Lene,
Thanks for
your careful review of the
solutions proposals chart.
Please allow
me to continue our dialogue.
I am
reluctant to add “Education” as
a row because it is important to
differentiate how we learn from
what we learn, and discovering
reality from propaganda,
indoctrination, ideology, and
other forms of disinformation.
Regarding
“how we learn” the chart
includes: accurate self-image,
skillful dialogue, focusing on
what matters, thinking clearly,
facing facts, evaluating
evidence, embracing reality,
seeking true beliefs, accurate
worldview, sound arguments,
thinking scientifically, knowing
how you know, intellectual
honesty, learning through
inquiry, and global perspective.
Perhaps I
should add: literacy, numeracy,
and life skills to the list.
Notice that
foundation layer is labeled
“Responsibility”, although that
term does not (yet) appear in
the list of forces.
I do include
moral virtue, which hyperlinks
to civility, fidelity, wisdom,
temperance, courage, justice,
generosity, compassion, mercy,
gratitude, humility, simplicity,
tolerance, purity, tolerance,
gentleness, good faith, humor,
love, good, and moral
integration.
The concept
of “drive” or “initiative” may
be lacking and perhaps I can add
something along this lines.
I also
directly link to earning trust,
accurate self-image, and
focusing on what matters.
What in your
concept of “responsibility” is
lacking from this list?
Regarding
“Play” I include “Playing” in
cell J33.
Imagination
is the topic of the
“Possibilities” tier on the
wisdom pyramid.
The table
includes “Creating possibilities
for making progress” on row 31.
Perhaps I can add “creativity”
explicitly to the list.
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Lee:
I
would like to second
Lene’s comment.
I
believe that the
“force” which is
fundamental to
moving us in the
direction of “out of
the crisis” is that
of education.
In
your grading system,
I would give that a
15.
In
the absence of a
breadth and depth of
education none of
the other factors
leading out can
compete with the
factors contributing
to the crisis.
The
past 4 years in
American politics
has proven that!
Nonetheless,
good useful work you
have done - I hope
to see more of it!
Waldemar
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Hi Lee,
Interesting
way of setting
it up.
Among the
forces to the
right I would
also include:
responsibility, education, play, and imagination.
/ Lene
On
07-01-2022
15:07,
Nicholas
Lattanzio
wrote:
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I
think I did it
right. I think
we should band
certain scores
into groups as
we all have a
ton of 9's, we
may want a
better way to
differentiate
or score
things so that
we dont feel
like we're
devaluing or
overvaluing a
certain force
(I think most
items where
people put the
same score
they'll have
different
explanations
for why).
I'm not too aware of what was discussed at
your previous
meeting but
that was an
observation of
mine. I really
like this,
definitely
want to add
more to it
when time is
available.
Regards,
Nicholas G.
Lattanzio,
Psy.D.
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TOK
Folk,
Inspired
by Brandon’s
recent work
analyzing
proposed
solutions to
the “meta
crisis” I
created the
table (excel
spreadsheet)
included
below.
I
shared this
earlier to a
subgroup, and
I hope it is
worthwhile
crossposting
here.
I
will greatly
appreciate
your
engagement
with and
comments on
this nascent
work.
2)
Relax, calm
down, and take
a deep breath!
Size the
spreadsheet to
fit your
screen (Use
the slider in
the lower
right hand
corner of the
sheet) (If you
can’t open
excel, please
let me know
and I’ll send
something that
works for
you.)
3)
Begin by
studying the
two columns
central to the
spreadsheet.
These have the
blue header
and form a force-field analysis. The
concept of the
force field
analysis
technique is
that the
status quo is
determined
(and
sustained) by
a balance
(equilibrium)
of forces
working to
create change
in opposition
to those
working to
resist change.
4)
The right hand
column (in the
blue section,
column J)
lists the
forces,
outcomes,
goals, and
values that we
want to
increase and
prevail in our
preferred
future. Please
scan the rows
in this column
to decide if
each of these
outcomes are
desirable,
well stated,
and the list
is complete.
(We want to
stay on the
right side of
history
😀)
Note that
most of these
are
hyperlinked to
more
information,
often
including more
detail. For
example, the
“Moral Virtue”
cell is linked
to course
materials
describing 20
individual
moral virtues
and supporting
materials.
This reduces
the need to
list
individual
virtues in the
table, and
makes change
actionable.
5)
The left hand
column (in the
blue section,
column I)
lists the
forces,
outcomes, etc
that we want
to diminish.
These are
typically
stated as the
opposite
condition of
the opposing
pair. Please
scan each row
in this column
to decide if
these are well
stated
(opposite of
the opposing
force).
6)
Columns K
through X (in
the green
header
section) list
the various
solution
approaches
adapted from
the materials
Brandon
shared, and
also described
at: https://en.wikiversity.org/wiki/Level_5_Research_Center/Escaping_Discontent (This
is the link
under the
“Solution
Approaches”
header). I
have scored
cells in some
of these
columns (using
the Key in
cell 59 C) to
indicate the
strength of
the coupling
from that
particular
solution to
the
corresponding
item in the
“Forces to
strengthen"
column. I have
completed a
few of the
columns I am
familiar with,
and will
appreciate it
if advocates
or experts in
other
solutions
(e.g. those I
have not yet
fully scored)
can suggest
scores for
those
solutions. I
will
appreciate
review of each
of the scored
cells you have
expertise in
by each of
you.
7)
Columns A
through H (in
the pink
header
section) list
the various
“inhibiting
institutions"
that exist
today,
maintain the
status quo,
and are
generally
opposing the
changes we
would like to
see. I scored
many of these.
Please suggest
additional
columns and
review my
(preliminary)
scoring. These
headers are
also
hyperlinked to
materials that
begin to
characterize
each of these
structures.
8)
Full
disclosure, I
am creating
the “Living
Wisely”
curriculum on
Wikiversity.
These
materials are
obviously
biased by my
work. I invite
your
participation
to help move
toward a more
complete and
balanced
analysis.
9)
Row 56
includes the
totals for
each column.
One
interpretation
of this number
is that it
represents the
“strength” of
each proposed
solution
approach or
inhibiting
institution.
Note that this
sum
(currently)
assumes equal
weights for
each row item.
I
believe this
table can help
us answer many
of the
questions that
were raised at
Monday’s
meeting and
can help us
make progress.
Please
feel free to
share this
widely with
people who
might be
interested.
I
expect to
publish this
into the
public domain
when it become
useful.
I
greatly
appreciate
your
engagement
with this
work. Please
provide your
comments,
issues,
observations,
questions, or
recommendations via email to me. Also, of you would like a one-on-one
Zoom session
to discuss
this further,
pleas let me
know.
Thanks
for all you
help with
this.
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--
Lene Rachel
Andersen
Futurist,
economist,
author &
keynote
speaker
President of
Nordic Bildung
and co-founder
of the
European
Bildung
Network
Full member of
the Club of
Rome
Nordic
Bildung
Vermlandsgade
51, 2300
Copenhagen S,
Denmark
www.nordicbildung.org
+45 28 96 42
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