulate a compulsive kind of curiosity by recounting how a book, an experiment, a theory or an equation is still exciting to him or continues to affect her. “Thrilling.” “Gorgeous.” “Amazing.” “It can still send shivers down my spine.” Students can always follow scents of engagement like this because they can feel how they bring their teacher to life.

Why math, history, chemistry or English actually matter requires witnesses who have already been convinced and can share their belief. For teachers like this, the goal is not to transfer content into rows of empty boxes but to foster “a quality of mind” that inspires students to pursue their own questions while showing them how to satisfy their thirst for knowledge. It’s releasing the intrinsic sense of wonder in every learner instead diverting it into the extrinsic search for grades or the approval of others.

On the most basic level, infectious curiosity becomes a part of every learner’s agency. You complete yourself by your continuing willingness to be surprised and amazed.

To be awestruck.

Awe Follows Invitations to Get Lost in Something Bigger Than Yourself

I recommend Casper Henderson’s A New Map of Wonders: A Journey in Search of Modern Marvels. It’s a rambling, lively and insightful discourse on the wonders that are all around us.

Like MacFarlane (another Brit), Henderson is careful with his words. “I prefer the term ‘wonder’ to ‘awe,’ he writes in a short essay about his new book in The Guardian:

For me, awe, even in its everyday clothes, is redolent of something that almost overwhelms us. Wonder, by contrast, is a state in which we remain in possession of our intellectual faculties as well as feel emotionally elevated. It has much in common with awe, but it also overlaps with curiosity. ‘When experiencing wonder,’ writes the scholar Matthew Bevis, ‘it feels as if we know something without quite being sure of what we know.’

Wonder is a state of deep attention in which we feel good and think clearly, and connect to phenomena beyond ourselves.

For me, whether you’re mindful or just about to lose it, what’s interesting about these phenomena is not just the mental focus they invite but also the unconstrained emotions they unleash.

For example, when considering rainbows, full-moons and meteor showers, Henderson notes how little the scientific explanations for these occurrences interrupt our experience of their majesty. Whatever our minds tell us, we are still delighted, amazed and almost lost to reverie when we see them.

There is also tremendous emotional gravity around our knowledge that world leaders in America, Russia and even North Korea have the power to launch a nuclear attack. Musing about a president’s access to the nuclear codes, Henderson manages to co-mingle our consideration of this awesome destructive power in his hands with its tragic and very human consequences by citing a jaw-dropping proposal that was made early in the Cold War:

[I]nstead of having launch codes in an attaché case carried by a young officer constantly at the President’s side, the codes [could] be surgically implanted in a capsule beneath the officer’s heart. Then if the President decided that the murder of tens of millions of people was necessary, he would himself have to access the codes by using a butcher’s knife to gouge out the young man’s heart.

For me, anyway, the wonders (like this) that Henderson describes are always on the cusp of lapsing into deep and uncontrollable awe. While becoming more mindful of the wonders around you may be exactly what you need to counter your screens’ addictive attractions, what makes his book so fascinating is its many invitations to get lost in contemplations that are so much bigger than yourself.

The Awesome Edge

Some really interesting things can happen when you leave the familiar behind and inhabit—if only in your mind for a limited time—what lies beyond it.

Victor Turner called this a liminal space, where the reality between the familiar and the unfamiliar tend to blur. From looking at rites of passage or transition rituals in many cultures—such as transforming a boy into man—Turner believed that when you are at the tipping point between one state and another, the dividing line between your individuality and a wider sense of shared meaning gets blurred. You are not only a boy, but also a vital part of a tribe. Not one organism, but united with the entire natural world.

It’s very trippy stuff, but Turner also argues that liminal spaces provide access to thoughts and emotions that can’t be accessed in any other way.

Cape May, New Jersey

I had one of those experiences several years ago, when I left my freshman year in college for bootcamp in the Coast Guard. One of the short stories in my book describes the edge of my known world this way:

The Coast Guard’s training center juts into the Atlantic churn at the tip of New Jersey, and its southwest watch station sits on a ghostly beachhead whose brow meets the whitecaps when the moon is out. The watcher’s charge is to look out for anyone who is trying to infiltrate our clambake (or escape from it) when a gate of sorts opens between the fence that extends to the high water mark and the retreating tide.

During my duties at this station during “the mid-watch” from 2-6 a.m. one February morning, I could see:

the stern markers of passing trawlers, somebody on watch there too. There were buoys in the straits, candles that I’d learn to keep to my right when following a channel. Under the torn up dark there were even planes on their way to Newark or Philly, their taillights dipping beneath the clouds and their pilots looking down to see where the water turned to land.

I was sick, sleep deprived, feeling sorry for myself, 19 and wondering what I had to hold onto. I knew where I was coming from, but not what I wanted to go back to.

You have to go out—sometimes very far out—and experience something like awe before you can come back in to reassemble the pieces. It may be the only way to refresh what’s really important.

Place Settings for Awe

Emily being awesome in 2003

Shortly after this post, I am flying out for a week in Rome.

I’ve experienced place-induced awe more than once when travelling.

Looking out over the rooftops in East Jerusalem, descending the slick rocks behind a waterfall in Venezuela, drowning in the flower clogged prairie of western Colorado in late June. I’ve also experienced it in Rome. Like Jerusalem, it’s a place where one layer of history is piled on top of another while at the same time it is intensely lived in—through daily use—by everyone who’s there now.

Because they are living so hard and so well, no one in Rome is interested in turning the city into a theme park, so the immensity of time and lived experience is almost everywhere.

I can’t believe how much I’m looking forward to the pageant of it, the food, and the vistas that keep opening up and down its seven famous hills. When the jet lag has been slept away, or maybe while I’m still in its hazy focus, I might even feel its special kind of awe again.

Note to readers: in a slightly different form, this content was included in my December 10, 2017 Newsletter, the first of what turned into three posts about awe.

 

Filed Under: *All Posts, Being Part of Something Bigger than Yourself, Continuous Learning, Work & Life Rewards Tagged With: Awe, awesome, awestruck, beauty, borderlands, Casper Henderson, edge, liminal space, lost words, perspective, Robert MacFarland, Rome, teaching, timelessness, vacation, Victor Turner, wonder

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