A Transformative Edge

Knowledge, Inspiration and Experiences for Educators of Adults A Transformative Edge transformation osts international 1 publications The Contributors Editors & Authors Authors Lonny Gold Dror Noy Ursel Biester Manuela Bosch Jutta Goldammer Bálint Őry Marilyn Mehlmann Marcus Bussey Griet Hellinckx Olena Pometun Martin Cadée Manuela Hernández Friederike Riemer Artists Clinton Callahan Th omas Herrmann Elena Rodríguez Blanco Boris Goldammer Nils I. Cornelissen Lana Kristine Jelenjev Anneke Schaardt Suiko Betsy McCall Hadas Fisher-Oren Frans Lenglet Klaus Schenck Christian F. Freislben Lawrence Kampf Virág Suhajda Caitlin Frost Neža Krek Zsuzsa Vastag Diego Galafassi Floor Martens Nikolaus von Stillfried Robert Gilman Wilmer Meneses Daniel Christian Wahl Frauke Godat Veronika Mercks Lina Westermann Jasenka Gojšić Irene Nolte Felix M. Wieduwilt Olena Zarichna

 2 A Transformative Edge Knowledge, Inspiration and Experiences for Educators of Adults

edited by Ursel Biester & Marilyn Mehlmann designed & illustrated by Boris Goldammer & Suiko Betsy McCall

transformation osts international publications Transformative learning is a topic of critical An encyclopedia of alternative, authentic and importance to education in the “full world” of human centred learning, bursting with com- the Anthropocene. A Transformative Edge is a prehensive choice tools and methods to nurture book for the Adult Education professional to dip social and emotional constructivism through into an unusual and inspiring mix of theory and emphasizing the inter-action of people, knowl- praxis, of the professional and the personal, with edge, beliefs, values and experiences. perspectives supplied by 40 contributing authors. A Transformative Edge: Creative Commons license: This book evolved out of the Simon Kavanagh. Ernst-Ulrich von Weizsäcker Knowledge, Inspiration and Ex- Strategic Partnership “Building Director of KAOSPILOT learning design CC-BY-SA You are free to dis- periences for Educators of Adults Capacity for Transformative agency. tribute, remix, adapt, and build Learning”. The development and Published by Transformation upon the material in any me- the printing of this book was Hosts International Publications dium or format, even for com- made possible by the generosity mercial purposes with mention Edited by Ursel Biester & of the Erasmus+ Programme, but Across one’s career the request for a “come up Bravo for this work, beautiful in spirit, rich in of the source: Transformation Marilyn Mehlmann this is not an official EU publica- to speed read” on change and transformation content and pleasing in presentation. Hosts International. If you remix, tion. is common. “A Transformative Edge” can be Cover art by Suiko Betsy McCall adapt, or build upon the materi- This anthology will be an inspiring companion recommended without knowing the previous al, you must license the modified The European Commission‘s support for the to all who have understood that henceforth our ISBN 978-3-9822033-0-0 production of this publication does not con- knowledge of the asker. That’s pretty amazing. material under identical terms. stitute an endorsement of the contents, which world requires the transmission of knowledge A broad range of experiences with leaders reflect the views only of the authors, and the and process of learning to be done in total con- The free e-book version of this Commission cannot be held responsible for expressing them concisely is hard to find. There any use which may be made of the informa- sciousness. Printed by Hinkelstein-Druck book is available on tion contained therein. is little duplication and the different views on sozialistische GmbH, Berlin, hostingtransformation.eu similar topics are highly instructive. Creative Raphaël Souchier Germany /a-transformative edge versus reactive, versus dynamic was one of my Fondation Université de Bretagne Sud favourite frameworks. There were many compet- First print, 2020: 1000 copies itors for that spot. Printed on 100% recycled paper. David Wilcox, CEO, ReachScale

1 Table of Contents Preface: About this book...... 5 CLA: Unpacking the World –...... 84 An Empowerment Spiral...... 168 Satir Change Model ...... 266 Introduction...... 6 Anticipation and Grace Hacks...... 88 Action Learning...... 172 Enspirited Envisioning...... 270 A. Competences...... 8 Riding Complexity...... 93 Suggestopedia: ...... 176 Riding Complexity...... 275 Competence Elements or Categories...... 12 Diffusion of Innovations...... 94 C. Methods...... 184 Transformative Dance...... 276 Experiences with Competences Frameworks.....14 Symmathesy...... 98 Self-knowledge...... 187 Design Thinking...... 284 Systems Thinking...... 102 Social Presencing Theatre...... 286 Bright Future Now...... 15 The Work ...... 188 Learning for Change...... 110 The Theatre of the Oppressed ...... 290 Possibility Management...... 16 The Work That Reconnects B. Theories...... 20 Positive Deviance...... 113 (WTR), Deep Ecology...... 194 Appreciative Inquiry...... 294 A Learning Organisation...... 115 Life Design...... 200 Living Knowledge...... 302 Overview...... 21 Action Research ...... 116 Deep Listening™ and Parking...... 202 Genuine Contact ™ ...... 306 Self-knowledge...... 22 Complexity Theory ...... 120 Community of Practice...... 206 Dragon Dreaming...... 310 Community of Inquiry Online...... 24 Peacebuilding and Non-Violence...... 124 Creativity and Transformation...... 210 Complexity & Habits of Mind ...... 316 Rites of Passage ...... 28 Warriors of the Heart...... 127 The Hero’s Journey...... 216 Flow...... 323 Critical Thinking...... 30 Flow...... 131 Working with People...... 223 Systemic Constellation Work in Organisations . 324 Transformation through Embodied Learning....34 Emergent Learning...... 132 World Cafe...... 224 Empowering Facilitation and Coaching ...... 330 Focusing ...... 38 Theory U...... 136 Open Space Technology...... 230 Peer-to-Peer Coaching...... 336 Reactive vs. Creative ...... 44 Designing Regenerative Cultures...... 140 Shared Value-Scaling ...... 234 Pedagogy...... 341 Wo Working with People...... 49 The Transformative Learning Non-Violent Communication ...... 238 Forest Bathing...... 342 Social, Transformative, and Theory of Jack Mezirow...... 142 Collaborative Learning...... 50 Envisioning...... 243 Applied Improvisation...... 346 Beyond a Single Event...... 148 Rogers’s Person-Centred Approach...... 58 The Future Game 2050...... 244 Gamification ...... 350 Flow Theory...... 152 Habermas and Transformative Learning...... 62 Three Horizons...... 248 Pedagogy...... 159 Process Work...... 68 Backcasting ...... 252 Paulo Freire – Emancipatory Learning...... 160 Envisioning...... 75 Visualisation: Methods and Impact...... 256 Education for Sustainable Development, ESD.. 164 The Oasis Game ...... 260 Kissed by the Muse Model...... 76 3   2 Preface: About this book D. Your own Event...... 354 ANNEXE 1. Imagine you are sitting at your Part A presents our underlying The book was written in a collab- TLCF in Relation to Other Frameworks... 396 workplace and you are about to model of competences orative process engaging many Introduction...... 355 ANNEXE 2. design an activity that involves co-authors. Contributors come Part B focuses on theories Designing for Transformation as Storytelling... 356 Multiple Perspectives on TL...... 400 engaging people in mutual from all walks of life, all active in Building Blocks Give Rhythm ...... 357 ANNEXE 3. learning. No matter whether it’s Part C contains descriptions of the field of transformative learn- A Facilitator may have many Roles ...... 358 The Contributors...... 416 a workshop, conference, sem- methods and tools and ing. For instance, freelance adult inar, year-long course, speech, educators, consultants using TL Neutrality or Detachment as a Facilitator of TL .360 ANNEXE 4. Part D presents guidance for stakeholder engagement pro- theories and methods for facil- Index...... 424 designing your own event. Preparation...... 361 gramme... Your ambition is that itating change in organisations, Start with the WHY...... 362 after participating in your event, university staff introducing TL participants might have gained practices to higher education. Step into your Leadership ...... 363 new perspectives and changed It is not intended to be exhaus- Define your Vision...... 364 their minds about some things. tive. Rather, it offers a compen- Get to Know your People...... 365 How would you engage partici- dium of models, theories and Design for Transformation ...... 368 pants in such a journey? methods currently found to be Materials and Handouts...... 370 useful by some of the leading This book is intended to be your practitioners in Europe (and Invitation...... 372 companion while designing a few from other parts of the your events. It offers inspiration, Delivery...... 375 world). references and an entry or con- Choose Online or Offline...... 380 tinuation point to the world of Beyond being a resource to be Prepare Yourself...... 382 transformative learning. picked up when starting to de- Follow up...... 384 sign your TL event, this book is intended to facilitate connections Support for the Transformation ...... 384 between TL practitioners. Feel Celebrate...... 386 free to contact the contributing One Example...... 388 authors, for example via Linked- In.

5   4 Introduction Transformative Learning: Your Experience - Future Edge What is Transformative Learning? from a Concept to a Body of Theory and Praxis Why is this important? No matter whether we regard Mezirow describes transform- Transformative learning can Transformative learning, first and with the natural world. It We live in times of huge chal- ourselves as traditional educa- ative learning as “learning that from this perspective be seen as enunciated by Mezirow in the also involves our understanding lenges and escalating, multidi- tors or as coaches, facilitators transforms problematic frames personal and collective empow- 1990s, accords a central role to of power relations in interlock- mensional crises, for us and our or consultants, we doubtless all of reference to make them more erment, leading to new insights the process of ‘meaning perspec- ing structures of class, race and communities. Faced with com- know the delight of witnessing inclusive, discriminating, reflec- and greater action competence. tives’ through which we make gender, our body awareness, our plex issues central to the conti- personal and professional trans- tive, open, and emotionally able sense of everyday life (Mezirow, visions of alternative approaches nuity of civilizations, we need formation in our students/partic- to change.” 2000). Transformative learning to living, and our sense of pos- many more people ready and ipants - as well as the frustration is a form of third order learn- sibilities for social justice, peace able to step into an active role as We all change, all the time. The when individuals or groups fail ing leading to “the experience and personal joy”. well-informed and concerned main differences between this to live up to what we perceive as of seeing our world-view rather citizens. The promotion of an commonplace change and a their potential. than seeing with our world-view, active and informed citizenship transformative change are so that we can be more open to is indeed also an explicit goal of Sometimes the timing is wrong. • Ordinary change can be and draw upon other views and the EU and its Lifelong Learning The students are just not ready unconscious, or it can be possibilities”. strategy. to take that transformative step. planned and managed; But what if there are additional whereas transformation is Both Mezirow and Freire have Adding a transformative edge to skills and competences, or even the outcome of a process that influenced the current under- adult education promotes those just nuances, that we can add to includes consciousness and a standing of transformative qualities of informed and en- our repertoire, and that would broadening of perspective. learning, which “(…) involves a gaged citizenship in participants/ enhance the chances of success? • While ordinary change is deep structural shift in the basic students and indeed also in the This question drove the Trans- reversible, transformation is premises of thought, feelings and educators. We are all ‚agents‘, formative Learning project and not: it is not possible to ‘not actions. It is a shift of conscious- capable of shifting and capable of resulted in this book. see’ something that we have ness that dramatically and per- influencing our/each others‘ lives learned to see. manently alters our way of being Reference and the wider community. Welcome to join us on this jour- in the world. Such a shift in- ney of exploration. Edmund O’Sullivan (2001). Beyond Glo- volves our understanding of our- balization: Visioning Transformative selves and our self-location: our Education within a Politics of Hope. relationships with other humans The Review of Education/Pedagogy/ Cultural Studies 23:317-333

7   6 A. Competences

Why Defining Competences their TL competence: to ‘sharpen in a separate document, the is Useful the transformative edge’ of their “Transformative Learning Com- A. professional competence. petences Framework”. The results ‘Competence’ refers to a set of represent a snapshot of their knowledge, skills, attitudes, ap- Competence can also be seen as concerns. We found two overar- titudes and dispositions that any the standard against which the ching dimensions: professional practitioner should performance of a practitioner COMPETENCES • The aspirations possess in order to successful- can be assessed. The qualified • The foundation ly perform their functions and professional is the person with tasks. the competence that the peer We found six major areas of group, or wider society, or the competence: In the sphere of education and law have defined as the standard 1. Self-knowledge learning, competences usual- for evaluating professional com- 2. Working with people ly refer to those that students petence. 3. Envisioning or learners should acquire or 4. Riding complexity master at the end of a particular The different elements that make 5. Balancing humility and ‘push- education or exercise. ‘Compe- up a competence are intercon- ing’ tences’ are therefore sometimes nected. Behaviour or perfor- 6. Pedagogy equated with ‘education learning mance is influenced, motivated outcomes’. and made possible by the way in Other competence frameworks which knowledge, skills, atti- have a longer history and often The TL facilitators to whom tudes, aptitudes and dispositions a more specific context - for in- this competence framework is interact. They have their effect in stance, for Education for Sustain- addressed could also be viewed combination, not separately. able Development. In our open as ‘students’ or ‘learners’, since context of bringing a transform- in a transformative setting all Our Competences ative edge to existing educational teachers are always also learners. Framework offerings, the key is to use ex- Therefore, the competences dis- We conducted a survey in the isting frameworks as a starting cussed here could be considered form of structured interviews point to enable each participant the outcome of participating in with a selected group of expe- to identify and explore her or his an exercise meant to enhance rienced educators, as described own needs and potential.

9  A. Competences 8 The Aspirations and the Foundation The 6 Competences

As educators for transformation, The six key competences re- personal and the professional, Competence Archetype What I know What I can do My attitude Description we are aware that we are working vealed by the interviews and and in three contexts: people Self- knowl- The Sage I know my- I am able to I want to The quest for self-knowledge: on a profound consciousness subsequent analysis correlate skills; dealing with a society in edge self change better myself - eagerness to learn shift. This aspiration guides the well with other relevant educa- transition; and education - see - an array of skills and practices for direction of our work. tional competence frameworks. Table 1. Table 2 summarizes their self-exploration; - the fruits of such processes We have grouped them in two attributes, which are described in At the foundation of it there Working The Seismo- I know about I can manage I am com- Based on a solid grasp of group dynamics, dimensions, more detail in the Com- are the spiritual, emotional and with people graph group dy- groups passionate this competence is cultivated over time by the petences Frame- material needs of the educator. namics and working with groups, designing effective work. facilitated experiences, and working through con- How to stay motivated and processes flicts and discomfort. energized? How to pre- Envisioning The Vision- We all know I can bring I accept that The competence that supports learners by vent burnout? How 1. Self-knowledge 2. Working with people ary much more out hidden the stu- helping them become critically aware of to make a living I pursue a course of deepe- I create and maintain emp- than we hopes and dent‘s vision their own hopes, fears and expectations; while making ning self-knowledge and athic relations and support know that we fears may not be and to craft their insights into visions of a difference? support my participants to People my participants to do the know aligned with desired futures, thus anchored in present skills mine reality plus future dreams. How to deal do the same. same. Riding com- The Buddha The world is I can ride I am willing The educator‘s competence to shift from a with failures, plexity complex the waves of to work with problem focus to a dynamic focus on chal- discourage- 3. Envisioning 4. Riding complexity complexity the un- lenges and opportunities; and to enable ment, lack I craft visions of the society I live with uncertainty, sur- known learners to do the same. In this sphere of of commu- in which I dream of living, A society in fing the waves of complexi- constant, complex change, we embark on and support my partici- transition ty in pursuit of visions, and an unpredictable journey nity sup- pants to do the same. support my participants to port? This Flow The Super- People can I can focus I want to The educator‘s attitude of unconditional do the same. coach change in a on the needs serve positive regard, championing the learner’s base makes safe way - of others growth, is balanced with „pushing“ each it possible 5. Flow 6. Pedagogy also through learner to the growing edges of her/his to apply the I understand that timing I learn all that I can about discomfort comfort zone, if and when needed. Education competenc- (kairos) is a vital aspect of effective, learner-centred Pedagogy The Expert I have large I can apply I am more Theoretical knowledge as a foundation for change and know when to education and encourage es in the real theoretical that knowl- than my transformative learning. Includes theories disrupt and when to go with my participants to do the knowledge edge tools of change, learning and development. world. the flow; and encourage my same. incorporates many pedagogical tools, to be participants to do the same. used flexibly.

Table 1 Table 2. Summary of the six TL competences and their attributes Personal dimension Context Professional dimension 11  A. Competences 10 Competence Elements or Categories Knowledge Skills Attitudes Aptitude Disposition Knowledge includes the cogni- Skills refer to the practical and Attitudes cover the social-psy- A person’s aptitude is their innate Disposition is closely related to tive knowledge and understand- manual, emotional and intel- chological ‘states’ or ‘orientations’ or acquired ability to do some- attitude, but it also overlaps with ing of how the world (reality) is lectual skills for managing, of an individual or group. They thing, to undertake action and aptitude. It is the predominant or configured and functions, of the manipulating and modifying refer to the manners, dispo- to make effective use of knowl- prevailing tendency of one‘s spir- (scientific) processes and mecha- physical and social reality, from sitions, feelings and position edge and skills. When ‘aptitude’ its. It is an individual’s ‘natural’ nisms that operate in this reality, the simplest to the most complex regarding a person, group, entity, is equated with ‘talent’ it is seen mental state and emotional out- and of the place, position and conditions. They are related to condition, situation or task. An as an innate characteristic (e.g. look or mood. Disposition can degrees of freedom that individ- day-to-day tasks and survival attitude can be held in a more or an aptitude or special talent for be seen as a state of mind regard- uals, groups, organisations and (e.g. writing with a pen, self-dis- less conscious manner. Attitudes mathematics). However, through ing something or an inclination society can have in this reality. cipline, showing empathy), to can influence behaviour and per- experience and practice apti- towards a certain form of action Includes cognitive and intellec- professional performance (e.g. in formance. They provide (part of) tude can also be acquired. More or behaviour (e.g. a disposition tual tools (e.g. critical thinking) education, engineering, agri- the argumentation for behaving generally, aptitude can denote a to do good; a disposition to take for acquiring and developing the culture or coding), to scientific in a certain way. But behaviour readiness or quickness in learn- risks). knowledge and understanding. analysis, and to meeting a variety and performance can also shape ing; which is usually seen as a of challenges (e.g. establishing attitudes: they become the justi- sign of intelligence. trust, reducing CO2 emissions or fication for behaviour. ‘Attitude’ finding a cure for cancer). is often used to describe a ‘ten- dency’ or ‘orientation’, especially of the mind. Therefore, ‘attitude’ is often equated with ‘mindset’ or even ‘perspective’.

13  A. Competences 12 Experiences of Working with Competence Frameworks Approach to Expand Competences 1 Frauke Godat As a learning consultant within bined the profile with the CSCT There are many approaches which can help to enhance competences. an innovation project on teach- framework. Participants are We chose Bright Future Now and Possibility Management because we ing and learning inside a large encouraged to reflect on their believe they touch upon many aspects of life: the personal as much state university in Germany (Per- professional practice as teachers as the professional, the societal and collective and, if so desired, the Le – Projekt erfolgreiches Lehren and compile personal experienc- private. und Lernen, project for success- es in a learning portfolio. This Bright Future Now ful teaching and learning) at Kiel portfolio is being developed in University), I have worked with the workshop and participating In the midst of the world’s up- At its heart, the Bright Future Because the work is so founda- the CSCT (CSCT = Curriculum, teaching staff are encouraged to heavals, many people are looking programme is a pathway to tional, it works well for a wide Sustainable development, Com- share their reflections with each for a more positive and effective expanding personal capacity to variety of people. Among our petences, Teacher training) com- other. After the workshop partic- way forward – for themselves make positive change at all levels more than 200 graduates from petences framework to develop ipants have an idea of where they and for the world. The Bright Fu- and to spend more time living 28 countries, we have entrepre- workshop formats for our teach- want to develop their practice ture programme, including the in the deep strengths of love and neurs, educators, organisational ing staff. With the assumption further. Further workshops in seven-week Bright Future Now creativity. leaders, ecovillagers, lawyers, that personal reflection processes their learning field or a personal online course and the worldwide students, visual storytellers, Robert Gilman writes: on the professional practice lead learning coach can be provided Bright Future Network, provides programmers, parents, artists, to a professionalization in teach- afterwards. such a whole-system transforma- “We’ve found this particularly activists, consultants, writers, ing, I have developed a half-day tional pathway. good for people who are: engineers and more.” In essence, the competences workshop for our teaching staff • More interested in building framework in this case is used as This programme was developed working with problem-based the new culture than fighting a tool for self-assessment, self-di- by Dr Robert Gilman, former learning formats such as Service the old rected learning-goal formulation, astrophysicist and long-time Learning, Education for Sustain- • Ready to combine personal, and ultimately for the design of sustainability thought-leader. It able Development, and Social interpersonal and project-ori- teaching formats for the students provides the frameworks, skills, Entrepreneurship Education in ented skill-building and in class. In my experience, the experiences and community their seminars. growth workshop and personal reflec- to start living your own bright • Interested in connecting and The workshop is based on a tion empowers teaching staff to future and to become a potent collaborating with others tool frequently used in organ- be co-learners and co-creators seed-point for the emergence of from all kinds of backgrounds isational and human resource of transformative learning in the world’s bright future. who also look toward the development. The tool is called a traditional higher education future with a sense of possibil- a competency profile. We com- institution. ities. 15  A. Competences 14 Approach to Expand Competences 2 Possibility Management Clinton Callahan Since the 1970s, a committed What it is Possibility Management is used The Context: Radical Responsibility and growing community has in numerous applications, such Possibility Management builds Possibility Management is con- determines to what degree re- been working to bring to life as: bridges between modern culture text-centred. Its context begins sponsibility is made conscious, an ever-evolving collection of • Transformational personal (which brings humanity to its with radical responsibility. which awareness forms the basis practices and perspectives called development (Possibility Psy- limits) and next cultures (which of interactions with children, Possibility Management. In Pos- chology) The point at which a culture are regenerative and sane). It women, men, with animals, with sibility Management, our ways • Initiations into adulthood and takes responsibility can be easily offers modern initiation into economics, with materials, with of relating to thinking, feeling archetypal domains determined. For example, if you adulthood. We create safe and Gaia. It is possible to assess your and doing are transformed; this • Emotional healing processes ask the question, “When a small beautiful training spaces to ex- existing choices and make new is a process we call ‘upgrading • Relationship skills child makes a mess, who cleans it plore richly exciting territories of conscious choices immediately, human thoughtware’. • Communication, conflict res- up?” the obvious answer is, “The experiential learning. even if you have been following olution, and decision-making parents.” Modern culture is mak- With new thoughtware, you your current unconscious choic- Today Possibility Management is processes for circular meet- ing huge unconscionable messes can create completely new life es for decades. a global gameworld of 42 Train- ings with no intention of ever clean- results without changing the ers plus Possibility Coaches, • Remembering how to live ing them up. Modern culture circumstances. This unleashes Possibility Mediators, Possibility without the crutches of mod- is firmly centred on child-level huge human potential. Realizing Psychologists and Possibility ern technology responsibility. Where are the this potential was what, in 1975, Team Spaceholders. adults? Adults are made by other set me on a development path adults. that has unfolded into the glob- All Possibility Management al, ever-evolving community of material is copylefted, meaning Every project, every community, practice now called Possibility it cannot be copyrighted. The en- every company, every culture, Management. tire work of Possibility Manage- every government, every reli- ment is ‘open-code thoughtware’, gion, makes a choice about the At its core are the twin asser- created from an endless resource context out of which their rules tions: “What is, is,” and “Some- and dedicated to the Creative of engagement and traditional thing completely different from Commons for the benefit of practices emerge. That context this is possible right now.” everyone.

17 A. Competences  — Possibility Management 16 Where it‘s Going Resources within the Possibility Possibility is an unlimited Management movement con- non-material resource that is one tinue to diversity, and in ways I of the most precious on Earth, never anticipated. In fact, it‘s a yet it is freely available to any in- source of great satisfaction that itiated human being. The objects since 2010 I‘ve been able to step or circumstances in our lives are back and replace myself with not the most precious to us. It is the many qualified colleagues the possibilities these objects or around the world. circumstances provide that are precious. Possibility as a resource Resources So much human potential is cannot be owned, so it cannot be squashed in standard school Main website http://possibilitymanage- commodified. One person with systems and hierarchical organi- ment.org. Possibility can change the world. sations. Possibility Management Many Possibility Trainers have created Gaining the skills to create and is helping bring these potentials their own websites for projects or manage Possibility empowers countries at http://possibilitymanag- to life to fruitfully engage the you to serve your destiny at a ers.org. daunting conditions overwhelm- high level, co-creating next cul- Matrix-building multidimensional learn- ing humanity in the 21st Centu- ture. ing platform StartOver.xyz with over ry. 350 websites.

This is why it is so useful to un- Callahan, Clinton (2020), Building Love derstand Possibility. That Lasts Callahan, Clinton (2014), Goodnight Possibility: The measurable Feelings number of options an indi- Callahan, Clinton (2010), Directing the vidual or organisation has Power of Conscious Feelings available to choose from at Numerous publications in German, any given moment. including Nagel, Nicola & Patrizia Servidio (2015), Edgeworker: Leadership war gestern

19 A. Competences  — Possibility Management 18 B. Theories Overview This section comprises a brief One reason for the complexity transformation of many or most introduction to some of the is that both personal and col- of the people who are mem- B. theories that the Transforma- lective transformation can be bers of the community. On the tive Learning project group has either triggered or supported at other hand, it can also be said found most useful as a context every level of being: physical, that collective transformation for the work of an educator. Our intellectual, emotional, spiritual. provides a framework enabling THEORIES RELATED TO favourite theories and models Physically, body changes and the individual transformation are by no means all in the field of bodywork can influence personal of many members. Indeed, both pedagogy but also for instance in transformation while physical are correct: there seems to be an such areas as theories of change experiences e.g. of pollution iterative process whereby trans- TRANSFORMATIVE (personal, collective, societal), can influence collective trans- formation may cascade back and empowerment, systems thinking, formation. Intellectually we can forth. See, for instance, Diffusion pattern recognition and com- ‘suddenly’ gain new perspectives of Innovations below. This multi- plexity research, peacebuilding, e.g. through Critical Thinking, plicity of paths is well illustrated in LEARNING human progress, philosophy, while a new paradigm explain- both the theories and the methods sociology, psychology, anthro- ing us to ourselves can cause a presented here. In this section we pology, and more. collective shift; as an example, also include some models: depic- the first images and reports of tions of reality that may not have In other words, there is not yet the earth from space are claimed been the subject of peer-reviewed a unifying theory even though to have brought about a shift in research, but that have proved more and more papers are global consciousness. Similarly, useful in developing or under- published under the heading emotional and spiritual expe- standing some of the methods of transformative learning, or riences can trigger or support and tools described in Section C. similar. Our ambition with this transformative change; one area section is modest: to give a fla- Most theories and models are rele- where this is often cited is an vour of some of the theories and vant to several of the competences; experience of and in ‘nature’. The models that we and our inter- they are referenced under what interplay between the individual viewees have found most helpful; appears to be the most appropriate and the collective is in itself a and hopefully to inspire all of us competence. For cross-references, complex element. It can be said to be open to new impulses from see the additional competence that no collective transformation perhaps unexpected sources. icons displayed for each entry. is possible without individual 21  B. Theories 20 It’s easy to agree that self-knowl- Models of Personal Development Self-knowledge edge is a good thing. But what is it, and how may it be acquired? At the root of several powerful pens when there is a reasonable “We should never lose sight of Some paths to self-knowledge models of personal development balance between dissatisfaction the interaction between indi- are thousands of years old, is the concept of a quest for bal- and hope.’ In the work of Robert vidual and societal change, as rooted in spiritual traditions, ance. The balance is of necessity Kegan, the individual intermit- there can be no societal trans- whereas others, more related to temporary; when it is disrupted, tently seeks new levels of mean- formation without individual psychology, are relatively new a new quest begins. This model ing that are expressed in terms of transformation. By implica- and still rapidly changing and in turn presupposes a reality that balance between the self and its tion, any transformation of an expanding. It seems likely that is only partially understood. The context. individual’s values can lead to the psychological approach has balance is a functioning view of One dimension of reality is con- a corresponding shift of developed in response to new both inner and outer reality. Any cerned with agency, or empower- values.” psychosocial traumas that were experience that goes counter to ment: to what extent the indi- (are) unknown in pre-industrial that view can disrupt, upset the Balsiger et al vidual experiences her-/himself societies. balance, trigger a new quest. see full reference as capable of making effective on page 405 of this book The two paths are potentially Warren Ziegler thus contended decisions, as opposed to experi- complementary: a spiritually that ‘Change is not something encing life - like the weather - as ‘advanced’ person may lack even you plan. It’s something that hap- something that just happens. basic insights into their own psychological make-up, and vice versa. For each of us, the journey Models of Spiritual Development towards self-knowledge begins or continues with the question: The essence of being human living experience of connection what in my life am I dissatisfied is, in many spiritual traditions, to the divine, the attainment of with? This is thus a potent ques- to discover and fulfil our deep exquisitely differentiating states tion for transformative educa- innate potential. And the essence of consciousness, a capacity to tors and is emphasized in many of human innate potential is empathize with all beings. theories and models as well as in variously described as for exam- the corresponding methods. ple a capacity for happiness, a

23 B. Theories — Self-knowledge 22 Community of Inquiry Online The Three Types of Presences Lana Jelenjev Community of Inquiry is de- 1 Social Presence Affective Expression - Learn- on the task, link ideas, and try fined as any group of individuals ers share personal expressions to come up with solutions. The Community of Inquiry is “the ability of participants to involved in a process of empir- of emotion, feelings, beliefs, 4. Resolution: Learners apply (COI) has emerged in the past identify with the community ical or conceptual inquiry into and values. Affective expression the new knowledge to new two decades as one of the most (e.g., course of study), commu- problematical situations. It is a using emoticons, capitalization situations; they test or offer widely cited models for both nicate purposefully in a trusting dynamic process model designed or punctuation, self-disclosure solutions. course development and teach- environment, and develop in- to define, describe, and measure and use of humour are indicators ing research in online education. terpersonal relationships by way 3 Teaching Presence elements supporting the devel- of the interpersonal communica- It is an instructional design mod- of projecting their individual opment of online learning com- tion aspect of social presence. is the design, facilitation, and el for e-learning developed by personalities” (Garrison, 2009). munities. direction of cognitive and social Randy Garrison and Terry An- Social presence involves three 2 Cognitive Presence processes for the purpose of real- derson et al, which is grounded The theoretical framework rep- categories: open communication, is the extent to which learners izing personally meaningful and in the work of John Dewey and resents the process of creating group cohesion, and affective are able to construct and confirm educationally worthwhile learn- C.S. Pierce concerning the nature deep and meaningful (collabo- expression. meaning through sustained re- ing outcomes (Anderson, Rourke, of knowledge formation and the rative-constructivist) learning Open Communication - Learn- flection and discourse (Garrison, Garrison, & Archer, 2001). It is process of scientific inquiry. experiences through the devel- ers build and sustain a sense Anderson, & Archer, 2001). Cog- the key element that facilitates opment of three interdependent of group commitment. It en- nitive Presence has four phases. the establishment and growth of dimensions of presence: social, courages critical reflection and This is based on The Guide for social and cognitive presences. teaching, and cognitive. discourse through a process of Identifying and Eliciting Cogni- The Community of Inquiry recognizing, complementing, tive Presence. model emphasizes creating an and responding to the questions 1. Triggering event: Learners effective learning environment and contributions of others. recognize a problem and have where students feel connected a sense of puzzlement con- Group Cohesion - Learners with other learners and with the cerning the given question or interact around common intel- instructor. It is based on provid- task. lectual activities and tasks. It is ing engaging, collaborative and 2. Exploration: Learners use achieved when students identi- well-designed learning activities. different sources and discuss fy with the group and perceive How learning unfolds in Com- with others to resolve ambi- themselves as a part of the com- munities of Inquiry is based on guities. munity of inquiry. the interaction of social, cogni- 3. Integration: Learners reflect tive, and teaching presence.

24 B. Theories — Self-knowledge — Community of Inquiry Online 25 Transformative Edge and Crucial Tasks or Activities The three presences offer criti- • Being personal with learners However, students create con- strategies. cally important insights into the crete products or artefacts that Modelling social cues like those Questioning is considered the process of selecting, designing engage them in solving the mentioned above will most likely best facilitation strategy. It guides and facilitating learning activi- problem. These are often scenar- encourage learners to do the learners in the cognitive process ties. Activities that can be done io-based and directly related to same, thus enhancing the learn- and helps prompt learners to to improve on the different ‘real-world’ situations. ing community experience. dive deeper into the materials dimensions are as follows: Debate prompts: help learners presented. b. Cognitive Presence a. Social Presence challenge what they know, form A challenging stance involves To encourage high levels of arguments, advance arguments, the main task is to seek the most prompting learners to consider cognitive presence, one needs and work through conflicts in effective practices that will set different viewpoints by present- to include purposeful design of concepts and assumptions. En- the climate and support the ing various perspectives. It also the discussion prompts. Discus- gaging in a debate requires learn- community in building shared helps learners to defend their sion prompts are very important ers to examine, compare, and understanding. According to a position by providing evidence strategies to use in promoting contrast other solutions, expos- study by Rovai (2007) activities and credence to their position. cognitive presence. They pro- ing the advantages and disadvan- that can help in promoting social vide the structure and direct the tages of the positions. Through c. Teaching Presence presence are: activity of the learners. There are debate prompts, learners also References • Addressing the person by is the backbone of the online three different types of discus- acquire experience of persuasion name learning community. Some of the Anderson, T., L. Rourke, D.R. Garrison sion prompts: and the art of respectful disa- • Allowing for sharing of per- activities that highlight teaching and W. Archer (2001). Assessing greement. teaching presence in a computer con- sonal and professional experi- Problem-based prompts: typi- presence are: ferencing context, Journal of Asyn- ences cally focus on a problem that is Skilful implementation of facil- • Promptness in giving feed- chronous Learning Networks 5 (2). • Encouraging participation related to the content area and itation strategies – the presence back Garrison, D. R. Communities of Inquiry invite learners to discuss and of the facilitator is not the only • Providing multifaceted feed- Other strategies to employ are: in Online Learning: Social, Teach- work together to formulate solu- important aspect in cognitive back – i.e. text, audio or video ing and Cognitive Presence. In C. • Facilitating and modeling dis- tions. presence. The quality and ef- feedback Howard et al. (Eds.), Encyclopedia of cussions, comments, sharing distance and online learning. Her- fectiveness of the facilitation • Providing opportunities for of opinions Project-based prompts: similar shey, PA: IGI Global, in press. strategies also need emphasis. peer facilitation • Personal anecdotes to problem-based prompts, pro- Rovai, Alfred P. Internet and Higher Edu- Questioning and assuming a • Encouraging personal reflec- ject-based learning has learners cation , v10 n1 p77-88 2007. challenging stance were both tions develop solutions to problems. identified as effective facilitation 26 B. Theories — Self-knowledge — Community of Inquiry Online 27 Rites of Passage Working with Rites and learning, followed by, when Function of a Rite of of passage have been designed Liminal / Ordeal - focus on Within Knowmads Business deemed ready, a return to the Passage to foster access to intuition, to deep listening. Space in between School (Amsterdam, The Nether- community with new insights the sacred, to ways of knowing - the old is not there anymore, lands) we’ve been offering nature In its essence, the rite of passage about self and the world, tak- beyond the everyday practical in the new hasn’t yet arrived. quests for years. Nature quest process is meant to facilitate a ing on a new role and identity. this liminal phase. • what wants to be born? in this context is a 9 day pro- process of death and rebirth. It’s Martin Cadée Arnold van Gennep was the first • what is emerging? gramme in nature based on the a ceremonial way to foster pro- The 3 phase archetypal pattern western anthropologist to study, • who are the people I/we are rite of passage archetypal form. For thousands of years, cultures found transformation, the sym- can be very instructive and describe and name this pattern called to serve? At its core is a 3 day and night around the world had - and some bolic death to the old life and a instrumental in designing trans- in his book ‘The Rites of Passage’ solo time, where the participants still have - ceremonial ways to rebirth into the new. The process formative learning experiences, Return - focus on living into the (1909). An intact rite of passage each go out alone to a place in help their people move through with its three phases - severance, also if they’re not meant to be new story. is an integrated process in an nature, fasting from food, com- significant life transitions (e.g. ordeal/liminal space and return full on rites of passage. Each of • Which gifts are brought back earth based, healthy, intergener- pany, shelter and distractions. from adolescence into adult- - is often compared to (and in the phases comes with specific from the journey? ational community. Our modern Each participant prepares for hood). In their essence, most of some cultures for sure has been approaches and questions that • How can I / we embody these society doesn’t offer that context, this solo time asking themselves these processes follow a similar inspired by) the metamorphosis help the person moving through gifts to be of service in a new and hence true rites of passage do deeply what it is they’re ready to pattern: first a severance from the of a caterpillar into a butterfly via the process deeply engage with way? not exist in our part of the world, let go of and what is their inten- old ways of being and relating, the cocoon-phase. that phase. For example: as far as I know. That being said, Note: It’s important to sensi- tion to focus on during the solo then a liminal period of ordeal there are a lot of places where the Rites of passage show us an Severance - focus on what’s dy- tize oneself to the aspect of and time. pattern and elements of rites of archetypal pattern of how deep ing and creating space to be able sensitivities around cultural Time and again we’ve seen that passage are a source of inspira- transformation takes place. In to listen with new ears. appropriation when applying participants came out of this ex- tion for creating transformative modern society we often look • what is outgrown and should wisdom from rites of passage in perience with a profound sense programmes, helping people to at transformation as somehow be said goodbye to? programmes. Youth Passageways of new aliveness and purpose. step more fully into their lives letting go of the old and then • what doesn’t serve anymore? offers a protocol that is very Consistently it has been one of and find authentic ways to be of moving directly into the new, • which relationships should be helpful in navigating this terrain: the defining experiences of the service in their communities and without putting much attention tended and how to close the https://youthpassageways.org/ccp/ students in their Knowmads year. the world. Many examples can be to the ‘in between’ phase. In rites previous phase? found e.g. in the Youth Passage- of passage the ‘in between’ phase References ways network (www.youthpas- is at the core of the process and 1 e.g. www.wildernessguidescouncil.org ‘Crossroads - The quest for contempo- ‘Soulcraft’ by Bill Plotkin (2010) offers sageways.org) and in networks of it’s in this phase that the deep and www.visionssuche.net rary rites of passage’ edited by Louise a profound perspective on the rite people guiding wilderness solo transformation happens. In their Carus Mahdi, Nancy Geyer Christo- of passage from adolescence into programmes1. original intention and form, rites pher and Michael Meade, 1996. authentic adulthood. 28 B. Theories — Self-knowledge — Rites of Passage 29 Critical Thinking Olena Zarichna A Transformative Skill Critical Thinking in Education Critical thinking is the ability to Critical Thinking is a route to In other words, critique is that Many educators realize that objectively and make a reasoned think clearly and rationally about triggering or supporting trans- which makes reflected, inten- engaged teaching and active judgment. It involves the eval- what to do or what to believe. formative learning through the tional change possible; and this is learning are desirable. Teaching uation of sources, such as data, It includes the ability to engage intellect: enabling a change in true in whatever domain critical that encourages learners to ask facts, observable phenomena, in reflective and independent learners‘ frames of reference by thinking takes place, from art questions and look for answers, and research findings [2]. It is a thinking, and to understand the critically reflecting on their as- and science to ethics and politics. to apply what they have learned hugely important skill to have logical connections between ide- sumptions and beliefs, and con- It is important in all facets of life in order to solve problems, to today in a world of “fake” news, as. But, more than that, it allows sciously making and implement- from work to relationships. Solid listen to each other and debate made-up “facts”, and techno- us to make reasoned decisions ing plans that bring about new critical thinking skills help us ideas politely and constructively logical sleight-of-hand. Good about everything around us, ways of defining their worlds. to prepare to face a future that - this is teaching that people can critical thinkers can draw rea- from what we see in the media This process is fundamental- can look very different from our use in their lives. This is teaching sonable conclusions from a set to politics to ethics. Instead of ly rational and analytical [4]. present. to think critically. of information, and discriminate blindly following our own or Christopher Penfield, Assistant between useful and less useful Top 10 skills in 2020 Critical thinkers are also people In adult education it can be truly others “dogma”, we are able to Professor of Philosophy at Sweet details to solve problems or make 1. Complex Problem who are most likely to change transformative. For instance, in see more clearly when we think Briar College considered that “If decisions. Solving the world or community around my country, Ukraine, it is clear critically (Beth Burgess, Psycho- it is important for thought to be 2. Critical Thinking them for the better: to trigger from recent presidential and therapist). capable of changing both thinker 3. Creativity collective transformation. parliamentary elections that and world, then critical thinking 4. People Management Perhaps one of the most impor- a very large number of voters is important; for in its critical 5. Coordinating with tant aspects of critical thinking have not thought through the vocation, thought calls into ques- Others is that it allows you to reflect on consequences of their votes. A tion our assumptions about what 6. Emotional Intelligence yourself,your individual values well-functioning democracy is possible (with respect to the 7. Judgment and Decision and beliefs, and make decisions must build upon a foundation world, ourselves, our relations Making accordingly. People who are able of critical thinking by the elec- with others, etc.) and thereby 8. Service Orientation to do this have the most mean- torate. It is also clear that in opens the space for creative 9. Negotiation ingful and fulfilling lives. business demand for this skill is transformation”. 10. Cognitive Flexibility increasing. Future of Jobs Report, World Economic Forum 2016 Critical thinking refers to the ability to analyse information

30 B. Theories — Self-knowledge — Critical Thinking 31 Critical Thinking Skills Critical thinking develops on the • Creativity - the ability to in- There are more critical thinking References basis of a careful evaluation of novate; to recognize patterns skills, such as adaptability, com- 1. Alan Crawford, Wendy Saul, Samuel R. not only assumptions but also of in information or come up pliance, emotional intelligence, Mathews, James Makinster, Teaching facts, using sound logical pro- with a new solution. This in- restructuring, optimization, in- and Learning Strategies for the Think- cesses [1]. It is social thinking. volves flexibility, conceptual- tegration, ongoing Improvement ing Classroom//International Debate Education Association, NY, 2005 ization, curiosity, imagination, consumer behaviour and others Top Critical Thinking Skills: Drawing Connections, infer- which are also important in the 2. University of Louisville. “What is Criti- • Analysis - the ability to ring, predicting, synthesizing, context of transformative shifts cal Thinking,” Accessed Oct. 5, 2019. carefully examine something, vision. of perception. 3. American Management Association. whether it is a problem, a set • Open-Mindedness - the abili- “AMA Critical Skills Survey: Workers of data, or a text; to examine Critique vs Criticism Need Higher Level Skills to Succeed ty to put aside all assumptions information, understand what in the 21st Century,” Accessed Oct. 6, or judgments and merely For me, one of the key elements 2019. it means, and properly explain analyse information, evaluat- of critical thinking has been to others its implications. 4. “Jack Mezirow, Who Transformed the ing ideas without bias. Most to differentiate critique from Includes asking thoughtful Field of Adult Learning, Dies at 91”. important: diversity, fairness, criticism. Criticism is personal, Teachers College - Columbia Univer- questions, data analysis, re- humility, inclusiveness, objec- destructive and vague, whereas sity. Retrieved 2017-10-07. search, interpretation, judg- tivity, observation, reflection. critique is impersonal, construc- 5. O.I. Пометун, Л.М. Пилипчатіна, ment, questioning evidence, • Problem Solving - analysing tive and specific. I still encounter І.М. Сущенко, І.О. Баранова, recognizing patterns, scepti- Основи критичного мислення. - К.: a problem, generating and people who confuse the two. cism. Видавничий дім “Освіта”, 2016. - implementing a solution, and For example, a project manager 192 с. • Communication - the ability assessing the success of the at a recent Futures Workshop to communicate with others https://philosophy.hku.hk › think › crit- plan. This skill requires: at- who instructed that participants and share ideas effectively; to ical tention to detail, clarification, should ‚mercilessly criticize‘ each engage critical thinking in a https://upjourney.com/why-is-criti- decision making, evaluation, other‘s suggestions during the group to figure out solutions cal-thinking-important groundedness, identifying Critique phase. In such circum- to complex problems. The https://www.thebalancecareers.com/crit- patterns, innovation [3]. This stances it is easy to recognize the main skill in communication ical-thinking-definition-with-exam- isn’t about taking more time value of critical thinking skills. ples-2063745 is active listening. In addition, to make a decision but about it includes assessment, col- https://www.criticalthinking.expert saving time later by making laboration, explanation, team the right reasoned decision. work etc.

32 B. Theories — Self-knowledge — Critical Thinking 33 Transformation through Embodied Learning

Learning is Adaptation functions make up a complete Our nervous system as well When it comes to the nature or When it comes to emotional Cognitive or intellectual de- system where everything is influ- as our endocrine (hormonal) nurture debate about which is development and well-being, the velopment is also rooted in the Virág Suhajda enced by everything else. system are developed in ad- more important: our genes or role of the environment is also bodily experiences of the child. Cogito ergo sum – I think there- aptation to our environment our environment, there are inter- crucial. We not only learn but In the early ages the infant uses Therefore what happens with our fore I am, said Descartes. Al- (Johnson and Taylor, 2011). esting findings which suggest it internalize behaviour-templates its sensorimotor abilities to gain body equals what happens to us though this statement is not Learning is adaptation: we learn is much more than “both”. What from our environment. When and process information through and vice versa. Research already really clear about the role of our how to survive and develop in happens with us does change we grow up in an abusive family, interactions with the environ- shows that already intrauterine body in our thinking, still Des- the environment that is given the way our genes operate, and our body’s hormonal system will ment – just think of babies (within womb) development cartes is regarded as the father to us. Through this adaptation therefore our genetics which will adapt to stress. In better (still touching and tasting objects does have an impact on the later of “Cartesian” dualist thinking, we develop different hormonal be inherited. This is called epi- tragic) cases the child’s response around them. Piaget (1936), a emotional and cognitive respons- splitting the body and the mind systems, cognitions and emo- genetics, and it is not only one is the “fight or flight” reaction: prominent researcher of cogni- es of the person; for example if (see description in the Internet tional systems, and that is how of the basic drives behind evolu- increased heart rate and blood tive development argued that the mother was stressed, then the Encyclopedia of Philosophy, IEP, we develop into very different tion, but is partly also a basic fac- pressure, allowing running away sensorimotor abilities are essen- baby got a lot of stress hormones, referenced below), and discard- adults. No two people have the tor for transgenerational inher- or fighting. In even worse cas- tial aspects of learning. Although making him/her more anxious ing the body’s role in thinking exact same environment. Even itance if we look at shorter time es, when there is a high level of the debate is ongoing about the later (Coussons-Read, 2013). and learning. twins in the womb have differ- periods. For example the famine aggression and no way to escape, extent to which bodily expe- ent environments - one of them in Netherlands during World the reaction might be giving up, riences affect higher cognitive However cognitive and neuro- has the sibling on his/her left War II has affected not only the which is “freeze”: dissociation, functions, evidence suggest that scientific research has already side, the other on the right side. children of mothers who starved weakness, dumbness, depression. the connection exists: as shown disproved the Cartesian theory. Different movement opportu- but also and their grandchildren: by a longitudinal study (Dove, “The body keeps the score” says The child’s body is thus cali- nities in the womb, different they show a greater incidence of 2016), infants who had a high- van der Kolk, famous trauma-re- brated by the environment, as interactions in later life. obesity. The body learned that er level of motor-exploratory searcher and therapist. Our well as her/his mind, cognition, all calories must be utilized, and competence such as movement emotions, cognition, and bodily emotions. The same can happen this “knowledge” was also stored or balance had higher scores on in adult life, but with a lower toll: in the genes (Ravelli, Stein, Suss- intellectual and academic meas- recalibration is more simple than er, 1976). ures at the ages of 4, 10, and 14. with childhood trauma (Johnson and Taylor, 2011). 34 B. Theories — Self-knowledge — Transformation through Embodied Learning 35 Transformative Edge Personal Insight References, further reading

We have seen so far that the • A child who was discouraged My PhD in cognitive science ing. Failing to do so can hinder About Descartes and the question of development of a child is always to explore the world around was about the system theory of our efforts, as focusing on the mind-body dualism: embodied (it happens within him/her because it might be learning, an approach that inte- development of only one aspect https://www.iep.utm.edu/descmind/ the body) and embedded (in its dangerous, can become a per- grates the bodily and the envi- (most often it’s either the emo- Coussons-Read, M. E. (2013). Effects environment). But development son with a constant fear of the ronmental nature of learning. I tional or the cognitive) of the of prenatal stress on pregnancy and doesn’t stop there – even though unknown, still overwhelmed have read and written a lot about organism can have only limited human development: mechanisms most of our mental and emo- by stress hormones in those this issue but it was not until I effect. Considering all domains and pathways. Obstetric medicine, 6(2), 52-57. tional patterns are established situations as an adult – so it’s started to experience body-based (physical and social environ- in childhood and adolescence, better to not even try anything practices (such as dance ther- ment, emotions, body and mind) Dove, G. (Ed.). (2016). Beyond the body? the ability to continually adapt new. apy or Body-Mind Centring) on the other hand can lead to The future of embodied cognition. Frontiers Media SA. to the changing environment that I truly understood how our transformation – a substantial You don’t need to have a traumat- and differentiate in the already way of experiencing the world change in how we feel, under- Johnson, S., & Taylor, K. (Eds.). (2011). ic experience in childhood to be existing “knowledge” is present in is deeply rooted in our bodies. stand and think about the world. The Neuroscience of Adult Learning: in such a situation, as these kinds New Directions for Adult and Con- adulthood (Johnson and Taylor, Understanding an issue mentally Connecting to the body (through of maladaptive reactions, togeth- tinuing Education, Number 110 (Vol. 2011). We never stop learning. and actually feeling it in my own methods such as bodywork, 81). John Wiley & Sons. er with a variety of interconnect- body are completely different authentic movement or focus- Yet it is often seen that people ed emotions, thoughts and bodily van der Kolk, Bessel (2014): The Body experiences - both are relevant ing for instance), understanding use the emotional and behav- functions are part of our every- Keeps the Score: Mind, Brain and and important in their own right. what it has stored and how to Body in the Transformation of Trau- ioural patterns that were ade- day lives. This is why I studied to become release what needs to be released, ma. Penguin Books Limited, London quate at one point in their life a Psychodynamic Dance and can help us to see more clearly in Perry, B. D. (2006). Fear and learning: but seem to be unhelpful in their Movement Therapist and inte- our emotional and mental world Trauma-related factors in the adult present (Perry, 2006). education process. New Directions grate body-based exercises in all as well. Being connected to the • An infant who learns early in for Adult and Continuing Education, my own trainings. entirety of us helps us to live an 110, 21. life that his/her needs are not authentic life. met by the primary caregiver is No matter whether we want to Piaget, J. (1936). Origins of intelligence learning not to trust others, and correct maladaptive patterns in the child. London: Routledge & Kegan Paul. can become an adult who feels from our past or to reach a more uncomfortable in intimate rela- and more complex understand- Ravelli, G. P., Stein, Z. A., & Susser, M. tionships; s/he becomes lonely ing of the world, I believe we W. (1976). Obesity in young men after famine exposure in utero and while having a strong belief that always have to take into account early infancy. New England Journal of other people are not “right”. the embodied nature of learn- Medicine, 295(7), 349-353.

36 B. Theories — Self-knowledge — Transformation through Embodied Learning 37 Focusing on the Bodily Nature of Experiencing Transformation Implications Balint Ory this definition by Knud fails to There is a long tradition in phe- One of the benefits of this pro- enologically influenced soma- be substantially less cognitive nomenology ‒ a philosophical posed approach is the following. to-psychotherapeutic method, There is a remarkable gap in the than that of Mezirow’s. school meticulously describing To me, and probably also to oth- proposed by psychotherapist literature regarding the role the the structure of experience ‒ that ers, the idea of changing identity and philosopher Eugene Gend- body plays in transformative Furthermore, in the recent sec- argues that our perceiving the can seem like a daunting process. lin (1981). Focusing is thus a learning (TL). Jack Mezirow’s fa- ond edition of the comprehen- world and indeed our very sense It can thus lead to intellectualiz- method that can be used either mous early definition of TL was sive book Contemporary Theo- of self is fundamentally bodily ing the problem, thereby missing in therapy or, once the necessary centred around the notions of ries of Learning there is only a (Merleau-Ponty 1945/2012). This the whole point. However, when skills are acquired, in any situ- ‘habits of the mind’, and ‘frame single page dedicated explicitly is to say that our sense of self working with bodily feelings and ation in everyday life. It stems of reference’. This definition has to the role of the body in learn- consists of bodily feelings and sensations, we can break down from the conviction that there is since been justly criticized by ing in a subsection ‘Embodied sensations which together consti- the gradually unfolding process implicit knowledge in the body. many for being too cognitive. or somatic knowing’, and only tute our experienced world, our of TL into tiny steps of tangible A certain type of bodily sensa- One of the critics was Illeris one chapter addresses the issue reality. affective changes and pinpoint tions or bodily affectivity, Gend- Knud who in fact proposed a of affectivity (Illeris et al. 2019). the experiential microstructure lin calls a ‘felt sense’. new definition: “The concept of There are a couple more studies Now, if we combine the propos- of the transformation on this transformative learning com- discussing the role of the body in al by Knud that transformative immediate bodily level. Thus prises all learning which implies adult education, yet these works learning involves some change in the daunting process becomes a changes in the identity of the only marginally deal specifically the identity on the one hand, and journey that is lived and affec- learner.” (Illeris 2014 p.577) with TL (Horst 2008, Lawrence the phenomenological insight on tively experienced step by step. I In his paper he concludes that 2012). To my knowledge, there is the other hand ‒ that our identi- maintain that such micro shifts ‘identity’ is a suitable keyword only one short study that ad- ty, our sense of self is primarily in bodily feelings and sensa- for a new definition of TL be- dresses this exact topic (Schlat- a bodily self ‒ then we can start tions, when put together, result cause it “includes all dimensions tner 1994). to describe the process of trans- in a change of identity, a shift in of mental activity” (ibid. p.584). formative learning in terms of The situation becomes even frame of reference, a transforma- Peculiarly, this reasoning goes changes in our primordial bodily more striking if we consider that tive learning experience. precisely against the inclusion of affectivity: the ever changing the experience of transformative the body in discussing TL, as the ways we experience ourselves in This process I am describing is learning, the experiencing of “mental” is historically inherent- our body and, with it, how the called focusing. It is a well devel- the transformation, is first and ly disembodied. Thus ironically, world appears to us. oped and elaborated phenom- foremost a bodily experience.

38 B. Theories — Self-knowledge — Focusing 39 Example Transformative Edge

Let us take an example. When Although I am not aware that the feelings is in one way or another felt senses change and can be you think of someone in your connection between transform- focusing. However, learning the changed, be it with a person, a life, your body responds to your ative learning and the technique language of the focusing tech- memory, a situation, anything. In thoughts. Say it’s your boss: there of focusing has been explicitly nique provides a more reflective fact, once you name a felt sense, may be a certain sense of tension made, I am convinced that the and thus more efficient way of it changes in that very instant. It in the stomach, a sense of feel- approach of focusing provides working with these processes. can be as simple as asking your- ing small, yet at the same time a technique, a language that For in itself, gaining a better self how you are right now. You a sense of excitement, a slight helps to unfold the fine-grained understanding of our bodily might start looking for words, speeding up of the breathing. All structure of a transformative feelings does indeed transform tired, sleepy, down, sad, disap- these together are a felt sense, the learning process. In my view, any us and change our identity. pointed? None of them feels body’s way of recalling knowl- TL experience always involves quite right. Melancholic? Yes, edge and past experience. Cog- changes in the bodily felt sense. this is it, this feels correct. When nitively, it would be hard to list it Gendlin says he did not invent you find the right word, you all, but the body knows it all, and the process of focusing ‒ wise know you did. There is a certain Gendlin assures us we can trust people have always used it. All he sense of ease that comes with it. this knowledge. did was to write down its steps Gendlin calls it the bodily shift. so that it can now be explicitly You can also try it: choose two What happens there? You check taught. Focusing thus gives us a people in your life who are close the words against a background, tool that helps to reveal the mi- to you. Think of one for a min- a background of your body crostructure of a transformative ute, and just be with whatever knowing what there is. Once you experience. feeling comes. Then switch and find it, once you find the word focus on the other person. The that describes whatever calls Focusing is now used in a wide difference between the two expe- for your attention in your body, variety of practices, such as in riences is the difference between that felt sense carries forward, it so-called focusing-oriented psy- the two felt senses, the difference is no longer the same. You have chotherapy, as well as any kind between your relationship with changed, your bodily feeling of therapy, workshop, or edu- each of them. has shifted, in other words, your cational format that utilises the relationship with that situation, knowledge of the body. In fact, Gendlin maintains that with person, or memory has changed. any practice that works with feel- all of our relationships, our ings, verbalizing or symbolizing

40 B. Theories — Self-knowledge — Focusing 41 Personal Story

While I am in no way a certified purple ‘disgust’ next to an emp- be with this feeling.’ Once some- References Focusing practitioner, working ty coordinate system, a purple one can get to such a statement, Gendlin, E. T. (1981). Focusing. Bantam with teenagers as a tutor and ‘anxious’ next to a question ‘In these felt senses, the feeling lost Books. teacher, I do consciously use how many different ways can you or the heaviness in the chest The International Focusing Institution: some of the focusing steps Gend- arrange 8 figurines on a shelf?’, to the point of choking, carry https://focusing.org/ lin describes, and more impor- or a purple ‘relief’ next to ‘=6+2k forward, and with them their Horst, T. L. (2008). The body in adult tantly, the quality of attention (kℤ)’. relationship with the system education: introducing a somatic or awareness focusing requires changes. It will no longer elicit a learning model. Adult Education With this method, I find that the when being with others. feeling of disgust; after many in- Research Conference. blurry and general ‘I hate maths. cremental steps eventually their Illeris, K. (2014). Transformative Learn- For instance, answering the ap- I’m terrible at maths’ turns into entire relationship with maths ing re-defined: as changes in ele- parently simple yet not obviously a more refined relationship with ments of the identity. International can alter: they will be able to easy question ‘how do you feel?’ is maths, precisely because the Journal of Lifelong Education, 33 (5), sleep the night before an exam, 573–586. at the core of focusing. students develop a skill of recog- they will be able to do their nising and individuating feelings Illeris, K. (Ed.). (2019). Contemporary When teaching a notoriously homework without a horrible towards specific parts of maths Theories of Learning. 2nd Ed. Rout- feared and hated subject to teen- stomach ache, and they might ledge. by connecting with their body agers ‒ yes, maths ‒ we work with leave behind their identity ‘I am while studying it. Lawrence, R. L. (2012). Bodies of Knowl- two pens of different colours. A terrible in maths’ altogether. I edge: Embodied Learning in Adult regular black or blue one that is In short, they learn about them- call such a process transforma- Education. John Wiley & Sons. used for the exercises ‒ solve the selves through these exercises. tive learning. Merleau-Ponty, M. (1945/2012). The Phe- equations, draw the triangles, so By practising it they might find nomenology of Perception. (Trans. D. doing the maths. The other one, out that there are certain parts Landes). Routledge Classics. however, with a nice colour of of maths they actually like. Or Schlattner, C. (1994). The body in trans- their choice, serves a special pur- an unarticulated, hazy anxiety formative learning. Adult Education pose: to write down the feelings towards maths in general might Research Conference. that they have next to the actual transform into a self-reflective line where they feel it. The result exercise where they go ‘Okay, is a purple ‘feeling lost’ next to this is the part where I usually a line where both sides of the feel lost and start choking, I am equation are divided by ‘2x-3’, a familiar with this, I know I can

42 B. Theories — Self-knowledge — Focusing 43 Reactive vs. Creative There are tons of great tools and The Creative State The Reactive State interventions out there for trans- In short the creative state de- solution-oriented mindset than On the other hand, the reactive The reactive state has a neurobio- formations and transformative scribes a state of learning, open- staying in resistance to what is. state is one in which we might logical correspondence: If we feel learning, but the success of them ness and curiosity. Also of feeling A growth mindset also is part feel defensive, protective, often threatened, the amygdala - a part depend - in my experience - on able to be creating one’s own of the creative state, meaning we have a tunnel-vision, feel fear of our brain - triggers a fight, the mental state of the person ap- destiny. That is also where the we believe people can adapt and or anger, we see ourselves as a flight or freeze response which plying these tools and the mental term is derived from - it stems develop. There is a sense of mas- victim or we feel like attacking enables fast responses but often Nils I. Cornelissen states of the relevant stakehold- from the Latin creare, to create tery and flow combined with an others. Also, it is a state in which knee-jerk responses (Goleman, ers. And even though we are all - and having the feeling I have awareness and consciousness of we can shut off mentally and 1998). Often when we are in a endlessly complex - to (over-) ownership of my life rather than who and how we are. no longer listen, nor do we feel reactive state, we do not realize simplify things we can reduce being a victim of circumstances. connected with those around us. that we are in one, our resistance our inner states to two poles: Part of being in a creative state kicks in and protects our egos. reactive versus creative. also means feeling connected Even though others might use to others, being in touch with different words, there are many one’s own emotions, often taking REACTIVE CREATIVE people who have subsumed oneself and life not too serious- • Judgement, resistance, self-righteousness • Learning, openness, curiosity, observation inner states into two poles. The ly. In this state we can focus on (“I know better”, “everyone else is an idiot”) (“learners mind”, “I do not take myself too Arbinger Institute (2009) talks creating new transformative and • Protection, fear, doubt (“I fear the worst”) seriously”) about “being in the box” and creative solutions and we take • Rage, anger, attack • Acceptance, appreciation, (self-) confidence “being outside the box” (Leader- ownership of our actions and (“I will show you why you are wrong”) (“it will work out”) ship from Within), Carol Dweck feel accountable for our feelings. • Problem orientation, tunnel vision, control, • Understanding, compassion, liveliness, col- (2008) differentiates a Growth In a creative state we accept the blaming attitude laboration (“let me understand”) from a Fixed mindset, Argyris past and current state of affairs (“whose fault is it”) • Solution-orientation, broad perspective, (2004) talked about learning ver- as is, which does not mean we • Isolation and retreat, victim mindset accountability sus protection. And even though say “yes” to everything, it simply (“no one understands me”) (“what can I change to improve”) there are certain differences in means acceptance in a psycho- • Connection with others, accountability, the details of these descriptions logical sense, meaning we accept mastery, vulnerability of the two poles there is also a that we cannot change things (“I am part of a bigger whole”) large common ground which I that have already happened. refer to as reactive vs. creative. This actually gets us more into a

44 B. Theories — Self-knowledge — Reactive vs. Creative 45 Dynamic My own Transformative Edge So what do we do with these two imperative) to become aware of One of my favourite stories about tional” team and he screamed at states? The point here is not that one’s own state and either stay the reactive versus creative state the top of his lungs loudly “Nils, we aim to never again get into a in a creative state or get quickly happened in a transformation we are not an emotional com- reactive state. It happens many back into it even in a challenging workshop with the senior lead- pany!!!”. Afterwards, there was times a day no matter what we environment. In a creative state ership team of one of the biggest silence in the room for what felt do. The point is to become more so-called “difficult” learners or Dutch companies. The most like minutes - even though it was aware of our inner state, realize “difficult” situations become fas- senior leader in the room, a CFO probably only seconds. Then, the sooner that we are in a reactive cinating learning opportunities with his team, was very proud of CFO became aware of what had state. And also get faster out of a for facilitators. being a very rational and logical happened and he said slightly References reactive state into a creative state. and smart person. I had suggest- embarrassed, slightly trying to This awareness not only helps v. Hehn, Cornelissen, Braun, 2016. ed that in the workshop we do a smile “mmh, guess that was quite Being in a reactive state does not the TL facilitator, it might also Kulturwandel in Organisationen - Ein session on inner states (as de- emotional” and in the following Baukasten für angewandte Psycholo- necessarily mean being nasty, be helpful for the Learner to scribed above) but the CFO said coffee break he asked me wheth- gie im Change-Management. nor does being in a creative state become aware of their own state they had too little time for that er I could support him in work- You can also freely download some equate with being nice. Quite the while learning because we are nonsense and we should dive ing on his states, emotions and graphics (also in German) from: opposite for harmony-addicted only able to learn while we are www.kulturwandel-in-organisa- right into the content. whether in the next workshop we people - like myself. Through in a creative state. So, in trans- tionen.de could work on emotions in lead- working with the two states and formative workshops I often do However, part of the workshop Arbinger Institute (2009). Leadership and ership. That was quite transfor- reflecting on them and vari- a 45 minute session in which I was designed for his team mem- Self-Deception. San Francisco, CA: mational ;-). I learned from that Berrett-Koehler Publishers. ous therapies I have learned to co-create on two flipcharts what bers to give each other (includ- that sometimes I can trust the become more honest - even if a reactive and then what a cre- ing the CFO) feedback on their Argyris, C. (2004). Reasons and Rational- process more and do not have to this means I create conflict. But ative state is with participants, behaviour, one-on-one. Besides izations: The Limits to Organisational push topics that are important to Knowledge. Oxford: Oxford Univer- I do this from a creative state and then reflect on what they some appreciative comments, me (e.g. “emotions”) down my sity Press. (and I try to stay in the creative can do to stay in a creative state the CFO also heard quite a bit of participants’ throats. Dweck, C. S. (2008). Mindset. The New state even when others get into a or get faster back into one. This criticism which was new to him. Psychology of Success. New York, NY: reactive state). makes participants more aware This led him to get into a reactive Ballantine Books. and helps to keep them longer in state and later during the work- I believe that for any TL facili- Goleman, D. (1998). Working With Emo- a creative learning state. shop he exploded when I used tator it is helpful (maybe even tional Intelligence. New York, NY: the word “emotion” in such a “ra- Bantam Dell.

46 B. Theories — Self-knowledge — Reactive vs. Creative 47 Working with people

Working with People

The other side of the ‘self-knowl- edge’ coin is the collective and professional skill of working with groups to support their transfor- mation. One aspect is philosophical: what values drive our work with individuals and groups? What is the worldview that drives us? When working for transforma- tion, certain elements can be identified, rooted in the concept of the facilitator whose role is akin to that of a midwife: helping to birth that which is waiting to be born. The transformative process, to avoid the pitfalls of manipulation, needs to be deeply democratic. A key subset of relevant theory is thus concerned with group em- powerment or agency. Another aspect is instrumental, address- ing the mechanism of societal transformation.

48 B. Theories — Working with people — Reactive vs. Creative 49 Social, Transformative, and Collaborative Learning Social Learning: Two Frans Lenglet Distinct Concepts Well-structured social and learners to become capable and underlying one’s own behaviour While all learning in any context, collaborative learning allows empowered actors in change and and the behaviour of others. whether home, school, work stakeholders to identify pathways transformation processes. And, it results in transformation: place or life in general, is social to common decision-making in the active opening to and the or interrelational, social learn- In one sense, all learning is situations of great uncertainty, embracing of new perspectives ing as a theoretical concept and social: “(…) all meaningful complexity, anxiety, ambiguity, and inputs, and therefore new not as a mere descriptor is more learning is inter-relational (with ethics and moral dilemmas, and behaviour(s). specific. Social learning proper others, including other species, to arrive at actions and behav- is central to at least two distinct with place, and indeed with iours effectuating the decisions. traditions or domains: oneself) and requires some level Through systematic processes of of reflexivity by mirroring the (a) the domain of learning theo- observation, exploration, ex- significance of one’s encoun- ry and developmental psycholo- perimentation, reflection and ters with the inner sediments gy, and reflexivity the learners actively (frames, values, perspectives and examine the assumptions, mind- (b) the domain of natural re- worldviews) of prior experiences. sets and the mental and economic source management and en- The result tends to be a process mechanisms that perpetuate or vironmental or sustainability of further solidification (freez- worsen unsustainable behavioural education. ing) or a loosening (unfreezing) patterns and unsustainable soci- or a modification (re-framing) or etal arrangements. At the same even the parallel occurrence of time, the learning processes allow all three” (Wals, 2012). participants to create alternative or new behavioural patterns and so- In this sense, also transforma- cietal arrangements that open per- tive learning can be described spectives to greater environmental, as social learning. It happens in social and economic justice. Thus, interaction with oneself and with social and collaborative learning others. It places a premium on can be individually and collective- reflection and reflexivity vis à ly transformative, i.e. supporting vis assumptions and experiences

50 B. Theories — Working with people — Social, Transformative, and Collaborative Learning 51 (a) The Developmental Psychology Tradition (b) The Natural Resource Management and Environmental Education Tradition

In developmental psychology it is There are at least three connec- look at their behaviour that to a In the early 2000s, theories in various backgrounds and with In terms of outlook and in terms understood that a growing child tions between this notion of large extent was shaped by the the domain of environment and different values, perspectives, of method, social learning has is continuously learning about social learning and the notion social learning in their younger ecology started to conceptualize knowledge and experiences, much in common with trans- its surrounding material, social of transformative learning. First, years. The third connection is social learning as a process of so- both from inside and outside the formative social learning. This is and cultural world, using all its both concepts are attempting to formed by the emphasis placed cial change in which people learn group or organisation, in order illustrated by the following list of senses. For the child or learner, do the same. They help describ- on the agency of the learners, i.e. from each other in ways that can to engage in a creative quest for social learning’s most important social learning is the continuous ing and understanding what their capability of making choic- benefit wider social-ecological answers to questions for which characteristics (Wals et al, 2009): reciprocal interaction between happens in and as the result es. Because younger people and systems. Originating from con- no ready-made solutions are • It is about learning from each cognitive, behavioural and envi- of a learning process. Bandura adults have different ages, belong cepts of organisational learning available.” The absence of ready- other, together ronmental influences. According based his social learning on the to different times and live in dif- (Agyris and Schön, 1978), this made solutions is particularly • It is assumed that we can learn to Bandura (1977), the child’s (or ‘active modelling’ by the learn- ferent contexts, they are likely to school of thought is informed by obvious in the case of ‘sustain- more from each other if we learner’s) aural, visual and even ers (children and adolescents). differ in the nature and scope of social theories of learning, which ability’ issues such as climate do not all think alike or act olfactory observation of the actu- Mezirow based his theory on the their agency, and therefore in the define learning as active social change, resource depletion, and alike, in other words: we learn al behaviour of significant others transformative learning moment extent to which they can identify participation in the practices of social and economic injustice. By more in heterogeneous groups (the ‘models’), whether parents, experienced by female adult pathways for further (personal) a community (Wenger, 1998). their nature these are so com- than we do in homogeneous care givers, teachers or peers, is learners who were preparing for development that deviate from They emphasize the dynamic in- plex (or ‘wicked’) that they defy groups the major source of developmen- re-entering the job market, when or even transgress established teraction between people and the easy, straightforward and simply • It is about creating trust and tal learning. By processing this challenged to examine assump- patterns of behaviour and environment in the construction technical solutions. (For a fur- social cohesion, precisely in observation, the learner learns tions about their own behaviour. thinking. of meaning and identity (Muro ther take on ‘wicked problems’, order to become more accept- new behaviour. Social learning In both instances, the resulting and Jeffrey, 2008). see the section on collaborative ing and to make use of the happens through active appropri- (transformed) behaviour ema- learning below). different ways in which people In line with this tradition, envi- ation of what is being observed. nates from an active process of view the world ronmental education and edu- Echoing the essence of Mezirow’s This includes assimilation, observation and reflection. • It is about creating ‘ownership’ cation for sustainable develop- transformative learning, Wals resistance, adaptation and modi- with respect to both the learn- The second connection be- ment (ESD) have adopted social et al (2009) suggest that “social fication. Social learning does not ing process and the solutions tween the two concepts is the learning both as a tool and as an learning is a process in which happen as the mere response to that are found, which increas- connection of chronological or outcome of a process of learning people are stimulated to reflect reinforcing stimuli, as the behav- es the chance that things will evolutionary succession: trans- in the context of the environ- upon implicit assumptions and iourists theorized (e.g. Skinner, actually take place formative learning comes after ment and sustainability. Wals et frames of reference, in order to 1965). • It is about collective meaning social learning. Mezirow’s adults al (2009) describe social learning create room for new perspectives making and sense making. were challenged to take a critical as “bringing together people of and actions.”

52 B. Theories — Working with people — Social, Transformative, and Collaborative Learning 53 Collaborative Learning Conclusion

When faced with ‘wicked’ social, status quo. Collaborative learn- the longer term. They rec- Social learning, transformative economic and environmental ing allows ‘new’ knowledge and ognize the legitimacy of the learning and collaborative learn- issues, collaborative learning understanding to emerge and be- convenor and facilitator. ing are branches and offshoots or deliberative social learning come actionable in and through • It is structured in such a way of the same ‘learning tree’. The “allow(s) the various parties actual interaction, competition, that it offers a safe space, both three concepts, each in their own and stakeholders involved to struggle and collaboration. In physically and socially: partic- way, share the notion that indi- recognize the facts of a complex this sense, collaborative learning ipants can express themselves vidual and collective learning situation, to appreciate the sense fits in with the traditions and without attribution or retri- and associated behaviour happen and meaning that the different perspectives of ‘pedagogy of the bution, and learn to do so in a in a context of time, place and parties attach to these facts in oppressed’ (Freire, 1970) and non-adversarial and non-con- interaction. They recognize that their complexity, and, to allow ‘deliberative dialogue’ (Habernas, frontational manner. observation, experience, reflec- commonalities and, therefore, 1984). • It encourages participants to tion and reflexivity are central potentially common approach- actively learn about, listen, to the learning process. Change For collaborative learning to be es and possible solutions as the explore and understand the and transformation in behaviour successful, some of the following issues at hand emerge” (Wals & diversity of their opinions, or action, whether individual conditions need to be met: Lenglet, 2015). interests and concerns. They or collective, inevitably emerge • All participating stakehold- range widely outside their from the learning process. Collaborative learning extends ers are ready and willing to own familiar territory and social and experiential learning engage in a conversation frameworks. into the realm of societal organ- about an issue, problem or isation. By explicitly bringing problématique that is of com- together a diversity of stakehold- mon concern, to explore what ers, often with opposing interests it is and what it means, and and agendas, it is immediately how it can be addressed. linked to socio-political struc- • It is valued by the partic- tures, behavioural patterns and ipants. They expect their dynamics on the ground. By investment in the process – in examining and questioning as- terms of time, money, effort, sumptions underlying the behav- political capital, etc. – to pro- iour and opinions of the different duce beneficial experiences groups, it is likely to disrupt the and outcomes, especially in

54 B. Theories — Working with people — Social, Transformative, and Collaborative Learning 55 Example: Ahmedabad, India

In 2010-11, a multi-stakeholder parties - including represent- budgetary provisions for the collaborative and social learning atives of city planners, NGOs redevelopment, and tenders were exercise took place in the city and a university - brought to issued in respect of the restora- of Ahmedabad. A well-regard- the table, the newly formed tion of the water body. ed NGO invited a diversity of multi-stakeholder team defined –Based on research by Bharti stakeholder representatives to the main question guiding their and Bansal, 2012 address the sustainability issue inquiry: “Working together, how of improving and managing the can we improve quality of life References many deteriorating lakes spread in informal settlements around Argyris, C., & Schon, D. (1978). Organi- Muro, M. and Jeffrey, P. (2008). A critical Wals, A.E. (2012). Foreword, in: Lotz-Sis- around the city. water bodies and ponds in Ah- sational Learning: A theory of action review of the theory and application itka, H.B. (Ed.). (Re)Views on Social medabad?” perspective. Reading, MA: Addi- of social learning in participatory nat- Learning Literature: A monograph A conventional approach could son-Wesley. ural resource management processes. for social learning researchers in nat- have been to restrict the growth Next, during a 12-month period, Journal of Environmental Planning ural resources management and envi- Bandura, A. (1977). Social Learning The- of precarious dwellings next to the team participated in a series and Management, 51(3), pp. 325-344. ronmental education. Grahamstown/ ory. Englewood Cliffs, NJ: Prentice Howick: Environmental Learning the lake, and even remove the of local and international meet- Hall. Senge, Peter M. (1990). The Fifth Dis- Research Centre, Rhodes University/ inhabitants of such dwellings, to ings and workshops (which were cipline: The Art & Practice of The EEASA/SADC REEP, pp. 5-7. Bharti, M. and Bansal, N. (2012). Col- Learning Organisation. New York: clean the lake and to create a city not without controversy and laborative learning for ecosystem Currency Doubleday. Wenger, E. (1998). Communities of Prac- park. Instead, an unconventional conflict) to agree on a common services in the context of poverty Skinner, B.F. (1965). Science and Human tice: Learning, Meaning and Identity. process was started to arrive at conceptual plan. The significant alleviation. A case from India, in: Cambridge, UK: Cambridge Univer- Southern African Journal of Environ- Behaviour. New York: Free Press. a legitimate and longer-lasting outcome was a decision that sity Press. mental Education, 29, pp. 58-74. Wals, A.E. and Lenglet, F (2016). Sus- solution that would do justice to informal settlers would not be Freire, P. (1970). Pedagogy of the tainability citizens. Collaborative and planet (ecosystem services, water evicted even though the lakes Oppressed. New York: Herder and disruptive social learning. in: Horne. management and water quality), would be physically restored. In Herder. R., Fine, J., Beza, B.B. and Nelson, A. Sustainability Citizenship in Cities. people (social inclusion and the fact, the proposal was for sur- Habermas, J. (1984). The Theory of Com- Theory and Practice. New York: Rout- quality of habitat and health) rounding communities to be municative Action: Reason and the ledge, pp. 52-66. and prosperity (improved liveli- included in the maintenance of Rationalization of Society (Vol. 1). Boston, MA: Beacon Press. Wals, A.J., van der Hoeven, N. and hoods). the area, thereby creating a sense Blanken, H. (2009). The Acoustics of of ownership of the lake and its Mezirow, J. (1991). Transformative Social Learning. Designing learning After a first round of appreci- surroundings, and developing Dimensions of Adult Learning. San processes that contribute to a more ation of the perspectives and Francisco: Jossey-Bass. sustainable world. Wageningen. Wa- livelihood opportunities. The interpretations that the various geningen Academic Publishers. relevant local government made

56 B. Theories — Working with people — Social, Transformative, and Collaborative Learning 57 Rogers’s Person-Centred Approach Transformative Edge American humanistic psycho- cepts and praises the client as a tered approach in educational Is Rogers’s concept of significant the self. In other words, signif- therapist Carl Rogers was the person, without any conditions. settings, taking this attitude into learning similar to the concept of icant learning may happen in founder of the person-centered • Empathic listening. the classroom (Rogers & Frei- transformative learning? Illeris small increments rather than in approach in the helping profes- berg 1994). In fact—and I believe gives an affirmative answer to one big moment of realisation The third might sound like the sions. He believed in people’s this is especially important in this question, specifically com- and transformation. The fine most mundane—everybody Balint Ory own actualizing tendency, that is, this volume—he specifically said paring it to Mezirow’s concept of details of what happens in the listens!—yet if there is one word an organic and inherent moti- that the main aims of education TL (Illeris, 2014). He even notes, experience in such a moment are that is associated with Roger’s vation to grow as a person. He and psychotherapy are one and referring to Rogers’s significant discussed in this volume in the legacy, it would probably be em- developed his approach in ther- the same: to facilitate people to learning, that “it is interesting chapter Focusing. pathy (Rogers 1975). It was es- apeutic settings, but it has been accept and find themselves and that the first academic initia- sentially he who introduced this found wide use in other spheres help them become fully-func- tive in the field was explicitly kind of active, deep and mean- involving human relations - for tioning persons. It is in this defined by the use of ‘the self’” ingful listening to psychotherapy. instance in education. spirit that he talks about signif- (ibid, page 576), as according to Empathic listening, or empathic icant learning, the cornerstone him, Rogers at one point defines Famously, Rogers pinpointed understanding for that matter, moments in both therapy and significant learning as the chang- three conditions that, if all are requires a special quality of at- education. Significant learning is es in the organisation of the met in the therapist’s attitude, tention from the therapist that is that “which makes a difference— self, which wasn’t the case with create a so-called growth-pro- open and highly sensitive. Rog- in the individual’s behavior, in Mezirow’s proposal of TL. moting environment in which ers maintains that if these con- the course of action he chooses the client can safely develop into ditions are present in a therapist, Where I find that the two con- in the future, in his attitudes and what they really are, what he it brings about a growth-pro- cepts differ is that while Mezirow in his personality.” (Rogers 1989) calls a fully-functioning person moting environment in which and Kegan talk about grandiose He says that in both therapy and (Rogers 1979, 1989 chapter 9). the client feels safe enough epistemological shifts during TL, education, significant learning Genuineness or congruence. It is to blossom and accept them- Rogers’s approach sounds more takes place only with an addi- the alignment of behaviour and selves. These conditions apply permissive, more inclusive in a tional condition to the above feelings, a truthfulness towards not only to the therapist-client way that even a fleeting moment three. This is the condition if ourselves, a transparency of the relationship, but to any human during a discussion when one is the client or learner perceives person. relationship, be it facilitator and being empathically understood themselves as faced by a serious • Unconditional positive regard. group, parent and child, teach- by another—or by oneself for and meaningful problem, if the It is an attitude toward the er and student. Indeed, Rogers that matter—can have the power learner is personally involved, if client in which the therapist ac- himself applied his person-cen- of changing the organisation of the problem is relevant for them. 58 B. Theories — Working with people — Rogers’s Person-Centred Approach 59 Personal Story

One day a woman called me other “failed tutors”, who might to studying English in our meet- After three months he asked me to tutor her 15-year-old son in have insisted on teaching him ings. It took us almost two hours to give him an English writing English as a second language English after such an initial en- to arrive at understanding both exercise, and after another three and added that he had already counter. After a moment of feel- the freedom our agreement had months he said his first sentence worked with several English ing a slight rush of panic, I could given him and—maybe more im- in English as if this was the most tutors, all of them failing to sense how the situation turned portantly—the responsibility that natural and habitual thing in the make any progress. I took up the upside-down in me. So going in came with it. I offered him no world between us. That dark, challenge suspecting this was the opposite direction of what I surface to resist against, which vicious face the English language not going to be about teaching imagined his expectations might beautifully opened up the door had elicited in him was long him English at all, but something have been, I agreed with him: no for me to be able to access him gone. His English might not have deeper, more personal. On our English whatsoever! And accept- without becoming defensive. improved much, but his attitude first meeting after his mother ed him with his hatred and deep towards English had indeed References At the next couple of meetings had left, the boy, barely looking disgust of the English language. greatly changed. He does not he showed no intention to learn Illeris, K. (2014). Transformative Learn- into my eyes, opened the con- He was taken aback by this and despise English anymore, in fact, English. I think he was experi- ing re-defined: as changes in ele- versation. On the verge of being I could tell my reaction put him he would enthusiastically send ments of the identity. International encing his newly acquired free- extremely firm and being aggres- in unfamiliar territory. I started me links to TED talks in English Journal of Lifelong Education, 33 (5), dom, in which we could develop 573–586. sively defensive, he plainly stated asking him, in Hungarian, about that he wanted to talk about. trust in each other and he could in our mother tongue, Hungari- why he is here and how he would And importantly, he has always Rogers, C. R. (1975). Emphathic: Unap- free himself. We were talking an, ‘You will not be able to teach like to spend our time together, liked coming to our classes preciated Way of Being. The Coun- in Hungarian about whatever seling Psychologist, 5 (2), 2–10. me a word of English and I will trying to genuinely understand where he found acceptance and topic he would bring. He clearly not say a word in English.’ As he his answers. At one point I said I empathy towards him regardless Rogers, C. R. (1979). The Foundations enjoyed these sessions and my was saying it, his face went rather would not take back the control of what he was doing or saying. of the Person-Centred Approach. company. Only, I continued to Education, 100 (2), 1–8. vicious and dark, a kind of dark- about studying or not, the power I can confidently call this boy’s ask him at each session why he ness that comes from somewhere that he had immediately grabbed journey a transformative learn- Rogers, C. R. (1989). On Becoming a was there, in order to stay reflec- incredibly deep within him. in the beginning. ing experience, which in fact was Person: a Therapist’s View of Psycho- tive about his decision both of therapy. Houghton Mifflin Company. facilitated by applying the values He must have expected resist- By the end of our first meet- coming to me and of not study- of the person-centred approach. Rogers, C. R. (1980). A Way of Being. ance. This is what he was used to. ing, we had established a verbal ing English with me. Why does Houghton Mifflin Company. Indeed, he seemed quite familiar agreement according to which he not spend these afternoons Rogers, C. R., & Freiberg, H. J. (1994). in the situation, he was in con- I would never ever initiate, let with his peers, or wandering Freedom to Learn. Third Edition. trol—I was thinking of all the alone insist on, anything related about the city, or anything else? Merrill.

60 B. Theories — Working with people — Rogers’s Person-Centred Approach 61 Habermas and Transformative Learning The Theory of Communicative Action Frans Lenglet Over a long and productive peri- 2002). Fleming (2014), who has In his book The Theory of Com- learn to mutually incorporate od of more than 70 years, Jür- expanded Mezirow’s understand- municative Action, Habermas the interpretations others have of gen Habermas (born 1929) has ing of transformative learning, (1985) explored the concept of their self and of their world into formulated and re-formulated recognizes Habermas’ critical ‘communicative rationality’. It their own, expanded self- and his ideas about communicative theory as one of transformative allows people to achieve mutual world-understanding.” action, deliberative democra- learning’s foundations, next to understanding by engaging in di- In this perspective, deliberative cy, discourse and dialogue. His the humanistic tradition, which, alogue without being controlled communication and dialogue concepts and arguments have by the way, is also strongly repre- by violence or oppression. Con- are necessarily transformational, served as support, counterpoint, sented in Freirean thought. sensus formation – overcoming both individually and socially, background and echo for authors differences and conflicting ideas Habermas’s categories and i.e. relationships with other indi- theorizing about transformative and opinions – emerges from frameworks retain their per- viduals and groups. It should be learning and learning for change. communication that is free from tinence for understanding the noted that ‘recognition’ and ‘rec- coercion and domination. For Mezirow (2015) has acknowl- nature of ‘communicative action’ iprocity’ are also central to the consensus to appear, the persons edged Habermas’ influence on required for dealing with exis- work of Axel Honneth (2007), engaged must establish intersub- his own thinking, while also rec- tential crises and ‘wicked prob- who is Habermas’s successor at jectivity. They need to at least ognizing his debt to Paolo Freire lems’. A recent article about how the University of Frankfurt. suspend if not entirely put in (1972). But he does not make an Habermas’ concepts can inform question or abandon their own explicit connection between the climate action is an illustration prejudices and preconceived two. There are, however, strong thereof (Prattico, 2019). ideas, while ‘recognizing’ each similarities between Habermas’s other. In Habermas’ (2004) own and Freire’s notions and argu- words: “[….] moral discourse ments. They “share crucial views allows all those concerned and on science, society, critical social affected an equal say and ex- psychology, and educational pects each participant to adopt praxis that are mutually illumi- the perspectives of the others nating and offer a new point of when deliberating what is in departure for a critical theory of the equal interest of all. In this education” (Morrow & Torres, way, the parties to the discourse

62 B. Theories — Working with people — Habermas and Transformative Learning 63 Social Relations in Context Personal Story

As part of his theory of commu- the context of social movement Deliberative Communica- Fifty years ago I was a student of leaders’ and ‘public relations’ to nicative action, Habermas ex- organisations themselves can tion and Appreciative in- communications, especially mass take hold. amines the ways in which people support transformative learning quiry media communications. I then Over the years, Habermas’s his- shape their social relations. and participation in movements The concept and practice of read Habermas’s book Struk- torical perspective and categories Different types of ‘discourse’ and for social change, or thwart dialogue as a method of trans- turwandel der Öffentlichkeit, in have served me well. When and ‘reason’ determine how socie- such learning and participation” formative learning is central not English The Structural Transfor- where confronted with condi- ty, and particularly democracy, (Cain, 2007:75). only for Habermas but also for mation of the Public Sphere: An tions that call for change and function. While speech and the Appreciative Inquiry (AI) Inquiry into a Category of Bour- Further, as argued by Schuguren- transformation, it is essential to language are essential in the ex- approach: see the chapter on AI. geois Society (Habermas, 1989). sky (2002: 62), in the absence of recall that individuals and groups change of ideas or dialogue, they AI and Habermas accept that so- It provided (and still provides) a supportive social environment of people are not just victims are necessarily accompanied, cial systems or relationships are a fascinating historical analysis or a social reality that is suscep- of their circumstances but also complemented and reinforced by changed or transformed in the of the evolution of political and tible of transformation or a sense reflexive agents who affect and deep learning (critical reflection) actual act of inquiry, dialogue, societal discourse from the late of community, “critical reflection transform these circumstances, and ‘acting on the world’. learning and communication, at 17th century until the arrival and alone is not only unlikely to lead and therefore their ‘destiny’. As a the individual and at the collec- dominance of privately-owned For this to happen “people need to transformative social action, corollary, society, i.e. the social, tive level. media such as newspapers, radio some sense of success and sup- but in some cases it may even economic, political and cultural and television. Habermas shows portive community to engage lead to the opposite situation, arrangements governing human that a ‘public opinion’ emerged in processes of social action”, which is cynicism, paralysis, and interactions, is never stagnant. It from a free and open public space according to Cain (2007), re- a general feeling of helplessness.” is a continuous work in progress. (both physically and symbolical- ferring to Shor & Freire (1987). Given their different and op- ly). This allowed society (primar- Therefore, “an adequate theory of posing interests (and associated ily but not exclusively defined transformative learning in social self-understanding), this work as ‘the bourgeoisie’) to arrive at movements will address the in progress can be viewed as a ‘self-enlightenment’ and ‘self-un- external or social, economic, and continuous dialogue or discourse derstanding.’ The media, such as political contexts in which peo- between individuals and collec- pamphlets and newspapers, were ple learn about social injustices tivities. For the dialogue to be the means in this transformation. and how the power relations of eventually productive it must be Later developments in the own- those contexts shape learning. based on attitudes and behav- ership and technology of these Additionally, an adequate theory iour of mutual recognition and media allowed the concepts and will include the ways in which reciprocity. practices of ‘gatekeepers’, ‘opinion 64 B. Theories — Working with people — Habermas and Transformative Learning 65 Different Contexts

These notions have strongly My orientation and approach can References Habermas, J. (2004). Public space and influenced my orientation and be summarized as: respect for political public sphere. The biographi- Asif, Z. and Klein, H. (2009). Open and cal roots of two motifs in my thought. approach when working with each person’s agency; recognition free deliberation: a prerequisite for Commemorative Lecture, Kyoto, 11 different groups of people in of each person’s individual and positive design. Information and November 2004. https://ikesharpless. different contexts: illiterate adults collective history and self-under- Organisation, Vol. 19, Issue 3, July, pbworks.com/f/Kyoto_lecture_ pp. 186-197. Nov_2004,+Jurgen+Habermas.pdf in TV-based out-of-school edu- standing; while creating condi- cation in Cote d’Ivoire (1970s); tions for a real dialogue to occur Cain, M. (2007). Transformative Learn- Honneth, A. (2007). Reification: A Rec- small farmers in Zambia’s Train- and consensus to emerge. ing in Two Social Movement Organ- ognition. Theoretical View. Oxford isations. In Cranton, P. and Taylor, E. University Press. ing & Visit scheme (1970s and (eds). Transformative Learning: Issues 1980s); school principals and of Difference and Diversity. Proceed- Mezirow, J. (2015). Conversation at educational administrators in ings of the Seventh International Home with Jack Mezirow (vid- Transformative Learning Conference, eo). https://www.youtube.com/ Botswana (1980s); managers University of New Mexico College of watch?v=iEuctPHsre4 and instructors of African man- Education, 24-26 October 2007, pp. 71-76. Morrow, R.A. and Torres, C.A. (2002). agement education institutions Reading Freire and Habermas: Criti- (1990s); labour & employment Fleming T. (2014). Axel Honneth and cal Pedagogy and Transformative So- training with representatives of the Struggle for Recognition: Impli- cial Change. Teachers College Press. cations for Transformative Learning. governments, trade unions and In Nicolaides, A. & Holt, D. (Eds.). Prattico, E. (2019). Habermas and climate employers worldwide (1990s Spaces of Transformation and Trans- action. AEON, December 2019. https://aeon.co/essays/how-can- and 2000s); operationalizing formation of Space. Proceedings of the XI International Transformative habermas-help-us-think-about-cli- and expanding education for Learning Conference, New York: mate-change sustainable development with Teachers College, Columbia Universi- ty. pp. 318-324. Schugurensky, D. (2002). Transformative policy makers, practitioners and Learning and Transformative Poli- researchers in a variety of coun- Freire, P. (1972). Pedagogy of the Op- tics. The Pedagogical Dimension of tries (2000s and 2010s); and ‘citi- pressed. New York: Herder & Herder. Participatory Democracy and Social Action. In: Expanding the Boundaries zens assemblies’ for a sustainable Habermas, J. (1981). The Theory of Com- of Transformative Learning, pp 59-76. future in Uppsala (2020s). municative Action, Volume 1: Reason and the Rationalization of Society. Shor, I., & Freire, P. (1987). A Pedagogy Boston: Beacon Press. for Liberation: Dialogues on Trans- forming Education. South Hadley, Habermas, J. (1989). The Structural MA: Bergin & Garvey Publishers. Transformation of the Public Sphere: An Inquiry into a Category of Bour- See also the chapters on Appreciative geois Society. Polity Press. Inquiry and on Social Learning and Transformative Learning in this book. 66 B. Theories — Working with people — Habermas and Transformative Learning 67 Process Work Elena Rodriguez Blanco and Beatriz Gallego Three Layers Seeing conflict as an opportuni- Process Work is a combination Process Work builds on an This method supports the aware- ty for change, Process Oriented of Jungian Psychology, Systems understanding of three different ness of oneself and others. Such Psychology, or Process Work, and Physics Theory, Commu- layers, or levels of reality: awareness helps in the develop- was developed by Arnold and nication/Roles/Field Dynamics, ment of intro, inter and systemic Consensual Reality: includes Amy Mindell and their col- Taoism and Shamanism. It is levels of interaction. Arnold measurable “agreed-on” con- leagues. They saw the need for a designed for diverse processes Mindell developed a framework cepts, roles and responsibilities holistic approach to psychology. dealing with social, environmen- for encouraging participants to and ranks and power. Process Work is used for under- tal and political issues, conflict identify with unconscious ex- standing and influencing inter resolution, violence prevention Dreaming Level: includes perience through a process he human relationships for example and community building. It underlying information, dou- called ‘unfolding’, a deconstruc- at eco-villages like Findhorn to works by developing facilitation ble signals, ghost roles, levels of tion of the experiences that relies manage people, relationships, skills of the participants through communication, subtle feelings, on communication as well as co-living and a training lab. It is a comprehensive theory and dream field of unconscious and movement, deep somatic experi- used by coaches, psychologists, method to work with individu- marginalised information. ence, interpersonal relationship, facilitators, professors, business- als, relationships, organisations and social context. Essence Level: looks at inspira- es, HR, marketing, entrepre- and communities. tion and passion, underpinning neurs, and more. motivational levels, a sense of unity and oneness and Earth intelligence.

68 B. Theories — Working with people — Process Work 69 Transformative Edge The “Edge” in Process Work

Every person, relationship, team on a deeper, more personal expe- Dr Stephen Schuitevoerder “At the edge reside many beliefs, or organisation struggles with rience, sensations, atmospheres, writes: values and judgements which act conflict due to our personal ghosts, body signals… in support of the primary iden- “The place where one transitions experiences, primary processes tity, preventing a fluid transition An attitude of inclusiveness to from a familiar experience into a and marginalised aspects of our- into new and unknown experi- co-create group cohesion where less familiar experience is called selves, society, and the environ- ences. These attributes are called diversity matters for a Deep De- the edge. The edge divides our ment. Embracing our personal the edge figures and are respon- mocracy level (system-level) of experience into separate identi- and systemic diversity is needed sible for limiting our range of participation and awareness. ties. The more familiar identity is for building collaboration, deep expression and holding us in called the primary identity, and democracy and resilience at all Experimenting with roles and states from which it is difficult the less familiar and potentially levels. archetypes, switching roles and to emerge. Following the flow emerging identity is called the ghost roles; e.g. leader, teacher, of expression from moment to Neglected conflict goes under- secondary identity. The edge is artist, jester/fool, big king, big moment requires the ability to be ground in every process or situ- the barrier between these two mother, warrior, hunter. fluid between those states which ation and pops up in such forms identities.” are primary and those which are as revenge, violence, oppression, Facilitating hotspots (moments secondary for us.” jealousy, apathy, depression… of high energy) and cool spots (moments of temporary resolu- The basic methodology involves tions). different learnings and, for the facilitator, the practice of: Sensing and preventing situa- tions of conflict through com- The development of the self as a munication channels and signals. participant-facilitator of all pro- cesses in a multi level from the Working with meta abilities of inner self and relationships to your own personal style of facil- group and system dynamics. itation The use of dual awareness: the first awareness focuses on the group and its self-organizing tendencies and a second focuses

70 B. Theories — Working with people — Process Work 71 Beatriz: How Process Work Elena: Resolving Ambiguity Has Affected my Facilitation Practice “One thing I love about Process So for example in a conflict the the system. In a facilitation in My experience can be summa- cy processes where all voices, Work is that it helps to bring person with the responsibility Tuzla, Bosnia, I was able to facil- rized in four themes: feelings and roles are welcomed. forth the unspoken. Many times to bring it up is the one with the itate war survivors through the The team and organisation will Learning how the group works I have felt intuitive mistrust of highest rank. However this refers pain, back to their essence level, achieve a bigger understanding as a field. How we play different someone, when what is really not only to consensual reality, to recover the power of surviving of processes and systems dynam- roles in different fields, observing happening is that the person is but also to the psychological and and mobilising their story from ics for sustainability. the ghost roles of the field, prac- sending double signals: their essence levels. Let’s say an em- one of victims to one of heroes. ticing role switching to under- A characteristic of Process Work body language and facial expres- ployee has a discussion with the This was done with a group of stand other points of view. is its ability to create a peaceful sions are communicating one boss and there is a conflict. The high school teachers who in turn and active listening space deeply thing and their language and boss might have the higher rank have gone on to similarly inspire Being aware of my position in facilitated. In Spain we have used voice are saying another. This at in consensual reality; but if the students. the aspects of privilege, rank and this feature of Deep Democracy the subconscious level creates employee has a higher rank in power. Observing the signals and to give voices to different “con- an “alert” that someone is per- their emotional intelligence and double signals of rank, attitudes flicts” around the immigration haps not telling the truth, and essential reality, it is they who and effects. Getting insights into and refugee “crisis”. It allowed through process work I was able need to bring up the conflict. blind areas; considering what participants to listen to different to understand that it is a mis- That was super interesting for me is that I don´t recognize as my opinions and thoughts without alignment and through several to find and to work through un- privilege? What is my power? the need to defend, support, or questions to find alignment and derstanding the responsibilities. How do I use my power? feel attacked. understand what in the message Process Work also helped me Sharing and going deeper into was unclear. manage Communication and feelings, emotions, body sig- Working through all the roles in interaction styles at all levels: nals and meta communication different facets of life, and the consensus reality level, psycho- through the different levels: References “rank” of power and leadership logical/dream level and essence measurable reality, dreamland, that are assigned to each, enables level. This work is crucial for personal psychology and ex- Arnold and Amy Mindell resolution of a different kind of understanding systems and how periences, non dual essence of www.aamindell.net ambiguity. The more power, the they interact with each other. awareness. International Association of Process Ori- higher the level of service; and While there might in the consen- ented Psychology www.iapop.org Deep Democracy – concepts the greater the consciousness, sual reality exist a specific “pow- www.transformaciondelconflicto.es and practice of the connection the higher the level of service. er play”, the dream and essence brought by deep democra- levels use other levers to mobilise

72 B. Theories — Working with people — Process Work 73 Envisioning

The ability to envision one or more desired futures is an essen- tial component of transformative learning. Various models assist the disentanglement of hopes from fears, expectations, and assumptions.

74 B. Theories — Working with people — Process Work 75 Kissed by the Muse Model How to Find One’s own Path towards an Emerging Future Navigating in the Unknown Jutta Goldammer Visionautik is the art of envi- scape types. There is so much sioning and navigating towards a to explore when you are not The Power of Desirable Futures desirable future. Navigation condemned to stay on motor- About 20 years ago, my husband in order to bring this academy means for me a high competence ways or to clutch official tourist Boris and I were full of idealism to life despite all obstacles and in orientation skills. There are guides. This allows you to follow and ambition to contribute to a setbacks. I can tell from my own two ways to navigate somewhere: your own path, take your own more humane, loving and sus- career that envisioning is one of decisions and discover new areas One way is to follow clear in- tainable society. We met many the most powerful core compe- where no-one has been before. structions, recipe style. Someone people who could tell us what tences to boost transformative who knows the way tells you As I am so excited about the joy goes wrong in the world and processes. which path to follow, when to and aliveness I feel myself when I what they didn’t want, but we turn left and when to cross a explore unknown territory, I see were shocked that most of them bridge. The problem with this it as my mission as a facilitator didn’t know what they wanted approach is that you can only to empower people to use their instead and how little imagina- get to places where someone else own maps and follow their own tion they had about what a better has already been. In our times of ways. This is what I also want to future could look like. We de- social, ecological, economic and encourage in this article. Instead cided to create a space where we spiritual challenges that call for of showing you directions of a can nurture this imagination and new solutions, treading the same known path I have travelled – a help materialize it, Visionautik old paths someone has laid out certain method which you can Akademie. Since then we have for us is no longer enough. follow – I’d like to introduce facilitated many social entrepre- some basic principles that help neurs, visionaries and innovation This is where the second way to you create your own facilitation teams in their process of bring- navigate comes into play. It is methods, your own vehicles or ing their visions to life. about understanding principles your travel routes which are cus- of travelling. This means you Our own longing and vision of tomized for the groups of adven- learn how to read a map, under- a Visionautik culture gave us turers you are facilitating. stand a compass, steer a vehicle, the motivation and stamina and and know how to distinguish willingness to learn and develop and deal with different land-

76 B. Theories — Envisioning — Kissed by the Muse Model 77 Steering Planes towards an Archetypal Flight Paths toward New Ideas Flight Rules Emerging Future First of all I’ll show you an arche- Incubation llumination There are three basic flight rules Separate the phases. You need to I love Otto Scharmer’s image typal flight path of an ideation you need to know: consider different things when that we need to “build landing The term originally describes Sometimes it is described as a process. Already in the 1920s you are taxiing or taking off or strips for the future”1. Thus we the process of sitting on eggs to Eureka-moment or epiphany. You all know the first rule: the social psychologist Graham flying or landing. One thing that allow a non-determined future hatch them. From the outside This comes suddenly and unpre- Fasten seatbelts. No matter if you Wallace put together a systematic might be absolutely essential in to emerge and create solutions nothing seems to happen. The dictably, often in relaxation, but facilitate an innovation team, a theory of the creative thinking one phase can be a death blow for our current challenges on a bird apparently passively sits also in conversations with other group of activists or a company process based on observations for your idea or for the creativity different level than where they on the egg and the egg looks people. Illumination spreads in a change process, individuals of creative people2. In its essence of your team in the next phase. were caused. I know that we Ber- just the same as before. But the some kind of magic. Neverthe- engage themselves more deeply it is a model with four phases: So especially separating gener- liners have lost any trustworthi- inside of the egg is buzzing with less it often does not show up when they feel safe. Make sure Preparation, Incubation, Illumi- ating ideas from evaluating the ness regarding building airports activity and transformation. In with great fanfare, but can pull every passenger you take on your nation, and Verification. ideas is really important, so the or landing strips, so I’d better a materialistic society’s mind- together many tiny Aha-mo- ideation journey feels safe and ideas can come to life before they focus on the flight itself: How Preparation set it is a special challenge to ments as described by Steven welcome as a person and that have to be killed again. to navigate groups to bring a hold that tension between the Johnson, who calls this phenom- also all their ideas are welcome. Understanding the situation, desired future into the present. I anticipation of something new enon “the slow hunch”3. Then the ideas can take off. Record your ideas. Make sure defining the challenge, gather- invite you to an imaginary flight. about to emerge and the absence you get them out of your heads, ing information, posing a core Verification And of course I will not show of any visible signs of success. so you don’t need to worry about question. you the flight route you have to Incubation from a goal oriented Prototyping and testing the forgetting them. Use post-its, take, but instead I will give you perspective often does not feel idea, finding out if the new idea paper, flipchart, napkins or what- some insights into the cockpit very comfortable. The challenge fulfils its requirements, solves ever is available. Draw pictures, of an ideation airplane with its of this phase as a facilitator is the initial problem and serves its or journal, just get the ideas out most important navigation tools, spreading confidence and believ- purpose. of your head. Also this helps you buttons and switches. At the end ing in the moment of the idea in the communication process, if of this article you will know how ‘hatching’ in time - be it in min- you do your ideation in collabo- to navigate your own ideation utes, days, years or decades. This ration with others. airplane and safely land your helps to savour the process itself, envisioned future, using existing with playfulness and experimen- facilitation methods or those you tal spirit. developed yourself. Wallace - 4 phases Johnson - the slow hunch

78 B. Theories — Envisioning — Kissed by the Muse Model 79 The Switches in the Cockpit of the Innovation Airplane Let’s go into the cockpit and I will Searching for an Idea or Being Found by an Idea Order and Chaos Scarcity and Abundance show you some important switch- How do you see your role as a ing which is actively searching Get inspired by Immanuel Kant It is a joy to work in a full work- es: Some chaos can be highly pro- creator in this process? Are you for blind spots. who had an immensely struc- shop of prototyping tools and Opening - Closing ductive, too. It depends on the someone who actively search- tured and predictable lifestyle beautiful materials. Use sensual The “being found by an idea” team and where they are in the Searching - Being found es for the idea and “makes” the which allowed him to concen- and attractive material to fuel approach focuses more on the process. Especially if you feel for an idea by an idea idea? Or are you like a channel, trate his full attention on his your innovation processes and preparation and the basic atti- they are caught up in routines, like a well tuned radio, that thinking and writing instead of relish the abundance. Neverthe- Order - Chaos tude, is more introvert and more turning in circles and bringing crystallizes the ideas from the wasting mental capacities for less, ‘the more the better’ is not intuitive. Tools that support this up again and again the same Scarcity - Abundance ether and makes them visible mundane decisions. Especially always true. Sometimes restric- approach are of a more medita- kind of old and known stuff, it and tangible for other people? when you work with a group, it tion can be still more productive, Opening and Closing tive quality, often not so visible can be helpful to shake the group There are helpful tools for both can be really helpful to have a let’s say you have just 5 minutes and tangible but still powerful up a little and bring in some Often it is also called divergent approaches. clear and predictable setting and for a certain task or only an A4 like meditation, Zajoncs cogni- interventions of disorder or and convergent thinking.4 Diver- framework, so the group does sheet of paper a piece of string The “searching for the idea” tive breathing6, Presencing Tools surprise. Invite disturbances in gent thinking is about opening not need to discuss what method and a bit of sellotape. Restric- approach is more active during from theory U, Gendlin’s Focus- that phase, change known pro- up, generating lots of ideas: In they use or how much time they tion might bring you to ideas the ideation process itself, more ing or Perspective Carousel. cedures, challenge their expecta- this phase you welcome whatev- have and instead can fully con- you wouldn’t have been able to extrovert, more cognitive and tions. er comes up, it’s quantity before centrate on their ideation pro- come up with, if there was an systematic, such as lateral think- quality. Typical methods for cess. The framework can include over-abundance. this phase are all kinds of brain- an ordered seminar space, alarm storming, automatic writing5, clocks, timekeepers, and visual- and association exercises. Then ized frameworks, all supporting convergent thinking is about an atmosphere of order and focusing, narrowing down, structure. evaluating and selecting valuable ideas. Typical tools to support convergent thinking are all kinds of prioritising systems and ma- trices, but also systemic constel- lation or prototyping or rituals to J.P. Guilfords - divergent and let go of old ideas. convergent thinking

80 B. Theories — Envisioning — Kissed by the Muse Model 81 Use Your Freedom References You now know what it takes what your group needs. Use that to steer your ideation plane freedom and enjoy the fresh air 1 C. Otto Scharmer: Theory U. Von der through this process. Many sets that touches your nose being an Zukunft her führen. Heidelberg: Carl Auer Verlag, 2011, p. 260. of methods have been developed independent pilot of your own to assist that process. Approaches facilitation processes. Happy 2 Graham Wallas: The Art of Thought. like Design Thinking or Theo- journey! New York: Harcourt, Brace and Com- pany, 1926, p. 10ff. ry U or Future Workshop7 are systems with pre-set switches 3 Steve Johnson: Where good ideas for each phase that narrow the come from. TED Global 2010, https:// www.ted.com/talks/steven_johnson_ choice of tools and thus make it where_good_ideas_come_from easier, just like a recommended 4 The term was coined by the psycholo- travel route. Use those routes as gist Joy Paul Guilford in his Structure long as they serve you. Beyond of Intellect “SI” theory, described those you now know how to in Joy Paul Guilford: The nature of human intelligence. New York: steer your innovation airplane McGraw-Hill 1967, pp. 138 ff. beyond the pre-set routes by 5 Original ériture automatique, a tech- setting the switches according to nique of uncensored writing made popular by the Surrealist movement, especially André Breton and Philippe Soupault. https://en.wikipedia.org/ wiki/Surrealist_automatism 6 Arthur Zajonc: Aufbruch ins Un- erwartete. Meditation als Erkennt- nisweg. Stuttgart, Verlag Freies Geistesleben 2009, pp. 132ff. 7 A method developed by Robert Jungk, Rüdiger Lutz and Norbert R. Müllert. Robert Jungk, Norbert Müll- ert: Future workshops: How to Create Map of when to use which method of the methodological database Desirable Futures. London Institute hostingtransformation.eu for Social Inventions, 1987.

82 B. Theories — Envisioning — Kissed by the Muse Model 83 CLA: Unpacking the World Reconstructing the World Marcus Bussey The Structure System relates to the social A worldview is a coherent set The deepest layer in CLA is Causal Layered Analysis (CLA) Litany is the surface layer and systems in place to manage of ideas that coalesce to form an the myth/metaphor, which, as is the brainchild of futurist relates to the day to day ‘noise’ and facilitate social action. It is internally consistent opinion of noted above, is the generative Sohail Inayatullah (2004, 2015). we inhabit. News headlines, different from systems thinking, the world. The dominant world- foundation of the elements that In developing this method of un- the rhetoric of fears and hopes, which relates to using a sys- view of Western society is that comprise the worldview. George packing reality, Inayatullah drew conversations between partners, tems perspective (a worldview) the world is made up of distinct Lakoff defines metaphors as ‘a on his knowledge and experience employees, bosses and the shop to view a situation that could entities and that a flourishing cross domain mapping in the of the Western philosophical assistant fall into this category. encompass all four layers. This economy is of highest priority. conceptual system’ (1992, p. 1). tradition of post-structuralism So too do material objects like layer involves the social struc- Such a perspective of the world A metaphor is formed when two which understands reality as cars that constitute traffic, pop- tures that coordinate what may influences the social structures aspects of the world become constructed from discourse. In ulations, migratory birds (or probably occur at the litany level. at the systemic and litany layers. connected in a meaningful way. short, we are narrative beings refugees), droughts, fires and According to Inayatullah, the At this level, comparison can So, the image of the factory links who sense make, and reality floods; drones and ballistic mis- social, technological, environ- be brought to bear between the with the perception of efficiency, make, through the telling and siles. Cultural elements such as mental, economic and political dominant individualistic world- order and productivity to pro- enacting of stories. Inayatullah the crucifix, the hajib, mosques, (STEEP) systems delineate key view of late Capitalism with duce a generative metaphor for also drew on Eastern Tantric synagogues, turbans and bikinis. factors that should be taken into more holistic perspectives, such capital production and moder- philosophy which describes This list can be endless and yet consideration at this layer. The as those associated with Indige- nity. This metaphor is mythic consciousness as layered and all these elements reference other development of understanding nous philosophies such as Ubun- in that it offers a half truth that experiential. This is essentially layers of the CLA process. Be- relating to the systemic layer tu and shamanism, that prioritise is compelling and hegemonic. a pragmatic stand in which we neath litany sits System. enables one to question how the the value of collaboration and When we access the myth/meta- enact our consciousness across a social structures in place strive to interconnectedness. Worldviews phors that underpin our realities layered reality that moves from manage the litany. They also re- are powerful. They draw their we discover a creative freedom the material to the subtle. CLA veal the worldviews that provide energy from commitments of to re-enchant our world. Shift- therefore offers four mutually the logic to system level action, those who hold them to deep ing myths and metaphors brings supporting categories that help and the kind of solutions systems seated – often unconscious – about deep and lasting changes facilitators and work-shoppers generate. assumptions about reality. These in both individual lives and civi- reflect on their world and the are the myth and metaphor of lisations. layered nature of their sense the fourth layer of CLA. making. 84 B. Theories — Envisioning — CLA: Unpacking the World 85 Putting CLA to Work In November 2015 I ran a workshop with futurist Shermon Cruz in Reflection Laoag, Philippines. One step of the workshop involved colleagues gath- ering at tables to explore their working context by constructing a CLA The CLA process is decep- of a pressing issue. A group of town planners, all women, sat at their tively simple. Don’t be fooled. table and decided to look at the problem of traffic and congestion in The more you use it the more the old city. They drew up their categories and started populating them it challenges us to understand as follows: our world as process oriented (Bussey 2014). We discover the Litany Cars, buses, motorbikes, pedestrians, narrow power of narrative and also the streets, traffic police, angry drivers, lost time excitement people feel when System Laws, infrastructure, not enough parking, not they can engage with narrative enough public transport, traffic rules (disobeyed), transformation as evidenced in traffic police powerless, planning the re-framing from Cars to Care

in the Laoag example. One thing Worldview Philippines is chaotic, individualism, value the that usually occurs is that partic- References past, modern city is…, authoritarian government, ipants in CLA construction come strongman tactics, citizen and community values Bussey, M. (2014). CLA as Process: Map- to see that each layer has its own ping the Theory and Practice of the Myth/Metaphor City of God logic and its own actors. They Multiple. Journal of Futures Studies, also quickly notice that there 18(4), 45-58. Fortress Car to care! are often deep contradictions in Inayatullah, S. (Ed.) (2004). The Causal CLA of Traffic Congestion issue Laoag, Nov 2015 each layer. For instance, in the Layered Analysis (CLA) Reader: The- ory and Case Studies of an Integrative worldview level above we see They started at the litany level which is usual for people who have and Transformative Methodology. the tension between citizens and Tamsui, Taiwan: Tamkang University just been introduced to the method and quickly populated the litany, community values and authori- Press. system and worldview and when they got to myth/metaphor they had tarianism which is characteristic Inayatullah, S., and Milojević, Ivana the key images of the City of God (good Catholic image) and the city of the Philippines’ context. Sim- (Eds.) (2015). CLA 2.0: Transforma- as Fortress. However, they wanted to transform these static images to tive Research in Theory and Practice. ilarly, we have the tension at the something more dynamic. But were momentarily stuck. It was when Tamsui, Taiwan: Tamkang University system level between laws and Press. they presented their CLA to the group that they suddenly came to the law enforcement and the organic new myth/metaphor that could seed a different logic (narrative frame) Lakoff, G. (1992). The Contemporary chaos of Philippine traffic. for what they wanted to achieve. They wanted to move from ‘Cars to Theory of Metaphor. Cambridge: Cambridge University Press. Care’! 86 B. Theories — Envisioning — CLA: Unpacking the World 87 A Rapidly Growing Field Anticipation and Grace Hacks Futures Senses Marcus Bussey mension of human processes. These senses are by and large Culture can be understood as The rise of Anticipation in Conference on Anticipation’ Anticipation is a key evolutionary natural to us. We remember an anticipatory system. It has (educational) futures discourse . This special issue, entitled driver in life. Even microbes antici- and we anticipate (mem- evolved to keep us safe and to and practice has been rapid. Its Learning the Future Other- pate. This is so because anticipatory ory and foresight). We act provide a context for identity mix of systems science, critical wise: Emerging Approaches to systems are built into the DNA of as if we were for the most formation. Cultural beings antic- possibility and evolutionary ex- Critical Anticipation in Educa- all living things (Bussey, 2017a, part free agents (voice). We ipate through the use of memory, planatory potential has attracted tion offers a solid introductory p.2). As humans evolved into cherish hopes for the future foresight, voice, optimism and many to explore it as a category map of critical anticipation’s cultural beings, whilst retaining (optimism) and we yearn yearning. of relevance in rethinking domi- capacity to generate alternative (but taming a little) for greater meaning, greater nant social and personal process- approaches and “disrupt [the] their instinctu- Each of these processes are fulfilment, more belonging es and their alternatives. Roberto instrumental framing of educa- al beingness, sense-making tools and help or simply more (yearning). Poli held the UNESCO Chair of tion as servant of a predictable Foresight anticipation individuals and groups manage Anticipatory Systems 2014-2017. future”(Amsler & Facer, 2017, This yearning lies at the heart became an the world and create anticipatory In 2010 he teamed up with Riel p. 1). of the human process, and if Memory increasingly responses to emergent contexts. Miller, now Head of Foresight we wish to walk on very thin cognitive, The nature of culture, however, is For educators, scholars and at UNESCO in Paris, to lead a ice: progress. These senses intuitive that it is constructed in patterns practitioners the discipline special issue of the journal fore- also connect us to others. and of sense making that often inhib- of anticipation is generating Anticipation sight themed: ‘Understanding We remember and anticipate Yearning emo- it effective or timely anticipation. powerful new narratives with Anticipatory Systems’. In 2017 as communities. We act as tional Culture manages change by try- the capacity to produce shifts in Poli edited the massive Springer co-creators. We share our di- ing to slow it down! Sometimes practice and the consciousness Handbook of Anticipation. In hopes and fears with others, Voice however, the need for change is that underpins this. This is so 2018 Riel Miller also published and we yearn together for pressing. At such times (to avoid because anticipatory systems Transforming the future: antici- wonder and connection. The a revolution of collapse) it is are learning systems. pation in the 21st century. relational nature of these important to have mechanisms Optimism senses and the anticipatory such as futures thinking and Another important foray into aesthetic they underpin practice to strategically initiate anticipatory foresight is the suggests a new modality for cultural changes that promote 2017 special issue in Futures on being human. preferred futures. ‘critical anticipation’ led by Sarah Amsler and Keri Facer follow- (Bussey, 2017b, p.50). ing the 2015 ‘First International

88 B. Theories — Envisioning — Anticipation and Grace Hacks 89 Futures Senses Anticipation in Action I developed the futures senses conditioned being and habit In workshops grace hacks can or strategy goal – it was open approach as an aesthetic re- revealing what a remarkable, emerge from many quarters. ended rather than intentional. I sponse to the need to transform magical deeply connected world The indication one has occurred was simply offering participants culture. Aesthetics involves we inhabit.” They frequently is the energy shift. There is an a taste of the ‘hack’ process. The embodied responses to stimuli rupture “the given and insert a upbeat feeling, high energy and relational and safe space this that feel ‘right’, induce a sense new expansive awareness into an expanded sense of optimism process generated was a signifi- of pleasure and the ‘good’. An- the fabric of our being. On such and positive anticipation. For cant element to its ‘effect’ on all ticipatory aesthetics explores occasions time might stand still, instance, I ran a workshop re- of us. The reality-quake moved memory, foresight, voice, opti- slow down, fold or spread out” cently at the Federal University everyone to consider the future References mism and yearning through this (Bussey, 2020, forthcoming). of Paraíba, João Pessoa, Brazil from the standpoint of their aspi- Amsler, S., & Facer, K. (2017). Introducti- formative Action. In M. Bussey, lens. I use play, dance, poetry, which began with a standard rations. In this context memory on to ‘Learning the Future Otherwise: and Mozzini-Alister, Camila (Eds.), critical reflection, improvisation, PowerPoint presentation fol- was submerged in a foresight Emerging Approaches to Critical An- Phenomenologies of Grace: The Body, emergence/immanence, drawing, lowed by an Interplay session context that emphasised agency ticipation in Education’. Futures, 94, Embodiment and Transformative 1-5. doi:10.1016/j.futures.2017.09.004 dialogue and role play amongst to illustrate the power of the (voice), optimism and yearning. Futures. New York: Palgrave. other processes to trigger disrup- anticipatory aesthetic process. Bussey, M. (2017a). Anticipatory Aesthe- Inayatullah, Sohail (2007). Questioning Grace hacks are anticipatory by tive moments that invite ‘reali- For 45 minutes we moved, tics: the senses and the body in antici- the Future, Tamkang University Press, nature as they disrupt condition- patory theory and practice In R. Poli Tamsui, Taiwan. ty-quakes’. played, danced, improvised and ing and habits that essentialise (Ed.), The Handbook of Anticipation dialogued. There were about 30 (pp. 1-14). Berlin: Springer. Miller, R. (2018). Transforming the fu- Such quakes reveal the reali- reality. The futures senses can students and faculty involved. ture: anticipation in the 21st century. ties inhabited by communities, be stimulated to reconfigure our Bussey, M. (2017b). Anticipatory Aest- London/New York: Routledge. The circle reflection at the end organisations and individuals sense making to reveal the world hetics: New Identities and Future was very rich in feedback that Senses. In J. Clammer, and Giri, Miller, R., & Poli, R. (2010). Anticipa- as remarkable, unstable and we live in as open and ready focused on personal insights that Ananta Kumar (Eds.), The Aesthetics tory systems and the philosophi- fleeting. I have argued that they to respond to us as co-creative of Development: Art, Culture and So- cal foundations of futures studies. had emerged for participants are hacks on the cultural pro- beings. cial Transformation (pp. 49-70). New Foresight, 12(3). doi:10.1108/ involving their personal choices, York: Palgrave Macmillan. fs.2010.27312caa.001 gramming that inhibits change hopes and values. (Bussey, 2017c). The most pow- Bussey, M. (2017c). #HackFutures: Fu- Poli, R. (2017). Handbook of Anticipa- erful of which are ‘grace-hacks’: What is interesting about this turist As Hacker. Journal of Futures tion. New York: Springer. Studies, 22(1), 89-96. those processes that “peel back session is that it was not shaped by a specific anticipatory inquiry Bussey, M. (2020). The Heirs of Tiresi- as: Grace, the Uncanny and Trans-

90 B. Theories — Envisioning — Anticipation and Grace Hacks 91 Riding Complexity

Complexity is often confused with complications. In fact it is both simpler and more diffi- cult: a complication can often be resolved, while complexity demands flexibility and - often - that broadening of perspective that is characteristic of trans- formative learning.

92 B. Theories — Envisioning — Anticipation and Grace Hacks 93 Diffusion of Innovations Marilyn Mehlmann Shifting Norms Innovation Curmudgeons Controllers In any process of social transfor- involved. In fact, the initial effort How new behaviour spreads mation the question arises: how may be as much or more than through a population is often Innovators best to reach large numbers of that required for a conventional referred to as ‘social diffusion’ Change Agents people. ‘information’ or ‘nudge’ cam- or ‘diffusion of innovations’. Laggards paign. The benefits are long-term. From this research has emerged, Transformers The research on this topic orig- There is an analogy to farming. among other things, the concept inally addressed the question of A conventional approach to of the ‘change agent’. why agricultural research was behaviour change is like grow- Reactionaries put to so little practical use. The A basic premise is that innova- ing vegetables under glass: it can Mainstreamers resulting research into social dif- tors are by definition not ‚one of work very well as long as there is Iconoclasts fusion became highly successful us‘, and are therefore not listened a constant feed of energy, water Spiritual in changing the habits of Amer- to by most people. A change recluses and nutrients. With an ecological ican and other farmers - with agent is someone who is ‚one or permaculture approach, on the highly unfortunate results, since of us‘ yet has the ability to hear other hand, effort is needed to the agricultural research pointed and interpret what the innovator 100% establish the plants; but once they Leggards only to the advantages of large- is saying. The change agent is are established, the necessary 84% scale monoculture, not to the sometimes referred to as a ‚first input is minimal. Late Majority associated risks. The success of follower‘: the critical person for this campaign did however prove an innovation to begin to spread. the effectiveness of the ‚diffusion‘ The next stage is for the inno- 50% research, which has been and still Early Majority vation to be picked up by ‚early is frequently used, for instance in adopters‘. In marketing terms marketing, to bring about un- this may translate into invitations Early Adopters conscious change by consumers, 16% for the public to ‚join a Beta test Change agents professional groups, or citizens in group‘ or otherwise distinguish 2,5% Innovators general. The same research can be themselves as pioneers. time used to support the diffusion of conscious, transformative change. Amoeba Modell, This is not to say that no effort is adapted from Alan AtKisson, Believing Cassndra (1999) 94 B. Theories — Riding Complexity — Diffusion of Innovations 95 From Early Adopters to Early Majority Practical Experience Roger Everett lists five principles 4. Trialability – Can people “try Working with environmental Once we redirected our ener- that determine whether the in- out” the innovation first? Or groups in the 1980s was hard gy to focus on change agents novation will make the next leap, must they commit to it all at work. We often seemed to be and early adopters, we began to to the ‚early majority‘. once? If the latter, people will banging our heads against a achieve much greater results. 1. Relative Advantage – Is the in- be far more cautious about brick wall. But playing the ‚social Part of our learning was how novation better than the status adopting it. diffusion game‘ (a method de- to formulate invitational text quo? Will people perceive it as 5. Observability – How visible veloped by Alan AtKisson) made to attract the next population better? If not, the innovation are the results of using it? If many things clear. In particular: segment - without extensive will not spread quickly, if at people adopt it, can the differ- we too often allowed ourselves research to find out who they all. ence be discerned by others? to be lured into fruitless debates were, since the text itself attracts 2. Compatibility – How does the If not, the innovation will with ‚laggards‘: those people least appropriate people. innovation fit with people‘s spread more slowly. likely to adopt the behaviours we past experiences and present felt were desirable. The second principle is particu- needs? If it doesn‘t fit both larly challenging for agents of Today the parallel might be well, it won‘t spread well. Does transformation since - as it indi- with climate change. How many it require a change in exist- cates - a change is much easier would-be transformers of society ing values? If members of the when it isn’t transformational. are spending most of their time culture feel as though they The main bridging function here and energy in useless debates have to become very different is that of the change agent: the with ‚deniers‘? In many countries people to adopt the innova- person or group that has under- the same could be said of immi- tion, they will be more resist- stood the potential benefits and gration issues, or bank ethics, ant to it. References is able to communicate them to or... pick your challenge! 3. Complexity – How difficult is others. AtKisson, Alan, The Social Diffusion the innovation to understand Game (described in In Context mag- and apply? The more diffi- azine) cult, the slower the adoption Rogers, Everett M., Diffusion of Innova- process. tions Sivers, Derek, Lessons in Leadership from a Dancing Guy, a YouTube video of a First Follower‘s impact

96 B. Theories — Riding Complexity — Diffusion of Innovations 97 Symmathesy Ursel Biester Symmathesy is a term proposed our own agency - of course we by Nora Bateson. She suggests we do; but it is influenced and re- From Nora Bateson´s blog: need another word for “system”: stricted by our context far more In our research with the IBI (International Bateson Institute) one that captures the intercon- than we might want to believe. we have engaged in a research process that has as its mission nectedness in learning that living If you have ever been in places a search for relational data, or what we call ‘Warm Data.” The organisms are always engaged in, where you were able to think IBI aims to devise and design research methodologies that use simply by being alive. certain thoughts and later came multiple descriptions to illustrate how interactions in complex back to your original surround- A possible dictionary entry systems interlink. These multiple descriptions increase our ings and those thoughts seemed could look like this (source: Nora ability to take into account the integrity of multi-layered living to have vanished, you know what Bateson´s blog): systems, to think about multi-layered “interactions”, and to en- I am talking about. We are highly gage change at a contextual level. Revealing the inter-weavings Symmathesy (Noun): An entity influenced by the context we of complex systems requires a research method that can encom- composed by contextual mutual inhabit, even in the thoughts we pass the many contexts in which the system forms interdepend- learning through interaction. This are able to think. So what would ency. Therefore these studies are also transcontextual. process of interaction and mutu- you need to do to change your al learning takes place in living thoughts? The complexity of this sort of inquiry is daunting. If we are to entities at larger or smaller scales study, for example, the way in which food impacts our lives, a Gregory Bateson (Nora´s father) of symmathesy. multi-faceted study of ecology, culture, agriculture, economy, said: “The evolution is in the cross-generational communication, media and more must be Symmathesy (Verb): to interact context”. You can also say: trans- brought to our study in a linking of interfaces that together within multiple variables to pro- formation is in the context. This provide a rigorous beginning place from which we may better duce a mutual learning context. implies that transformation can understand what is on our plates. From that beginning position only happen in collaboration, as If we conceptualize ourselves not our inquiry into eating disorders, poverty and hunger, and the living organisms within a context as separate beings but as organ- dangers of GMOs, can be approached in another fashion alto- interact and symmathesy. Learn isms within a context of other or- gether. How do these contexts interface with one another? together. ganisms, we quickly see and feel that we are not the independent subjects we thought we were. This is not to deny that we have

98 B. Theories — Riding Complexity — Symmathesy 99 A New Approach to Inclusion is Central Statistics: Warm Data Letting Go When we work from this con- away from the facilitator, even Since symmathesy is a new way For me this way of understand- sciousness of not only intercon- away from only the interaction of understanding the system(s) ing reality is helpful because it nectedness but also interdepend- between participants, and focus- we are and we live in, we also takes away a pressure I some- ency and community, we quickly es on the emergent process of need a different way of gathering times feel for “transforming” my understand how important each mutual learning. This can inform data about them; one that reflects learners. Of course I know this is and every organism is when it our design and our actions in this understanding of related- not possible, but my old way of comes to transformation. None the classroom. It can change our ness. Traditionally science tried looking at learning contexts still can be left out, each and every attitude and humble us, by awak- to cut things into pieces and un- sometimes takes over. Picturing one influences. ening our awe for the big web of derstand each of them and how myself as a symmathesy in sym- life we are participating in. It can they work together. However this mathesy with other symmathe- For ease of understanding, let´s inform our actions and trigger us reductionist approach cannot sies quickly gets me out of that focus on people as living organ- to interact with our learners and capture the implications that pressure. I realize that I indeed isms. People are themselves a ourselves with endless curiosity. arise from understanding things play a role in their learning and symmathesy of cells, bacteria, It can counteract a tendency to as symmathesis. For this reason, transformation process, and I am microbes, however small or big think of the world in terms of the International Bateson Insti- glad for it, but I no longer feel a context you want to look at. functioning parts and wholes. tute is developing and teaching constrained by a responsibility People symmathesy with other We are NOT functioning parts the concept of Warm Data. which in fact I cannot fulfil. people, forming for example a and wholes, we are in continu- class of university students. The ous interaction that is alive. It quality of that class emerges suggests that reality is more like from that interaction and each a dance which constantly shifts symmathesy (=person) in it is References and reshapes its form. influenced and restricted by the Bateson, Nora, Smaller Arcs of Larger context, while influencing and Circles, restricting it at the same time. https://norabateson.wordpress. This is relevant for transform- com/2015/11/03/symmathe- sy-a-word-in-progress/ ative learning because when wanting to raise the quality of our classes, it directs our focus

100 B. Theories — Riding Complexity — Symmathesy 101 Systems Thinking Klaus Schenck The Transformative Edge Systems Thinking (“ST”) is not The non-linear dynamics of ST tools like “causal loop dia- where his father died twenty any one “thing”, not one single, “complex adaptive systems” grams” help to map the mul- minutes ago.” And the passengers Donella Meadows (2009) clearly defined concept or meth- (CAS) is hard to grasp for our ti-level feedback loops, the change their minds, from com- wrote: od. Rather, ST is itself a set of rational minds. Sometimes only interconnections that co-create plaint to compassion … “I don’t think the systems interconnected, partially overlap- some wild or weird sense of the surprising sensitivities and ST helps us understand, and way of seeing is better than ping, partially complementary, humour helps to cope with its inertias of a CAS. ST sensitizes maybe even manage better, three the reductionist way of partially contradictory aspects irrational and counter-intuitive us to the emergent and non-line- kinds of complexity: thinking. I think it’s com- and theories, being developed effects. Terry Pratchett’s “Science ar effects of “VUCA”, the combi- • Management complexity: plementary, and therefore since the 1940s, and mutating of Discworld” is a fun example. nation of “volatility, uncertainty, reaching predefined goals in revealing. You can see some in time and across schools of complexity, and ambiguity”, and On the other hand, “leverage interconnected task flows in things through the lens of thought. to the fundamental, but often points” for “butterfly effects” organisations without major the human eye, other things overlooked influence of “context, (large effects from small initial negative side effects for peo- through the lens of a mi- context, context” (Oshry, 2018) causes) can be identified and uti- ple, the ecosystem, and socie- croscope, others through on the meaning of a “text” and lized directly. The world climate ty at large the lens of a telescope, and the development of a system. is a perfect example of a major • Relational complexity: revital- still others through the lens CAS with its own, non-linear One anecdote may illustrate the izing and keeping alive posi- of systems theory [which dynamics in search of a new bal- importance of context infor- tive relationships, occasionally Joel de Rosnay calls a “mac- ance (Booth Sweeney et al, 2011). mation on meaning-making: A with the help of therapy and roscope”]. Everything seen ST nourishes the hope that it mother and her boy enter a bus consulting through each kind of lens might still be possible to find and the boy immediately starts • Biological complexity in our is actually there. Each way those small interventions that es- fooling around, climbing across inner and outer environ- of seeing allows our knowl- calate to the big, transformative seats and bumping into other ments: edge of the wondrous world effects that we urgently need in passengers. Those, in turn, start • Inner: supporting our bod- in which we live to become our efforts to save our world, and complaining to the mother: ies’ health a little more complete. our kids … “What’s wrong with your boy?!” • Outer: striving for ecosys- And the mother answers, “Yes, temic balances, from local it’s awful. He is really confused to global levels. since we just left the hospital

102 B. Theories — Riding Complexity — Systems Thinking 103 My Journey with ST As a facilitator I can… Complex Adaptive Systems “surf interacting agents on one system Being a “teaching level certified Conferences” on cybernetics the edge of chaos”. In a CAS, level from better understood systemic consultant”, I have been between 1945 and 1953. Norbert ...Think in models, patterns, linear causes for observed effects patterns on other system levels, searching for a long time for a Wiener, Gregory Bateson, John relationships and time- are hard to isolate from all other or other systems. For example, convincing and concise defini- von Neumann, Warren McCull- frames - and can relate to influences, and the final effects conceptualizing employees in tion of “systemic”. I only found och and Margaret Mead were them in my decision-mak- of our well-intentioned interven- teams in organisations as cells partially contradictory ones. The just a few of their many promi- ing processes and actions. tions are hard to predict. Or for in organs in organisms helps us same is true for my attempts to nent participants. ...Recognize myself and my short: in CAS, “intentional inter- see different options compared define ST. CAS, later also studied by the institution as a part of a ventions are (all but) impossible.” to conceptualizing them as cogs My first contacts with the ideas Santa Fe Institute, Peter Senge system and be able to con- Still, we need to learn about and in a gear in a machine (Morgan, of ST were the Club of Rome’s and his “Society for Organisa- nect to related networks for to manage the CAS around us, 1986). Even emotions can be report “The Limits to Growth”, tional Learning” or, for example, motivation and inspiration. from our kids to our planet, as conceptualized as being part of Vester’s “Urban Systems in Cri- the Human System Dynamics best as we can. How do we do some “fractal affect logic” (Ciom- ....Guide learners to see sis”, and “stocks and flows” of de Institute, offered insights into that? ST might help. pi, 1997). themes and topics from Rosnay’s “The Macroscope” in the order in their (non-linear) different perspectives and to The “fractality” of CAS’ – the Small daily practices like the fol- the late 1970s. They all came out “chaos”, of “butterfly effects”, and work with those short- and similarity of patterns across lowing may help to apply ST and of a tradition of “system dynam- “fractals”, to name but a few. Still long-term future impacts. orders of magnitude – allows us better understand its transforma- ics” as developed at the MIT by later, the “Cynefin Framework” to learn about the behaviour of tive potential: Jay Forrester and his co-workers. (Snowden and Boone, 2007) ...Support learners to regard • Notice the multiple systems 30 years later, Donella Meadows helped me to further understand diversity in biological, social (in and) around you updated her ideas from those “chaos” and “complexity”, as and cultural terms as an • Play with multiple perspec- days in her very readable book opposed to “simple” and “com- opportunity for transforma- tives and multiple questions “Thinking in Systems” (2009). plicated”, as separate “domains” tion and development. • Notice timing (speed, delays, (see BOX 1) of our world. ...Encourage learners to …) of life’s processes Later I learned that the scien- look into power relation- • Sketch out one causal-loop tific fields of “cybernetics” and ships in a system.* diagram a day. of CAS are closely linked to ST. *Based on the CSCT competency Important roots had been devel- model, further useful ST habits can be found at: https://www. oped in the series of the surpris- watersfoundation.org/webed/ ingly interdisciplinary “Macy mod2/downloads/habits.pdf

104 B. Theories — Riding Complexity — Systems Thinking 105 What are those ‚systems‘ in ST anyway? Systems have been described by In attempting to combine all 5. Sociological systems theory Some of the ST “flavours” and various authors as consisting of, these aspects into one mod- (Niklas Luhmann, Helmut ideas have deeply influenced my or emerging from: el, CORFU (Schenck, 2006), I Willke). understanding of the world – • Elements and relations be- identified eight clusters of system 6. Systemic family therapy and and have very practically helped tween them (with Gregory theories: consulting: from California to to improve my work. “Systemic Bateson, in “An ecology of 1. System dynamics: intercon- Milan to Heidelberg (Virginia therapy” and “solution focus” mind”, claiming that “the nected entities involving Satir, Gregory Bateson, Mara have deeply shaped my way of world consists not of elements multiple “feedback loops” (Jay Selvini-Palazzoli, Helm Stier- coaching and organisational but of relationships”!) Forrester, Frederic Vester). lin) development consulting. And • Parts and wholes (and “mere- 2. Self organisation: between 7. Constellation work: ST in two “Critical Chain” (project man- ology” being the science of synergetics and second order dimensions (Bert Hellinger, agement application of Eli Gol- parts and wholes) cybernetics (Hermann Haken, Gunthard Weber, Matthias dratt’s “Theory of Constraints”) • Linear and & circular connec- Günter Schiepek, Heinz von Varga von Kibéd). has, after having been an intel- tions or influences (“causes” Foerster; more recently: “The 8. Language focus: from philos- lectual “hobby” for almost ten and “loops” – and butterfly Agile Manifesto”). ophy to therapies like “solu- years, suddenly turned into my effects resulting from their 3. Academic management tion focused brief therapy” or major source of income since escalating feedbacks) models: hopes of feasibility on “clean language (from Witt- 2015 — the practical experience • Logical levels and scale the edge of system dynamics genstein and Erickson to e.g. of a “butterfly effect”, with very non-variance (“fractality”) and self organisation (Uni- de Shazer and Grove). tangible consequences. More • Non-linear dynamics (as versity of St. Gallen, Dietrich recently, ideas from self-organ- described in system dynamics Dörner). isation like “agile”, “lean”, and and synergetics) 4. Applied management models: “kanban” followed a similar • One single operation (accord- Total Quality Management pattern. ing to Maturana, Luhmann) and Theory of Constraints, • Interdependencies and “ac- focusing leverage points of counts of justice” (called systems (W. Edwards Deming, “invisible loyalties” by Boszor- Eliyahu Goldratt). menyi-Nagy)

106 B. Theories — Riding Complexity — Systems Thinking 107 Conclusion References Human System Dynamics Institute. ogy: mapping manageable solution hsdinstitute.org components & contexts”, in Lueger, Optimistic transformative learn- ST may help us to identify our PS Agile Manifesto: agilemanifesto.org Günter; Korn, Hans-Peter (Hrsg.): Maturana, Humberto, Varela, Francisco: ers might draw support from ther- useful contributions to this “Solution Focused Management”, Whatever else you may take away Bateson, Nora : “An Ecology of Mind”, a “El árbol del conocimiento”, Santiago Rainer Hampp Verlag, Mering 2006; apist Al Pesso’s statement: change, this necessary, continu- de Chile 1984 from ST, please stay curious! documentary film about her father S. 27-39 (= my “CORFU”-model). ous transformation. Gregory Bateson: anecologyofmind. “We are made to be able to be And never end your explorations com; 2009; also by the same author: Meadows, Donella H.: “Thinking in Sys- Senge, Peter M.: “The Fifth Discipline. happy in an imperfect world that into further aspects of systems of “Small Arcs of Larger Circles. framing tems. A primer”, London 2009; also The Art and Practice of The Learning available online: https://wtf.tw/ref/ Organisation”, Doubleday, New York is endlessly unfolding. And we are all kinds. through other patterns”, Triarchy Press, Axminster (U.K.) 2016 meadows.pdf Lots more by the same 1990 applications of this type of ST the agents of change.” author can be found, for example, are offered in: Senge, Peter; Kleiner,

timeline 2 2 timeline Boszormenyi-Nagy, Ivan; Spark, Ger- here: http://donellameadows.org/ Art; Roberts, Charlotte; Ross, Richard aldine M.:”Invisible Loyalties”, New systems-thinking-resources and here: B.; Smith, Bryan J.: “The Fifth Disci-

https://thesystemsthinker.com. pline Fieldbook”, Bantam, New York Goal/Vision 1 1 Goal/Vision York 1973 1994 and via: www.solonline.org. Meadows, Dennis; Meadows, Donella; Booth Sweeney, Linda; Meadows, Zahn, Erich; Milling, Peter: “The Snowden David J.; Boone, Mary E.: “A Dennis; Martin Mehers, Gillian: Limits to Growth”, New York 1972 “The Systems Thinking Playbook Leader’s Framework for Decision (or Paym uct en Making” [aka “Cynefin Framework”], d t) for Climate Change. A Toolkit for o O Pr 1 Morgan, Gareth: “Images of Organisa- Harvard Business Review, November p Interactive Learning”, Eschborn 2011; 1 e tion”, Sage Publications; Thousand n 2007, Cambridge 2007 m online via: http://klimamediathek.de/ e ( Oaks 1986 t S s u wp-content/uploads/giz2011-0588en- y b

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p 2 O ) Axminster, U.K., 2018 Pro ent fraktalen Affektlogik”, Göttingen 1997 Wikipedia: Some wikipedia articles may duct (or Paym Pascale, Richard T.; Milleman, Mark; open doors to further understanding, de Rosnay, Joel: “Le macroscope. Vers Gioja, Linda: “Surfing the edge of for example those on ST, cybernetics, une vision globale”, Paris 1975 (Eng- CAS, or the Macy Conferences: Legend Lar S) chaos. The laws of nature and the new ger System (L lish version freely available online at: de Bonos “six thinking hats” laws of business”, New York 2000 wikiversity.org/wiki/Systems_Thinking facts Goal/Vision 2 http://pespmc1.vub.ac.be/macrbook. reviewing your process html) Pratchett, Terry; Stewart, Ian; Cohen, timeline 1 wikipedia.org/wiki/Macy_conferences feelings & intuition Jack: “The Science of Discworld II – Dörner, Dietrich: “Die Logik des Mißlin- The Globe”, Random House, London possibilities & creativities wikipedia.org/wiki/Cybernetics brightness & optimism gens”, Rowohlt, Reinbek 1989 2002 caution & criticalness Goldratt, Eliyahu M.: “Critical Chain”, Santa Fe Institute: www.santafe.edu wikipedia.org/wiki/Complex_adap- changing sets of experiences, North River Press, Great Barrington tive_system beliefs, or filter settings from the past 1997 Schenck, Klaus: “Solution Focused Topol-

108 B. Theories — Riding Complexity — Systems Thinking 109 Learning for Change Marilyn Mehlmann The source of the model was to Since then the model has been be found in frustration: continuously updated, and used There is a widespread miscon- • Why did it seem that every to teach people from more than ception that the best ways to project for sustainable, trans- 40 countries, with facilitators learn from experience are either formative change either start- trained in Europe, Africa and to study others’ success stories ed from zero or attempted to Asia. It provides support in (‘good practice’) or to learn from replicate a previous project? particular for competences 2, 4 one’s own mistakes. • Why were huge challenges - and 6. The workshops are en- A faster and more creative way for instance, global climate tirely experiential: participants is to focus on positive aspects change - often met with puny are supported through a set of of one’s own experience while ambitions, which though generic steps enabling them considering what could be (fur- inadequate were seldom fully to learn not only from their ther) improved. This is the basis met? own but also from each for the Learning for Change other’s specific, case-study In brief, we asked ourselves: is model developed and delivered based experiences. there a way to become much, to participants from more than much more effective at learning The theoretical under- 40 countries, over a decade of from experience? The question pinnings of this empirical action research and practical was posed by Nadia McLaren model for collective trans- experience. and me in 2003. An internation- formative change come al, unfunded work group formed from different sources, and spontaneously to explore and indeed the methodology experiment. By 2009 there was introduces no new methods but a coherent methodology and a rather represents an innovative workshop format. way of linking existing methods. Part of the innovation is in the nuances: apparently insignifi- cant shifts in pedagogy that have powerful cumulative results, transforming the educator into an empowering facilitator and coach. 110 B. Theories — Riding Complexity — Learning for Change 111 Generic Steps and Associated Methods Positive Deviance 1. Preparation: participants are 4. Peer support: a set of exercises “Positive deviance (PD) is an approach given a template to describe building the competence of to behavioural and social change based in advance, on half a page, each participant to support on the observation that in any commu- the personal experience from others, and to receive peer nity there are people whose uncommon which they wish to learn dur- support, while drawing learn- but successful behaviours or strategies ing the workshop. ings from case studies in small enable them to find better solutions to a 2. Sharing case studies in a small groups. Methods include feed- problem than their peers, despite facing group, where the first step is back techniques (how to ask similar challenges and having no extra ‘boasting’. Nominal Group for, give, and receive feed- resources or knowledge.” - Wikipedia Technique (described in Be- back) and a highly effective naim & Mehlmann) is used to method for organizing meet- When faced with a challenge, it’s easy identify challenges. This step ings, Fleck’s Synergy Method. to fall into the trap of believing that is an empowering alternative 5. Set intentions for change in those ‘good practice’ examples “would to a SWOT analysis. line with the harvest of learn- never work here”. Instead we can ask 3. Exploring challenges/learning ings. Methods may include why it works there. Usually the answer opportunities: a set of exercis- collaborative prioritization, is not obvious. Not least, it may be es using Deep Listening and Devil’s Advocate, risk analysis, found in a lateral process not initially deep questioning, or ‘YYY’. personal or group planning, regarded as relevant. For instance, in described in the Learning for one poor-district school with outstand- Change book. ing results and relations, it was found that the key was the behaviour of the school janitor. He knew every pupil by name, and greeted them each morning. In other words, the positive deviance was due not to differences in the core activity (class-room education) but to a lateral phenomenon.

112 B. Theories — Riding Complexity — Learning for Change 113 Theories and Models Some Documented A ‘Learning Organisation’? Some seminal sources have been Outcomes Some decades ago, the concept of create a learning organisation. next project. What happened • Pattern Language Workshop outcomes have when the ‘learning organisation’ be- astonished us. The team became We discovered this almost by • Action Research possible been followed up with came a buzzword in organisation super-effective, constantly raising accident, when colleagues began • An empowerment spiral (be- surveys and interviews. Some theory. Sadly, it appeared to be ambitions - and surpassing them. to use the methodology consist- haviour change) outcomes are unequivocal and an unattainable ambition: people ently within their organisations. This is so far relatively unex- • Empowering Coaching quantitative. For instance, over learn, and when they leave an or- In particular it has been used as plored territory, certainly worthy • Psychosynthesis, particularly 90% of surveyed workshop par- ganisation they take their learn- a project tool: at the beginning, of longitudinal research. as it affects action compe- ticipants report that they have ing and experience with them. to help set ambitions and priori- tence, intention, and motiva- made changes in their way of It therefore came as a big surprise ties; mid-term, to follow up and tion working. We also checked the to find that Learning for Change adjust; and at the end, to evaluate • Social diffusion mechanisms use of the individual methods, actually carries the potential to and forward learnings for the separately from the whole meth- You will find information on all odology: the most popular is of these in this book, except for Fleck’s Synergy Method, closely psychosynthesis (ref Sørensen). A Learning Organisation in Ukraine followed by some of the methods ESDA - Education for Sustainable Development in Action - was a highly ambitious 7-year project for peer support. to establish ESD in schools in Ukraine. Each year the project management set higher ambitions, and each year surpassed their goals. It became a world leader at disseminating ESD in state schools: References over a quarter million pupils taking part and 5,000+ teachers trained. Alexander, Christopher et al, A Pattern Language We adopted consistent use of Learning for Change with a participatory approach. First, an annual review-and-planning meeting used the L4C methodology. The core team invited a total of 25-30 Benaim, Andre & Marilyn Mehlmann, Learning for Change people. The results of the two-day meeting were noteworthy; revised and improved plans, and a realistic risk analysis. Rogers, Everett M., Diffusion of Innova- tions In following years half of those invited to the annual meeting had taken part in previous L4C Sørensen, Kenneth, The Training of workshops, while the other half had not. We thus ensured both continuity and a flow of new ideas. the Will https://kennethsorensen. The clearest effect was the consistent raising of ambitions, and a track record of meeting and usual- dk/en/category/psychosynthe- sis-and-the-will/ ly surpassing all quantitative goals. The primary funder was not only delighted but also surprised; they declared it ‚one of [their] best investments ever‘. See also chapters – Prof Olena Pometun, project director The Empowering Facilitator and Coach

114 B. Theories — Riding Complexity — Learning for Change 115 Action Research Action Research in Researcher Participation/ Marilyn Mehlmann Another reason is that most Education Practitioner Research (though not all) of the scientific One of the areas most often Action Research is not a single not only to engage in an effec- “There are many types of and technical problems already mentioned in connection with phenomenon but rather a range tive change process but also to action research that can be have more or less adequate action research is education. of methods and approaches. learn from the process – and to grouped according to their solutions. The key question is There seems at times to be some What they have in common is contribute to an analysis that different aims, interests and not how to make the science fuzziness between Action Re- the convergence of researcher will permit others to learn from perspectives. For [education], work, but how to make it work search and Action Learning (see and practitioner: researchers the process, too. To a greater or critical (Carr & Kemmis), in practice, on a wide scale: it is a chapter on Action Learning). A participate – in some measure lesser extent, the ‘object’ of the participatory (Kemmis & political and behavioural prob- useful distinction is that Action – in the activity being studied, research becomes a ‘subject’ (a McTaggart) and emancipatory lem of how to change mind-sets, Learning is something you do for while practitioners contrib- methodological shift somewhat (McKernan; ZuberSkerritt) attitudes, values and behaviours. yourself: I learn through action/ ute – in some measure – to the analogous to that demanded by action research approaches In such areas, classical research experience, and through seeing research. Heisenberg’s uncertainty princi- are the most relevant, as they methods are of limited use. the results of my actions. ple for research into subatomic share a common goal of em- In other words, the intention of physics). powerment of individuals and Action Research, on the other an action researcher is not only groups to engage in actions for hand, is also concerned with to observe, study and describe One may imagine the scope of personal, institutional, and learning for the benefit of others. but also to influence, change the Action Research on a scale from societal change.” The experience and results must course of events – and observe R(researcher)-dominated on be replicable and transferable and record the results. Similarly, the left to S(subject)-dominated Timothy Bedford (offered, taught) to others not the intention of a practitioner on the right, where some of the (personal communication) part of the original practitioner in an action research project is ‘stations’ might be: We are today confronted with the population. urgent need for transformation: for a paradigm shift, in the sense R S originally delineated by Kuhn. Such a shift, which pre-supposes the ability to ‘catch sight of’ one’s R offers ob- R responds to R intervenes S develops S engages in S formulates assumptions, cannot be depend- servations and direct questi- poposes crite- evaluaton continuous research ent on classical research meth- analysis ons ria self-assessment questions/ ods, because they are too slow hypotheses and often too compartmentalized.

116 B. Theories — Riding Complexity — Action Research 117 Is it Possible to Dual Perspective Personal Experience Research without A general characteristic of action Since the 1990s, I have come educational materials, for exam- (which should perhaps have been Influencing? research is the need for the re- to regard all projects as an op- ple from kindergarten to univer- called Learning for Transforma- searcher to hold a dual perspec- portunity for Action Research, sity to parents to general popula- tion) is itself a vehicle for effec- In the classical view of research, tive. S/he is at one and the same embedding principles of contin- tion to training for teachers and tive Action Research within an the ideal researcher is purely time an active participant and an uous self-assessment by and with coaches - and further, to training organisation. objective and has no relation or observer and analyst. This may all participants as well as paying and certification for national

interaction with the object. Clas- or may not also be true of the careful attention to evaluation trainers of teachers and coaches. sical scientific methods intend practitioners/subjects, depending criteria. The benefits have been To take one example: the Learn- to isolate single questions, pare on the approach chosen, but is of outstanding, resulting for exam- ing for Change methodology (see away contextual influences and necessity true of the researcher. ple in some of the work docu- chapter Learning for Change)) References minimize potential subjectivity mented in this book - see below, Thus, the practitioner/subject/ was developed through Action of the researcher to the greatest references. A German social psychologist, Kurt learner may in principle take Research, building i.a. on Pattern extent possible. It may be ques- Lewin (1890-1947) is often credited full responsibility for evaluating Perhaps the most effective out- Language and Deep Listening as with ‘inventing’ Action Research. He tioned, however, whether such the course of events, including come has been the development powerful action research tools. is quoted as saying that “In order to a pure approach is possible in understand a social system one must formulating research questions of successively ‚higher‘ orders of In turn, Learning for Change any situation where the ‘object’ change it,” and “No research without and criteria for success; but the action, no action without research”. is a person (morally a peer) or researcher always retains overall a number of people; at the very Kuhn, Thomas, The Structure of Scientif- responsibility for the broader least the researcher needs to be ic Revolutions, 1962 analysis. sensitive to her/his potential Carr & Kemmis 1986, 2005 influence. The initiative may come from Kemmis & McTaggart 1990, 2000 either ‘side’ identifying an oppor- tunity: practitioners may identify McKernan 1996 research questions to which they ZuberSkerritt 1996 seek answers, or researchers may identify a planned or existing See also chapters piece of work as an opportunity Learning for Change Pattern Language to explore existing hypotheses. Deep Listening Indeed, researchers may use an Empowering coaching and opportunity such as development facilitation Empowerment spiral funding to initiate a project as a 118 B. Theories — Riding Complexity — Action Research basis for action research. 119 Complexity Theory Lana Jelenjev Los Alamos nuclear laborato- each other in ways that ben- Insights from Practice ry. One of complexity theory‘s efit them. Complex systems According to chaos and com- As the information environment leading proponents is Stuart require a considerable amount plexity theory, the environment becomes increasingly complex Kauffman, author of At Home in of work to be done in order to is made up of an infinite number and challenging, more and more the Universe: The Search for the “understand” them. of systems and subsystems which organisations worldwide are Laws of Self-Organisation and 2. The number of possible reac- are in a constant state of disequi- called upon to nurture trans- Complexity. tions to any given change is librium or change (Kauffman, formative leaders capable of infinite. We cannot predict the 1993). As we move from ideas to “Life exists at the edge of cha- managing complex situations. outcome of any given change action, a critical issue that arises os. I suspect that the fate of all Environments where there are to the system because of the is the gap between the world’s complex adapting systems in high degrees of uncertainty, intricate interactions that complexity and our abilities to the biosphere—from single cells complexity, unpredictability and happen within a system, even manage such complexity (Ke- to economies—is to evolve to constant change require a greater when the external conditions gan & Lahey, 2009). To meet the a natural state between order capacity for understanding the are seemingly the same. challenges of the future, we must and chaos, a grand compromise different elements and situations 3. Competition and collabora- move toward more complex lev- between structure and surprise.” surrounding such environments. tion along with negative and els and embrace the chaos. - Stuart Kauffman This entails a great deal of sense positive feedback are always making and learning at the edge Complexity and chaos theories Complexity theory is defined as present. Negative feedback of chaos. Mezirow stated, “To provide an underlying frame- “an approach to the modelling of maintains equilibrium while make ‘meaning’ means to make work for transformative learning highly complicated and intercon- positive feedback pushes a sense of an experience, we make theory and reduce the tendency nected systems using techniques system toward the edge of an interpretation of it. When we toward linear and reduction- derived from the physical scienc- chaos. subsequently use this interpre- ist thinking, since they open es, with a focus on self-organi- 4. Complex systems cannot be tation to guide decision-making the mind to the uncontrollable sation, emergence and non-line- easily described, and certain- or action, then making ‘meaning’ interconnectedness of all being. arity.” A complex system has the ly not by simply listing their becomes ‘learning’”. The study of complexity theo- following properties: parts. There are underlying ry originates from the Sante Fe 1. Complex systems are adaptive principles on the emergent Institute in New Mexico, and - Spontaneous self-organisa- traits that form based on the was spearheaded by George A. tion occurs when agents/in- myriad of interactions within Cowan, head of research at the dividuals constantly adapt to the system.

120 B. Theories — Riding Complexity — Complexity Theory 121 How to Make Meaning out of Chaos and Complexity?

Shift Mindset Invite Inquisitiveness Plan for Collaboration In my experience as a facili- Complex problems can only In looking for solutions outside tator and learning experience be understood and managed the current paradigm, differ- designer, the main application through complex frameworks. ent perspectives are crucial for of complexity theory can be in From this perspective, we need generating new ideas and finding shifting our mindset from a lin- to constantly challenge our solutions. Effective facilitators of ear and reductionist perspective mental models of reality on transformation understand that to perceiving a complex adaptive how we understand the world. solving social complexity is a system, one that consists of inter- Transformative educators need social process and thus engaging dependent, interacting elements to encourage sense-making as a others is crucial. that respond as an integrated crucial part of their programmes Core reflective questions that I whole to internal or environ- to allow for individuals to look involve learners in are: mental changes. A paradigm at situations through different • What mindset do I have on shift in our understanding and lenses, from different points of this issue? practice in education is needed if view, and to understand interde- • What mindset do others have we are to cope with current chal- pendencies. on this issue? lenges. Actions and behaviours • What does this mean for me? References will then change, based on this • What does this mean for changed perspective. Read more: https://www.referencefor- others? business.com/management/Bun- • Whose perspectives matter on Comp/Complexity-Theory.html#ixzz- this issue? 6BeVnOgvx • How might I include other Kauffman, S. (1993). The origins of order: perspectives? Self-organisation and selection in evolution. Oxford,

UK: Oxford University Press.

Kegan, R., & Lahey, L. L. (2009). Immu- nity to change [Kindle DX version]. Retrieved from Amazon.com.

122 B. Theories — Riding Complexity — Complexity Theory 123 Peacebuilding and Non-Violence Lina Westermann Self-knowledge Some History Peacebuilding and Transformation In 2013, I started my Masters in Peace Studies have a wide range violence (Galtung, 1990). Peace Our Human Capacity to Create a more Peaceful World Peace, Conflict and Development of frameworks to offer. In the Studies, with its interdisciplinary Studies at the Universitat Jaume last 30 years peace research has and intercultural character, con- The preamble of the UNESCO even before a destructive conflict I in Castellón de la Plana, Spain. increasingly evolved towards vulses and undermines the idea charter states “war begins in arises. In contrast to peacemak- The experiences, relationships more holistic approaches. Several of science, which was inherited the minds of men [sic]”. There- ing, peacebuilding addresses the and theories all contributed to authors have revised the epis- by western modernity (Martín- fore it is through changing our underlying causes of violence. a deeper personal process. It temological status of the disci- ez Guzmán, 2001). It opens our minds, our consciousness and The approaches of peacebuild- gave me more words to label my pline (Galtung, 1996; Martínez perspectives to the multiple ways our worldview, which are root- ing and conflict transformation world, new lenses to see through, Guzmán, 2001) and have given we can unlearn wars, violence ed in our culture, that we can are closely linked to systems and a deeper understanding of voice to a broader and more and discrimination, and con- transform the culture of war and thinking, as they involve engag- human relations. The critical as inclusive focus. The first person sequently learn to make peaces violence into a culture of peace ing with and transforming the well as the constructivist ap- to broaden the peace concept (Martínez Guzmán, 2000: 51). and non-violence (UNESCO). relationships, interests, discours- proach in Peace Studies raised was the Norwegian scholar The term “peaces” in plural This preamble describes the es that support the continuation many questions and awareness Johan Galtung. From the nega- refers to the idea that peace can dimension of peacebuilding and of violent conflict (Miall, 2004). for power relations. It encour- tive definition that peace is the be thought of, understood, and conflict transformation, the aim In short, there is no peacebuild- aged me to take more responsi- absence of direct violence and experienced in a multitude of of which is to transform the cul- ing without a transformational bility for my own learning pro- wars, Galtung completed the vi- ways. tural and structural conditions learning process. cesses. olence concept with the terms of that cause deadly or destructive structural and cultural violence conflicts. and challenged the reductionist Peacebuilding has a large trans- notion of peace. Structural vio- formational component and lence is defined as anything that can be distinguished from other prevents people from meeting related terms such as peacekeep- their basic needs. ing, peacemaking and conflict According to Galtung, any dis- resolution. While peacekeeping course that legitimises or justifies involves stopping an ongoing structural or physical violence conflict, peacebuilding starts can be understood as cultural

124 B. Theories — Riding Complexity — Peacebuilding and Non-Violence 125 Riding Complexity Lederach argues that the entire system of human relations needs The systemic concept of peace Warriors of the Heart to be changed, if we want to derives from the transdiscipli- Marilyn Mehlmann overcome cycles of violent pat- nary study of systems theory terns. Hence he also argues that Danaan Parry was a highly regarded international conflict and draws on this integral view building peace requires a shift in mediator working in such (then) hot-spots as Northern Ireland, of life. Moving away from the our worldview. Lederach states Pakistan, Afghanistan and Vietnam, until his untimely death in reductionist understanding of that moral imagination requires: 1996. From his experiences, and based partly on the wisdom of peace as the absence of violence, […] the capacity to imagine our- the Hopis, he distilled a set of principles into a book, which he several peace scholars support selves in a web of relationships then also related to the ancient wisdom of the Essenes. an integral view of life (Dietrich, that includes our enemies; the Lederach, Goodman i.a.). None- The Warriors principles are highly complementary to other ap- ability to sustain a paradoxical theless, there is no exact consen- proaches, such as Non-Violent Communication, because where curiosity that embraces complex- sus on how the field should be NVC is based on behaviour, Warriors is based on personal, ity without reliance on dualistic approached. Lederach uses the inner qualities and attitudes. Indeed, Danaan Parry and Mar- polarity; the fundamental belief metaphor of a spider’s web to shall Rosenberg did succeed in holding a joint workshop shortly in and pursuit of the creative describe that every living thing before Parry died. act; and the acceptance of the functions within a system that is inherent risk of stepping into the Starting point dependent on other living be- mystery of the unknown that ings. In his book The Moral Im- The first of Parry’s principles is very simple: Conflict IS. It’s a lies beyond the far too familiar agination (2005), “nothing in the given. Neither positive nor negative, it simply is: as soon as you landscape of violence (Lederach, universe exists as an isolated or have two people in the same room, the potential for conflict is 2005: 5). independent entity. Everything present. Speaking as a psychosynthesis practitioner, I’d add that takes the form of relationships, most times it’s enough to have one person present: most of us, be it subatomic particles sharing when truly present, can identify any number of inner conflicts. energy or ecosystems sharing food. In the web of life, no living lives alone” (Lederach, 2005: 34).

126 B. Theories — Riding Complexity — Peacebuilding and Non-Violence 127 Transformation Learning

Transformation is a crucial Peacebuilding, from this per- Creating a culture of peace References term in Peace Studies. Lederach spective, is seen as an ongoing requires a fundamental change BOULDING, E. (2000), Cultures of describes it as a “comprehensive process rather than a product. in knowledge, attitudes, behav- peace: the hidden side of history, orientation or framework that From this point of view, there iours, and worldviews, which Syracuse New York, Syracuse Univer- ultimately may require a fun- is no society without significant enables people to take action for sity Press. damental change in our way of elements of peaceableness (Boul- a more peaceful world. Thus a GALTUNG, J. (1990), “Cultural Vio- thinking” (Lederach, 2003: 5). ding, 2000: 89). fundamental tool for transfor- lence.”, Journal of Peace Research, 27(3), 291–305. The concept of transformation mation is changing the way we recognizes that conflict is not al- learn. According to Boulding, a GALTUNG, J. (1996), Peace by peaceful ways bad but often a constructive culture of peace requires that we means peace and conflict, develop- ment and civilization, International element of a dynamic society. For grow in our humanity. Most of Peace Research Institute Oslo, Sage. Lederach and other constructiv- all we need a kind of grounding LEDERACH, J.P. (2005), The Moral ist scholars, conflict is considered in what it means to be human on imagination: the art and soul of build- a natural occurrence between this planet. We should ask our- ing peace, Oxford, Oxford University human beings who are involved selves the following questions: Press. in relationships. Social conflict is Parry, Danaan, Warriors of the Heart, What is our relationship with all a “natural, common experience living things? Capra, Fritjof ( ), The Web of Life, present in all relationships and cultures” (Lederach, 2005: 55). How do we grow to our full Parry, Danaan, Warriors of the Heart, Hence this approach supports a potential? MARTÍNEZ GUZMÁN, V. (2000), “Saber hacer las paces. Epistemologías belief in the creative, construc- How can we grow in our human- de los estudios para la paz”, Conver- tive and nonviolent capacities of gencia: Revista de Ciencias Sociales, ity? our human society (Lederach, vol. 7, Universidad Autónoma del Estado de México, Toluca. 2003: 4). It all depends on what we can do in ourselves, as much as on what MARTÍNEZ GUZMÁN, V. (2001), we can do in the world around Filosofía para hacer las paces, http:// cataleg.uji.es/record=b1153913~S1*- us (Boulding, 2000: 59) cat, May 28th 2015. MIALL, H. (2004), Conflict Transfor- mation: A Multi-Dimensional Task, Berghof Handbook for Conflict Transformation.

128 B. Theories — Riding Complexity — Peacebuilding and Non-Violence 129 Flow

Sometimes a change goes on underground, before it reaches the light of individual or collec- tive consciousness. Honouring all moments and celebrating and supporting their specific charac- ter is one of the biggest challeng- es and opportunities for facilita- tors of transformation.

130 B. Theories — Riding Complexity — Peacebuilding and Non-Violence 131 Emergent Learning Christian F. Freisleben of learning. It is not possible or Emergent learning is characterized by: necessary to say exactly who is Emergence means: complex • An intensity of interaction that they ignore this guid- the “author” of these artefacts, systems and patterns arise out of and collaboration, using and ance) they emerge in a collaborative a multiplicity of relatively sim- evolving networks with peers, • Learners are supported to way, where everybody is involved ple interactions. Rooted in the experts and people all over the come up with topics that are in a very intense way. work of learning theorists like world relevant to their own life, to Dewey, Piaget, and Vygotsky, Emergent learning is often • Relationships are a crucial the community, to important emergent learning is defined as perceived and described as an part of the content, rather current topics in the world a process where teachers plan approach used for very young than an add-on; learners are • Unanticipated outcomes are activities and projects based on children and focuses on using co-creating sustainable demo- anticipated... serendipitous- the specific group of learners games. In the last decade it has cratic processes ly - chaos is a crucial part of they are working with, taking become clear that the concept • Learners work in many modes growth and learning into account their skills, needs, lends itself to far more method- of independence and self-re- • There are boundaries, and and interests. Emergent learning ical approaches and that it can liance also regarding their clarity concerning them, is always contextual, collabora- also have significant positive im- individual learning paths – especially if there is a risk that tive, and goes beyond the norms pact in the field of higher educa- there is not only one possible someone could get hurt of intended learning: the curric- tion and in organisational learn- solution to a given problem, • It is not only the learners ulum is continually changing, ing, also in co-operative settings and the problems themselves who are on a path of intense developing and growing. Learn- or in urban development. Anoth- can be defined, outlined and learning; also the teachers and ers are motivated and supported er area where emergent learning evolved by learners the system in which they are to take ownership of the learning could or should be happening • An atmosphere of trust and embedded are learning from process; they don’t wait for new is online: for instance, Massive mutual confidence, in which it and with them instructions, they also develop Open Online Courses (MOOCS) is not only “allowed” to make them, both alone and in intense bring learners to work together mistakes but they are seen as peer learning. in a very intense and agile way. an integrative part of every learning process; consequent- Emergent learning also describes ly, heavy use of experimental the effect of co-creating: ideas, formats and approaches (of concepts, prototypes, materials course, learners are still sup- emerge in an ongoing process ported and also it is possible

132 B. Theories — Flow — Emergent Learning 133 The Setting, the Tools Those Seminal The setting for emergent learning A part of the setting also involves Moments needs a lot of preparation: The a constant tap into current news I have been teaching and facil- room used is as flexible as pos- all over the world: Emergent itating for over 30 years. And I sible, filled with a great variety learning is not only transform- have been part of or perceived of possibilities to do research, ative within an existing mind- a lot of moments of emergent to plan, to code, to visualize, to set, but also seeks possibilities learning. play, to write, to present, to give to change mindsets, to evolve feedback to each other. Teachers framework conditions in every It is no problem to prevent act as facilitators and use many part of society. Therefore, it has moments of emergence by very different, also well-prepared important connections in the rigid requirements, no room for methods that support emer- practice and the pool of methods dialogue and the complete exclu- gent thinking and acting. One of civic education. sion of thinking out of the box. key aspect is providing ongoing And it is possible, together with An important aspect of emer- opportunities for play-based participants, to co-create settings gent learning is fostering and exploration. In such a setting, that foster emergent learning. using tacit knowledge, which References digital tools are a self-evident It is important to reflect togeth- is connected with the ongoing part; learners are supported to er concerning the moments of Crowell. S. (2013) Emergent Teaching: A collective experience. This builds use these tools. One important emergent learning that occurred Path of Creativity, Significance, and a shared awareness that delivers Transformation. R&L Education. role of facilitators is to support and what helped or hindered impulses also for the organisa- documentation in various ways. them. Based on that, everybody Darling, M. et al. (2016). Emer- tional framework of e.g. a school Importantly, it is not only writ- can bring in new impulses to gent Learning: A Framework for or any learning environment, Whole-System Strategy, Learning, ten materials that emerge – a evolve emergent learning. which also could be an enter- and Adaptation. The Foundation variety of materials may emerge, Review 8 (1). https://scholarworks. prise or an organisation. using audio, video, visualis- gvsu.edu/cgi/viewcontent.cgi?arti- cle=1284&context=tfr ations,(recordings of theatrical methods and descriptions or Hesse Biber S. & Leavy P. (Eds.) (2008). recordings of games. Handbook of Emergent methods. New York: Guilford Press

134 B. Theories — Flow — Emergent Learning 135 Theory U The Social Technology of Presencing Griet Hellinckx as well as describing their inner es and solutions that are not grammes and partners has been attitude that had allowed them to based on separation and habitual developed. In 2015 the u.lab was “Theory U” is a framework and be informed and guided by the thinking & taking action become launched as a free Massive Open a change method developed potential they perceived. possible. Scharmer describes the Online Course (MOOC) offered and described by Claus Otto need for a shift from ego-aware- through MITx on edX. As of Scharmer. He points out that To refer to the inner cultivation ness to what he calls eco-aware- today it has reached over 100,000 collectively we tend to keep cre- of the relationship with a deeper ness. This implies that individual people in 185 countries. They ating results that nobody wants. source of learning and knowing & collective mindfulness is the apply what they have learned in We live in a time of institutional that is connected with the po- most relevant factor for transfor- very different settings. malfunctioning and imminent tential of a possible or emerging mational learning and change. collapse, which mainly becomes future, Scharmer created the It calls for the expansion of our visible in the ecological, the word presencing. It refers both to perception and our thinking. social, and the spiritual-cultural the state of being present and the divides. We are depleting the attitude of sensing. Scharmers work is inspired by earth’s resources and destroying Gandhi’s approach to nonviolent The reason for the discrepancy its natural balance. Nearly half conflict transformation as well between what is actually created of the world’s population lives in as Buddhism, Confucianism and and what would be life-sustain- poverty and many people are out Daoism. His thinking was also ing is the lack of awareness of the of touch with their own potential strongly informed by organisa- inner place from which attention and inner Self. These symptoms tional development experts and and intention originate. Presenc- are like the tip of an iceberg. Un- German philosophers, in the first ing helps us to cross the spiritual derneath there are structures and place by Rudolf Steiner. divide and connect with our au- mental concepts that keep these thentic Self, which is the deepest In 2006 the Presencing Institute systemic imbalances in place. available source of inspiration was founded in the USA to create Based on a series of interviews and knowing. It helps us to get in an action research platform and with pioneers in different fields, touch with a future that is desir- to start applying Theory U and Scharmer started discerning the able and possible. When we start presencing as a tool for innova- steps these people took in creat- creating and leading from this tion in different fields. Since then ing something authentically new, place of potential, new approach- a global network of projects, pro-

136 B. Theories — Flow — Theory U 137 Open Mind, Open Heart, Open Will Presencing Calls for Training As the inner awareness of the learner or change maker is crucial, the ability to observe one’s own Otto Scharmer’s work and pro- factual listening is a prerequisite References thoughts, feelings and reactions has to be trained. Self-knowledge is thus essential. The process of pres- jects keep inspiring me, because in many areas of life, but has its Scharmer, C.O.The Essentials of Theory encing is based on what Scharmer calls the open mind, the open heart and the open will. This implies they connect personal awareness limits. U: Core Principles and Applications. that one has to confront the inner voices of judgment/criticism, cynicism and fear. and development with system San Francisco, CA; Berrett-Koehler Empathic listening takes our change. Publishers, 2018. The application of Theory U within a group setting consists of five steps. awareness a step further and is Scharmer, C.O. U: Leading from the Over the past 8 years I have been linked to the intelligence of the 1. First it is about uncovering a 3. The central step that comes 5. From the experiences that are Future as it Emerges 2nd Edition. involved in monthly meetings heart. San Francisco, CA; Berrett-Koehler shared intention. For instance next is about connecting thus being made an innova- where we practice presencing in Publishers, 2016. people working in a hospi- with the highest future po- tive eco-system can be devel- The fourth level of awareness a small group and thus “train our Scharmer, C.O. Leading From the tal might feel an increasing tential for the issue at stake. oped and put in place on a can be called generative, as it muscles” and deepen our under- Emerging Future: From Ego-system discomfort with their way of In our example, it might be larger scale. In our example it generates new ideas, insights to Eco-system Economies (with standing of this human faculty. operating. They might find the vision of the responsible might have become clear that and approaches. It is based on an Katrin Kaufer). San Francisco, CA; Presencing needs training, but at Berrett-Koehler Publishers, 2013. out that they all long for a sys- patient who feels supported, not every patient is interested inner connection with what can the same time even the smallest tem where there is more focus informed and respectfully in or healthy enough for such be called the “Source”. It is where Scharmer, C.O. Presence: Human steps are valuable and rewarding. on supporting the patient in treated by a professional team. an approach. There might e.g. possibility and potential can be Purpose and the Field of the Future. (with P. Senge, J. Jaworski, B.S. Flow- dealing with his or her illness 4. As soon as this has been be a need for different options When we start shifting the field noticed. ers) Cambridge, MA: SoL Press, 2004. in a responsible way. touched upon, a new ap- that can be chosen by each of our attention, so much more In a module for future Steiner/ https://www.ottoscharmer.com/ 2. In a next phase exercises can proach or form can crystallize patient individually. becomes possible. Especially Waldorf teachers (2011) I com- be offered that help everyone and a prototype can be de- paying attention to the four https://www.presencing.org/ pared the process of creating involved to see the reality of veloped. This means that on different levels of listening and art with the steps described in the group or the system from a small scale a new approach speaking is helpful in any setting. Theory U. This inspiring explora- an unfamiliar perspective. The is tested. Maybe the patient When we just download and re- tion was documented in a short doctors might e.g. become pa- becomes the one who keeps peat what corresponds with our film: https://www.youtube.com/ tients for one day; the nurses the files or is the one to be in- habitual thinking, nothing new watch?v=6YN5oz4HNGc (in could talk with the cleaning formed first about the timing will emerge. German). Enjoy it! employees; the receptionists for the next treatment. could interview the relatives When we focus our attention on of the patients that are dis- facts, we tend to compare them charged. with what we already know. Such

138 B. Theories — Flow — Theory U 139 Designing Regenerative Cultures When focussing on culture 250 questions in my book ‘De- solutions that serve people and The text below is reprinted change and the transition to- signing Regenerative Cultures’ place, solutions that heal the with permission from a wards a regenerative human would certainly be a pathway planet, community by communi- book of the same name. The impact on Earth at the upstream towards having a positive impact. ty, bioregion by bioregion. author, Daniel Christian end, i.e. with the intention to un- I initially thought about calling Be wary of anyone offering you Wahl, is a global teacher of fold the potential of people and the book ‘living the questions the gospel of regeneration. Re- cultural design associated places rather than solve prob- together’ as I did not feel I had generative pathways will emerge with Gaia Education as well lems, I believe we need to change definitive answers and solutions through your own participation as with the Schumacher our culture’s guiding story. It is to share. I actually don’t think in your community and your College and others. time to divest the gift of our at- they exist. Life’s one constant is own contribution to helping to tention away from the narrative change. - Editors heal the Earth and her people in of separation and competitive To practice regeneration is to the bioregion you inhabit. advantage. work on our individual and At the heart of it all, we need to Daniel Christian Wahl Regenerative practice is activated collective capacity to keep rein- ask ourselves: by a narrative of interbeing and venting and transforming our- We all have the power to change 1. How can I love myself, my co-evolving mutuality with the selves and our communities in the world. As a matter of fact we community, and life as a plan- place and wholeness we partic- response to the inevitable change all do, every day, with everything etary process more deeply and ipate in. Regeneration and its and transformation of the sys- we do, a little bit! fully? healing of relationships between tems we are embedded in. To do 2. How can I best serve this All our actions and inactions people and between people and so more effectively we should pay interconnected miracle of life contribute to what kind of world place is about optimizing collab- more attention to what questions and my immediate commu- we bring forth together. Our orative advantage. Together, we we ask and hold answers and nity? actions and inactions are guid- can co-create a world that works solutions more lightly. 3. How can I contribute to heal- References ed by our dominant worldview for all and for the wider commu- The way towards a future of ing the Earth and her people, and value systems. They affect nity of life. Wahl, D. C., Designing Regenerative diverse regenerative cultures and in the process heal myself our real and perceived needs Cultures, Triarchy Press, 2016 Engaging with the people at your everywhere is for people in place and all my relationships? and through that define the work place or in your local com- to live the questions together. why, what and how we design munity and bioregion in a pro- To keep exploring how they can solutions or consider dilemma cess of exploring the more than place-source more appropriate resolution pathways.

140 B. Theories — Flow — Designing Regenerative Cultures 141 The Transformative Learning Theory of Jack Mezirow our taken-for-granted frames of 1. A disorienting dilemma references”. These frames of ref- 2. Self-examination with feelings Anneke Schaardt Jack Mezirow, born in the United erences can be viewed as lenses of fear, anger, guilt, or shame States of America, worked as a through which we see the world 3. A critical assessment of as- Transformative learning refers professor of adult education. He and through which we construct sumptions to the process by which we introduced his theory of trans- meaning from our experiences. 4. Recognition that one’s discon- transform our taken-for-grant- formative learning in 1978. Since They consist of values, norms tent and the process of trans- ed frames of references (mean- then the theory has been criti- and assumptions that we have formation are shared ing perspectives, habits of cised, revised and further elab- about the world. Many frames of 5. Exploration of options for mind, mind-sets) to make orated (see for example Illeris references are formed uninten- new roles, relationships, and them more inclusive, discrim- 2014, Merriam 2008 as well as tionally within our childhood. actions inating, open, emotionally Mezirow‘s own later work). To They are assimilated from the 6. Planning a course of action capable of change, and reflec- date, Mezirow is probably the culture we live in or derived 7. Acquiring knowledge and tive so that they may generate best known author in the con- from the personal perspectives of skills for implementing one’s beliefs and opinions that will text of transformative learning. primary caregivers. plans prove more true or justified to While, Taylor (2017) states that 8. Provisional trying of new guide action. We are generally more likely to Mezirow’s theory is only one of roles accept new information if it fits Mezirow 2012: 76 many views of transformative 9. Building competence and within our pre-existing frames of learning, it is still dominant in self-confidence in new roles reference. Opinions that ques- the field. and relationships tion these frames are often not 10. A reintegration into one’s Making meaning about our taken seriously and rejected or life on the basis of conditions experiences and interpretations even considered as “crazy”. How- dictated by one’s new perspec- of the world through critical ever, with changing circumstanc- tive reflection, and becoming aware es some assumptions or norms of deeper values and assump- might no longer be proper to Mezirow’s ten steps have been tions, is central within Mezirow’s guide action and it becomes tested in several empirical stud- transformative learning theory necessary to transform them. For ies, and many confirmed that (Dirkx 1998). Mezirow describes this process of transformation, transformative learning often transformative learning as the Mezirow formulated ten neces- includes these phases, sometimes “process by which we transform sary steps: with a slight variation.

142 B. Theories — Flow — The Transformative Learning Theory of Jack Mezirow 143 Transformative learning can be In order to understand how All in all, Mezirow’s theory, and implement their own change a very challenging process. This transformative learning can be as well as Taylor’s study about projects, which address local becomes evident when looking initiated in educational settings, transformative learning in class- social or environmental issues. at step 2: “Self-examination with Taylor (2000) reviewed 23 em- rooms, helped me to understand More information in German feelings of fear, anger, guilt, or pirical studies about transform- the complexity of these learning about the changemaker curric- shame”. Our frames of reference ative learning in classrooms. He processes. I used this knowledge ulum can be found at yoowee- form part of our identity. “Who formulated six points which are for revising my own seminar doo.org. We start the course by we are and what we value are relevant for promoting trans- setup. Taking into account the investigating social and environ- closely related”. Accordingly, formative learning: ten steps, I roughly evaluated mental issues in Kiel. This can questioning one’s values can be • Fostering group ownership the students’ position within the lead to a disorienting dilemma. seen as a personal attack. and individual agency transformative learning process However, the motivation of most • Providing intense shared ex- in order to design the seminar students was rather to learn new periential activities in a way that supports them best skills and to be able to plan a • Developing an awareness of in their learning. At some sem- course of action in order to deal personal and social contextual inars it was important to start a with a disorienting dilemma influences transformative learning process which they had experienced be- • Promoting value laden course by introducing a disorienting forehand. Therefore many were content dilemma. However, sometimes in the middle of the transforma- • Recognizing the interrelation- I experienced that students had tion process. The following quote ship of critical reflection and passed the first steps already and comes from a student who took affective learning needed to explore new options part in the changemaker curric- • The need for time of roles and actions in order to ulum: find possibilities to deal with a “The change project course prior disorienting dilemma. So definitely gave me the confi- they were already in the middle dence to feel that I can imple- of their transformative learning ment a change project pretty process. much anywhere in the world. For example, in the changemaker I feel much more inspired to curriculum at the Kiel School address any societal problems of Sustainability, students plan that I see, and I now think

144 B. Theories — Flow — The Transformative Learning Theory of Jack Mezirow 145 that it is possible; whereas Concluding, Jack Mezirow’s before, maybe I would have theory of transformative learn- felt overwhelmed by a problem ing is probably the best known and dreamt about a solution, theory in this field. It can help but wouldn‘t have actually to understand the very complex tried to carry it out. I feel that learning process of transforming References the course has sparked a cre- values and beliefs that form our ativity inside of me that had way of viewing and interpreting Dirkx, J. M. (1998): Transformative Learning: Theory, Research, and Practice, gone dormant in adulthood. the world and also ourselves and Learning Theory in the Practice of pp. 73 – 95. San Francisco. Adult Education: An And it feels nice! I think that it our actions. Mezirow describes Moore, J. (2005): Is Higher Education has opened my mind to more the learning process as a very Overview. PAACE Journal of Lifelong Ready for Transformative Learning? A Question possibilities for my future.” cognitive one. Other views on Learning, 7, pp. 1–14. transformative learning focus Illeris, K. (2014): Transformative Learn- Explored in the Study of Sustainability. In this context the student more on, for example, emotional ing re-defined: as changes in elements Journal of Transformative Education, changed from “feeling over- of the 3(1), pp. 76–91. aspects. Further, Mezirow’s view whelmed by a problem” to being is about individual transforma- identity. International Journal of Lifelong Sterling, S. (2010): Transformative learn- inspired to address societal tion and does not emphasize Education, 33(5), pp. 573–586. ing and sustainability: sketching the problems. Accordingly, their conceptual social change. On this, other Merriam, S. B. (2008): Third Update on self-efficacy and feeling of being authors such as Paulo Freire can Adult Learning Theory: New Di- ground. Journal of Learning and Teach- able to make a difference has rections for Adult and Continuing give further insights. ing in Higher Education, pp. 17–33 transformed. Education, Number 119. Taylor, E. (2000): Fostering Mezirow’s Mezirow, J. (2003): Transformative Transformative Learning Theory in Learning as Discourse. Journal of the Adult Transformative Education Classroom: A Critical Review. Education, 1(1), pp. 58–63. Canadian Journal for the Study of Adult Education, 14(2), pp. 1–28. Mezirow, J. (2012): Learning to Think Like an Adult: Core Concepts of Taylor, E. W. (2017): Transformative Transformative Learning Theory, in: A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative Learning Theory, in: E. W. Taylor & P. Learning Meets Bildung: An Interna- Cranton (Eds.), The Handbook of tional Exchange, pp. 17 –29. Transformative

146 B. Theories — Flow — The Transformative Learning Theory of Jack Mezirow 147 Beyond a Single Event Creating Spaces for Community Transformation Personal Experience formative space in a system • It is important to assess the Diego Galafassi approaches that can contribute Transformative spaces allow for a My colleagues and I all have ex- readiness of the system for to large-scale, systemic trans- reflection on the broadening and tensive experience working with Researchers are change before engaging in it formations that strengthen the shifting roles of researchers in such intentionally transformative not just know- • There is a need to balance be- relationship between people and both North and South research projects, so our recommen- ledge makers or tween ‘safe’ and ‘safe- enough’ planet. This includes challenging communities. Another insight dations are based not only on more conservatively, knowledge spaces for transformation the status quo to help address has been that creating transform- case study research but also on Figure 1. Five phases for the holders, and educators are not • Convening a transformative social and power inequalities. ative spaces is not about a single hands-on experience. We urge design of transformative spaces just knowledge transmitters space requires an assemblage Indeed, these are issues that are event or workshop. Rather it is a anyone engaging in or designing that iteratively feed into each (dominant paradigm in West- of diverse methodological arguably central to any social– continued process of engagement research in transformative spaces other and are dynamic into the ern knowledge systems); we are frameworks and tools ecological change process, and through designed and facilitated to stay mindful of these five future (i.e., there is no deter- all transformation makers and • Transformative spaces can act are particularly salient to the interactions that often involve points: mined end-point). (after Pereira facilitators, and hence conscious- as a starting point for insti- conditions of transformation. a series of workshops or pro- • There are ethical dilemmas as- et al. 2019). ly or not, changing our own tutionalising transformative grammes that requires planning, sociated with creating a trans- roles, identities and values in the We conclude that transformative change. organisation and curation. process. spaces, through designing the engagement and dialogues in This work was a first attempt Research on ways that involve and consider to synthesise some of the many emotions and allowing for empa- learnings that a cross-case com- Problem Transformative Outcome thy, further contribute to hu- parison can elucidate, whilst definition Spaces manizing the solutions. We argue holding true to the individuality phase in the Making this is a distinguishing feature of the studies and recognising phase I was part of a team of 15 re- of the co-created outcomes of that these findings are not uni- Tactical Reflection searchers who analysed nine transformative spaces, that they versal. With that caveat, we phase phase case studies, all examples of are immediately socially rele- distilled five key phases from the cutting-edge action-oriented re- vant, and neither impersonal nor nine cases. search on transformations from apolitical. In other words, we can Operationa- In a first author workshop we the Global South. The aim was help create or support the seeds lisation developed a design framework to explore how to create spaces for transformation when these phase based on the five phases, sum- for developing initiatives and seeds are weak or completely marized in Table next page. lacking. 148 B. Theories — Flow — Beyond a Single Event 149 Design phase Central concepts and Guiding questions per phase Ethical Dilemmas Readiness of the ‘Safe’ vs. issues to consider System for Change ‘Safe Enough’ Problem Central Concepts: What are the purposes and goals of your project? First, all the cases raise some Definition Phase Objectives What is the problem addressed? ethical dilemmas when creating It is important to avoid initiating Spaces for Problem space Why is it a problem? a transformative space. Such change processes too early, with Transformation Theory of change What are the conflicting issues or different perspectives of spaces often start small, and so a higher risk of failure because The cases raise the issue of Issues to consider: the problem? almost by definition, they are the conveners (and possibly the Horns of the dilemma What change do you expect during the course of the con- transformative spaces as “safe” exclusive rather than inclusive. participants) do not understand Maladaptive states vening process? or “safe-enough”. “Safe” implies Look-ins While they do not have to be or- the system. Understanding not only reasonably risk-free Operational- Central concepts: Who do you need to have in the space? ganized as small “closed” spaces, the readiness of the system for but also means that transform- isation Phase: Types of participants What are the dynamics between these actors? the nature of the interpersonal change will allow transformative ative change requires learning, Process and Quality of participation How do you engage and motivate actors to participate in interactions and engagement spaces’ outcomes to be more convening Issues to consider: the process? and more specifically “un- and supports a more intimate de- easily adopted or even institu- Power relations re-learning” in order for par- sign. Transformative spaces are tionally embedded outside the Sectors perspectives ticipants to challenge their own Incentives and ethics of engagement designed to challenge the sta- group of participants (Westley et thinking, and let go of precon- Tactical Phase: Central concepts: What were the specific facilitation tools you employed or tus quo, and hence change the al. 2017). ceived ideas (Olsson et al. 2017). Methods and Understanding change created to enable the co-design process? systems conditions that created This often means that partici- Tools Measuring impact Why were these employed? How did they help to address the problems. This carries a risk Experiential learning the types of issues raised? pants show personal vulnerabil- for participants, as actors in the Appreciative enquiry What conflicts/sensitive issues/confusions emerged and ity. To transform a system, it is system become nervous when Learning journeys how were these dealt with? necessary to undergo changes Issues to consider: What was the impact of the tools on the process? power imbalances are explic- at the personal level (including Sensitive controversial topics What tools did you use to evaluate the impact of the process? itly identified. For some, risks challenging our own assump- Outcomes Phase: Central concepts: Where the expected outcomes met? could entail exclusion from their tions) and then to start build- Measuring Unpacking success What were the unexpected outcomes? communities or even a fear for Reference impacts of trans- Changes in behaviour, percep- What changed as a result of the project at the individual ing capacities and networks for their own life (see Drimie et al. formative change tions, mind-sets, values, beliefs level, the collective level and at the systems level? This chapter is excerpted from change. This implies that there is 2018). It is a question not only Issues to consider: How do changes at individual, collective and systems level a need for a level of discomfort Cross-level impacts interrelate? of ensuring the well-being of all Pereira, L., Frantzeskaki, N., Hebinck, A., to be able to process internal Uncertainties and unknowns participants but also of manag- Charli-Joseph, L., Drimie, S., Dyer, M., Eakin, H., Galafassi, D., Karpou- transformations and act system- Reflection Phase Central concepts: What are the remaining unknowns? ing expectations of change. Contributions to the field What worked? What didn‘t work? What were you expecting zoglou, T., Marshall, F. and Moore, ically. Creating an environment M.L., 2019. Transformative spaces in Further research to be able to change and what did you actually change? the making: key lessons from nine where all feel safe enough to Issues to consider: What is the role of power dynamics/representivity in trans- cases in the Global South. Sustainabil- articulate their differences can be Socio-cultural and ecological formation? ity Science, (2020) 15:161–178. vital. dynamics and diversity Why would you call your project a transformation? 150 B. Theories — Flow — Beyond a Single Event 151 Flow Theory Zsuzsa Vastag was curious about what makes life worth living, so he turned to Do you know the feeling of being philosophy, religion and eventu- so completely absorbed by an ally psychology to find answers. activity that it seems as though His studies made it clear to him nothing else matters? The crea- that happiness is an internal tive zone, when it is clear what state of being, and it is a result of are the next steps you have to committed effort - people were take, as if you didn’t even need to enjoying themselves the most think about them, as if they were when they were immersed in the the only logical next steps any- present experience. one could take? Well, this state is called flow - a highly focused mental state of concentration on the present experience. Flow was first researched by Mihály Csíkszentmihályi, a Hungarian-American psycholo- gist, one of the founders of positive psychology. He came to understand the significance of the flow state as a result of his long-standing interest in finding out what makes a happy life. As a child he had seen many adults around him who were strug- gling to get back on their feet in the aftermath of the second world war, being unable to find contentment in their lives. He

152 B. Theories — Flow — Flow Theory 153 What is Flow?

Csíkszentmihályi interviewed athletes, musicians, artists who of- 4. Concentration on the Task 6. The Loss of Self- 8. Autotelic Experience ten experienced this state of mind, regardless of the type of activity. at Hand consciousness Finally, the key element of an Through this research he identified eight components of flow: When being in the flow, we In normal life we spend a lot optimal experience is that it forget about other aspects of time thinking about our- is an end in itself. It is intrin- 1. A Challenging Activity that 2. The Merging of Action and of our lives, including all selves, our own self, which sically rewarding, so we don’t Requires Skill Awareness unpleasant ones as well, as consumes a lot of psychic need any external motivator For an activity to be potential- When we are using all our the level of concentration energy, as we often feel vul- to do it - we do it because we ly enjoyable, it needs to pose skills to cope with a challeng- required leaves no room for nerable and need to bring the like it, because it makes us feel a reasonable challenge, so we ing situation, our attention is unrelated thoughts. In our image of ourselves back into good. The flow experience is don’t get bored or apathetic completely absorbed by the everyday life we are often prey our awareness. But in flow, we not necessarily good in itself and at the same time we need activity - we are only focusing to thoughts and worries that can forget about ourselves as - only in as much as it has the to have the proper skills, so on the information the activi- interfere with the smooth a separate entity, which can potential of making life more we don’t get frustrated and ty offers. Therefore we become stream of psychic energy ex- lead to a feeling of union with meaningful and enhancing anxious. It’s important to note so involved in that activity perienced in flow. the environment, almost like a the perceived complexity of that neither the activity nor that we stop being aware of 5. The Paradox of Control meditative state. the self. the skill need to be physi- ourselves as a separate entity. Flow is often described as a 7. The Transformation of Time cal - reading for example is a 3. Clear Goals and Feedback state of having control over When being absorbed in the perfect example, as it needs The reason it is possible for the tasks at hand - this makes present experience, the nor- concentration and one must complete involvement to oc- sense as the level of challenge mal flow of time seems to be know the rules of written lan- cur is that the goals are clear and skills are balanced, so distorted or rendered irrele- guage and how to manipulate and we get immediate feed- we feel we have a reasonable vant, as our actions are gov- symbolic information. back. Lacking them we might chance for success. Interest- erned by the inner rhythm of lose interest or get stressed, as ingly, some situations can the activity as opposed to the we cannot be sure that we are become flow-inducing, even objective references we nor- doing the right things or that addictive, where the objective mally use, such as night and we are doing them in a good level of control is very low, day. Hours can pass as fast as way. such as gambling. But the minutes, creating a sense of sense of being part of a world timelessness. where we are in control is one very basic element of an enjoyable activity. 154 B. Theories — Flow — Flow Theory 155 The Transformative Edge It Makes Sense

Flow experiences lead to a more Creating the conditions where I heard about flow theory already the household. But every once in complex view of the self: the in- flow is more likely to occur can in my childhood, but I didn’t a while there was a perfect match tegration and the differentiation help your learners to experience really think about it until I went of task and person. aspects of complexity are com- this joy and personal growth, as to university. Studying psychol- One evening a young man, often bined in this experience. Differ- well as create the motivation to ogy, we learned about several careless about the quality of entiation refers to a movement act. This means i.a. decreasing aspects of the human mind, what he was doing, was asked to towards uniqueness while inte- the risk of interruptions, letting behaviour, development and a wash up after dinner, including gration is about becoming more actions be voluntary, giving lot about problems occurring cleaning the greasy baking pan. united with one’s self, others and options to find the right match of during that development. That’s He spent around 30 minutes the environment. Flow offers challenge and skills. Flow often why when we reached the hu- scrubbing that pan, completely both: by overcoming a challeng- occurs as a happy accident - but manistic approach and especially in the zone - he was very much ing task, the person feels more we can make people more prone positive psychology it was a relief able to do it, the goal was very skilled than before and at the to these accidents. to finally think about human clear and the results were im- same time in deep concentration existence in a positive light as mediately visible to him. He was consciousness becomes unusu- opposed to the mechanistic or able to get lost in that experience ally well ordered, as thoughts, problem-based approaches (de- and the only thing that mattered expectations, feelings and senses spite all their merits). Flow made was to make the pan spotless. are focused on one goal. Flow complete sense to me: it was Afterwards he was very proud of makes our present moment more something I implicitly knew, had himself. This example demon- enjoyable - and at the same time seen working in everyday life. strated to me how the flow state it makes us feel more capable of One occasion that comes to is accessible to anyone, it doesn’t making significant changes. mind was when I was working depend on any specific level of with mentally handicapped peo- intelligence or type of activity. References ple. I lived for a year on a farm, Regardless of culture, social Csikszentmihalyi, Mihaly (1975). Beyond living together as a community class, age or gender, enjoyment is Boredom and Anxiety: Experiencing with people with different mental experienced in the same way. Flow in Work and Play, San Francis- issues. Anxiety was an every- co: Jossey-Bass day occurrence, as often it was Csikszentmihalyi, Mihaly (1990). Flow difficult for some of these people - The Psychology of Optimal Expe- rience, New York: HarperCollins to manage the mundane tasks of Publishers

156 B. Theories — Flow — Flow Theory 157 Pedagogy

Conventional pedagogy designed primarily for knowledge trans- fer is of limited use in a context of transformative learning, not least because it presupposes that there is an incontestable body of knowledge waiting to be trans- ferred. This is of course still im- portant; but for transformation to take place, the learners - both participant and facilitator - need to be engaged in co-creating the knowledge most relevant to the person/people, the time, and the place.

158 B. Theories — Flow — Flow Theory 159 Paulo Freire – Emancipatory Learning Anneke Schaardt the Oppressed). Accordingly, his being constructed within indi- view on transformative learn- viduals. The new information is Paulo Freire was born in 1921 in ing is also called emancipatory not combined with pre-existing Recife, in one of Brazil’s poor- learning. knowledge, it is not being ques- est regions at that time. From a tioned and there is no reflection young age, Freire was interested Other than most others, Freire about it (Freire 2000: 72). Freire in educational processes. He does not see transformative even calls such educational ap- started to work within education learning as an exclusively adult proaches “dehumanizing” (Freire after resigning from Law, his learning process. Within his 2000: 75) and argues that the original study focus. He worked book Pedagogy of the Oppressed effects on the learner are severe: i.a. with alphabetization projects he strongly criticizes education- in rural areas (Freire 2018). He al approaches in which school The more students work at believed that changes towards students are only seen as infor- storing the deposits entrusted a more just and equal society mation receivers. He refers to it to them, the less they devel- “would come through education as a “banking concept of educa- op the critical consciousness and not by means of an armed tion” (Freire 2000: 72). Within which would result from their bloody revolution, which showed this type of education the teacher intervention in the world as little respect for other people” is considered to know everything transformers of that world. (Freire 2018: xvi). and is the narrator and the stu- The more completely they dent knows nothing. Knowledge accept the passive role imposed In his writing, Freire rarely used is seen as something fixed that on them, the more they tend vocabulary that is associated can be transferred from one to simply to adapt to the world with transformative learning another. The student is evaluat- as it is and to the fragmented (Taylor 2017: 21). However, he ed by how much of the narrated view of reality deposited in writes about transformation and content s/he can memorize with- them. how individuals can become out taking into account whether active while liberating them- Freire 2000: 73 this knowledge has actually been selves from societal structures understood (Freire 2000). Freire that oppress their way of think- reasons that this type of educa- ing and being (Freire 2000)(eds. tion ignores the fact that reality note: see chapter on Theater of is constantly transforming and is

160 B. Theories — Pedagogy — Paulo Freire – Emancipatory Learning 161 From Object to Subject A Transition for the Educator

Within the transformative learn- In summary: through becoming Paulo Freire was a great inspi- and accordingly they can also be ing process according to Freire conscious of the structures of the ration for me as an educator as changed by us. the understanding of ‘self’ is world and the worldview and our well as a person. For example, transformed from an object to assumptions and beliefs about it the view of knowledge as an a subject. When people feel like (interactional) and about our- “entrusted deposit”, as Freire puts an object, the world and societal selves (intrapersonal), we trans- it, had a large effect on how I see structures are seen as realities. form the picture of the world and our educational system and how These have to be accepted and the role that we are able to play I see myself as an educator. References one has to adjust to them (Shaull within it (Novy 2007: 29). Many students come from an ed- Freire, N. (2018): Foreword, in: A. 2000: 32; Novy 2007). When ucational system where they had Melling & R. Pilkington (Eds.), Paulo people start to ‘read’ the world, Freire and Transformative Education: a very passive role. This has to be they analyse societal structures Changing Lives and Transforming taken into account when creating Communities, pp. vii – xvii. London. and recognize that society is a learning processes. It might be social construct, which is creat- Freire, P. (2000): Pedagogy of the Op- necessary to transform their own ed by humans and accordingly pressed: 30th Anniversary Edition. understanding as a learning per- Bloomsbury Academic. can also be changed by humans son from being passive towards (Novy 2007). The world in this Novy, A. (2007): Die Welt ist im Werden actively engaging in knowledge case is not static and something - Über die Aktualität von Paulo creation. However, this is not al- Freire, in: Mattersburger Kreis für that has to be accepted, “rather, ways easy and might need some Entwicklungspolitik an den Ös- it is a problem to be worked on terreichischen Universitäten (Ed.), time. It might be necessary to and solved” (Shaull 2000: 32). Paulo Freire heute: zur Aktualität inspire and to provide experienc- von Volksbildung und Befreiung- When people take the oppor- es where students see themselves spädagogik, pp. 29 – 57. Journal für tunity to actively create society Entwicklungspolitik. Wien. as creators of the world again. and to make a difference through Shaull, R. (2000): Foreword, in: Pedagogy acting, then they are ‘writing’ the Freire also inspired me as a of the Oppressed: 30th Anniversary world (Novy 2007: 39). person: Especially in times like Edition, pp. 29 – 34. today it is easy to say that things Taylor, E. W. (2017): Transformative are the way they are, because Learning Theory, in: A. Laros, T. Fuhr, the system is like it is. BUT, we & E. W. Taylor (Eds.), Transformative create our societal structures Learning Meets Bildung: An Interna- tional Exchange, pp. 17 –29.

162 B. Theories — Pedagogy — Paulo Freire – Emancipatory Learning 163 Education for Sustainable Development, ESD ‘Teacher knows best‘ Marilyn Mehlmann Now, however, it is widely ac- The transformative edge in ESD knowledged that ESD needs to resides in the recognition and ac- The most important word is address not only ‘environment’ ceptance that the educator’s role the smallest: ‘for’. Education but indeed every one of the 17 is not to supply solutions: not to for Sustainable Development. UN Sustainable Development ‘know best’. Since sustainable development Goals (ref); and to do so in ways is of necessity transformational, All transformative solutions that empower learners to co-cre- education for sustainable devel- need to be co-created with and ate and implement new respons- opment must equip learners for by learners. Not only because es to rapidly shifting challenges, transformation. it is empowering to craft one’s both global and – most impor- own solutions, but because quite This has not always been rec- tantly – local, and indeed per- literally no-one can know what ognized. ESD did not spring up sonal. a sustainable future might look overnight at the inception of A pedagogy for ESD is thus like. Each situation, each chal- the UN Decade of ESD (2005- a pedagogy of empowerment lenge, calls for hand-crafted, 2014); rather, in many countries, (ref Mehlmann & Pometun); collaborative visions, strategies it evolved from a school subject the competences required of and solutions. The single most called Environmental Educa- educators closely mirror those important question in ESD is: tion, where the initial emphasis described in this book, and so do ‘What kind of future do we want was on teaching about the envi- the theories and methods. to live in?’. ronment (= nature) rather than equipping learners to contribute to solutions to the escalating crises.

164 B. Theories — Pedagogy — Education for Sustainable Development, ESD 165 Behaviour Change Is it even possible?

Beyond such existential ques- requisite changes can be ‚in- It is frequently claimed that has reached millions of peo- tions there are, at least region- duced‘ in unaware citizens, by for wide-scale behaviour change is ple worldwide and continues ally, certain aspects of modern example legislation, information impossible to bring about. ‚You to evolve and disseminate. The living that unequivocally need campaigns, or other forms of can‘t teach old dogs new tricks‘. stories and anecdotes of transfor- to change if human civilization nudging. This is however obviously un- mation are legion, and continue is to continue. It has for example true: lifestyles in affluent socie- to inspire. In the larger context of sustaina- become a truism that ‚we‘ in the ties have changed dramatically ble development, it is clear that, The model used, documented in References affluent sectors of society should over the past few decades, to the while nudging can play an inter- the chapter Behaviour Change, reduce our environmental foot- benefit of convenience but to the Center for Biological Diversity, The Ex- esting role, it is limited to those is rooted in action research (qv). prints, notably by reducing ener- detriment of natural resources tinction Crisis specific behaviour changes on It could benefit from further gy use and food waste. How each (ref Planetary Boundaries), and International Institute for Sustainable which there is sufficient consen- research. For example, the most person, in their given context, of almost all other species (ref Development, IISD, Sustainable De- sus. But such examples are few successful examples all include velopment Goals and Agenda 2030 might achieve such reductions Extinction Crisis). This has been in relation to the overall need for group (empowering) coaching. varies considerably, and may deliberately engineered by com- Stockholm Resilience Centre, Planetary societal transformation in an age What is the optimal balance be- contain elements of technology mercial interests and targeted Boundaries when social structures as well as tween different learning modes, and infrastructure; but at the legislation. AtKisson, Alan, We Love the SDGs, a ecosystems are breaking down, and between different levels of heart of this particular challenge rap-musical version and financial systems are so out The question, then, is how to coaching or facilitation? Exper- is the question of personal be- Gershon, David, and Gail Straub, Em- of date that they promote this bring about conscious, sustaina- iments with 100% online pro- haviour change. powerment: The Art of Creating Your breakdown to the detriment of ble behaviour change. grammes have not yet been very Life as You Want It, Sterling Ethos, Persuading or, better, empow- all but a tiny minority of human- successful, but no doubt there is 2011 My own introduction to this ering people to undertake long- kind. The challenges of sustain- still a lot to learn for educators to Mehlmann, Marilyn and Olena Pometun, seminal question came in 1989, term, sustainable behaviour able development can only be become more effective. ESD Dialogues, BoD, 2013 when I met a group led by Da- change is indeed an exercise in adequately met with a concomi- See also chapters: vid Gershon, Bessie Schadee transformation. The learner who tant growth in conscious, trans- and Robert Gilman who were B. Behaviour Change consciously sets out on such a formative lifestyle changes. intent on developing a self-study journey will gradually call into B. Critical Thinking programme for adults focused question multiple aspects of her on sustainable lifestyles. Suf- C. Empowering Coaching or his lifestyle, and will gain in fice it to say that 30 years later self-knowledge. On the other C. Empowerment Spiral (?) the programme we developed hand, it is often assumed that the

166 B. Theories — Pedagogy — Education for Sustainable Development, ESD 167 An Empowerment Spiral In this linear model the behav- Marilyn Mehlmann iour change is expected to take Building on the work of David place when new knowledge is Gershon and Gail Straub (ref), a acquired. It all seems very logi- global network of practitioners cal. But we also know that it’s a has since the 1980s been con- poor model of reality. We inform ducting action research to devel- and inform, for example about op a descriptive model of how the risks of smoking. If the linear personal and group empower- model were an accurate picture ment actually happens and leads of reality, there would hardly be a to verified, long-term behaviour smoker left in the world today. change. In practice almost the oppo- The model has a spiral form, in site seems to be true. Each of contrast to a conventional linear us is bombarded with gigantic behaviour-change model highly amounts of information every prevalent in many spheres from day, maybe hundreds of thou- marketing to education: sands as much as we can actually absorb. Somehow, each of us decides what to hear and what to activate.

behaviour information knowledge value shift change

168 B. Theories — Pedagogy — An Empowerment Spiral 169 A Circular Relation The Transformative Edge

One way to understand what my work done…) or should send The spiral model turns many goes on is to view information money to Amnesty (but there are conventional educational mod- ESDA - Education for Sustainable Development in Action - was and action as two elements in a so many other things I need the els on their heads. Not least, it a highly ambitious 6-year project to establish ESD in schools in circular or even spiral relation- money for…) or should spend indicates that one of the more Ukraine. Leading the project was an NGO hosted by the Na- ship. The third major element is more time with their parents successful entry points for trans- tional Academy of Pedagogical Science. Each year it set higher attention, or caring. It works like (but then I’d be neglecting the formation can be an invitation to ambitions, and each year it surpassed its goals. Finally, it became this: children…), and so on. experiment. and still is a world leader when it comes to disseminating ESD in • I take in information about state schools, with over a quarter of a million pupils taking part This is a really interesting condi- From kindergarten to university things I care about. If I de- and 5,000+ teachers trained. The course materials - from kinder- tion. On the minus side, it takes - and parents cide to buy an electric bike, I garten to Grade 10, plus some additional material for university a lot of time and energy to main- see nothing but electric bikes students and for teacher trainers - built on and contributed to tain a bad conscience. On the where I saw none before. the spiral model of empowerment. plus side, it opens up a possibility • I care about things I believe I for change. By popular demand, the school materials were complemented can affect by my own actions. with a self-study book for adults, particularly parents, and a The model is widely used in the Conversely, things I believe I coach manual for group coaching. design of sustainable behav- can’t influence are things I care iour-change programmes, build- The materials are available online in Ukrainian. For an info- little about; therefore I take in ing on the observation or belief graphic showing the results of an evaluation study by the Na- little information about them. that a desire to live more sustain- tional Academy of Pedagogical Science. Sometimes we allow ourselves ably is ‘locked into’ many people References Prof Olena Pometun to care about something despite and can be liberated via individ- Gershon, David and Gail Straub, Empow- believing there is nothing we ual and group empowerment. It erment: The Art of Creating Your Life can do about it. This is when we thus forms a good starting point as You Want It, 1953, 2011 acquire a bad conscience: we for developing empowering Mehlmann, Marilyn and Olena Pometun, take in information but because facilitation and coaching skills ESD Dialogues, 2013 of our beliefs (whether correct as well as forming the basis for a See also chapters or incorrect) are quite unable to pedagogy for Education for Sus- activate it. For instance, many tainable Development empower- B. Education for Sustainable Develop- people feel they should use the ing students to take personal and ment car less (but then I’d never get all collective action (refs). B. Empowering Coaching and Faciiita- tion

170 B. Theories — Pedagogy — An Empowerment Spiral 171 Action Learning The Transformative Edge Ursel Biester Revans proposes this formula: To freely speak with Reg Revans: Action Learning thus builds on L = P+Q The organisation that continues some form of action research If you have ever given a learning to express only the ideas of the (see separate chapter), no matter group a practical challenge to where L is learning, P is pro- past is not learning, and edu- how modest. “The distinctions solve, where they had to learn on gramming (creating a pro- cation systems committed to drawn in academia between re- the way how to do it, and after- gramme where learning can conveying existing knowledge search, action, learning and com- wards you asked them to reflect happen, traditional instruction) may do little more than make munication are highly artificial, upon their insights, then you and Q is questioning to create participants proficient in yester- if not knowingly misconceived. have applied action learning. insight into what people see, hear day’s technique. Thus learning There can be no effective action or feel. Action learning is an approach cannot be solely the acquisition without learning, and no effec- to learning that builds upon The action learning process of programmed knowledge, how- tive learning without action.” problem solving. It is not purely includes: ever important. When no-one (Reg Revans, 2011) theoretical: it involves taking 1. A real problem that is im- can predict the needs of tomor- action and reflecting upon the portant, critical, and usually row’s world for knowledge and results. This helps improve the complex skills, no-one can tell what stock problem-solving process as well 2. A ‘problem owner’ - individu- of programmed propositions is as simplify the solutions devel- al or group most relevant; educators can do oped. 3. A process that promotes curi- no more than offer their own osity, inquiry, and reflection selections. The theory of action learning 4. A requirement that talk be was originally developed by Reg We can know only one thing converted into action and, Revans, who applied the method with certainty: the future will not ultimately, a solution to support organisational and be like the present. We will all 5. A commitment to learning business development and ad- be caught up by the currents of dress problems more effectively. In most forms of action learn- change, and swept into new un- His methods have subsequently ing, a facilitator is included and knowns no previous generation been applied not only to group is responsible for promoting has lived through and explored. learning but also to individual and facilitating learning, as well Only active, situation-based learning. as encouraging the group to be learning can help us navigate self-managing. those uncertainties.

172 B. Theories — Pedagogy — Action Learning 173 A Positive Approach Personal Experience

The emphasis in Action Learning In Action Learning, questions When I was working at a con- Thinking by doing. is on the positive: what is work- allow group members to “step sultancy company we ran an I enjoy action learning pro- ing well, and how it might be out of the frame of the prevailing internal education programme, grammes because they allow par- improved or might need to adapt ideology” (Otto Rank), reflect teaching Design Thinking to em- ticipants to engage with material to changing circumstances. This on their assumptions and beliefs, ployees. We always took care to they would be covering anyway, is consistent with the principles and re-frame their choices. The make the homework relevant for for their jobs or other aspects of of positive psychology (Seligman process of “stepping out” of a their actual work. For example, their lives, but now approaching and Csikszentmihalyi) and Ap- frame, out of a form of know- one team had to go to a confer- it with fresh eyes. It makes the preciative Inquiry (Cooperrider ing—a prevailing ideology—is ence and present a product, so learning relevant to their work, and Whitney) by encouraging analogous to the work of artists we challenged them to design raising motivation to engage individuals and groups to build as they struggle to give birth to this presentation in a way that with the new material. on strengths and learn from life‘s fresh ways of seeing the world, captured the principles of Design challenges. There is no need to perspectives that allow them to Thinking. They came up with a dwell on failures; the focus is on see aspects of the world that no game they played with the con- inventing better ways of acting artists, including themselves, ference participants which not and going forward. have ever seen before. This only demonstrated the product, broadening of perspective is one but was also engaging and fun of the key entry points to trans- and fostered a good atmosphere formative learning. among participants. Needless to say they were very proud, and References they had learned about Design Rank, Otto. 1932/1989. Art and Artist: Creative Urge and Personality Devel- opment. W.W. Norton.

Revans, Reg. W. 1982. The origin and growth of action learning. Brickley, UK: Chartwell-Bratt.

Revans, Reg W. 2011. ABC of Action Learning, Gower Publishing See also Wikipedia: https://en.wikipedia. org/wiki/Action_learning

174 B. Theories — Pedagogy — Action Learning 175 Suggestopedia: The Theory and its Practical Implications What it is Lonny Gold two English-speaking civil serv- Suggestopedia was originally The name Suggestopedia, of ants from the western Prairies created by psychotherapist Dr. course, comes from the notion My encounter with Suggestope- having an argument in French. Georgi Lozanov. of suggestion, and Dr. Lozanov dia in 1977 was a momentous defines suggestions as all the one. And it all began on an “I am a Louis XV dresser and Based on his principles, a team micro-messages of weak intensi- elevator. I had come to observe my legs are much more beautiful of philologists, led by Aleko ty which a person picks up and a Suggestopedic French class in than yours!” attacked the first Novakov, created a methodology senses without realising it. It is, a government training facility in man. “Yes,” replied the second, for foreign language teaching, however, this barely perceptible Ottawa. The Canadian govern- “but I am a Louis XIV four-post- wrote textbooks for this and information that determines ment was using the Suggestope- er bed and you can’t imagine ran Suggestopedic courses. The a learner’s self-image, attitude dic method to teach French to what goes on, thanks to me, at outcomes of the teaching process towards a subject and the like- English-speaking government night!” That did it. I hadn’t yet were reported to the Bulgari- lihood of achieving a happy employees. On the short ride observed my first Suggestopedic an government and a decision outcome. from the ground floor up to the class but I was already sold on was made to launch a Scientific sixth floor I was able to witness the method! Research Centre of Suggestology To my mind, there are four main in Sofia in 1966, which became principles that characterise Sug- the Scientific Research Institute gestopedia: of Suggestology in 1971. UNE- • No shame or guilt must be SCO recognized suggestopedia experienced by learners when as a superior teaching method in errors are made 1978. • Every piece of information must have emotional meaning The aim of Suggestopedia has al- and pertinence ways been to activate the reserve • Important information should capacities of the mind by creat- be largely hidden so that it is ing a stimulating environment only perceived by students where students feel safe enough peripherally to let go and take risks without • Assimilation must precede any fear of criticism or ridicule. analysis

176 B. Theories — Pedagogy — Suggestopedia: 177 A brief comment might be in order for each of these principles: 1. Fear, shame and guilt are in- 2. Long-term memory is recep- 3. More surprising is the fact tions for Suggestopedic teach- 4. Analysing material students stilled in students by teachers tive to feelings and emotions, that direct perception only ing are twofold: A) Everything have not yet integrated em- who are afraid of losing con- typically joy, sadness, fear, makes it to short-term mem- must be simultaneously phasises how complex the trol. These have never helped anger and surprise. Powerful ory and this memory oper- taught for both direct and material is and how difficult anyone learn anything. If experiences will trigger these ates like the blackboard in a indirect perception (examples the task lying ahead is. This fact, they inhibit learning as emotions and will be retained traditional classroom: as soon below), and B) The teacher could well put a fear of failure fear results in the release of more easily than abstract as one lesson ends, the new must first organise what will and psychological block in adrenaline and cortisol and information. A good teacher teacher erases what was on figure in the lesson and then place. Analysing things that these prevent blood from will therefore imbue impor- the board previously to make scrupulously hide it – usually have already been assimilat- flowing to the neocortex. tant knowledge with positive place for new information by distracting students with ed, on the other hand, gives This mechanism is key to our and pleasurable meaning that relevant to the new lesson. If I other less essential material. students tangible proof of how survival. If a bus is coming learners will enjoy think- ask you what you were wear- intelligent they are – which is at you, the important thing ing back to. (Which do you ing yesterday or even three always gratifying and reaf- is to get out of the way, not remember more clearly: Your days ago, you will probably firming. It is critically impor- to finish thinking through last summer holidays or the be able to remember. If I ask tant to do things in the right Einstein’s Theory of Relativity. administrative work you did you about what you were order! Blood flow is needed to the last Tuesday?) wearing on 17 November, legs, not to the brain. When however, there is little chance people feel they are in danger, that you can recall this. Short- they stay on their guard in term memory generally lasts anticipation of the next threat for three and a half days and to their safety; this state of then, according to current alertness prevents them from neuro-scientific thinking, relaxing enough to absorb either gets repackaged by the new knowledge. hippocampus for long-term memory or begins to fade into oblivion. It is at this point that long-term memory kicks in and takes over. The implica-

178 B. Theories — Pedagogy — Suggestopedia: 179 Teaching in General A Sequence of Activities

and Language Leaching in Particular An Encoding Session then en- woven together into sketches and will be experienced in differ- sues. The teacher goes through skits for the performers to take ent ways. But these states are in Most Suggestopedic classes use The page layout of a language the text giving explanations and ownership of the new material constant flux. And this is where a text as their starting point text is special. On one half of weaving associations. For exam- and for classmates to enjoy. Pavlov’s theory of “paradoxical and in language classes this text the page you have the target ple “Monday” is the day of the states” comes in. This theory will probably take the form of a language and on the other half, The Relaxation concert is read Moon, “breakfast” is the meal claims that in certain states, dialogue, with twelve or fourteen just opposite it, you have the to fairly complex, High Baroque when you break your fast, many strong stimuli can induce weak characters. Each student will be mother-tongue translation. This music made up of three or four words in English that begin with responses (through inhibition) given the role of one of these is helpful for weaker learners and voices. As the rational mind can- “s” are French words where the and weak stimuli can spark characters. These personae will gives “official confirmation” to not take in so much interwoven “é” has been replaced by an “s”, strong reactions, (through ampli- act as a symbolic mask for learn- stronger ones. input, it lets go. This brings about etc. This segment should have fication - particularly in states of ers; those with negative self-im- a change in cerebral activity, with The text is then recited to a re- the magical quality of telling hyper-sensitivity). This inversion age will allow themselves to suc- brain waves going from lower cording of Classical or Romantic children a bedtime story – and if is important to bear in mind in ceed at something without this Beta waves (18 – 23 Hz), where music, written between 1750 and well done, it should be as unfor- Suggestopedia, where material success disrupting their sense of people are productive, to Alpha 1850. As this style of music is a gettable and trigger a childlike should be presented not only ex- who they are. Protected by their waves(8 – 12 Hz), where they succession of different moods sense of wonder. plicitly but also implicitly: where new fictitious identity, they feel are receptive. This brings about or feelings, the teacher is emo- information comes to us periph- free to succeed without betraying About 70% of a Suggestopedic a drop in body temperature, a tionally coding every utterance, erally, through the corner of the other people’s negative expecta- course will be a quick succession reduction in heart and pulse thereby packaging information eye, in a barely noticeable way. tions of them, and perhaps even of activities involving games, rate and a slowdown in breath- for long-term memory. The stu- In this way, a variety of future losing them as friends. The new sketches, music and the arts in ing. This is a state that precedes dents, meanwhile, are following states have been planned for and identities serve a further useful general – and activities will range falling asleep, it can be accompa- the text visually and this caters to teaching has directed material to function: Each persona is de- in intensity from the meditative nied by hyper-sensitivity and it the needs of short-term mem- different levels of consciousness. signed to embody a sound which to the boisterous. There will is particularly conducive to deep ory. In the hope of reinforcing is typical of the target language, be lots of physical movement, learning. this process, I personally have and this reduces the need for and variations in sub-group instituted the practice of having Phase Encirclement is another tedious pronunciation exercis- sizes, giving the feeling of an learners highlight words and notion central to Suggestope- es. An example would be “Peter ever-evolving organic process. expressions they find the most dia and it refers to the fact that Reeves, of Thirteen Regent Street There will also be preparation interesting, thus personalising in different physiological and in Leeds”, who just happens to be phases, where the most recent their texts. emotional states, the same input an “Engineer”. grammar and vocabulary are

180 B. Theories — Pedagogy — Suggestopedia: 181 Who is it for? Frontiers of Freedom

Out of some 3000 students that I still, which required all my atten- We could postulate that in this have had over the past 42 years, tion, and left me with no spare society, where every computer it hasn’t worked for two of them. capacity to actually learn any- click is tracked and recorded, One was a computer engineer thing. One teacher complained and where cameras trace our who believed that success should about my never doing things the physical movements without References only be a reward for hard and way everyone else did. “When I our knowledge or consent, our laborious work, and he felt that tell the class to scratch their left freedom is actually severely lim- Lerède, Jean, “Les Troupeaux de l’Au- learning effortlessly was akin to ears,” he told my father, “Every- ited and often just an illusion. If rore”, Les Éditions de Mortagne, Boucherville, Québec, 1980 cheating. He experienced my one raises their left hands and this is so, the last frontier of real classes as an attack on his mor- scratches their left ears. Lonny freedom may well be the uncon- Lerède, Jean, “Qu’est-ce que la Suggestol- al values. And then there was raises his right hand and reach- scious mind and the imaginative ogie ?”, Privat, Toulouse, 1980 a very nervous lady who wore es over his head to grab hold of resources it can set into motion. Lerède, Jean, “Suggérer pour Apprendre”, lots of bracelets on her arms his left ear.” Sadly this was 1952 It is on Suggestopedia and sim- Presse de l’Université de Québec, Sillery, 1983 and went into an absolute panic and I was 5 years old. And I was ilar approaches that address the when asked to relax. The Ba- unable to explain my need for “whole person” that we should Lozanov, Georgi, “Suggestology and Out- roque relaxation concerts were cross-lateral body stimulation to be placing our bets. The way lines of Suggestopedia”, Gordon and Breach, New York, 1978 a real ordeal for her – and for harmonise the activity of my two forward can only be to develop everyone else – as she shook and brain hemispheres. learning systems that make life Saféris, Fanny, “Révolution dans l’Art trembled and sounded like a bus a truly exciting and fulfilling d’Apprendre”, R. Laffont, Paris 1978. Later in my hapless student or street-car clanging away for adventure and allow us to be- Article: Gold, Lonny, “Suggestopedia: Ac- career, I would systematically everyone to get out of the way. come what we were meant to be, tivating Student’s Reserve Capacities”, lean back on my chair and rock appeared in “Forum” a USIS publica- in accordance with our deepest For me, Suggestopedia would back and forth on its two back tion in April 1985. aspirations. have been a life-saver in my legs. This was a sure fire recipe Web Site: Various articles at www.lonny- school days. As a kinaesthet- for driving any teacher mad. And gold.com ic learner, I was in a constant they never understood that I was Future Reading: Caro, Anton, “Suggesto- dilemma: Should I keep my totally on their side! I was just pedia for Every Parent and Teacher” - © Label-The Letters body in motion, stretching and trying to set in motion the fluids squirming to the great irritation of my internal ear to stimulate Foundation (in Bulgarian) ISBN 978- of everyone else? Or should I my brain and help me learn 619-154-257-4 - For an English trans- lation, contact Lonny Gold. focus all my energy on sitting faster.

182 B. Theories — Pedagogy — Suggestopedia: 183 C. Methods

Many different methods and methodologies can be and are C. used for facilitating transforma- tion in learners. This book is not a self-study course but an intro- duction and a necessarily incom- METHODS plete overview. Perhaps you will find inspiration to experiment.

Each experienced facilitator develops her or his own version of a multi-purpose toolkit - a kind of ‘Swiss army knife’ for transformative learning, adapted to circumstances. One of the cri- teria used when selecting meth- ods for inclusion is that it should be possible for an experienced facilitator to try them out with- out specialized training - though indeed for most of them, train- ing is available.

185  C. Methods 184 Self-knowledge

Personal empowerment, includ- ing for instance Life Design, The Work and Deep Listening, is foundational to transformative learning. Personal empowerment is not the same as psychotherapy, and a participant who signs up for a learning experience is not nec- essarily interested in or ready for therapy. The key for the facil- itator is to respect at all times the need and the ability of each participant to frame their own needs, objectives, and paths. The facilitator has no a priori concept of what the outcomes should be for each of their participants; only a wish to support them to become more active and engaged citizens, in whatever way and to whatever extent they themselves choose.

187  C. Methods 186 The Work Transforming Limiting Beliefs Caitlin Frost limitations of our own thinking Applied to specific challenging rience their own wisdom and to need powerful practice to engage and beliefs. situations, The Work can help us hold a space open for emergence. the underlying patterns that can This is about transforming lim- to access new perspectives (about override these intentions and iting beliefs using The Work of The Work (of Byron Katie) is a That said, if I am feeling threat- ourselves and the situation) and learnings; that we need to iden- Byron Katie. powerful and accessible tool for ened by levels of discomfort or shift from a stuck position and/ tify and transform the underly- identifying and inquiring into conflict in the group, or attached As a long-time global practition- or emotional space. As a practice ing patterns that hold in place the limiting beliefs and stressful to particular outcomes or levels er of collaborative and partici- over time, The Work can help misuse of power and control, thinking that can cause us to be- of approval, or carrying judge- patory work in community and us illuminate and transform judgement and bias or that hold come reactive or stuck and shut ments about particular people or organisations, and as a lifelong underlying patterns of thinking, us back from deep learning, con- down. It can be practiced with perspectives, my own underlying practitioner of personal trans- emotion and action, and actually nection and contribution. a peer-facilitator, a profession- beliefs and associated patterns formation work, I have come to shift our way of thinking and re- al coach, or as a self-facilitated can take over my intentions and see the important connection sponding to be more resourceful written exercise. This makes it knowledge and I can uninten- between the two. As we step in and creative as new challenges very accessible. tionally shut down the space and to attempt to lead and partic- are encountered. even sometimes do harm. As a ipate in meaningful dialogue By working with specific, real While there are many effective person holding power in a role and co-creative work across our situations from our own expe- and fabulous methods for work- of facilitator I consider it my differences, we find ourselves in rience, we can learn to identify ing with groups of people and responsibility to have a rigorous high levels of uncertainty and and understand our own think- supporting good learning and practice of working with my vulnerability that can quickly ing and patterns more clearly, communication, the effectiveness own beliefs and patterns, being and unconsciously activate our and to actually transform our of such methods relies also on attuned to my own reactivity or fear-based, self-protective think- own beliefs and the patterns of the state of mind and presence stuckness and to any feedback I ing, our assumptions and biases, emotions and reactions they are of the leader/facilitator and the receive, and using The Work to and our attachment to control connected to. This enables our participants. As a facilitator of inquire and grow myself in these and being right. The amount of system to access our deeper ca- collaborative process, I know areas. curiosity and ability to learn and pacities for learning, connecting, that it is important to be aware change that we need to bring and healing, as well as imagining While it is valuable to set inten- of how I use my power and exert to these situations is high, and and activating creative possibil- tions for openness, respect and control in order to allow space often our actual capacity to do ities, even in situations that can equality, and to gain knowledge for the group to find and expe- so is dramatically lowered by the seem intractable. in these areas, I believe we also

188 C. Methods — Self-knowledge — The Work 189 Integrating The Work into Facilitation Practice Doing the Impossible

I use The Work regularly in my a much greater diversity of peo- A few years ago, a colleague and people. We could see and feel own practice in both my person- ple, and to collaborate and learn I were asked to facilitate a three- how our ability to stay curious al and professional life. I teach from a much wider diversity of day meeting with representatives and present (and non-reactive) and facilitate The Work as a core perspectives. By naming and from two levels of government was so deeply served by doing practice in ‘Art of Hosting Mean- inquiring into my own assump- and multiple community-based The Work ahead of time; we were ingful Dialogue’ training and as tions, judgements and fears, I am organisations. It was to be about able to hold a safe and receptive part of leadership development able to be more present, open a highly charged and important space, and adjust our plans mo- programmes I co-lead in the and curious in situations that in conversation concerning the ment by moment with beautiful non-profit and higher education the past I would have avoided or health and wellbeing of children attunement, as people argued, sectors in North America, as well reacted to. I can step into much in the community. We were told stormed out, came back, raised as in some business settings. In higher levels of uncertainty that this was the fifth attempt for voices, listened and over time the programme evaluations, par- because I know I have a practice this group to address the issues, leaned into some important and ticipants often speak to the trans- I can use to grow and re-find my that the last four meetings had transformative dialogue togeth- formative impact of the practice centre in that space. dissolved in conflict, and that er. It was a challenging but truly in their leadership, work, and the facilitators had quit or been beautiful experience, that I be- additionally in their personal fired. It seemed like an almost lieve would have been intensely lives. They share stories of dra- impossible set-up, and we were stressful and likely less successful matic change in relationship dy- quite stressed hearing the details, had we not taken the time to do namics, innovative thinking, and but we decided to take the job our own preparatory Work in finding the courage to step into because we cared deeply about this way. new roles and communicate with the topic. more clarity and courage. I have While the group dialogue meth- found this practice, when well ods and facilitation experience introduced, to be accessible and we brought to the session had resonate with a wide range of some value, the most valuable people, whether or not they have preparation time we spent was previous experience and comfort using The Work to identify and with reflective practices. inquire into our own stressful My own use of The Work has en- thinking, fears, and assump- abled me to work positively with tions about the meeting and the

190 C. Methods — Self-knowledge — The Work 191 A Simple Structure The Four Questions of The Work Turn it Around While we are often told it is can use what is called a “Judge With a specific situation in mind, Open your mind to more per- Take some quiet time when you important to be present, have Your Neighbour Worksheet” that and one belief identified, reflect spectives. What else could be complete your inquiry as your an open mind, not take things helps you to identify different on each question and allow true beyond your one belief? mind will continue to open and References personally and consider per- kinds of often limiting beliefs, answers and insights to emerge. Find specific, genuine examples work. If you find additional be- spectives different than our own, or one of a series of other simple Information and programmes based on There are no “right” answers This is about opening your mind liefs as you inquire, you can write the actual HOW of doing this is prompts. From the list you choose The Work can be found through Cait- and it is not intended to provide to more possible perspectives them down and do The Work lin’s website at www.caitlinfrost.ca often elusive, and is particularly one belief, and move to step 2. a ‘solution’ to the ‘problem’, but that can bring you helpful in- on them one at a time. For more difficult to access when we expe- Byron Katie, founder of The Work, has a Step 2 of The Work is to inquire rather to open your mind. sights, not about condoning or detailed information on applying rience stress and high uncertainty. website with resources, programmes into that belief, with that specific self-blame. Here are some of the The Work, see Resources below. and information www.thework.com Belief: ______The Work, founded by Byron situation in mind, using the sim- ways to do that: example: “He doesn’t value me.” The Work, has many appli- Byron Katie’s seminal book Loving What Katie, has a simple, clear, repeat- ple and powerful Four Questions 1. Is it true? (yes/no) Opposite: He does value me. cations to all areas of life and Is: Four Questions that Can Change ing structure that gives us a way and Turnarounds of The Work. Your Life, is available on several sites 2. Can you absolutely know it is Find specific examples from the work. There are experienced to work directly and effectively You are invited to slow down to a for free down-loading. true? (yes/no) situation where this has some practitioners around the world with our own thinking by focus- reflective mindset, and allow in- [email protected] Caitlin Frost is 3. How do you react, what hap- truth. applying the basics of the prac- ing on specific situations where sights, information and perspec- a deep practitioner of The Work (of pens, when you believe that tice in innovative ways in educa- Byron Katie) for more than 19 years. we find ourselves experiencing tive to emerge in answer to the Other: I don’t value him. Where thought? tion, healthcare, innovation and She works globally as a coach, facilita- stress, reactivity or feeling stuck questions. You can do this part am I not valuing him? This sup- tor and workshop leader, supporting Notice your emotions, sen- organisational work. What we and inquiring. as a reflective writing exercise ports me to align with my own individuals and groups who want to sations, reactions, images, believe and how we think plays a open space for more clarity, wisdom or work with a partner who asks values and see places where I can Step 1 of The Work is to Identify how you treat that person and huge role in so much of what we and possibility in their lives and work. you the questions, holds space be empowered to shift the dy- Caitlin has developed leadership, dia- a very specific, genuine situation; yourself; what does it stop you are capable (or not capable) of and listens (but importantly does namic - not self-blame. logue and collaboration programmes to picture that situation and let from being able to do when doing and being. The Work gives using The Work with Limiting Beliefs not advise or converse.) yourself experience the stressful you believe it? Self: I don’t value myself. Where us a profoundly powerful and in organisations, communities and for Art of Hosting trainings around the feelings. Then identify and write The process can be moving, 4. Who would you be in the am I not valuing myself in this highly accessible way to work world. She is a Certified Facilitator of down the immediate stressful informative, healing, humbling, same situation without that situation? This supports me to with our own thinking and our The Work, has trained and worked thoughts. The point is not to painful, humorous and radically thought? align with my own values to- own minds in deeply transform- with founder Byron Katie, and is a Steward in the Art of Hosting Global censor or be wise – this is not the pattern-shifting and life-chang- This is an experiential ques- wards myself and see places ative ways. Community of Practice. Caitlin is a time for positivity and re-fram- ing when applied as a practice. tion. How does it feel without where I can be empowered to co-founder of Harvest Moon Con- ing! You allow this part of your Its simplicity of form can be the thought? What do you shift the dynamic in myself - not sultants and lives on beautiful Bowen Island, BC, Canada with her family. mind to show itself to you, and deceptive and is in fact part of its notice? self-blame. www.caitlinfrost.ca write the thoughts down. You power to shift our way of thinking. 192 C. Methods — Self-knowledge — The Work 193 The Work That Reconnects Counteracting Despair and ‘Numbness’ (WTR), Deep Ecology Today the WTR network and its ing from their awareness of the in western society and a primary workshops have become a global imminent and absolute crisis cause for inaction. The WTR is Irene Nolte network that gives participants regarding life on earth. therefore a workshop that allows Joanna Macy, the founder of the The workshop, which initially the opportunity to share their participants to gain knowledge, The WTR is a place for inspira- Work that Reconnects (WTR), is was called “despair and empow- concerns on life on this earth, insight and renewed courage tion, sharing, gaining hope, in a scholar of Buddhism, general erment work”, was founded on far beyond the threats posed by in this pivotal time in human order to regain strength as a way systems theory, and deep ecolo- the observation that when people nuclear destruction. As a conse- civilisation. It actively addresses out from exhaustion and despair. gy. In the late 1970s, at the peak share with others their feelings quence, whereas previously these the question whether life can go It is equally a place in which a of the Cold War period, she was of fear, anguish or despair, their workshops drew people mainly on and offers participants ave- shift is possible, to break away increasingly concerned about power to act for change is re- from the peace, justice and envi- nues to get in touch with their from the psychological numbing nuclear weaponry and the dan- leased. ronmental activist movements, resources to become an active process, which, from the per- gers posed by nuclear power. today they gather people from part in this shift, as part of their spective of the WTR, is prevalent all walks of life who are suffer- empowerment.

194 C. Methods — Self-knowledge — The Work That Reconnects (WTR), Deep Ecology 195 The Transformative Edge Core Assumptions

The key premise of the Work Participants are invited to col- survey and intuitively monitor Here are some core assumptions 4. Unblocking occurs when That Reconnects is to help par- laborate, within and beyond the the group and its dynamics. This of the work: our pain for the world is ticipants see that they are larger, workshop, as a way to support work is both intellectually stimu- 1. Our Earth is alive. It is not a not only intellectually vali- stronger, deeper, and more cre- the web of life. A key element of lating, as well as emotionally and supply house and sewer for dated, but also experienced ative than they have been led to the WTR is for participants to spiritually revealing. the Industrial Growth Society. and expressed. Cognitive believe. In this way the process envision their role in the shift As most indigenous traditions information about the social With regard to methodology it is seeks to empower and inspire from the destructive “industrial teach, the Earth is our larger and ecological crises we face based on deep ecology, systems participants to live up to their growth society”, living on un- body. is generally insufficient to thinking, and the resurgence of own potential. sustainable premises, towards a 2. Our true nature is far more mobilize us. Only when we non-dualistic spirituality. These life-sustaining society in which ancient and encompassing allow ourselves to experience The WTR has evolved into a three streams invite participants humanity is working towards than the separate self defined our feelings of pain for our model that uses counselling to explore their connection to sustainable living practices. by habit and Western society. world, can we free ourselves methods, spiritual principles, the “web of life”. Whether this shift will happen 3. Our experience of moral pain from our fears of the pain – ritual and myth, laughter and soon enough, whether humani- for our world springs from including the fear of getting tears, reverence and irreverence ty can make this shift in time is our interconnectedness with permanently mired in despair to help individuals break out of the great mystery we face, it is all beings, including humans or shattered by grief. Only the numbness of despair and de- without doubt a life lived with of all cultures, from which then can we discover the fluid, nial about the social, ecological, uncertainty or how the story will also arise our powers to act on dynamic character of feelings. political, spiritual and psycholog- continue. their behalf. When we deny or Only then can they reveal on ical crises of today’s civilisation. repress our pain for the world, a visceral level our mutual be- The pedagogy is clearly outlined It helps participants to deepen or view it as a private pathol- longing in the web of life and and clear steps are given for par- their self-knowledge, by recog- ogy, our power to take part free us to act on our moral ticipants and workshop facilita- nising and helping them express in the healing of our world authority. tors, exercises (both individual and embrace their pain for the is diminished. Our capacity 5. The experience of reconnec- and collective) are conducted destruction of life on this earth. to respond to our own and tion with the Earth communi- not only indoors but as far as The process also encourages others’ suffering–that is, the ty arouses desire to act on its possible also in connection and them to recognise their resourc- feedback loops that weave us behalf, as well as on behalf of communication with nature. es and thereby seeks to empow- into life–can be unblocked. humankind. er them in redefining existing With regard to the flow, work- imbalances. shop leaders are invited to Source: https://workthatreconnects.org/

196 C. Methods — Self-knowledge — The Work That Reconnects(WTR), Deep Ecology 197 Overcoming Fears A Quest for Answers to the Big Questions

The incredible thing about the what a powerful anchor and After studying international pol- an epiphany, suddenly all made to stay at Canticle Farm, a per- workshop is the transformation resource the web of life is and itics and working in the human such incredible sense and I had maculture- non-violent com- that happens in participants. the importance of consciously rights sector I had a burnout, finally found a way to combine munication- meditation- hugely engaging with it: in our joy, in which forced me to reconsider personal healing work with inspiring community in San Initial shyness, worries and dis- our anger, in our despair, in our questions of emotional and phys- political and social activism, Francisco and could take part in tance are soon overcome, based renewed courage to take another ical health. This led me to study something that I had been deeply workshops with Joanna, as well on the simple and interactive ex- step in life. shiatsu, the Japanese form of longing for. I find that often as spend time with her. It was ercises that are part of the WTR. acupressure based on Traditional people are either socially, ecolog- one of the most incredible turn- Since the way you are touched by Some participants worry about Chinese Medicine. After some ically or politically very active, ings my life has taken and surely what you bring to your learners having to speak about “politics”, time, I completely pursued this but don’t manage to take good deeply memorable for the rest of touches them as well, I´d like or “ecology”, and that perhaps path and decided to dedicate my care of themselves, of their inner my days. to share with you a part of my they might not have sufficient life to the healing arts. world and healing; and con- own learning journey with Deep knowledge. But soon they see versely, at the other extreme are Ecology. Several years ago, I travelled in that everyone has a view, an those who engage in extensive References the USA and Canada to visit and opinion, a suffering, “merely” self-healing, which is important, volunteer in various ecovillages Macy, Joanna & Molly Young Brown, based on the fact of being alive but who are no longer socially and intentional communities. 2014, Coming Back to Life: Updated in this time and age. or politically active. The WTR Guide to the Work that Reconnects I was seeking a way of life that showed me an avenue to com- Those who are afraid of opening could combine political and Macy, Joanna & Chris Johnstone, 2012, bine the two- self-healing linked up, who are not used to working healing practices and that could, Active Hope: How to Face the Mess to activism- and then and there We’re in without Going Crazy with their emotions and share at the same time, offer some I promised myself that I would their inner world, soon find cer- constructive answers to the chal- give these workshops across Eu- titude that who and where they lenges humanity is facing. It was rope, which I do. are is just fine. during this time that I decided to participate in a week-long work- During that time, while I was in This workshop humbles me, as shop with Joanna Macy. I had Canada I sent Joanna a person- a facilitator. It teaches the basics heard of the WTR and wanted al letter, telling her how much of life- reconnecting to life- to to experience it first-hand. It is the work had meant to me and oneself, to one another, to the not an exaggeration to say that asking whether I could come and natural surroundings and the the workshop completely blew study with her. To my surprise wisdom inherent there. It shows me away. I had something like she agreed and so I was invited

198 C. Methods — Self-knowledge — The Work That Reconnects(WTR), Deep Ecology 199 CF 1 (+ 3,4,5)

Designing Your Life, Design Your Life, The Transformative Life Design Stanford Cologne Edge Experience at Kiel University Teaching at Stanford Universi- The Design Your Life concept Learners are encouraged to think At Kiel University, I have used Shadowing tool from the Theory ty, Bill Burnett and Dave Evans was born in a startup in Cologne and act like designers of their both approaches in a career U toolbox. have taken the practice of Design in Germany. Marius Kursawe own life. They do not have to be planning seminar which was a The exercises in the German Thinking for designing creative and Robert Kötter have their consumers of jobs created by so- prototype in a national govern- book “Design Your Life” are solutions to complex problems, own consultancy and are often ciety anymore. Learners are be- ment-funded project for teaching playful and full of surprises for and applied it to life planning confronted with “The Future ing empowered to turn society’s and learning innovations (PerLe students. The one-day workshops and job selection. They en- of Work” when they work with needs into new job opportunities – Projekt erfolgreiches Lehren that were part of each seminar courage learners to think like a clients. while they can live their personal und Lernen, project for suc- always led to high energy and designer: ask questions, look for passion at the same time. Fur- cessful teaching and learning). They host JobCamps. In these engagement. The book has lots of allies, make mistakes, build pro- thermore, learners are constantly Students from different faculties intensive one-day workshops, visuals, pictures and user stories totypes, and think interdiscipli- reflecting and rethinking their took a seminar for one semester. participants develop their per- which also motivates me cur- narily. They empower the learner personal values, attitudes, and sonal roadmap with the Life De- The encouragement “to think rently to start designing my own to become the designer of her or needs in the design process. sign tools from their book. They like a designer” from the Stan- next career steps since our uni- his own life. also run training programmes to ford approach enables students versity project ends in one year. Frauke Godat Courses and workshops are certify participants as Life De- to use design principles to References held in Stanford, Yale, and other sign Coaches. change their attitude towards Life Design is a Design Thinking universities. There are specific life planning. Rather than ex- The book “Designing Your Life” is avail- (see article on Design Thinking) workshop retreats for women’s pecting that the perfect job will able in different languages and there approach to career orientation is also a workbook: https://design- empowerment. be offered to them, they start to and planning. ingyour.life/the-book/ create their own jobs, to ques- In a New York Times article, a Online course (look out for discount There are two threads of Life tion society’s expectations to- former student is interviewed: periods in the year) and worksheets: Design that I am aware of. One is wards them, and learn how to https://designingyour.life/resources/ a class and the book “Designing “Emma Wood, a 25-year-old build their personal networks The book “Design Your Life” is currently Your Life” which originated at Stanford graduate and a con- according to personal interests only available in German. Some video Stanford University in the US. sultant at McKinsey & Company and needs. Students engage with tutorials and worksheets are available The other is a consultancy con- who took “Designing Your Life” these principles through a visual- online: www.workliferomance.de/ design-your-life-buch/design-your- cept on “The Future of Work” as an undergraduate, said the ization exercise at the beginning life-buch-videos-downloads/ and a book called “Design Your class released the pressure she of the semester. A valuable addi- Like-minded readers from “Design Your Life” from a startup in Cologne, felt about the life she would face tion to the prototyping phase in Life” can connect and build their Germany. after graduation.” a Life Design process is the Job network on Facebook: www.facebook. com/groups/1205011906177683/ 200 C. Methods — Self-knowledge — Life Design 201 Deep Listening™ and Parking Marilyn Mehlmann Deep Listening has many uses, ence, expectations and preconceived opinions. The originator, War- not least in helping to elicit our ren Ziegler, said he was inspired by Taoist practices. He described six It‘s easy to listen – we do it all the inner images of different fu- modes of Deep Listening. An experienced listener can weave them time! tures. Each one of us is capable together or dance between them, but for the beginner it can be good Well… we listen – but how do of holding a large number of to practice them one at a time. They are: we listen? The quality of our different future images; at the 1. Be silence 4. Be non-judgemental listening has a great impact on very least we will probably have a Do not respond in any way to A difficult practice when the the quality of our meetings, and hoped-for future, a feared future, the talker, either with words talker offers images (values, indeed our lives. Different meth- and an expected future - and we or with body language. Look ideas, intentions) in conflict ods are available to improve the may well have several of each. away. No eye contact. This is with yours! But essential if you quality of listening. This is about Bringing these inner images into not something you do, not a are to allow the other to come one called Deep Listening™ as consciousness can be an impor- task but a state of being. Thus, to the fullness of her images developed by Warren Ziegler in tant step on the road to transfor- be silence throughout your before judgment is rendered, the 1970s. It helps us not only to mation. whole being. whether hers or yours. listen to others but also to our- Indeed, each of us has knowl- selves. 2. Give attention 5. Nurture edge that we usually either are This is an early form of the This is an advanced form of not aware of, have no access to, sixth mode, emptying. Focus being empathic. Enter into or don‘t trust. At some level, we your entire self on what the the speaker’s story and help know that we know these things. Memory is the key. speaker is saying, to the exclu- search for elements s/he may We talk about gut feelings, about sion of all else. Her/his words have missed. Remember: it‘s The journey begins not intuition. We may “have a feeling” are the only reality. her/his story, not (yet) yours. with knowledge but with that things are a certain way. We remembering. talk about putting things on the 3. Be empathic 6. Empty back burner, sleeping on it… This is a grand act of the Let go of your present: your Eternal distances and imagination through which longings, knowledge and everyday concerns make Deep Listening is both new, and spirit lives. Enter the speaker’s experience, hopes, dreams, us forget what we really a very old tool for coaching. It story and live it as your own. problems, visions. When you know. is about hearing the other (or Feel it in your body, your have let go, you will find your yourself) without the kind of Sheikh Ismail Hakki mind, your spirit, as if you way to the creative emptiness censorship exercised by experi- were living her story with her. inside you.

202 C. Methods — Self-knowledge — Deep Listening™ and Parking 203 Feelings about Overreaction Deep Diving Parking Feelings Fossil Feelings Doesn‘t Do the Job Together Deep Listening has become part Why should we want to park? The second- and third-wave feel- An example: I’m in a hurry and When we overreact because of A group that routinely practices of my standard toolbox. I’ve Well, let’s take a look at feelings. ings are generally energy-steal- someone cuts in ahead of me in fossil or secondary feelings, we deep listening can achieve levels introduced it to groups in many Emotions, like money and many ers. They also can cause prob- a queue. When I was a child, my don’t get the response from other of empathy that otherwise ap- different circumstances (and other things in life, are magnif- lems in a relationship because younger brother always got in people that we would like and pear out of reach; and can often countries), and use it myself to icent servants and tyrannical when I act them out, they can be ahead, and I was never allowed hope for. Instead of being willing reach agreement on even really hone my role as facilitator and masters. My feelings tell me that difficult for the other person to to complain because I was sup- to talk about what is troubling conflicted questions. In short: I coach. Along the way I came up something is going on, and can understand. For example: posed to be more grown-up. The us, they may withdraw or be- find deep listening to be a mag- with a useful metaphor: when help me understand and empa- suppressed, fossil feelings from come aggressive. When we learn nificent tool for both personal When I was a child, I was taught we are deep listening, we need to thize with other people. They my childhood well up inside me to park our feelings, we give and group transformation. that girls are not supposed to be safely ‘park’ all kinds of things in also can give me energy – or steal and I scream abuse at the per- ourselves a chance to sort out the angry. At an important meeting a order to go on listening. it. son who just cut in ahead of me different kinds. bunch of men tell me my project – somehow, it was just the last The word LISTEN Any situation can trigger feel- has been cancelled, just after I There’s nothing wrong with straw. contains ings, positive or negative. They was asked to put in overtime to anger, or sadness, or any other the same letters come in waves: first an emotional get it on track (which I did). I get feeling; the art is, to understand as the word response to the actual situation, really angry. What do I do? Burst which feeling is the emotional SILENT then a wave of fossil feelings into tears. The men are embar- response to the actual situation, (“This has happened to me be- rassed but reinforced in their park the others, and express the Alfred Brendel fore”), then often feelings about belief that women are hysterical. current emotion in a suitable It comes as a surprise to many the feelings (“Darn, now I got I get even more angry at myself way. When possible, be silence! References that our beliefs, thoughts and upset again, why do I do that?”). for crying. And so on. When in doubt, be silent... The text above is excerpted from a draft feelings can be safely parked book Questions for Empowering until needed. We don’t have to Dialogue, private communication, allow them to drive us endless- Marilyn Mehlmann. ly round and round the same Ziegler, Warren, Ways of Enspiriting: circuit. Transformative Practices for the Twenty-First Century

204 C. Methods — Self-knowledge — Deep Listening™ and Parking 205 Community of Practice tioners; what they do informs CoPs need to be designed for CoPs are strengthened when As a summary, Communities Lana Jelenjev their participation in the com- evolution – the community participants operate within of Practice share the following A Community of Practice (CoP) munity; and what they learn must be able to evolve and shift public and private community characteristics: is a group of people who share a from the community affects in focus to meet the needs of the spaces - encouraging individ- • They are peer-to-peer collabo- passion for something that they what they do. They develop a participants without steering too ual or group activities that are rative networks do, and who interact regularly to shared repertoire of resourc- far from the domain of interest. shared publicly or privately (e.g. • They are driven by the will- improve their abilities through es: experiences, stories, tools, creating a blog to share activities ingness of the members CoPs need to be open to both collaboration, group exercises, ways of addressing recurring or having small group meet-ups • They are focused on sharing the inside and outside perspec- knowledge sharing and empa- problems—in short, a shared or video calls) can strengthen the knowledge, developing exper- tives - an open dialogue is nec- thetic listening. They are meant practice. community of practice. tise and/or solving problems essary to introduce and discuss to develop learning capabilities, and lastly, What is important to note is new perspectives even if they CoPs focus on value - the the- build and exchange knowledge, • They are focused on learning that communities of practice are come from outside the commu- matic domain is the glue that and most specifically, lay the and building capacity. voluntary. Most communities of nity of practice. binds the participants together, groundwork for identifying the practice have no formal design heightened by their shared prac- community’s domain (area of CoPs need to accept and en- and tend to be self-organizing tices. expertise and interest). courage varying levels of par- bodies. They have a natural life ticipation - it is common to have CoPs combine familiarity Community of Practice was cycle, and come to an end when different levels of participation in and excitement - this is done developed by Etienne Wenger they no longer serve the needs of Some praxis questions the community and acceptance through shared concerns and and Jean Lave in the early 1990‘s. the community. To make them of this can help in figuring out introducing challenging perspec- What are we, in fact, Wenger argues that there are successful, the community needs how best to engage the commu- tives for discussion or action. doing? three crucial characteristics of a to generate enough relevance, nity members. community of practice: excitement, and value to attract CoPs create a rhythm for the Why do we choose to do • Domain: a common interest and engage members. community - this is based on it? that connects and binds the the regular activities and shared Wenger, McDermott and Snyder How do we feel about community together practices in the community (2002) have identified seven key doing it? • Community: a community which create the ‘cadence’ for the design principles for creating is bound by shared activities community. Adapted from effective and self-sustaining around their common domain Warren Ziegler and communities of practice, related • Practice: members of a com- the Brahma Kumaris specifically to the management munity of practice are practi- of the community. 206 C. Methods — Self-knowledge — Community of Practice 207 The Importance of Insights from Practice Community of Practice A growing number of people • Identify, create, store, share Through my work with Dream Although CoPs are self-organ- and organisations in various and use knowledge See Do, I have guided various izing bodies, it is important sectors are now focusing on • Accelerate their learning organisations in co-creating the to have a strong inner core of communities of practice as a key curve structure for their Communities volunteers that help facilitate and to improving their performance • Permit faster problem solving of Practice. What I have learned engage members. Identifying and in providing transformative • Encourage, illuminate and in facilitating formations of CoPs these people can help move the learning. It allows for groups of embody good practices are: objectives of the CoPs forward. individuals to explore domains • Be a fertile ground for new Lastly, It is important to allow par- within shared rhythms, routines, and innovative ideas ticipants to fully explore the Co-creating a set of practices and set practices. Aside from • Enable accelerated learning domains. Often times helping (routines, rituals, rhythms on performance, communities of • Connect learning to action them arrive at their “operation- engaging with each other) as a practice can also: • Support both personal and al definitions” of the different community requires time and professional transformation domains helps in getting clarity experimentation. Allow for re- and consensus in the domains flection, evaluation and feedback chosen. in gauging the applicability and effectiveness of the practices that It is also crucial to identify the the community defined. membership process in the CoP. How do you define who is in and who is out?

Reference

Etienne Wenger, Communities of Prac- tice: Learning, Meaning, And Identity (Learning in Doing: Social, Cognitive and Computational Perspectives)

208 C. Methods — Self-knowledge — Community of Practice 209 Creativity and Transformation Five Qualities of Creativity Lawrence Kampf In energetic terms, Creativity is If we are to include creativity in Embodiment is a vast topic unto potential, Transformation is ac- programmes, we need to under- itself, but creativity includes and In my work of facilitating em- tual (what happens from engag- stand its qualities. transcends all aspects of being bodied transformation over ing creativity). Both have (or are) 1. Disruptive - Involves a willing and is inherently embodied. No the last 35+ years, I’ve found powerful field effects, informing expansion into the unknown. aspect of ourselves is not in- creativity to be the single most connected aspects in sometimes 2. Embodied - Includes all as- cluded and all six of the core TL accessible and effective path to very surprising ways. pects of Being, neural door- Competences are included. transformation. ways are potent access points. Open: Creativity functions as an Creativity is the act of bringing 3. Open - A multitude of tools open framework, a meta-level something new and valuable into can be oriented to address approach that allows nearly any existence. Formally, this “some- creative development. tool or system to be formatted in thing” is recognized as the idea 4. Efficient - Can include all a way that engages it. This pro- while the resulting object or pro- available aspects of experience cess in itself is creative! cess is considered the creation, as resources. or product of creativity. 5. Alive - A living catalyst, direct Efficient: When the energies of energetic experience. all aspects of being are included, Transformation is characterized the systems become inherently by a structural change, meaning Disruption is the enemy of order, efficient. In the basic ratio of the reality system of the individ- but in the case of transformation, Questions for the pro- Energy:Change, creativity fosters ual changes sufficiently to require the stuckness of order is pre- gramme designer: transformation more quickly and a foundation level reorganisation cisely what we seek to up-end. effectively than other approach- and result in an order of mag- What is the “known” and Creativity requires a dance with Creativity: the bringing es. nitude, non-linear growth. The what is the “unknown” in the known and a willingness to together of previously structural change is disruptive by your case? expand into the mystery of the Alive: Creativity is a living, separate matrices. definition, the trick is to be suffi- unknown to seek new territory, breathing energy that can be a What transformation (as The triptych of creativi- ciently disruptive to be meaningful meaning and form. powerful relationship, a stalwart structural change) would ty: Science, Art, Humour and not so disruptive that pri- ally and a playful muse. Creativi- you like to happen in/ mary functionality ceases. Trans- ty is life-force itself. Arthur Koestler, with the participant? formation is a giant step beyond The Act of Creation the more predictable and linear Richard Schut change of traditional learning.

210 C. Methods — Self-knowledge — Creativity and Transformation 211 The Transformative Edges

To connect this more clearly to the realm of Transformational Learn- What’s the value of creativity? Intrinsically, when we engage creativ- ing and the topic of this book, let’s look at how the six core compe- ity, we become happier, healthier, better able to relate to ourselves tencies of TL are all accessed in the creative process - beginning with and others, expand our vision and are more capable of bringing it the first. into the world. This has a net benefit to individuals and a collective benefit to society including a reduction of health care and criminal 1. Self-knowledge is a natural 4. Riding complexity happens justice related costs. result of engaging our entire when the multitude of layers being in a creative pursuit. of human experience reveal It’s not just personal: the extrinsic benefits, those to the larger world themselves. and society are also legion. The World Economic Forum’s top 10 2. Working with people: Crea- list of skills needed to thrive in the 4th industrial revolution moves tivity fosters connection and 5. Flow is the sweet spot of the Creativity from the #10 slot on the 2015 list to #3 on the 2020 list. even in a solitary pursuit, can creative process and an expe- In addition, the rest are essentially all aspects of creativity such as #1 effectively increase our ability rience or state closely associ- Complex Problem Solving and #2 Critical Thinking. to engage with others produc- ated with creativity. tively and harmoniously. Developing our creativity also directly fosters development of or eas- 6. Pedagogy is easily and effec- ily translates to all eight of Howard Gardner’s Multiple Intelligences. 3. Envisioning is a foundation- tively informed and applied Efficient and embodied, remember? al aspect of the dance with through creativity. the unknown in the creative 7. Visual – Spatial 11. Intrapersonal process. 8. Bodily – Kinaesthetic 12. Linguistic 9. Musical 13. Logical – Mathematical 10. Social - Interpersonal 14. Naturalistic

Engaging creativity is a powerful developmental catalyst.

212 C. Methods — Self-knowledge — Creativity and Transformation 213 Personal Experience

The power of creativity has been project used as a vehicle is called work and adding colour to the my dance partner through much the Map of Self and came from map in week 3 really struck a of my life, but teaching a pilot my wife’s experiences in architec- chord with me. I had to address project of a new programme in ture school. some things personally (and 2019 really illustrated the signifi- am still working on that). I also Each week of the programme cance of this. realized that I avoid certain involved an introduction of a colours in my artwork in general, I have been developing a foun- particular aspect of conscious- because they make me uncom- dational, online course for the ness and instructions to create fortable. Hmm. Nova Earth Institute, an organ- a map on a large piece of paper isation dedicated to a better by exploring those energies and “I think the greatest surprise was world through creativity. The working in a particular medium. that I actually enjoyed the expe- initial programme was called Instructions were fairly open, rience! I’m not a natural “partic- The Embodied Creator and it intended to help people find the ipator”, and feel like I’m slow to was intended for anyone with an end of their own personal thread warm up and get in a head space interest in personal development and still offer plenty of room for where I can actually learn and References through the creative process. My exploration off the beaten path. benefit, but I got there! Creating desire was for it to be equally The results were extraordinary. the map and having a thing to Creativity -> connection - Creating effective for early stage creators make with my hands was key for Connection https://www.creatingcon- From Erin, a 45 year old lifelong nection.org/ with relatively little awareness m e .” professional artist. or experience as for late stage World Economic Forum’s top 10 list of Creativity as Transformation is a creators that may be long time “I am so visually oriented, and Skills Needed to Thrive in the 4th field where we all share equally Industrial Revolution https://www. professionals and highly devel- the idea of using the creative when we engage in it, no matter weforum.org/agenda/2016/01/the- oped. process and art making to dig 10-skills-you-need-to-thrive-in-the- our role. You might say creativity into what is actually going on fourth-industrial-revolution/ The framework I created was is big medicine and to engage with me was definitely appealing. Intrinsic benefits of creativity - Counting informed by a decade of research the muse is to light the fire of New Beans https://www.theatrebayar- in an earlier programme called “I can be kind of stoic some- transformation, set sail from the ea.org/store/ViewProduct.aspx- The Embodiment Intensive and times, especially about my own shores of the known and go for ?id=2240667) had strong biochemical, environ- stuff, so I wasn’t sure I’d have a the ride. Gardner, Howard, 2011, Frames of Mind mental and social influences. The “moment”, but the emotional

214 C. Methods — Self-knowledge — Creativity and Transformation 215 CF 1 Self-knowledge (+3,4,5)

The Hero’s Journey Veronika Mercks A Supportive Pattern Life is a journey! This analogy In personal development pro- with different callings, the He- can feel very fitting especially in cesses, the pattern of the Hero’s ro’s Journey creates a framework life’s transition phases. The Hero’s Journey can support people in where individual processes get Journey is a wonderful dram- transition phases to identify space. aturgy that can be used in the which stage they’re currently in Last but not least, the Hero’s context of personal change and to give them a feeling of sense Journey dramaturgy acknowl- transformation, and at the same in their situation. Often, when edges that the transformation time, it is deeply rooted in differ- we’re on our own (inner) jour- of the individual also impacts ent cultures across the globe. ney of transformation, we might their communities in the “known not see that it is going anywhere The myth researcher Joseph world” after the return from the and we might be overwhelmed Campell compared numerous journey. Consequently, by using with what is going on. The Hero’s stories and myths from all across the Hero’s Journey as a method- Journey can create hope for the globe and found out that they ology the aspect of transforma- change and development. all have a very similar pattern. tion on a societal level through This pattern is nowadays wide- Furthermore, the Hero’s Journey personal transformation can be ly used in movies (well known can be used in different settings, addressed. examples are Star Wars, The Lord e.g. for personal development, of the Rings, etc.) and also in where it can create a deep dram- coaching. A famous example of aturgy for transformative learn- the Hero’s Journey in personal ing processes. Through this, the development is the gestalt sem- participants become part of their inar by Paul Robbiliot with the own story; knowing about the same name. different stages supports them to get a sense of orientation in their own process. At the same time the dramaturgy gives a frame for the group process: Even when all the participants enter a training

216 C. Methods — Self-knowledge — The Hero’s Journey 217 Stages of the Journey

In the following, a simplified version of the stages is presented in 3 4 connection with personal development: 1. Calling: The hero hears a 6. Challenges: Smaller and also 2 5 calling for a new adventure. some big challenges need to allies (Changing the life situation, be overcome. (Finally saying finishing education, travel- the truth, experiencing losses ling, changing career, etc.) and pushbacks, facing one’s 1 2. Resistances: He/She feels own deepest fears, etc.) resistance to really follow the 7. Treasure: The hero finds a calling. (Fear, doubts, low valuable treasure. (A trans- self-esteem, excuses, common formative insight, self-esteem, beliefs, parents, etc.) new friends, self-realization, 10 3. Mentor: A mentor supports etc.) the hero to step into the un- 8. Returning: The hero might known world (A good friend, feel resistance to returning. parents, a stranger, an enrich- 9. Homecoming: The hero 6 ing experience, etc.) crosses the threshold and 4. Threshold: The hero cross- returns home into the known es the threshold into the world as a changed person. unknown. (Quitting a job, (Coming back from a jour- splitting up with a partner, ney) travelling to an unknown 10. Reintegration: The hero has place, etc.) undergone (transformative) 9 5. Discovery: The unknown changes during the journey world wants to be discov- and now needs to integrate 7 ered. (Trying out new things, the learnings into life and gaining experience, getting to sharing them with others. know new people, getting out 11. New Calling of the comfort zone, etc.) 8 Graphic adapted from Esbjörn Jorsäter 218 C. Methods — Self-knowledge — The Hero’s Journey 219 The Journey and Gestalt Drawing for Life

Here are some ideas for using the After I came back from a longer er with holistic and experiential The Drawing for Life programme and Ukrainian. Hero’s Journey dramaturgy in journey I participated in a “He- learning approaches for my own combines teaching about sus- From a student comic about the transformative learning offers: ro’s Journey” Gestalt seminar. work with my newly created tainable development with hazards of unsorted waste • (Experiential learning) holi- I must say that this was for me educational initiative “Navigaia teaching how to draw comics in Worldwatch Institute: EarthEd: day camps for young people the most impactful personal Journeys”. Together with differ- collaborative teams; and builds Rethinking Education on a • Career orientation (for young development seminar I’ve ever ent facilitators we created train- on a Hero‘s Journey role-play as Changing Planet, 2017 adults) experienced. It was a time when ings for teenagers who are about the skeleton for the comics. • Seminars in the field of “rites I perceived a new calling: The to finish school, to encourage Drawing for Life manual: https:// The original idea was to enable of passage” creation of my own organi- them to embrace the unknown, comics.globalactionplan.com/ young people from different sation in the field of personal to travel abroad, and to find their book/ cultures to communicate about development and transforma- own life path. Moreover, we’ve sustainable development with- tive travelling. Besides the very created a similar Youth Exchange out the need for a common interesting “Gestalt” approach, for young people across Europe References language.: Aas far as possible the dramaturgy of the Hero’s with a similar goal. We’ve experi- the comics are without text. Website of the Joseph Campbell Founda- Journey deeply made sense to me enced the impact the dramaturgy This idea has been only par- tion: https://www.jcf.org/ especially in this phase of my life. has and how well it fits with the tially realized but, beyond that, Kim, J. (2017, August 31). Psychology It also helped me to understand topic of travelling and the tran- the programme proved to be a Today. Retrieved 20th December much better my phases of change sition phase from young people 2019, from https://www.psychology- powerful tool for transformative in the past and also regarding into adulthood. today.com/us/blog/the-angry-ther- education, for both students and apist/201708/how-use-the-hero-s- my longer travel experience. I If you’re keen to include the teachers. journey-life-coaching-tool was the hero of my own story. “Hero’s Journey” into your own Livni, E. (2018, Oktober 26). Joseph Together with the methods used The pedagogy behind the pro- work, I can highly recommend Campbell’s “hero’s journey” can which were playful, deep, inten- gramme is documented in teach you how to live. retrieved combining the dramaturgy of the sive, and which involve body, chapter 10 of the book EarthEd: 20th December 2019, from https:// Hero’s Journey with other experi- qz.com/1436608/this-classic-formu- mind and heart (even though the Rethinking Education on a ential and holistic methods. la-can-show-you-how-to-live-more- mind was invited to step back for Changing Planet. The teach- heroically/ a while) I was able to experience ers‘ manual for all three topics Rebillot, P., & Kay, M. (2017). The Hero’s myself on a deeper level. (sustainable development, Hero‘s Journey: A Call to Adventure (1. Journey, drawing) is available for Aufl.). Wasserburg am Inn: Eagle After this experience I decided to free downloading in English, Al- Books. use the “Hero’s Journey” togeth- banian, Belarusian, Macedonian 220 C. Methods — Self-knowledge — The Hero’s Journey 221 Working with People

The tools mentioned here may be used directly in the workplace, in a classroom or with civil society groups; or alternatively for bringing together people from different arenas. Bringing People Together Handling Conflict Open Space Technology (OST) Conflict is not bad - in fact, it and World Café are useful for may often be a sign that people arriving at concrete results with care, and thus a potential source large groups. Either can incorpo- of energy. However it can lead to rate elements of Art of Hosting, deadlock, disrespect or authori- which has a strong emphasis on tarian behaviour if the energy is interaction and leadership skills. misdirected. Depending on the Process Work and Shared Values source of the conflict, different deepen the collaborative quali- methods may be appropriate. ties of groups. • Conflict of values and opin- ions • Conflict of perspective on “There is a very thin line ‘facts’ between a facilitator and • Emotional enmeshment a space invader.” Open Space facilitator

222 C. Methods — Self-knowledge — The Hero’s Journey 223 World Cafe Design Principles Zsuzsa Vastag This method was ‘accidentally’ The seven design principles are: for the tables according to 6. Listen for Patterns developed by Juanita Brown and your group’s interest and re- Listening to each other is a The World Café is a structured 1. Set the Context David Isaacs in 1995. They were al-life concerns, so knowledge key element in a dialogue. conversational process where Make sure you know what you leading a business meeting when can emerge in an organic way. Encourage participants to not members of a larger group form want to achieve by the end of rain disrupted a planned plenary only share, but also to listen. small groups of preferably 4-6 the session. While the results 4. Encourage Contribution discussion and the participants This way we can find pat- people, and sit around tables of the discussion of course Any conversation can be spontaneously gathered in small terns and insights that were to discuss relevant topics. They cannot be set previously, one enriched if there are several groups to discuss the proposed unknown before. Encourage make notes of their discussion, should know the reason for different perspectives “on the topics among themselves. They people to actively look for then after a previously set time bringing people together. This table”. Therefore encourage periodically changed tables to the patterns emerging at the they switch tables. Each table has enables you to find the right everyone to participate and get insight of conversations at separate tables, with possibly a “host” who stays at the same participants for your group actively contribute to the the other tables, and by the end different participants, coming table and informs the new group and to set up the right ques- conversation, while avoiding of that morning the group col- from different environments about the previous discussion(s). tions to discuss. forcing anyone to speak if lectively deepened their under- having similar experiences. After several of these rounds, they prefer to only listen (this standing of the issue. Since then, 2. Create a Hospitable Environ- ideally 3-6, the table hosts sum- connects with creating a com- 7. Share Collective Discoveries research has been conducted in ment marize their table’s discussions in fortable environment - no-one Finish the session by “har- several countries to highlight Creating the right atmosphere a plenary session. should feel they are forced to vesting” the knowledge of the the principles that enable groups is vital to have vivid discus- do something). whole group. Ask each table all around the world to create sions. Both the social environ- host to summarize what was collective knowledge in basically ment and the physical space 5. Connect Diverse Participants discussed at their table and any given topic. should be comfortable and The World Café format allows so make the patterns visible welcoming, so participants people to change topics and for everyone in the room. can feel safe to interact with groups, thus meeting new Consider that everyone was each other and share their people and new ideas in each discussing the same topics but ideas - and be creative. round while bringing their they each have only a snippet own experience to the new 3. Explore Relevant Questions of the whole. groups. When diverse partici- You can help to initiate rele- pants have the opportunity to vant discussions if the ques- meet with one another they tions you set up are relevant can discover new perspec- to the group. Define the topics tives. 224 C. Methods — Working with People — World Cafe 225 A Co-creative Approach The Art of Hosting While the structure of the World The World Café format is a The Art of Hosting and Harvesting Conversations that Matter Café is pre-defined, the out- rather simple way of mobilizing (full title!) is usually billed as an approach to leadership that comes cannot be predicted, as a large number of people at the scales up from the personal to the systemic, “using personal prac- they are heavily dependent on same time and involving every tice, dialogue, facilitation and the co-creation of innovation to group members’ active contribu- group member in a dialogue. address the complex challenges that we face in the world today”. It tions by way of ideas, experience, is thus a tool squarely addressing Competence 4, Riding complex- and questions. Therefore there ity, but also useful in relation to competences 2, 3 and 5. is a true chance of getting new The Art of Hosting (AoH) is also described as both a suite of perspectives and letting patterns conversational methods, and a network of practitioners. emerge that were previously not • The methods overlap with or can be used in combination with imagined by any of the group numerous others documented in this book; for instance, World members, but that were born or Café, Appreciative Inquiry, Open Space Technology. discovered through the partici- • The network is global and has no formal, legal structure, no patory process. If they are open appointed leader, no accreditation programme and no con- to listen to others of diverse trolling body. It is based on local Communities of Practice (see backgrounds, people’s concep- separate chapter); it is committed to learning and generous tions can be shifted, and the with its sharing and support. quality of the collaboration can be substantially different than AoH is therefore taught in a transformative way. When a practi- through traditional discussions. tioner sees an opportunity to organize a training, s/he is support- ed by an international group of stewards who hold the deeper World Cafés also encourage practice pattern and assure the quality of the trainings and the collective action, as everyone integrity of the global network. Other experienced practitioners feels involved in the process, and apprentices join the team. Participants embark on a learn- which enhances their motivation ing-by-doing journey since they will not only be invited to engage to actually create a difference in actively in conversation, but also to step in to design and host the world, as opposed to leaving parts of the training with the team. the discussions in the conference https://www.artofhosting.org/home/ room.

226 C. Methods — Working with People — World Cafe 227 Flexible and Pro-active

What I like the most about They saw and understood that it there are plenty of opportunities! that they could leave with the World Café is the flexibility: no is a good thing - but when they feeling of doing something In my opinion there were sever- matter how large the group, we thought of it in practice, it was useful, which motivated them al elements of this session that can always set up as many tables very difficult for them to envi- to return to their schools and made it successful. as necessary and be sure to create sion a working model in their introduce these ideas to their • First, we needed to acknowl- an opportunity for everyone to own setting. colleagues. edge people’s frustration about get involved. There is no limit We invited around 40 educators the system in which they are regarding the topics either - from to participate in a World Café working and make sure to let business to social issues, from where they were asked to brain- them know that they are do- References sustainability questions to health storm ideas about implementing ing valuable work already, and care, anything can be discussed. Juanita Brown, David Isaacs and the free play in schools. As some this programme is not some World Cafe Community of Prac- If designed and facilitated with participants were proactive from extra requirements but an op- tice: The World Café - Shaping Our care, it can also help to shift a the beginning, it helped others to portunity to make their own Futures Through Conversations that Matter discussion towards proactivity. shift from the mindset of “This is and their pupils’ lives better. For instance, in 2018 I facilitat- nice but it would never work in It’s all about creating a com- http://www.theworldcafe.com/world-ca- ed a World Café with a group my school” to “Okay, let’s think fortable atmosphere - we are fe-book/ of teachers and educators about about solutions!”. We spent about not judging anyone regarding play-friendly schools. We devel- an hour visiting topics such as their practice. oped a programme through an “Where can you find time in • Secondly it was useful to have EU funded Erasmus+ project your school’s timetable to create some ideas beforehand, to called Children’s Access to Play opportunities for free play?”, help start the discussion in a in Schools, where our aim was to “What aspects of the physical proactive manner. The table get as many schools as possible space should be modified and in hosts also had an important on board to become play-friend- which way?” or “Which aspects role in facilitating the discus- ly, meaning that they recognize of the school culture are already sion and balancing “airing out the value of creating opportu- supportive of play, and which emotions” and finding possi- nities for children to play freely should be transformed?” There- ble solutions. in schools. Our experience was after we harvested a large num- • Finally everyone had a chance that often teachers and school ber of ideas about possibilities of to visit all topics and so feel staff were on board in theory. implementation. It turns out that involved in the process, so

228 C. Methods — Working with People — World Cafe 229 Open Space Technology One Example, 300 People, 2 Days Thomas Herrmann To understand Open Space On 11-12 September 2008, more our work against drug addiction Technology you would pref- than 300 people from different in Skåne? (southern county of In 1998 I met two colleagues by erably need to experience it. organisations, both NGOs and Sweden). chance in a corridor. They had Another good way is to watch public employees, accepted an attended a conference and what I am invited into the circle to ex- a video. There is an instructive invitation to come together to they shared touched me, so I plain how we are going to work. video from a conference I facili- work on finding ways to improve decided to check it out. It sound- I hear Harrison Owen’s words – tated for the Swedish Transport how they work against drug ed quite impossible, a conference when you are entering that circle Administration in 2011. I in- addiction or support addicts in with no set agenda. But they said you are holding those people‘s vite you to have a look: https:// the southern region of Sweden. it works! lives in your hands! A bit dra- www.youtube.com/watch?v=I_ The starting point was a newly matic maybe but at that moment I had been working in different WmctEWkRI&t= issued set of guidelines from the people are totally dependent on positions in the Swedish Labour National Board of Health and Yet another way is to listen to a me to make some sense of where Office since 1991 and at that time Welfare (Socialstyrelsen). story, and I am happy to share we are heading… and I do have my main task was to scout to see one. Thursday morning at 9.30 there a plan! what the future might bring for was silence in the large circle our organisation. I also experi- I start walking in the centre of (four concentric circles and a mented with how to use the ca- the circle, sharing how we are large open space in the centre). pacity in our organisation better. going to get some productive As usual a bit of confusion, So, I had the space to follow my work done here around the issue where am I, what is going to intuition and my heart. that has attracted all these people happen here, why are we sitting to come. I invite each person to In the following 20 years I have in a circle…? Many questions in look around the circle and ac- “opened space” hundreds of people‘s minds. knowledge the immense poten- times and trained several hun- One of the sponsors welcomes tial we have gathered here today, dred persons around the world, everyone, repeats the purpose thousands of years of experienc- mainly in northern Europe. of this two-day gathering and es(!) and collected knowledge So back in 1998, I for sure got highlights the theme for the con- that we are able to use construc- hooked on Open Space Technol- ference which is visible on a large tively during these days. ogy! poster on the wall: From good During my introduction, it be- to best! How shall we develop comes clear that the agenda for

230 C. Methods — Working with People — Open Space Technology 231 Trouble-makers?

these two days is an empty wall, only meeting in the large circles One powerful memory I wish Harrison Owen who developed no pre-set topics, just the overall in the evening and morning. A to share from this conference. the method says that anyone theme as our common focus. total of 46 reports are written, Two of the participants from an with a good head and a good I also make people aware that a prioritization is made and 7 addicts‘ group were considered heart can read the book (Open in the centre of the circle there action plans are designed, each troublemakers and my client Space Technology – A User’s are paper and markers and that with a cross-sectoral action team. was afraid of how they would Guide) and do it. The method when I have finished my intro- act during the conference but is in that sense very simple, put To ensure sustainable results, duction I will invite anyone who didn’t dare to exclude them a circle of chairs, put paper and preparations were made with cares to, to come into the centre either. I shared my experience, markers in the centre. State the the different stakeholders before and raise any topic that they that the freedom given by the theme, invite participants to post the conference. A structure for would like to discuss with others “law of mobility” usually helps issues and go to work! On the follow-up activities was also in present. Write your topic on a things to move smoothly – and other hand, it takes a lifetime to place, which ensured support for paper, read it out in the micro- it did. These people were highly master how to create conditions the implementation. phone and put it onto the agenda engaged and passionate about for sustainable results… wall. contributing their experience, and this was the first time they Is this guy kidding? Can this had actually been invited to con- really work? tribute on their own terms (and To help people to at least have as equals). One of the top actions a little hope that it may work I that became a county-wide pro- share that this method has been ject came from one of them. References used since the mid 80s all around Years later I facilitated a training Owen, Harrison, 2008, Open Space Tech- the world and that on all occa- for 10 people from the addicts‘ nology – A User’s Guide, Berrett-Koe- sions that I have facilitated there hler Publishers. ISBN 9781576757758 group in Skåne. They learned to have been topics on the agenda. work with Open Space Technol- Open Space Consulting AB www.opens- But I also say that I do not have a ogy and then facilitated develop- paceconsulting.com/open-space-con- plan B – and that is true! sulting-english ment activities inviting officials The agenda wall fills up, people to find solutions to challenges are working passionately. They around drug addiction! self-organize during the day‘s

232 C. Methods — Working with People — Open Space Technology 233 Shared Value-Scaling Marilyn Mehlmann The Shared Value-Scaling meth- Step 2. Step 3. od leads to agreement around Collaborative environments are Map the chosen values. Discuss and agree a set of basic values, with an ineffective when participants interpretation that is generally We pose 4 questions for each What do we mean by each of believe that their value systems accepted. It has three steps: chosen value: these? What indicators are there differ. In many cases the per- 1. What is the value you em- that a line has been crossed? Do ception is false, due to lack of Step 1. brace? (e.g., loyalty) we still think these are our high- clarity about what the values are Establish a list of around six 2. What is its opposite? (e.g., est priorities, or do we need to and what they mean in practical prized values unreflecting trend-follower) examine some other values? - in terms. 3. If the value were taken to the latter case, repeat the steps. Brainstorm which values we The Shared Value-Scaling meth- an extreme, what would its In some cases it may be worth prize, prioritize them od, derived from psychosynthe- negative pole be? (e.g., blind codifying the results into a kind sis, can be helpful to establish support even to evil purpose) of manifesto: this is how we want foundational values and gain 4. If the ‚opposite‘ were to and aspire to relate to each other. consensus for effective collabo- become a virtue, what would ration. it be? (e.g., openness to new input, ability to reach new The method is based on the ob- conscious position) servation that any virtue taken to its extreme can become a ‚vice‘. The sequence is entered into a When does neighbourly concern table, one line to scale each of the become intolerable interference? chosen values: When does respect for rules and 3. 1. 2. 4. regulations prevent achieving Extreme of Positive Negative Extreme of any results? When do flexibili- positive negative ty and creativity lead to lack of coordinated action? When does truth-telling become trolling? When does loyalty become dis- honesty?

234 C. Methods — Working with People — Shared Value-Scaling 235 Transformative Edge Personal Experience

Working through questions like Working as a consultant I found these enables unreflecting cycles this method particularly useful Another Method: to be broken: the unreflecting when a group had locked itself WeValue: an EU project concerning shared cycle is for example the knee- into a position where it was al- values in schools jerk that loyalty is always good, most impossible to make any de- no matter to what or to whom. cision, except by decree from the “We believe that the way in which we see, Through this exercise, a new and highest-ranking person. What understand and value ourselves and the world broader perspective is achieved amazed me was how quickly it around us is essential to creating a sustainable, for all participants, opening could release such a log-jam. In just and responsible society.” minds and hearts to new pos- one very senior group that had Marie Harder sibilities. Disagreement is no been struggling for months, it longer seen as unethical and thus took only two hours to sweep Working on shared values can be extended a source of conflict or bullying - into a new place of action and far beyond the simple Shared Value-Scaling “you are a jerk if you don‘t agree mutual learning. method. In particular, in the context of social with me” - but a starting point change the results can be used to develop indi- One of my teachers in conflict for collaborative exploration. cators to monitor and evaluate outcomes. The handling once said ‚As soon as international WeValue project led by Professor This is indeed a journey of dis- there are two people in a room, Marie Harder at Brighton University has de- covery. We may discover that we there is the seed of conflict‘. My veloped a widely used set of methods for this are in agreement despite initial experience with psychosynthesis purpose. They write, for instance: appearances; and we may dis- taught me that you don‘t even cover that even if our values do need two people: one is enough. “We have piloted a way of using values-based in fact differ, that very difference Working with values in this way indicators to help undergraduate students to can bring appreciation of diversi- has taught me that many, many reflect on, and assess, how they work together ty and spark new levels of collab- conflicts are based on quite in and as groups. While universities normally oration. For many, this journey is simple differences of perception, focus on the development of competencies at in itself a transformation - per- including how words are inter- an individual level, learning how to collaborate sonal, as well as a detox for the preted; a Shared Value-Scaling and co-create with other people is an essential working environment. exercise is a simple way to move dimension of education…” beyond, to shift perceptions, to http://blogs.brighton.ac.uk/wevalue/ see the value in diversity.

236 C. Methods — Working with People — Shared Value-Scaling 237 Non-Violent Communication Cara Crisler Transformative Edge Non-Violent Communication The expression “non-violence” (NVC) is a simple, extremely comes from Sanskrit, “ahimsa,” powerful and effective tool for which means the opposite of improving our communication harm, or absence of violence. In skills in all our relationships - at NVC this is the key intention work, with friends, family etc. while giving guidance about how It helps us to see clearly what to shift from language/expression blocks our communication from that is about the other (which of- being effective, and teaches ten brings distance) and instead us what we can do differently to allow for connection by taking to create communication that ownership and experiencing brings understanding, trust, empowerment by making obser- connection and cooperation. vations, connecting to one’s own NVC helps us to resolve con- feelings and needs, and including flicts, heal wounds (between us requests that help meet those and within ourselves), make the needs. NVC helps to move us out contribution and be the leaders of old subconscious patterns by we want to be in any given situa- increasing our awareness of the tion. Worldwide, it is taught and choices we have in communica- used in sessions with individuals tion: self-connection, (empathic) and couples, schools, businesses, listening and (authentic) expres- prisons, health care institutions sion ending in request either to and more. oneself or to other(s).

238 C. Methods — Working with People — Non-Violent Communication 239 NVC in Practice

An NVC “healing dialogue”: in pain, feeling hurt about what “I get what I want” (interpret- pressed my appreciation for breaks for self-connection/em- As a relationship/communica- happened between us. I received ed as “my ideal mother fig- her ability to move out of pathy and a longer time spent tion coach, I sometimes receive some blaming messages which ure”) OR “she gets to choose blame mode and completely listening with empathy to the requests for support by people in left me feeling confused and other work” (interpreted as own what’s alive for her. I was person who does not know my life whom I consider a friend. upset. “she cares more about her able to be in full compassion NVC.] I am very careful about these other work than about me”). for her, feeling my love only Thanks to our combined NVC situations . . . IF I choose to lend and no longer with the sense skills, we were able to take the 3. Space for mourning: As these support, then I do so in my role of “I have to defend myself” following steps and reach effec- two parts became clearer, as friend and empathic listener or “I can’t deal with her” or tive and complete resolution: many tears fell and much as opposed to a paid professional even worse, “I give up on this space and silence was given coach. I once made an exception 1. Empathy for me / self-con- relationship.” for her sadness. She at one and agreed to accept payment nection / self-compassion: My point took full responsibility 6. Creative new agreement that from a friend. There was an friend wanted to be heard and and said, “I mourn that it is so meets all needs: We agreed to outside funding source and she seen by me, yet I knew that I unhandy how I get attached return to a friendship, with- very much wanted to value my first needed empathy myself. to certain people who are like out payment or mixing up of time and expertise by paying me I received this via a friend in the ideal mother I wish I’d had roles. We agreed to meet live for regular live sessions. Many addition to journalling about as a child. This attachment or online about 8-10 times a months later, we talked about my thoughts and feelings, a strategy doesn‘t enable all of year for balanced exchanges how she wanted to find addi- first step for me to find com- my needs to be fulfilled.” (each of us sharing and listen- tional sources of support, ones passion for my actions and ing). Both relieved, both hap- that could better meet her need underlying needs. 4. Shifting from “or” to “and”: Reference py, knowing this kind of con- to preserve energy (less talking, Her full set of needs in this 2. Empathy for her: With my re- necting resolution wouldn’t The founder of NVC, Marshall Rosen- more body focus). At the same situation include: wanting to cently gained sense of ground- have been possible before we berg, wrote the basic book, Nonvio- time, my own time was getting be seen, all her needs mat- lent Communication: a language of ing and self-compassion, I was learned NVC skills. limited as other work opportu- tering with acceptance/love/ life along with other theme-based then able to listen to her fully. publications. Worldwide there are nities appeared. We ended the appreciation AND ease/flow/ [Noteworthy: This kind of con- Together we discovered two certified as well as non-certified train- regular sessions, I thought with choice/freedom (for herself necting dialogue is also possi- ers who have written books and blogs “parts” within her, and how clarity and full agreement. About and for those she loves). ble when only one person has and give workshops and courses, both she was living with an inner live and online. The Centre for NVC four months later I realized there learned NVC skills! It would conflict. Conflict is always at 5. Authentic expression: I ex- provides information about trainers was more to it. My friend was then likely require additional and learning resources: www.cnvc. the strategy level, in this case: org.

240 C. Methods — Working with People — Non-Violent Communication 241 Envisioning

The ability to imagine desired Successful methods in this area futures, whether individual or seem to share a set of generic collective, is a strong step to- steps, as identified by Marilyn wards transformative learning. Mehlmann: Most processes for organizing 1. Unleash creativity action include ‚futures‘ elements 2. Set the context; for example, at some stage of their process. Planetary Boundaries, or ‘my neighbourhood’, often includ- Futures work can take many ing exploration of the edges of forms, for instance the context: identify unlikely • Forecasting, with focus on but possible futures expectations 3. Map the high spots: describe • Risk analysis, with focus on desired futures fears 4. Backcasting, or ‘future pres- • Visioning, with focus on ent’: leap to a desired future hopes and describe ‘how we got here Here, we look only at methods from there’ for visioning, as a path to trans- Several methods of relevance formation. Such methods also in other competence areas also contain the seeds of action; for contain elements of visioning; instance Causal Layered Anal- not least, methods for improving ysis, Enspirited Envisioning, Self Knowledge generally include Three Horizons, and to some a futures component. extent Appreciative Inquiry.

242 C. Methods — Working with People — Non-Violent Communication 243 The Future Game 2050 Felix Wieduwilt & Friederike Riemer Context The Future Game 2050 was de- The Future Game 2050 is a enter and expand. This layer of signed to give everyone a secure workshop tool and role-playing fiction and play is important to space to create and think of game which explores the future engage learners in future think- future scenarios and stories. By through various roles humans ing which often causes anxiety using pre-written sci-fi stories could carry out in a future soci- at first. The “sandbox reality” modelled as a role card or, to ety and working environment. created by playing a game eases be precise, a user persona, the The roles are inspired by trends learners into using their imag- learner is able to enrich future and developments we already ination and reflecting on their scenarios by herself. The Fu- see today, enriched by sci-fi and desires, fears and values while ture Game 2050 has two funda- creative elements. The Future creating their own future stories. mental core elements: prototyp- Game 2050 triggers conversa- The point of departure as well as ing and personal development. tions about the future and helps the journey to expand is pre-giv- These can be used to to create your own future scenar- en. The learner must then decide 1. Create prototypes of future ios and stories. what happens on the journey products and/or services towards a sci-fi story. To guide The current workshop tool 2. Stress-test existing products this journey, we developed a version is tailored for corporates for future viability questionnaire. This questionnaire and NGOs to learn how to build 3. Improve futures skills of the uses the method of character strong future scenarios. Only 4Cs: creativity, collaboration, development and world building. when pictures and stories are critical thinking, and commu- Regarding the questionnaire, it made explicit and tangible can nication. can be applied to have a learning we start to make them a future experience of one hour up to We believe that everyone can reality. We believe that we need two days. Considering the time learn to activate these futures more emotional and creative sto- frame, The Future Game 2050 is skills. Especially human resourc- ries to create positive and desira- a very modular tool which can es departments could profit ble futures. either enhance an existing work- immensely by improving their The Future Game 2050 uses sci-fi shop or it can fuel an entirely future workforce. storytelling to explicitly open up unique workshop design. a fictional world everyone can

244 C. Methods — Envisioning — The Future Game 2050 245 We Tested it - “Future Literacy” and it Worked! The top skill of the future is constructed but connected in a ated stories can then be used to After the official launch, we Future Literacy. Future Literacy linear sequence that is defined by identify and reflect the weaved tested the workshop tool again is defined as “a way of generating systematic if not causal relations. in assumptions and biases of the with representatives from glob- the imaginary futures needed to How we depict any one segment players. This leads to a new level al business (Porsche Holding, understand and act in the pres- is related to our conception of of Future Literacy and paves the Lufthansa, Deloitte, Foster & ent” (Miller 2017), and to be able the whole, which I choose to way for reframing the stories Partners). In less than 40 min- to find orientation and self-ef- think of as a story.” (Bruner 1986, to create new future narratives utes, we generated vivid and rich ficacy in a world of constant p. 141) beneath the beaten path of mere stories which could have been a change, new technologies, and projections of the past. plot for a Netflix series. Here is A story is not just a linear addi- societal transformation through an example: “In contrast to the tion of events. It is furthermore For that reason, Future Literacy reflecting up on your own values assumption of the existence of a self-assurance of events and and the 4Cs in stories is the per- and biases when anticipating the the Bee Counter, the Immersive happenings which are important fect space to raise awareness of future. It wants to equip every- Creator had only created a visual to us. Everyone is doing this them. The Future Game 2050 of- one with the skill to “use the idea of the Bee Counter to let creative re-arrangement every fers a point of departure to apply future” and to understand the people think everything is fine day. We create the world and our these skills in real life afterwards. References transformative power of their with nature and bees.” Such a relationship towards it through imagination. Future Literacy is story can be used to reflect and www.thefuturegame2050.com selective storytelling. Whatever also a main topic of UNESCO. reframe the future to create a we chose to put in such a story, Bruner, E. M. (1986). Ethnography The sci-fi stories of The Future truly desirable future narrative. it defines our reality, identity, as Narrative. In Bruner & Turner Game 2050 contain several (Hrsg.), The Anthropology of Experi- our ethics, and our goals in dimensions and skills to make ence (p. 139–158). Chicago: Universi- the future. (White 1988, p. 23.) ty of Illinois Press. people aware of and train Future Fuelling stories with emotions Literacy. White, M. (1988). Saying hullo again. The will help to remember even incorporation of the lost relationship To practice and foster Future stronger, because emotion always in the resolution of grief. Dulwich Literacy and the 4Cs (which are do highlight our reality. What’s Centre Newsletter, Bd. Spring both inevitably interwoven) we more, storytelling functions as a Miller, R. (2018). Transforming the use storytelling because stories way of anticipation which is the Future: Anticipation in the 21st Century (p.9). The United Nations do create realities. “The past, basis of imagining any future Educational, Scientific and Cultural present, and future are not only events. In a next step, the cre- Organisation .

246 C. Methods — Envisioning — The Future Game 2050 247 Three Horizons Compiled by From this point of view, Daniel Christian Wahl writes: Bill Sharpe has been a key de- Marilyn Mehlmann with veloper of the method and has Horizon 1 is ‘business as usual’: The framework has been applied input from Daniel Christian published a beautifully illustrat- where we are and where we are in a variety of contexts, including Wahl and Diego Galafassi ed little book, Transformative headed the future of intelligent infras- Innovation. He writes: This method, or approach, has tructures in the UK, technologi- Horizon 3 is a vision of one or been developed over many years cal foresight in the IT industry, “The three horizons are ab- more preferred futures of experience by different practi- transformative innovation in the out much, much more than tioners, and is gaining ground as Horizon 2 is a path of trans- Scottish education system, the simply stretching our thinking a way to conduct fruitful dia- formative innovation from 1 to 3 future of Alzheimer’s research, to embrace the short, medium logue in a context where current rural community development, and long term. They offer a systems and solutions are failing and executive leadership pro- co-ordinated way of managing and marginal change no longer grammes. It is a versatile me- innovation, a way of creating serves. thodology for inviting people to transformational change that explore the future potential of has a chance of succeeding, Business as usual is losin the present moment through a a way of dealing with uncer- g its f it for number of perspectives that all tainty and a way of seeing the po rp o re have to be considered if we are future in the present.” se u on toward a t ati viab fu to steer our course wisely into an ov le He also points out that there are Inn unpredictable future. horizons within horizons: when I believe the Three Horizons of- working with the third horizon fer an important framework for we may find ourselves working

thinking about transformative with three categories of things: innovation that can be used to Within the third horizon we w facilitate the transition towards orth co need to distinguish those things nserving regenerative cultures. It can help that can be known from those us to structure our collective that are inherently uncertain or exploration as we start living the ambiguous; and what we can questions together as conscious Map what to let go of, what to conserve, & transformative innovation influence from what we can‘t. participants in this transition. to reach a shared vision

248 C. Methods — Envisioning — The Future Game 2050 249 An Example from Diego Galafassi

Paradoxically, the further out Finally, there are the areas that When in 2018 I was invited to youth migration/ brain-drain. we look the more certain some we can shape from our vision co-facilitate a Three Horizons Even acknowledging such chal- things become. Like snow that and intent. workshop in East Africa, I had lenges, all three pathways rep- falls in the mountains in winter little idea what to expect. The resent a vision of a peaceful and and will surely flow to the valleys • Emerging realities, beyond occasion was an international prosperous Africa in the future, in summer, there are emerging our control conference focused on food, capable of feeding itself and the realities that lie beyond our con- • Critical uncertainties agriculture, and sustainabili- world. trol that are part of the landscape • Areas we can shape from ty: could we identify pathways of the future to which we will vision and intent towards food resilience, on a For us working on the facilitation have to adapt. In futures work continent still plagued by hunger team this experience demonstrat- Identifying and clarifying these these are given the name “prede- and suffering drastic effects from ed the clear benefit of the Three areas is an important part of the termined factors”. Finding them climate change? Horizons bottom-up approach work. is and important step in framing to such complex questions as the Three Horizons was a good our transformative action so United Nations Sustainable Devel- choice of method, as it helps that we work with the grain of opment Goals, and Agenda 2030. open up more radical pathways change. It remains to be seen how these as legitimate alternatives to busi- insights will be taken up by the Some aspect of the future we ness-as-usual, in order to achieve appropriate decision-makers. anticipate but without knowing transformative change. And it how they will turn out, depen- was indeed an inspiring expe- ding as they do on the actions rience. No less than three path- References of others or factors that no one ways for East Africa emerged. Sharpe, Bill, Transformative Innovation: controls. To the extent that they Core concerns included among Thinking in Three Horizons will shape our own path these others the impacts of climate Sharpe, Bill, Three Horizons: the Pattern- are “critical uncertainties” that change, land degradation, food ing of Hope we must navigate as the future insecurity, inadequate govern- Sharpe, Hodgson, Leicester, Lyon & Fazey, unfolds. ance, inadequate infrastructure, Three horizons: a pathways practice for low level of financing and issues transformation, 2016 related to technology (including Wahl, Daniel Christian, Designing Regen- the dichotomy between modern erative Cultures, Triarchy Press, 2016 and indigenous knowledge), and

250 C. Methods — Envisioning — Three Horizons 251 Backcasting Transformative Edge University Students Manuela Hernández 1. Framing: Define the overall As a practitioner, I think back- I have used backcasting in my scenario and its time frame. casting gives us an opening to mentoring and trainer practice as Backcasting, as the word sug- 2. Visioning: Imagine your ideal identify knowledge and planning a way to help students delineate gests, is a reverse-forecasting end result, and envision that gaps at the same time as it puts a future scenario, with conscious method. The point of departure scenario, including your per- the participant in the centre, goals in mind. In backcasting, is envisioning an ideal situation sonal goals. and in charge of his/her own enabling goal-setting as well as in the future, as a way to discern 3. Backcasting: Move into that planning and actions. The trans- designing a personalised learn- what is needed to get there. By imagined future. Think back formative edge is that it encour- ing journey, the learner has a doing so, risks and knowledge on how you got there: what ages out of the box thinking, at sense of ownership and clarity. gaps are identified and planning actions and learnings took the same time as it helps us gain is made easier. A typical back- In the example that follows, I place along the way?. a sense of the potential of the casting process involves the used backcasting as a way to set future and its uncertainty. following After completing these three the tone, and define individual steps phases, it is important to gather My own experience is primar- objectives for a pre-departure insights into challenges that can ily with university students training for college students arise, steps that need to be taken, planning to study or intern in a going abroad for their internship strategies and resources need- foreign country. However I have or mandatory exchange. The ed to achieve the goal. used the same framework out- goal was to support students in side the academic sphere, namely envisioning their personal, aca- Backcasting is widely international employees going on demic and professional goals and used in business, and is an expatriate assignment abroad. challenges; and in developing a integrated into nu- sense of ownership for their new merous other meth- international learning experi- ods, for instance ence. Enspirited Envi- sioning and Three Horizons.

252 C. Methods — Envisioning — Backcasting 253 Example: Developing Intercultural Competence When framing the context of have you discovered? What expe- also think that backcasting works References the training, and of their expe- riences do you bring back with best when using collaborative 1. Backcasting Karolina Maliszewska rience abroad, it was important you? What important stories are methods, and is visualised in a from Sendzimir Foundation: that students understood why you longing to share with your graphic way. I have always been http://www.hostingtransformation.eu/ intercultural competences were loved ones? Students were asked amazed at how students respond methode/backcasting/ central to their learning abroad. to sketch their answers in a per- when we begin with the end in 2. Vision Backcasting - How to design In the university/faculty where sonal mind-map. mind: the realisation that trans- transformational education and this took place, internationalisa- formation will undoubtedly package the pursuit of knowledge by After students worked through tion is one of the key elements happen as they discover a new Simon Kavanagh. these steps, they were invited of the curriculum, and in that culture and expand their learn- https://shop.kaospilot.dk/images/shop- to discuss their personal mind- sense, it is expected from them ing. The pre-departure antici- downloadfiles/A&CFLS%20-%20 maps in small groups. In these Vision%20backcasting%20frame- to acquire intercultural com- pation, as well as new insights small groups, students could work%20INSTRUCTIONS.pdf petences at different levels. By that backcasting can bring about, share their challenges, and means of dialogue, students were allow students to develop a sense brainstorm together about the invited to explore what it means of confidence, and more impor- possible strategies or actions for them to be interculturally tantly, a compass point to keep in that could help overcome these competent- What intercultural mind. challenges, as well as establish competences do they already priorities. have at the moment of the train- ing? And what competences are I personally am very fond of they expecting to develop while using backcasting in this type carrying out their international of learning scenario, because it assignment? allows learners to dream and imagine what their story of In this learning scenario, the success might look like in the starting point for envisioning near future. That dream element was to imagine that they had al- sparks their intrinsic motiva- ready completed their experience tion, and gives them the chance abroad, and are ready to return. to deal with their pre-departure Questions were asked such as: stress in a more positive way. I what have you learned? What

254 C. Methods — Envisioning — Backcasting 255 Visualisation: Methods and Impact Christian F. Freisleben based on Sposato T. & Freisleben-Teutscher C. F. (2017)

Different Uses Many people experience “draw- Visualisation has manifold po- prejudices, clichés... It is important to emphasize that ing” as an art form or creative tentials and application methods. • Approaching conscious all techniques can be implement- technique that only seems to be Here are some possibilities: perception as well as under- ed analogously with paper and reserved for certain, especially • Planning, implementation, standing and deconstructing pens as well as with the help of “talented” people. The practice documentation and reflection complex knowledge contents, various digital devices and corre- - as soon as one dares to experi- on e.g. of contexts or processes sponding programmes. In recent ment with easily learnable tools • (parts of) Courses in fields such as technology, years in particular, there have and techniques - shows, however, • Research projects or biology/medicine, design, been many new developments, that every human being is capa- • Educational events such as communication; further de- including inexpensive and free ble of expressing him or herself conferences. velopment as well as change tools. Access has become much through even the simplest graph- • Planning, implementation, management of/for compa- easier: for example, different ic elements and thereby collab- documentation, reflection on nies and institutions apps can be used with standard orating with others in processes research processes • Planning and visualization smartphones, which often pro- associated with deeper learning. • Structuring, (re)link- (i.e. simultaneous documenta- mote visual thinking and work- ing and supplementing tion) of individual and group ing. Hybrid approaches use steps knowledge content found work like: / created e.g. in learning • Collecting, structuring and • Digitizing paper-based results processes linking opinions, hopes and and then collaboratively sup- • Visualization of existing fears of different target groups plementing them knowledge, knowledge gaps, in a participative and empow- • Complementary digital and ering way. offline printing • Re-digitizing

256 C. Methods — Envisioning — Visualisation: Methods and Impact 257 Associative Drawing: Making Visible the Invisible Transformation and Freedom Everyone is able to draw: If Even people who think they are Various forms of visualization In transformative learning the timeframe is kept short. In drawing or sketching is inte- not creative can express them- support the process of making processes, it is also good to use the following reflection, each will grated into our everyday work, selves with the simplest visual visible seemingly indescriba- associative drawing: tell the other why this graphic for example to visually present means and thus participate in ble things and thus to a certain element was chosen and what it Drawing / painting is in many knowledge or to plan and think thinking, learning and deci- degree making them under- stands for in terms of content, or respects an associative process. through certain things, the sion-making processes. An im- standable and open to change. which supplementary point of The time for the drawing process primary goal is not to create an portant attitude is to get started This also makes it possible to view resulted from it. should be limited: An individ- aesthetic and artistically valuable immediately, without hesitation. approach ‚difficult‘ topics from ual graphic reflection can take Another associative approach drawing, but rather to capture At the same time a greater pos- the perspective of certain groups, place within one minute. The can be to draw together in twos thoughts and simultaneously sibility of expression arises when which are associated with a lack instructions are: “You have just or threes, whereby each person develop concepts. Therefore, it drawing is done more often, so it of knowledge, strong emotions experienced / seen / designed... can only draw one line at a time should be said that really anyone can and should be a recurring el- or prejudices and clichés, trau- Please take a piece of paper and - in a collaborative way, a picture can use drawing and sketching ement. Repeated use also creates mas or existential fears. The sketch with the simplest means, a emerges. without being afraid that the an individual graphic vocabu- (common) drawing process central insight for you / an open sketch might not meet certain lary: In order to supplement this, helps to see topics, processes and For more than 50 years I was References question”. This can be used after aesthetic requirements. it is important to look at draw- connections from ‚outside‘, even convinced that I am not able to a presentation, a visualization, Gray, D., Brown, S., & Macanufo, J. ings of other learners or there is if people themselves are more draw. But then I encountered or group work. It can also be a (2010). Gamestorming: A Playbook (also online) a lot of literature intensively part of an event or associative drawing and experi- for Innovators, Rulebreakers, and matter of quickly putting an idea where the simplest basic forms system, perhaps feel at the mercy enced great freedom and em- Changemakers. O’Reilly Media. of an abstract term or topic on that can serve as inspiration are of it, overwhelmed by it. powerment. I now use this tech- Toselli, Mauro (2016): 100+1 Drawing paper. collected. Trying out different nique a lot and also the approach ideas for sketchnotes and doodles. Amazon Distribution pens and surfaces over time and A step based on this can then of “rich pictures” where groups collecting your own favourite be the viewing of the drawing of of up to eight people discuss Sposato T. & Freisleben-Teutscher C. drawing instruments step by step one or more other persons in the and draw at the same time. The F. (2017). Zeichnen als didaktische Ausdrucksform damals und heute. is also part of the process, com- group, combined with the invi- results are fascinating and trigger In Haag, J., Weißenböck J., Gruber bined with the openness to work tation to be inspired by a single intense learning and discussion. W., Freisleben-Teutscher C. F. (Hg.) with what is currently available. graphic element of the partner (2017), “Deeper Learning - (wie) geht das?” Modelle und Best Practices Gray et al. (2010). Visual alpha- - this can also be a single stroke, für nachhaltiges Lernen im Hoch- bet a dot - and to integrate it into schulbereich. Beiträge zum 6. Tag one‘s own drawing. Here, too, der Lehre an der FH St. Pölten am 19.10.2017. Brunn am Gebirge: ikon.

258 C. Methods — Envisioning — Visualisation: Methods and Impact 259 The Oasis Game Neža Krek Fast forward 20 years and we now see a strong movement for The origin of the Oasis Game is collaborative change happening an inspiring story of a group of all over the world. Brazilian architectural students who decided to rebuild a derelict The experience of co-created local fishing museum as their design of a better future in local final university project. As they communities grew into a 7-step were doing their field research, method called The Oasis Game. they realized the museum was This method is mostly used to closely tied to the local people bring change to the poorer parts living in poor neighbourhoods of societies and the most inspir- and surrounding favelas. To en- ing success stories come from the vision the possible future of the worst favelas of Brazil. The Oasis museum they did the unthinka- Game has also been used exten- ble at that time: they organised sively all around Europe with the facilitated envisioning sessions Elos Foundation based in The for the whole community. The Netherlands. people were so happy to have been given a voice in what mat- ters in their physical surround- ings, that the now-graduated students decided to bring this ex- perience of collaborative design to the whole of South America. This was 1999.

260 C. Methods — Envisioning — The Oasis Game 261 How does it Work?

The facilitators first work away 1. The (appreciative) regard: 3. Dream: This step is all about etc. Circle dancing, mu- 6. Celebration: After days of The Oasis Game has the power from the spotlight with local In this step, locals go around dreaming a collective dream sic-making, cooking together, hard work as a collective, it is to transform whole communi- leaders to identify a community their neighbourhood focusing for a better future for the and bonding are essential for of paramount importance to ties. If you are not just a bystand- that is ripe for such a game. It is on it through different senses neighbourhood. Dreaming moving to the next step. Not celebrate the accomplishment. er, then you will be moved on of paramount importance that (e.g. blindfolded) to appreci- sessions with the whole com- to mention - super fun! In Brazilian spirit that in- some level. people are ready to pull up their ate the beauties of their home. munity are organised where volves lots of singing, dancing, 5. Miracle: This step consists sleeves and work together to That is how they learn to see visions of possible futures hugging, and good, home- of 2-4 days when the magic create a better future. Timing is abundance where many see are recorded. The inhabitants made food. It‘s the moment happens. This is when all the everything. scarcity. start seeing a collective dream when everybody takes a step neighbours, local leaders, chil- emerge in the shape of a very back and recognizes what the After the preparations are done, 2. Affection: This step is all dren, elderly, and volunteers practical manifestation. A col- collective achieved together. a roughly 14-day long process about fostering kindness dig in and make the dream lective dream of more safety unfolds following these seven before fear and judgement. become a reality. Maybe they 7. Re-evolution: The spirit of in their surroundings might steps: The volunteers and facilitators build a whole playground celebration brings the wish for distil into a safe train cross- of the process are trained in from scratch together. Maybe more. In this step, people start ing, or a fun playground in a the principles of Non-Violent they create a whole new realizing the power they have safe environment away from Communication (described in signage system around a dan- as an activated, connected col- traffic. a separate chapter). They use gerous train crossing. Maybe lective. The facilitating team, that empathy and their ability 4. Care: Once the community they build a new building for therefore, offers the last part to see beyond the judgements has chosen a dream to real- the kindergarten that lost its of the game where they help of an abandoned, ugly, or ize, the care phase is all about previous space due to flood- the community imagine what undesired place. They speak nurturing the relationships ing. Maybe they create a recy- else they can achieve now that to people and recognize their that were started with the cling system that gives work they are aware of their talents, importance for the communi- process. Planning and sourc- to a few people collecting dreams, and strengths. After a ty. They point out their talents ing resources for making the useful rubbish from the area. facilitated World Cafe (de- and invite them to contribute. dream a reality take place in scribed separately), the com- this step. People get creative; munity reimagines what is they may arrange sponsor- possible, and hopefully starts ships, bring useful items from a new cycle of change. a nearby landfill, or collect raw materials from backyards

262 C. Methods — Envisioning — The Oasis Game 263 A Challenge A Story for the Facilitator of Volunteering As a facilitator of this process, I A group of volunteers supports A facilitator who had spoken to for this big project. A long bor- have been challenged on numer- each Oasis Game. Bringing peo- him before went for a chat and ing grey wall that separated the ous levels because the method ple from outside the community came back saying, “We need to favela from the local factory was requires you to be heavily in- is an important part of the game. leave and set up our table at least painted by a famous graffiti artist volved, immersed even, in the lo- I remember participating in my 2 streets away.” inspired by the dream. cal life. The participants not only first Oasis Game in the favela This is what the drug lord told The people were in awe when see you as someone who knows of Aldeia in Santos, Brazil. That her, “I see you are doing really they saw the transformation. what is next, but also as someone time, I participated as a volun- good things for my people. I like Sure, the playground looked who can listen differently. You teer to familiarize myself with that. I don‘t want anybody from shabby, but that was never the end up hearing stories of hard- the process. your team to get hurt but you point. The community used the ship, hopelessness, and loss. The place was illegally built on know… we had some misun- excitement and connection that At the same time, you have the the river banks in the roots of derstanding with the police and the Oasis Game brought very privilege to witness people flour- mangroves. It was known for they might come here shooting. well. In the Re-evolution part, ish when they get recognised for drug dealer rivalries, incredi- So, find a different place for the they started a recycling business their talents for the first time in bly littered streets, and massive table. Just in case.” and cleaned the place, set up a their life. You see whole neigh- numbers of children dying on computer literacy programme On the table, now two streets bourhoods change their way of the train tracks where they for children, and a cooperative away, we collected dreams of coexisting. In one month, they played. for the local women to sell their hundreds of people. The commu- go from a group of people who hand-embroidered textiles. As we started our Dream phase, nity wanted their kids to have a believed they were nobody to a our team of facilitators set up safe space to play so they would In Aldeia, real lasting transfor- vibrant, empowered collective a table to collect the dreams of stay away from the train tracks. mation happened that would not that takes life in their own hands. the people. The local kids were They wanted to bring more beau- be possible without a carefully all over, and there was laughter ty to their favela. A week later, and lovingly facilitated process. and joy. From a distance, the a playground was built from We, as facilitators and volunteers, References new drug chief observed our scratch by the whole community. were exhausted but happy. activities. After a few minutes, he There was no budget and yet, Instituto Elos (Brasil) https://institu- motioned to us to approach him. they found paint, car tires, wood, toelos.org/?lang=en We didn‘t know what to think. chains, and all the tools needed European branch Elos Foundation https://www.elosfoundation.org/

264 C. Methods — Envisioning — The Oasis Game 265 Satir Change Model The Five Stages Lana Jelenjev sistance, Chaos, Practice and 1. Old Status Quo 3. Chaos 5. New Status Quo Integration, and New Status This is a state of familiarity. In the Chaos stage, you are There is now some degree of Virginia Satir, a pioneer of family Quo. Although developed in the There are barely fluctuations suddenly in unfamiliar terri- familiarity with new ways of therapy, developed a model of context of family therapy, the in the day to day activities. tory where your life is un- working. New vocabulary, how individuals experience model has been widely adopted This is considered to be the predictable, and your usual mental models and belief change. She defined change as to describe systems and organi- comfort zone. behaviours do not work. This systems have emerged and “an internal shift that in turn sational change. It describes the is the moment when the per- are part of the daily practice. brings about external change”. 2. Foreign Element changes we go through as we son or group re-evaluates and People are at ease and relaxed. The Satir Change Model says In Satir’s model, the Foreign experience significant change. seeks support or service, e. g. Eventually, these new skills that as we cope with unexpect- Element is the thing that It helps people improve lives by coaching, taking workshops become second nature, and ed or significant change, we disturbs the equilibrium transforming the way we see and or participating in certain the learnings become assump- predictably move through five and triggers chaos. It can be express ourselves. programmes. Chaos is a very tions and expectations. With stages: Old Status Quo, Re- almost anything: a birth, a creative time of exploration time, the newness fades and downsizing, a death, moving and trying out different ways. the person settles into a sense to a new place. The foreign People come up with lots of familiarity. The New Status element stirs a person’s state of new ideas when in Cha- Quo then becomes an Old of familiarity and challenges os. Eventually, one will be a Status Quo. one’s comfort zone or current Transforming Idea, an idea situation. This is the situa- And the change cycle begins that helps you make sense of tion that plunges people into again. the Foreign Element. chaos. Change doesn’t happen swiftly. Oftentimes there are 4. Practice and Integration barriers to change. Fear is con- Once we have a Transforming sidered to be one of the main Idea, we start on the road out obstacles to change. of Chaos and toward practic- ing and integrating new ways of knowing, doing and being. The purpose of this stage is to master our new skill and knowledge, and integrate them into our daily lives.

266 C. Methods — Envisioning — Satir Change Model 267 Using the Model to Design Transformative Learning Experiences

The Satir Change Model is a Activities Environment Interactions Opinions Understanding great tool to use in deeply un- What do they usually do? Where do they usually go? Who do they connect with? What do they value and believe What do they know? derstanding and empathizing When thinking of activities, try Environment is all about figuring • Who are in their relationship in? Understanding is meaningful with participants. In my work, to identify how they tend to use out where these people can be circle (their inner circle)? In opinions try to tune in with learning. It means having an in- I often use the process of “Start their time, energy and resources. found. • Who are in their “revive cir- their deepest longings. sight into a particular concept or with Who” in designing trans- What do they do • Where do they congregate? cle”? People whom they meet • What is at the core of their idea and being able to share that formative learning experiences, • For recreation or when they • Which groups, clubs, hubs, in networking events, have as values? What do they aspire to insight with others. It requires be it online or offline. It is crucial are comfortable? organisations are they a part casual friends or acquaintances do or be? knowledge and perspective. to think of the participants and • When faced with resistance? of? • Who are in their reach out • What are their motivators in When thinking about what your their needs. In exploring the When stressed or in chaos? • What is a common denomi- circle? Who are the people life? participants understand, you can questions “Who are our par- nator with all these places? that they aspire to connect • What beliefs do they strongly also think in terms of specific What activities help them to be ticipants? Who are we serving with? These can be people hold and embody? concepts, themes or domains more grounded? What practices with our transformative pro- who inspire them. that are important for them. do they have? What rituals, rou- You can also dig deeper on the grammes?” I use the Satir model • What are these themes? tines and rhythms do they have? systemic part of their opinions to plot the life journey. It helps • What do they know about by asking: how did they form me to tune in to the needs of the them? these beliefs? How did their people for whom the programme • What are they “expert” at? history (and ancestry) help shape is intended. their values? I also use the Satir Change Model in digging deeper into the profile and personae of the participants using the AEIOU Method. I created the AEIOU References method to plot the Activities, Environment, Interactions, Virginia Satir, John Banmen, Jane Gerber Opinions and Understandings of and Maria Gomori. The Satir Model. Palo Alto, CA: Science and Behavior the people who will participate Books, 1991. ISBN: 0-8314-0078-1. in my programmes across the Start with Who worksheet designed by different stages in their journey. Lana Jelenjev

268 C. Methods — Envisioning — Satir Change Model 269 Enspirited Envisioning Marilyn Mehlmann participants, enabling them to present but not necessari- become full co-creators of their ly previously recognized or In the 1980s I worked on a series own visions of desirable futures - articulated of futures studies for the Swed- Competence 3. • Listen to others’ images, usu- ish government, together with ally in threes: each person is Professor Bo Hedberg from the Ziegler developed his methods allotted time to describe her Centre for Working Life. We during his tenure as professor of or his images while the others developed a version of scenario futures studies in Syracuse, NY. deep-listen technique, which I later used By the time we met he had re- • Identify characteristics of a as a consultant with numerous tired but continued developing, preferred future and make a organisations. The technique facilitating and teaching until poster was very successful but I was not he died in 2004. He sometimes • Visit the poster gallery and satisfied because it seemed to said that his methods were ‘only’ decide which futures one me that at the critical points in a modern version of Taoism, could happily live in the process, too much depended not least in their power to elicit upon the facilitator. Thus the deeply held images and wishes. Steps - group ambition to have a truly inclu- • Coalesce in groups around a The core method within EE is sive and participatory process combined desired future Deep Listening (see chapter on was partly sacrificed to the need • Identify its characteristics Deep Listening). Each partici- for expert guidance. I wanted a pant is enabled and supported to Steps thereafter are collaborative process which would work inde- listen to themselves and to others versions of general project de- pendently from the content-in- in a deeply non-judgemental sign: stakeholder analysis, iden- fluence of the facilitator. way. It has become integrated tifying first steps and resource Then I was introduced to War- into many other workshops and requirements, organisation, risk ren Ziegler and his Enspirited courses, as a key to transforma- analysis, planning, and not least: Envisioning (EE) methodology. tive learning. backcasting, or ‘future present’ This was what I’d been looking (see chapter on Backcasting). For Steps - individual for: a transformative approach more information, see the book Warren Ziegler facilitating in • Listen inward to one’s own that gently elicits the deepest referenced below. Stockholm, 2004 images of the future: hopes, dreams, hopes and fears of the fears, expectations that are

270 C. Methods — Envisioning — Enspirited Envisioning 271 Context

Personally, I have co-facilitat- could have benefited from boost- ed EE in groups from 12 to 90 er events, perhaps at intervals of people. Some - the bigger ones 7-8 years - an eventuality that - were open workshops with par- was not foreseen in the method- ticipants from different organisa- ology. tions. In particular my colleagues As a curiosity: at one workshop and I have worked with Swedish with about 50 participants from municipalities. There is no doubt (if memory serves) 15+ munic- that those organisations that ipalities, the entire group coa- followed through on the whole lesced around a single desired process achieved notable results, future (right). including for instance revising municipal infrastructure plan- ning to better reflect the wishes and needs of the residents. One municipality, for instance, created a strong movement to reinforce its character as in principle a network of villages, resisting the fashionable ten- dency to centralize. The biggest challenge is probably securing a truly long-term process. A recent (2018) report from that same municipality ‘20 years after’ showed that the initial impetus, Reference while very effective, had slowed down considerably; the villages Ziegler, Warren, Ways of Enspiriting, FIA were intact but the enthusiasm International, 1994 had waned. No doubt the work

272 C. Methods — Envisioning — Enspirited Envisioning 273 Riding Complexity

Invoking all the Senses Design, Including Process Design New opportunities for trans- formative learning open up when The design of processes and all (or more) senses are engaged. products can have a profound • A direct connection with influence on transformation - the world of plants and ani- and vice versa. Design Science mals can revitalize learning, encourages people to be active for instance through Forest and engaged with the world. Bathing, or by locating some Designing a process means exercises to an outdoor set- orchestrating the flow and the ting; see also Section D. experience you wish your par- • Interpersonal skills can move ticipants to have, as described to new levels with such tool- in Section D. A process design kits as Theatre of the Op- scheme is a blueprint for the pressed or Sociodrama. journey of transformation. • Works of art, whether pic- Within that scheme you can use torial art, film, sculpture, different tools from the many music, drama, literature or toolboxes, to suit the situation some other manifestation, are and your own style and prefer- ‘designed’ to appeal in the first ences. place to the senses and emo- tions rather than the intellect, which gives them an edge when it comes to opening for creativity.

274 C. Methods — Envisioning — Enspirited Envisioning 275 CF 1 (+ 2-5)

Transformative Dance before after Hadas Fisher-Oren must be a physical dimension to and dance as a self-development the experience. tool with different populations. Transformative Dance is a guid- During my work as facilitator ed dance “journey” that releas- The essence of movement is I have noticed that people are es the body, frees the soul and everlasting change. Everything in not always easily engaged with quiets the mind. This expressive our world is constantly moving their own bodies and with the dance meditation approach and vibrating, even the things transformative power of dance, integrates movement, dance, that look perfectly solid. and I have started to explore body-work techniques and By learning and exploring move- what components, attitudes or healing processes. It draws from ment we learn and explore the strategies are needed in order the human potential movement ever-changing nature of things, to support participants going approach that started in the 60s, acceptance, flexibility and pres- through this experience. As part which holds a holistic point of ence. I truly believe that deep of this ongoing observation and view on the human being and transformation can only be ac- experiment I used a focus group. believes in the healing power quired by tapping into the intel- I invited a small group of people of the moving body, as well as ligence of the body and embod- to participate in my movement the importance of a supportive ying the change. As a proof - try sessions, and asked them to group in the process of self-de- to be melancholy while skipping. answer a questionnaire at the velopment. See what I mean? end of each session. The group Carla Hannaford, neurophysiol- met weekly for three months. As In the past 20 years I have been ogist and educator, contends that I gathered the answers, I shaped working in the field of dance, all transformative learning passes my sessions accordingly and embodiment and movement as a through the filter of our senses; gradually acquired much more dance facilitator, dance therapist starting from our first sensory clarity about how to help people and body work therapist. In the experiences as babies, which cre- move from a narrative state of last few years I have started to ate new pathways in our brains, mind into a holistic somatic and train facilitators and share with knowledge is deduced from nondual state of being. Since them my insights and experi- experience in the physical world. then I have developed guidelines ence. From my perspective, in order that support the process of trans- to learn something new about I have facilitated thousands of formation through dance that I ourselves and the world, there group sessions of movement use in my sessions. 276 C. Methods — Riding Complexity — Transformative Dance Photos by Katja Harbi 277 The Process A Facilitator‘s Perspective Here is the core process from the in a playful and non-verbal way the mind and heart. The role of the Transformative participant’s point of view: brings the participants to an Recharge - cultivate the energy, Dance facilitator is not to teach open creative state of being and Intention ritual - setting an in- integrate in a silent meditation. something new to the partici- widens the limits of what is pos- tention: what are you dedicating pants but to allow and support sible beyond their comfort zone, Sharing - see and be seen, ex- your dance to today? them to express and learn some- and sometimes beyond their press the treasures of this mov- thing new from their own holis- Allowing and accepting - ac- familiar paradigms. This could ing journey in the setting of the tic experience. I really like how ceptance of what is already there happen with one or two partners, circle. Could be shared with Carl Rogers puts it: “ I don‘t be- (thoughts, feelings, impulses). a small group of participants, or words, movement, sound or any lieve that anyone has ever taught the whole group. other expression and used as Mindful attention - as the body anything to anyone.... The only ending ritual. expresses and leads the move- Discharge/letting go - Through thing I know is that anyone who ment, following and allowing the encouragement of the mu- wants to learn will learn.” expressive impulses. Respecting sic and the facilitator‘s words. In the facilitator training I teach all forms of movement equally: Allowing any expression and many different aspects of hold- big or small, repetitive or ev- involving more parts like imag- ing the space for transformative er-changing, loud or silent and ination, emotions, sensations. dance, some of them related to so on. Noticing any thought, feeling the setting and planning, some or image in a non-judgemental Expanding consciousness of them with the role and pres- way as they move and change through exploring not only our ence of the facilitator, and some while the body moves, making own bodies but also the sur- of them with the key knowledge room for them to be expressed roundings - the floor, the room, of movement and dance as a and embodied in the dance. This the other moving bodies in generator of change, awareness part is conducted as a wave of space. Starting to be inspired, and healing. Here are three main rhythms that allows multiple attentive and reactive to what’s themes I emphasise in the facil- different expressions and shades around. itator’s guidelines: Leading by of bodily impulses. This in turn following, A resource-oriented Playful and supportive contact generates a cathartic expression approach, and ‘The body is the - partnering, exchanging and that releases old tensions stored g a t e’. sharing a dialogue with another in body tissues and creates room body. Moving within a relation for new; in the cells but also in

278 C. Methods — Riding Complexity — Transformative Dance 279 Leading by Following Resource-oriented Approach

“Leading by following” is a This praxis gives the facilitator This approach welcomes hu- of exploring loneliness through somatic adaptive leadership that inner flexibility, attentiveness mour, encourages pleasure and movement the facilitator will resonates with and is attentive to and empathy and enables us play, and uses positive language. find an inclusive way to ex- the individual and group dy- to lead and follow at the same It uses the empowering aspects plore the theme “alone namic. Because our work is in time; attentive equally to the of a group dynamic. demon- and together” a non-verbal dimension, facil- outer landscape and our inner strates the body as a reliable, in a somat- itators use their own bodies as landscape, and the dialogue in powerful source of intelligence, ic-playful a sensory tool to receive infor- between. joy and pleasure. way. mation through body empathy, For example instead of saying “kinaesthetic seeing” and reso- “don’t think about how the body nation. Kinaesthethetic seeing looks when you move this way” is a term taken from the Dance the facilitator will suggest “feel Therapy field and coined by Suzi your elbows and feet, how Totora, referring to the ability does it feel when you move of the carer/ therapist to create this way” and might add : embodied attunement by observ- “find the most pleasurable ing one‘s own movements and form of this movement”. somatic expressions. Resonation is a term used in body psycho- I believe that it is very im- therapy that relates to non-ver- portant for a facilitator to bal dialogue (between people) be aware of the themes and our ability as facilitators to s/he brings to each ses- get information from this field sion, encouraging the through our bodies about the participants to move needs and wishes of individuals beyond their comfort zone and the group. but at the same time to make sure that the content is not too confrontational. For example, instead of creat- ing a session with the intention

280 C. Methods — Riding Complexity — Transformative Dance 281 The Body is the Gate Transmitting Life

The body is the gate through These tools facilitate a sense of trolled and “moved”, it grounds Bonnie Bainbridge Cohen, the which we learn and understand exploration and full engagement. the participants in the movement founder of Body-Mind-Cen- ourselves and the world. Sam- For example instead of saying itself in a non-dual way. tring, once said “The study of ual Beckett said it well: “Dance “Put your hands on the ground movement is not about words, first. Think later. It’s the natural and lift your knees and pelvis so it is a direct transmission of life. order”. Collecting and exploring that you create a pyramid with However when words arise out experiences with the body is your body”, a Transformative of the subterranean field of aware different from imbibing knowl- Dance facilitator will offer and movement, another knowing is edge through words. Starting ask “Which movement can lift realised.” from grounding in the body, parts of the body off the ground? Holding the space for dance is a exploring our physicality at the Is it a push? Is it leaning into great privilege. I feel lucky every kinaesthetic level of experience the ground? Let’s play with the day to witness embodied trans- is more profound than it seems. options available to us at this formations through movement A meaningful and transforming very moment”. The first exam- and dance. dance experience always begins ple creates a focus on the shape from being present in our body, and outcome of the movement, tuning the senses to an attentive whereas the second creates a and adventurous mode. focus on the process, encourag- es curiosity, inclusiveness, full What supports this embodied engagement with the here and References presence in the participants is: now through playfulness and an offering and use of open ques- Hannaford, Carla, Smart Moves (1995), exploration of the potential. tions, speaking to the body in neurophysiologist and educator its own language by using verbs More than that, and most im- Totora, Suzi, The Dancing Dialogue (less images and metaphors portant, this phrasing helps to (2006), dance therapist in instruction...allowing those heal the gap that our civilisation Transformative Dance & Transformative images to come from the partic- and disembodied culture cre- Dance Facilitators Training https:// www.transformative-dance.com/ ipant’s body not from the facili- ate between body and mind. By the-journey tator’s imagination) and creating addressing the body as an intel- playful exercises that bypass the ligent part of our self and not as mind and the daily habits. something that needs to be con-

282 C. Methods — Riding Complexity — Transformative Dance 283 Design Thinking Will it Change the Ursel Biester A DT process can extend from Fortunately DT tends to transmit World? References one day to several years and be the culture of the community I used to believe that DT would Design Thinking (DT) is a set DT courses: run with one group or with sev- using it, which today is largely change the world for the better. I of methodologies in combina- eral in parallel. dominated by Millenials with thought if we only get people to One big provider in the field is https:// tion with a five-step iterative a “green conscience” and an empathize with the planet they hpi-academy.de/en/design-thinking/ process: the steps may repeat in Opportunity for what-is-design-thinking.html attitude of “all is possible”. DT re- will create products and process- any order. It is widely used in transformation flects its history (product design es that are benevolent to people DT with an ecological edge to it: https:// innovation. You can innovate a DT is a double-edged sword. + research on cognition) and is and planet. My experience was www.schumachercollege.org.uk/ lot of things: a product, a service, courses/postgraduate-courses/ecolog- Like any tool it can be used for colourful, rather loud than quiet, that people in the business world a whole internal process in an ical-design-thinking the good and the bad. It carries energetic and fun in an active, did not put emphasis on empa- organisation e.g. the process of Online courses: https://www.ideou.com/ the potential of re-inventing our extroverted way. thizing with the planet. Their fo- hiring people or even your own consumer society; however, it cus was on the question: how can https://www.plusacumen.org/courses/ life (see chapter on Life Design). Design Thinking is all about can also be used to design more we maintain our leading position facilitator%E2%80%99s-guide-hu- DT is used in businesses, NGOs, people generating ideas and ex- man-centered-design items to consume. in the market? Form follows fo- start-ups and is trendy right now. changing these ideas in the inno- cus: they came up with solutions further topics on Acumen+: Introduction vating team. Depending on the to human-centred design, Proto- • Share ideas to that question, disregarding • Interviews heterogeneity of the group, indi- typing, Designing environmental • All ideas worthy • Shadowing disconfirming perspectives. sustainability, Strategic storytelling, • Diverge / Converge viduals may get confronted with • Seek to understand Systems practice • Non-judgemental • “Yes and” thinking ideas that deviate from their own I believe DT can be used to • Prioritize worldview. People get exposed to enlarge people´s minds; however • Mockups real-life situations and are asked the ethical dimension is not in- • Storyboards to empathize with as many enti- herent in the tool. If the facilita- Empathise Ideate • Keep it simple • Fail fast ties in that situation as possible. tor provides a focus on empathy, • Iterate quickly This change of perspective can it can be a very effective and fun lead to insights that bring trans- tool. Define Prototype formation to the mind, however • Personas not necessarily so. • Role objectives • Decisions • Challenges Test • Pain Points • Understand impediments • What works? • Role play 284 C. Methods — Riding Complexity — Design Thinking • Iterate quickly 285 CF 5 (+1,2,4)

Social Presencing Theatre Basics of Social Presencing The basic assumption in the solid, transparent material the life by noticing your body in the Manuela Bosch practice is that everyone attend- glass is made of. However, what present moment and in relation can be hidden social dynamics, Social Presencing Theatre (SPT) ing is sane and whole, that there makes the glass useful is the to others. In that way things blind spots, or forgotten resourc- is an art form and “social tech- is no-one and nothing to fix or space between the material that can fall naturally into place, es. nology” that brings together repair. When we share, we own can hold water. The same applies without thinking hard. Prac- social change with creative ex- Social Presencing Theatre is part our feelings and perceptions to a door: we see the wood or ticed in organisations and social pression. Through a synthesis of of Theory U, a framework for about the other. We respect each material it is made of, the hinges movements, it can help more mindfulness, creative embodied effecting change personally and person’s reality as truthful. Our and handle, but the empty space constructive, collective things expression, and group dialogue, organisationally, in communi- leading principles are “curiosity” to walk through actually makes to happen, without the need of Social Presencing Theatre directs ties and globally (see chapter on and “loving kindness”. the door. In groups of people this a central role to develop and our consciousness to our own Theory U in this book). Social empty space is our way of being implement a strategic solution Social Presencing Theatre is body, as well as the social body, Presencing Theatre has emerged together, the communication for it. based on a principle called, in and its deeper knowledge. during the last two decades from between and beyond words, how Japanese, Ma. It literally means the life’s work of American artist, we relate to one another. Social The word “Social” stands for “interval”, or “between”, but in dancer and meditation teacher Presencing Theatre is an invita- people and groups, like in or- Japanese art it refers also to a Arawana Hayashi and her collab- tion to discover more spacious- ganisations and social systems. cultural paradigm-shift in the oration with Otto Scharmer. ness and openness in our daily We are exploring social fields in way of seeing and attending to living and our working with practice. “Presencing” derives The practice has spread to thou- something and one another. others. from two words: presence and sands worldwide through cours- There is a habitual tendency for sensing. It is a combination of es and online programmes. It is In Social Presencing Theatre we many of us to focus our atten- being conscious (i.e. of my own applied in facilitating group and experience Ma and what can tion on the content (i.e material body), and being aware (i.e. of organisational change in such emerge from it through simple part) of an object, or the words the space and everyone around different areas as, for example, awareness-based body exercises and actions between people. me). It refers to the quality of education, business, art, and so- and more advanced constel- Ma reminds us to expand our attention we practice in Social cial justice. But it is not a means lations of systems. Letting Ma attention to the space between, Presencing Theatre. Finally, for improving and fixing things. lead is a way of exploring what like to the environment and the “Theatre” stands for embodied It’s a social practice for mindful- naturally wants to happen, not atmosphere. For example when play in its original form – a tool ness, awareness and fresh insight what you think should happen. we look at an object like a drink- to raise awareness, to make invis- around leadership challenges You start to listen to, and learn ing glass, many of us notice the ible things visible. These things related to social systems. from, your “stuck” situations in

286 C. Methods — Riding Complexity — Social Presencing Theatre 287 Naming the Elephant

I have been leading Social Pres- ing Theatre work, to “clear the and share what‘s in their hearts. encing Theatre workshops and table”. This way it supports groups to practice groups since 2014, and do some long-overdue straight My sense and own experience also offer consultation to teams talking in a respectful way. This is that individuals are often not and organisations. I find it an builds the capacity to collective- aware of how much of a burden extraordinarily powerful tool to ly, and in agreement, name the certain challenges at work are to help people talk about the “ele- direction for the next step. them, or they only have a very phant in the room”. That is, an specific perspective on things, important or enormous topic, or they don’t have words for problem, or risk that is obvious References what they feel deeply. Probably or that everyone knows about, most important, they simply There are several different ways to but that no one mentions or don’t have the space to creatively, learn more about Social Presencing wants to discuss because it makes Theatre. Various materials in form collectively engage with what’s at least some of them uncomfort- of texts, articles, pictures and videos going on. Words are often not can be found on Arawana Hayashis able or is personally, socially, or sufficient to get behind the social website, https://arawanahayashi.com/ politically embarrassing, contro- social-presencing-theater. dynamics at work. I am talking versial, or provocative. here not necessarily about in- Instructions for some of the core prac- Usually I am not directly invited terpersonal conflicts – though tices: “20 min Dance”, “Stuck Dance” and “4D Mapping”, can be found by those organisations or com- they might be a symptom. I on the Website of the Presencing munities to bring up the ele- am talking much more about Institute, https://www.presencing.org/ phants. I am asked to help with challenges that arise from being resource/tools. vision and strategy design, to part of complex social systems, For a comprehensive overview of world- strengthen the community spirit, where economic questions meet wide Social Presencing Theatre basic 2-day courses see the most recent but surely also to help them dive personal needs, environmental Social Presencing Theatre newsletter into topics that usually don’t have challenges, political conditions, https://arawanahayashi.com/read. space in the everyday. Whatever and so on. Social Presencing Theatre Practice their goal, when they are open What I’ve experienced is that Groups can also be found around the to experimental, unconventional world. In Europe they currently take Social Presencing Theatre em- methods, I recommend them to place in Cologne, Amsterdam, Sintra, powers individuals to realize Paris and Berlin. start with some Social Presenc-

288 C. Methods — Riding Complexity — Social Presencing Theatre 289 The Theatre of the Oppressed Christian F. Freisleben Theatre of the Oppressed uses There are several main methodo- cal events of the people involved approaches that can also be logical approaches, notably or to capture potential positive The Theatre of the Oppressed is applied in educational settings • Image Theatre development of one person or a a ‘family’ of theatrical methods to foster a very intense way • Transition Statues whole team. that the Brazilian theatre prac- of learning. Students have the • Forum Theatre titioner Augusto Boal first elab- In Forum Theatre, the actors possibility to play and to ob- • Newspaper Theatre orated in the 1970s, initially in or audience members can stop serve at the same time. They can • Rhythmical Reading Brazil and later in Europe. Boal a performance, often at a short contribute topics and problems • Rainbow of Desire was influenced by the work of scene in which a character was from their own social systems, the educator and theorist Paulo Image theatre is a performance experiencing a situation of and collaboratively it is possi- Freire. technique in which one person, failure, oppression, frustration, ble to find solutions that can acting as a sculptor, moulds one resignation. The “audience” can The creation of the Theatre of the be integrated in these environ- or more people acting as statues, propose any solution, by calling Oppressed is largely based on the ments. Therefore Theatre of the using only touch and resisting out suggestions to the actors idea of an intense form of dia- Oppressed can be viewed as a the use of words or mirror-image who improvise the changes on logue and interaction between format of Applied Theatre - play- modelling. With the help of these stage. Or a member of the audi- audience and performer. The ing and learning are a duality statues it is possible to explore ence replaces the protagonist to “difference” or the gap between in the development and perfor- structures and conceptions of the show the idea in a very intense them vanishes and is replaced mance of theatrical pieces. At the mind. Attitudes and prejudices form – they are coming on stage by a flow between performing, same time, visitors are not only become visible and also possible as “spect-actors” to replace the watching and reflecting. The ap- watching a performance, they variations of perceiving other protagonist and act out an in- proaches used are very similar to very quickly become a part of people and yourself. It is also tervention or idea. Through this those of Moreno – the founder of it, bring in their own topics and possible to visualize concepts, process, the participant is also psychodrama who first worked ideas, practice and evolve them historical events and possible fu- able to realize and experience with spontaneous theatre. In this together. It is a very intense form ture developments, the story of a the challenges and possibilities way different situations, struc- of transformative learning. conflict and how it can be solved, of achieving the improvements tures or processes not only can the transformation of a single he/she is suggesting. The aim be consciously perceived and building or a whole city district is to discover all possible paths analysed, but a wide variety of in a sociocultural way. A varia- which may be further examined. forms of action can be developed tion is transition statues, e. g. for The “spect-actors” learn much and practiced. approaches that uses biographi- from the enactment even though

290 C. Methods — Riding Complexity — The Theatre of the Oppressed 291 the acting is fiction, because the Or information generally omit- a group of nurses: Together they fiction simulates real-life situa- ted in a public discussion is developed a possible solution tions, problems, and solutions. It added to the text. to cope with a team leader who offers a “safe space” for practic- didn’t value their work on a pro- Another variation is Rhythmical ing making change. When faced fessional and personal level. They Reading, in which words are read in reality with a similar situation cried a lot but at the end, laugh- out in different speeds, dialects, they‘ve rehearsed in theatre, par- ter was stronger and afterwards emotions. Another approach ticipants who have experienced they told me that they really were is parallel action by combining Forum Theatre ideally will desire able to have a good talk with the words with non-verbal theatrical to be proactive, and will have the team leader, who also had the short interventions. courage e. g. to break oppressive secret wish to get “closer” to his situations in real life. An impor- Rainbow of Desire is the title of team members. tant role is that of the joker, a a format in which the multiple All these variations require: person who helps people to get shades of fears and hopes inter- • Getting to know the methods into the role and to step out of it, act. In that way it is also possible by experiencing them as an he or she also provokes unusual to give a voice and a body to a active participant approaches, ideas, moves in an particular step or method of a • An intense experience as a intense way. project, enabling interaction with facilitator who is also asking creators or possible users. Newspaper Theatre is a system for supervision References of techniques devised to give the I have been using all these var- • Continuous reflection on one’s A Theatre of the Oppressed Glossa- “spect-actors” a way to trans- iations in various settings. It own acting and guidance ry http://tophiladelphia.blogspot. form daily news articles or any is amazing to see the effects of com/2011/12/theatre-of-op- non-dramatic pieces to the theat- empowerment and transforma- pressed-glossary.html rical scene. A news item or scien- tion. The input is mostly given by More background on TO https://beauti- tific literature is read, detached participants, who play and per- fultrouble.org/theory/theater-of-the- oppressed/ from its context. It is combined ceive at the same time. Ideas and with other texts, which are read concepts thus emerge through Midha, G. (2010). Theatre of the Op- in alternating form, comple- manifold perspectives and a pressed A Manual for Educators. Master‘s Capstone Projects. 11. menting or contrasting each spirit of intense collaboration. Retrieved from https://scholarworks. other in a new dimension. For instance I have used it with umass.edu/cie_capstones/11

292 C. Methods — Riding Complexity — The Theatre of the Oppressed 293 Appreciative Inquiry A methodology based on six Jasenka Gojšić principles: Questioning Before Questioning Check Because of its impact on the at- • Constructionist Principle: • Stimulates creativity • Is this question relevant to real life and the titudes and perceptions of those reality comes into existence • Motivates fresh thinking real work of the people who will be ex- who use it, Appreciative Inquiry through relationships, words • Uncovers underlying assumptions ploring it? (AI) is not only a method, but is create worlds, hopes arise • Focuses intention, attention, and energy • Is this a genuine question – a question to often seen as a philosophy. As a from other peoples’ experi- • Opens the door to change which I/we really don‘t know the answer? method, it is useful for initiating ences (Hearing Other People’s • Leads us into the future • What “work” do I want this question to personal, group, organisational, Experience) do? That is, what kind of conversation, From “The Art of Powerful Questions”, by social and global changers. Em- • Anticipatory Principle: expec- meanings, and feelings do I imagine this Eric E. Vogt, Juanita Brown, and David Isaacs phasizing positive attitude and tations guide our behaviours; question will evoke in those who will be future orientation, AI can easily for transformational change, Positive Questions exploring it? provoke transformative effects. a vision of a desired future is • Have an affirmative tone • Is this question likely to invite fresh think- needed • Are based on partial assumptions and ing/feeling? Is it familiar enough to be • Principle of Simultaneity: the open for further possibilities recognizable and relevant – and different act of questioning starts a • Broadly define areas for inquiry enough to call forth a new response? change • Include an invitation which • What assumptions or beliefs are embed- • Poetic Principle: the beauty • allows a variety of possible solutions ded in the way this question is construct- (of the world) is in the eye • consists of words that resonate ed? of the beholder and others positively • Is this question likely to generate hope, realize this through stories; • provokes stories full of energy imagination, engagement, creative ac- metaphors carry experiences • Encourage storytelling tion, and new possibilities, or is it likely from one world to another to increase a focus on past problems and

• Positive Principle: hope, joy, obstacles? excitement, community, inspi- • Does this question leave room for new ration, attention… and different questions to be raised as the • Principle of Wholeness: we initial question is explored? are all interconnected and Adopted from Sally Ann Roth each part influences the Public Conversations Project c. 1998 whole; change in one part triggers change in the whole. 294 C. Methods — Riding Complexity — Appreciative Inquiry 295 DEFINE DISCOVERY DREAM DESIGN DELIVERY or DESTINY The 5D model represents the AI starts with the definition of Search for “family treasure”, Dreaming is a sign of possibili- Creation of possibilities. This The implementation of a change method as a sequence of five the question itself, defining as those things that provide life ties, especially if it is common, phase is between the “preject” is very often only an impulse for phases in a spiral. The phases are precisely as possible our wants when we are on the top of our collective, family. It focuses our and “project” part of the process, new AI gatherings, summits, distinctive but interconnected. and impulses that disturb us, being and doing, those things attention, makes our intention it connects dream with reality. To conferences, and serious conver- They blend into each other. Each detecting a challenge: a call that that make our everyday life stronger, influences the way perform in this phase, one ought sations. If all stakeholders inter- new phase clarifies the results of motivates us to change. This worth living, and those things we speak, inspires our action. to act as a designer, taking equal ested in the inquiry were rep- the previous, and each circle in phase results in a positive ques- that we do not want to lose Dream is woven around the care for the function and imple- resented during the AI process, the spiral exhibits more concrete tion, generated after prioritiza- whatever we change. Discovery positive core after identification, mentation or construction, as their personal and group devo- change effects. tion and selection. The choice is could also be focused on good awareness and generalization of well as materials used. Dialogue tion to dream implementation based on the feeling that this is sides of hard times, in periods of details from stories being told in about dream realization results would be present and strong. the right time, and that the ques- hardship. In AI terminology the the previous phase. Dream is our in a provocative proposal, which The powerful questions provide tion resonates in ourselves and treasure is called “positive core” own new inspirational story! is a concrete wish for a positive psychological and physical mo- others, together with the impulse – the proof of what is possible, change. The proposal is sustain- mentum. for change which is irresistibly the hope that there could be able if it combines social benefit strong. more good in life. The treasure with health and wellbeing as well is buried in memories that can as financial prosperity with envi- be recalled by storytelling about ronmental care. positive past experiences, and conditions that encouraged or Croatia – a country of healthy, joyful and made those experiences possible. Provocative Propositions entrepreneurial people. After analysis of the stories, a list Examples: is made of the best things, expe- • Stretch and challenge My job is creative and cooperative, a source riences, habits and ways of doing • Are desired (people want to create them) of abundance for me, my family and all who that should be preserved. • Are exciting and use energizing language are involved in it. • Represent things people really believe in Organisations exist for the full realisation of • Describe what is wanted in a positive way human potential. (rather than saying what is not wanted) • Are written in the present tense as if they Our daily food intake is based primarily on are already happening food produced less than 20 km from our home.

296 C. Methods — Riding Complexity — Appreciative Inquiry 297 Context Based on this story, which of your values would you like to AI design of an event is com- manifest in the future? monly used for initiating organi- sational changes accompanying a whole system approach. Transformative Edge On a small scale, the power of AI promotes a positive approach positive memories can be em- to any situation. It focuses on ployed at the beginning of an discovering personal and col- event. Participants work in trios. lective potentials in existing One asks questions, one deeply stories, memories and experi- listens for answers, and the third ences, bridging good feeling, self observes. They change roles confidence and a constructive three times, in order to invoke approach. good feelings, hope and self con- fidence in their capacities. Usual AI has the power to transform questions follow the pattern: the perspectives of participants on frustrating, draining expe- Recall a time or event when you riences. Positive questions are felt the best, the most alive, really a great way to approach any involved or proud. Tell your sto- enquiry, notably when asked by ry: what happened, when, how leaders. did you feel…? What made this experience possible, inside you and in your environment? Which of your competences were crucial? What was critical in your surroundings for your extraordinary experi- ence to happen?

298 C. Methods — Riding Complexity — Appreciative Inquiry 299 Personal Story

I have used the Appreciative last step in initiating positive Inquiry model for many years changes is to influence person- Deliberative Communication and Appreciative Inquiry as a basis for Initiating positive al destiny with very concrete (see chapter on Habermas and transformative learning) change workshops for individu- decisions about long term goals. als in search of a “new meaning They share their plans with each The concept and practice of dialogue as a method of transformative learning is also of life”. other and ask for support and central for Habermas (see separate chapter). They share the understanding that feedback. learning – about and through language-based expressions of beliefs, thoughts and Participants start with anchoring actions – emerges from relationships. Through the actions and discourse of day-to- a positive question that is right For better effects, group develop- day interactions, people co-construct the organisations, communities and societies for them, following their long- ment and internalisation of in- they inhabit. ings. They usually come with an sights, the workshop is organised idea about practical changes, and in six sessions, one a week for six Explicit (structured) or implicit (informal) transformative or social learning bring to- we search together for deeper weeks, three hours per session. gether people who do not necessarily share backgrounds or frames of reference, etc. needs. In the discovery phase, This learning creates an opportunity for reflecting on or questioning one‘s own and they recall positive experienc- others’ frameworks and assumptions. es in which the need was met. References AI and Habermas accept that social systems or relationships are changed or trans- They share their stories, evoking formed in the actual act of inquiry, dialogue, learning and communication, at the in- feelings, and analysing their The source and centre of the method is dividual and at the collective level. Habermas’s and Honneth’s notions of ‘recognition’ talents and the context which Case Western University, Cleveland, USA. Appreciative Inquiry Commons and ‘reciprocity’ play a major role in the underlying processes. enabled the experiences. With provides reliable information and a that assurance that their needs bibliography: http://appreciativein- Both AI and ‘deliberative communication’ can be regarded as a form of positive in- could be met, and a lived feeling quiry.case.edu/ quiry (as opposed to ‘negative’ inquiry which is central to problem solving). They can of satisfaction, they create their Practitioners have formed a European complement and support each other in providing a suitable approach to positive de- new stories. They daydream community of practice around Appre- sign. While AI rejects deficit-oriented thinking and embraces life-generating forces, ciative Inquiry and Strengths-Based about what life would look like, if Change: http://www.networkplace.eu/ Deliberative Communication focuses on eliminating artificially imposed constraints the needs were met. They write a through rational discourse. “Appreciative Inquiry seeks strengths from positive There is also an international journal, AI story about their life seven years Practitioner: http://www.aipractition- emotions, while Deliberative Inquiry employs positive critique to unmask barriers to in the future, noticing which er.com/ change and arrive at morally, ethically and pragmatically sound decisions by mutual aspects of life are preserved, and and authentic agreement” (Asif & Klein, 2009). See also chapter what changed. As a prototype, Frans Lenglet they visualise their story. The C. Community of Practice (CoP)

300 C. Methods — Riding Complexity — Appreciative Inquiry 301 Living Knowledge Robert Gilman Context There is a long philosophical tra- because they aren’t familiar with stand to be partial, selective and dition of searching for timeless, a practical alternative. provisional representations of context-free knowledge. Plato’s the territory. Partial because we Living Knowledge, as a method, forms are a good example. The know the map is never as com- provides such an alternative. It Age of Enlightenment search for plete as the territory. Selective generalizes the well-established universal truth is another. That because the mapper creates the technical process of using multi- orientation felt well supported map for a specific purpose and ple maps (or diagrams) to pro- when we thought Newton’s Laws chooses what elements to include vide detailed information about were absolute and when we in- based on that purpose. Provi- a complex territory (or subject) terpreted the world around us as sional because there is always – as in the multiple layers of a a vast machine. At a deeper level, more to learn. These generalized Geographic Information Systems it is supported by seeing the maps may be descriptions or (GIS) map or the multiple draw- world around us as a warehouse diagrams or anything else that ings for an architectural project. full of discrete objects (rather serves the purpose of the map- In this method, any subject can than seeing systems and relation- per. (eds. note: take a look at the be approached as a territory, i.e. ships) and by thinking in lan- TL-territory map we created) something where you (more or guage-based categorical terms. less) know the boundary but Today, we live in a world where you know you don’t know all knowledge is constantly evolv- that could be known about that ing and we are discovering that territory. living systems (complex adaptive Treating the subject as a territory systems) are a better model for is an invitation to learn and a interpreting the more interesting recognition that there is always aspects of the world, such as the more to learn. What we do know biosphere and society. Neverthe- and learn about the territory, we less, many people still think in put into maps (understood met- the old terms, in no small part aphorically), which we under-

302 C. Methods — Riding Complexity — Living Knowledge 303 The Transformative Edge A Mutual Learning Journey It’s what Life does

This approach leaves behind the Living Knowledge uses visual As I’ve shared this approach with When two or more people share The Living Knowledge approach search for timeless knowledge by and spatial metaphors and people via the Bright Future Now the ability to switch into the Liv- is pragmatic in the same way that recognizing that there is always actual representations to escape programme (see insert in Section ing Knowledge approach, they living systems are pragmatic. more to learn. It is thereby more this trap. When we approach a A), I often hear the following: can shift what initially looked Identify your territory of inter- humble and dynamic. It also subject using the metaphor of like a conflict into a shared People shift from (often uncon- est. Gather and create maps that helps to break the widespread territories and maps, we expect design challenge and an oppor- sciously) seeing themselves as serve your purpose. When you monopoly that object-based per- there to be multiple maps – each tunity to better understand each an object to seeing themselves feel your maps have given you ception and categorical thinking partial, selective and provisional other through sharing their maps as a territory full of inner multi- enough insight/direction so you have over our minds. Language – that can fruitfully co-exist with without struggling over which plicity, complexity and mystery. can take a step that feels “good is inherently object-oriented and each other. Important metaphors map is “right”. This experience is liberating and enough for now, safe enough to categorical since words are es- within this approach that offer brings a deeper self-compassion try” then do so. Learn from the sentially either names for objects alternatives to object-based per- and inner peace. way the world responds to your or labels for categories. The need ception and categorical thinking step. Keep iterating – just like life for common, shared definitions include: People start seeing other people does. for words further deepens the • Composites as territories full of inner multi- tendency for language-based • Layers plicity, complexity and mystery. “Good enough for now, safe thinking to be categorical. • Sliders This leads to greater understand- enough to try” • Signal and noise ing, compassion and ability to Sociocratic principle • Spaces communicate. • Fields Object perception and cate- • Systems gorical thinking are quick but low-resolution ways of dealing with the world. Territories and [Editor‘s note: Take a look at the maps allow much higher reso- chapter “visual communication” lution and reveal new win-win for another alternative and prac- solutions to seemingly intracta- tical tools.] ble problems.

304 C. Methods — Riding Complexity — Living Knowledge 305 Genuine Contact ™ Neža Krek in the organisation need to be in Facilitators working with this 3. Spirit (or conscious energy) genuine contact with themselves, approach profoundly believe in matters. Through spirit, all Towards the end of my studies, I in genuine contact with their the following. of creation is connected, and discovered facilitation. My mind immediate surroundings (team, 1. Every organism (including people are precious. Our was blown away. What? All the department), and in genuine the organisation) has with- experience is that strategies things I love doing have a name contact with the larger context in it a blueprint for its own based on these values have and can be a profession? I want- (organisation as a whole, the optimal health and balance. exciting, tangible results. ed to learn it all. That lust for system, the world). It‘s paramount to trust people learning led me to follow courses 4. Change with its accompa- in the organisation to know on Future Search, Art of Hosting, No wonder the motto of the nying loss, grief work, and what’s needed for optimal The Oasis Game, Non-violent approach is “Genuine Contact conflict is constant. Organ- effectiveness. Building on the communication, Deep Democ- a holistic approach to organisa- isations that master working strengths within the organi- racy, Holacracy and more. All tional excellence.” with change will be able to sation is key to optimal effec- in the pursuit of ‚the‘ method I sustain optimal effectiveness. The Genuine Contact Pro- tiveness. would then use in my facilitation The leaders in these organi- gramme emerged from Open practice. 2. Focusing on genuine con- sations recognize that change Space Technology (see chapter tact enables individuals and cannot be managed. Therefore Every time I dove into a new on OST). It was developed as organisations to achieve the our best use of collective and method, I thought “This is it!” a way to build capacity inside health and balance that is individual energy in an organ- only to find something that organisations to bring the energy needed for optimal effec- isation is to work with change, didn‘t align with what I wanted and efficiency experienced in tiveness. Positive change in rather than against it. to bring to this world. Then I was OST meetings into the everyday the organisation is directly introduced to Genuine Contact life of the organisation. The pro- 5. Simple frameworks and pro- linked to positive change in and the approach to facilitating gramme consists of 9 modules cesses enable success in com- individuals. Both are required organisational change spoke to taught inside the organisation, plex situations. In keeping it for sustainable new ways of me in a profound way. one of which is “Working with simple we recognize that any working. Open Space Technology”. For sustainable change must begin Genuine Contact aims to bring more information, see the refer- on the inside and cannot be exactly that: genuine contact on enced web site. externally initiated or driven. all levels of the organisation. In order for a transformation to happen and stick, the individuals

306 C. Methods — Riding Complexity — Genuine Contact ™ 307 At first, I had a kind of love-hate With time and by practising this and then by their own cowork- relationship with these 5 princi- approach, I was challenged to ers, at the end by themselves. ples of Genuine Contact. I loved step into the background and re- Last but not least, I remember them from the start because they ally listen. I needed to step over the joy I feel every time when the made so much sense. They were my own ego and take a hard look participants engage with the cho- telling a story about a possible at my personal filters I had (or sen topic and dare to explore the world I wanted to contribute to still have) towards certain types depths of their souls as they step building. of people. Yes, it was hard to rec- into genuine contact with their ognize I had judgements about At the same time, a part of me talents, dreams, and the world certain races, language accents hated them because they chal- around them. and people with glasses (I know, lenged so many of my hidden weird) but the inquiry gave me limiting beliefs I picked up along an awareness that is essential for the way to adulthood: my practice. Now I can enter the • That people know what they room knowing I will be facing need? No way, the teacher in these judgements. That’s a fact. me said - they need to be told However, that knowing will ena- what is best for them. ble me to create spaces where my • Working with emotions in participants will ultimately feel organisations? Yeah, right, my accepted for who they truly are former boss would never do and not as shadows of my judge- that! There should be a clear ment . separation between work and personal life. Through practising GC, I expe- • Teams can self organize if they rienced the relief of not needing have clarity about the bound- to know all the answers because I aries of their playground? No, learned how to trust the wisdom References you need to show them the of the crowd. I received words way, said the scouting leader of profound gratitude from my www.genuinecontact.net from a past regime in me. clients who felt seen for the first Book: The Genuine Contact Way by time in their teams. First by me Birgitt Williams

308 C. Methods — Riding Complexity — Genuine Contact ™ 309 Dragon Dreaming A Hero’s Journey Dror Noy imagine your heart dancing with their clear purpose and results. With these questions, I started your brain and adrenaline run- A bit later the momentum of the my own hero’s journey (eds. I have been engaged with Drag- ning in your veins. That was the movement started to slow down, note: see chapter on Hero´s on Dreaming since 2012, after feeling I got during this summer I remember my friend telling me Journey) to discover methodolo- taking part in a big social move- at its best moments. “The movement lost its heart” gies that can not only transform ment in Israel, “the tent move- or “We become the opposite of the outcome of our work but can ment”. That was where my own In other moments it was very what we wanted to be”. also transform our hearts and transformation started. Maybe challenging, calling for both minds, and can support us in you know this feeling: Being part personal and collective transfor- I started wondering what other navigating the complexity of our of a large scale movement that mation. The way leadership hap- methods and leadership ap- time in a sustainable way. for some moment gives you that pened in this movement was cre- proaches there are that can allow amazing feeling that together ating a deep dissonance for me more people to work together to Two years later in the South of we can really change the world. personally and for many of my achieve personal and collective Spain, my journey led me to If you don´t know it yet, just friends in the movement. Often goals and by doing so transform Dragon Dreaming: a philosophy during this summer I was asking the culture and the way we do and methodology created around myself if we are really behaving things. I was asking myself how 1990 by the Australian John differently in the way we work we can engage more people in Croft (1949) and his wife Vivi- together. I quickly began to no- transformational change so that enne Elanta (1951-2004) as part tice how ego and power dynam- people can lead the change they of their work at the Gaia Foun- ics started to rise, from a small want to see in their world; and dation in Western Australia, of collective shifting into a political how we can find new ways to which they were the co-creators. group where there is one leader communicate and lead change in The inspiration to create Drag- that gets or takes all the attention a more collaborative way, so that on Dreaming came from Croft’s while the other people slowly we can give space for personal work as the Community Educa- fade away, back into their home growth and transformation, and tion Coordinator for the World and life. The decision-making eventually get tangible results. Bank with indigenous people processes became based on of Papua New Guinea. He later power and the person with the developed it as a methodology loudest voice got the most time, for implementing the projects A social justice protest in Tel Aviv’s Rabin Square,2011. minority groups were pushed carried out by the Gaia Founda- Photo: Avivi / Wikimedia aside and conversations lost tion.

310 C. Methods — Riding Complexity — Dragon Dreaming 311 The Philosophy The Four Defnitions behind Dragon Dreaming of Dragon Dreaming “Aboriginal culture is the old- There are many possible defini- “Since its beginnings, Dragon est on Earth and has lived in tions of Dragon Dreaming, de- Dreaming is based therefore Western Australia for at least pending on what we are dealing upon the premise that no- 70,000 years. These Aborigi- with: one should ever undertake nes call themselves Noongar 1. It is a philosophy, therefore a project alone. It is based or Nyungar, a word that, in also a culture, for teams, com- upon mobilizing members of its ancient language, means munities, projects, and organ- your own invisible commu- simply people” isations. nity network; friends, family, 2. It is a meta methodology colleagues, neighbours or Croft 2014 - #4, 4 with influences from a varied acquaintances, to join you to Think of the many legends that range of ideological, method- work in making your collective surround dragons: usually it ological and project manage- dreams come true” guards a treasure. The Dragon ment sources. Croft 2008 - #4, 10 represents our fears and also the 3. It is multiple toolboxes for strength to overcome them, to trainers, entrepreneurs, lead- “get out of our comfort zone”, ers, etc. “dance with our dragons”, dare to 4. It is a community of peo- realize our dreams and find our ple, facilitators, projects, and treasures, for ourselves, our com- organisations that cooperate munities and the entire planet. to satisfy their individual and Originally, Dragon Dreaming group dreams. Dragon dreaming in Action, Cantabria, Spain, 2018. Part of a work- was called Waugal Dreaming: shop where we filmed the documentary about Dragon Dreaming and Waugal is the rainbow serpent the great turning. Photo: Dror Noy in Noongar mythology, recog- nized as the creator of life and all beings.

312 C. Methods — Riding Complexity — Dragon Dreaming 313 Win-Lose vs Win-Win-Win Transformative Edge

The predominant current of Therefore, the three principles of more than we reforest, we ex- “Engaging with the environment References thought in Europe and other Dragon Dreaming Culture are: tract more than is regenerated, means we are engaging with a Croft, John (2008). Fact Sheet Number #4 so-called “developed” societies etc. A Dragon Dreaming project living world of which we too are Personal Growth for all the The Great Turning: a Breakdown or has created a vision of the world is designed to reverse this and a part. To believe we can take Breakthrough? people involved in the project. that categorizes and separates give more in return to the Earth control of this world through Therefore, a Dragon Dream- Croft, John (2014). Fact Sheet Number everything into subjects and than we take in terms of natural “power over” is a human myth, ing Project aims to expand our #17 The Power of Consent. objects, active or passive, over resources and wildlife. an egotism which will lead to capabilities and invites us to Koglin, Ilona (2013) from Dragon which we can have “power-over” frustration and heartbreak. We leave our comfort zone and our Dragon dreaming in Action, Dreaming e-Book. Projects Design. (Kahane). Thus, people have cannot control the process of e-book. 2nd ed. self-imposed limits to achieve Cantabria, Spain, 2018. Part of power over other people, people flow of energy, matter, informa- our fullest potential, whilst em- a workshop where we filmed Some great resources to enter over animals and plants, devel- tion and the chaos or entropy in powering personal inner work the documentary about Dragon the world of DRAGON oped countries over developing which we are embedded. Abo- and self-care. Dreaming and the great turning. DREAMING countries, rich over poor, etc., riginal tradition suggests that Photo: Dror Noy and everything is constructed Community Building, to nothing is separate too – and Dragon Dreaming international website- or destroyed in Win-Lose rela- strengthen the communities of science is proving this over and www.dragondreaming.org tionships. Dragon Dreaming is which we are a part. A commu- over” – Ilona Koglin (2013) A DRAGON DREAMING Project meant to create Win-Win-Win nity has a broader meaning than Design e-book (available in 10+ languages): relationships that transform a group or team. The community “power-over” into “power-with”, can be defined as the links and Dragon Dreaming In Action: A guide through more collaborative, col- local exchanges that unite us, to designing projects for personal growth, community building and lective and connected relation- and a true community is char- service to the Earth,-Ramos, Julia and ships. This is the fundamental acterized by the quality of the Beatriz Gallego, pillar for the Dragon Dreaming communication of the people ‘Dragon Dreaming and the Great Turn- Culture, where each project aims that form it. ing’ a 40 min film about Dragon to generate satisfaction at three Dreaming Service to the Earth, for the levels: Personal, Collective, Glob- maintenance and improvement THE ESSENTIAL CORE OF DRAGON al. of natural life. Human beings are DREAMING: SPREADING THE CHANGE by John Croft -2014 at a point where we take more from the Earth than we give Power and Love: A Theory and Practice back. For example, we pollute of Social Change Book by Adam Kahane 314 C. Methods — Riding Complexity — Dragon Dreaming 315 Complexity & Habits of Mind Sonja Blignaut and practising (lived). Nowadays be applied again should “the” to productive actions. Habits of we see a lot of what Morin calls problem emerge again. “(Rogers mind are seldom used in isola- In 2013, I co-authored a paper pseudo complexity thinking: et al, 2013) tion but rather in clusters that with several scientist friends on approaches and people who collectively present a pattern of cultivating complexity think- This is problematic, as the world define themselves in opposition behaviours.” ing in social-ecological systems very much needs practical ways to linear reduction approach- (Rogers et al. 2013). An assertion of applying complexity thinking We identified three interde- es but whose practices are still we made in this piece is that too to ever more pressing intractable pendent habit clusters or frames informed by a reductionist much of our understanding of problems. There is hope how- that we consistently apply when paradigm that believes that we complexity is intellectual. There ever. All human beings actually navigating complexity. They are can fully know our social–bio- is very little that embodies what have a lot of lived experience in Openness, Situational Aware- physical reality and that we are complexity philosopher Edgar complexity that we simply forget ness, and Respect for the Re- able to map paths into the future Morin would term “lived com- about (or disregard as irrelevant) straint/Action Paradox. definitively. plexity”. in professional or work contexts. “They display all the distinctly As we negotiate city life, traffic, Many academic and professional reductionist habits of expecting social complexities in families disciplines abound with men- to come to “know” the problem or friendships and raising chil- tions of complexity. Most of the and objectively find the “right” dren, we are effectively engaging literature is dominated by an solution by dividing the prob- complexity. intellectual understanding and lem into discrete elements to be theorising of complexity. Morin In this 2013 paper, we attempted tackled by experts who “know” asserts that “Scientists who do to make explicit some of the tacit how to do it. Any range of not practically master the con- heuristics that we collectively solutions can be tried because, sequences of their discoveries, cultivated over many years of if they go wrong, they can be do not control the meaning and working in complex systems. We reversed with little consequence nature of their research, even framed them as habits of mind. for the system. They will expect, on an intellectual level” (Mor- consciously or unconsciously, Habits of mind to thrive in com- in 2008:4). In other words, real that once the “real” solution is plexity understanding can only come found, the problem will go away from an internalised intersection “A habit of mind is a pattern of and they will now have an “evi- of understanding (intellectual) intellectual behaviour that leads dence-based” decision that can

316 C. Methods — Riding Complexity — Complexity & Habits of Mind 317 1. Openness 2. Situational Awareness

“Openness can be described as • Cultivate curiosity — learn to “One of the critical differences Habits of mind that promote a willingness to accept, engage “stay in inquiry” and be curi- between complexity-based and patterns of situational awareness with, and internalise the different ous (vs assuming, judging and reduction-based thinking is include: perspectives, even paradigms, jumping to conclusions) the importance of context and • Consider the importance of to be encountered when dealing • Value diversity: Encoun- scale in complex systems. Each relationships and interactions with diverse participants in an ter every person with equal issue or system attribute can between entities and not just interdisciplinary situation. It respect, listen for and ac- appear quite different, and in- the entities themselves. requires conscious acceptance knowledge their specific teractions have quite different • Be aware of contingencies, that notions such as ambiguity, needs, knowledge, and ways outcomes, under different con- scale, and history. unpredictability, serendipity, and of knowing. texts and at different scales. • Surface organising principles paradox will compete strongly, • Set direction, but be open to Spatial and historical context and values that will bound and legitimately, with knowledge, not having specific goals or are very important, but so too decision situations and help science, and fact. In essence, outcomes in mind. are the different participants’ keep decision making consist- it means that while navigating • Be open to both/and options. value systems and how they ent from one context to the challenges of a complex system, • Expect ambiguity or paradox: lead to different outcomes. next. (vs setting rigid rules). one holds one’s own strong opin- Accepting these as legitimate An awareness of the complex • Reflect often: formally, infor- ions lightly (Pfeffer and Sutton can often avoid unnecessary context in which an adaptive mally, individually, and collec- 2006) and engages as both facili- conflict. challenge exists, and of how it tively. tator and learner. “ • Accept that consensus is often changes in time and space, is • Cultivate diverse feedback impossible in complexity, critical to effectively navigat- mechanisms and networks — Some of the specific habits of adopt an experimental ap- ing through it. In essence, one avoid echo chambers mind that promote patterns of proach rather than forcing must cultivate a state of antici- openness include: agreement to a single ap- patory awareness and constant • Hold your strong opinions proach. mindfulness.”[MM1] lightly and encourage others • Accept everyone as co-learn- to do the same. ers, not experts or competi- • Embrace emergence: Be tors. prepared for the intervention of surprise, serendipity, and epiphany.

318 C. Methods — Riding Complexity — Complexity & Habits of Mind 319 3. A Healthy Respect for the Restraint/Action Paradox “Leadership and decision mak- Habits of mind that promote pat- ventions. One certainty in In Facilitation Settings: Besides these, there are many ing in a complex system con- terns of a healthy respect for the complexity is that any action • Discern when to trust the other habits of mind that are use- stitute a balance between the restraint/action paradox include: can (and often does) lead to facilitation process and stand ful when dealing with complex- risks associated with practicing unintended consequences. back quietly, giving the group ity. I’m reminded for example of Decisiveness/Willingness to restraint and taking action. On dynamic space and allowing Jennifer Garvey-Berger’s “simple Act Under Tension Restraint Under Tension the one hand, if the context re- emergence. habits for complex times” which • Encourage courage. Cultivate • Embrace liminality and avoid quires it, one needs to conscious- • Keep options on the table long are an awareness of the natural premature convergence — ly practice restraint and create past their apparent usefulness. • Ask different questions inclination to avoid discom- avoid being too quick to make space that allows the emergence Many will find context later in • Take multiple perspectives fort and have the courage to judgments and choices. of ideas, trust, opportunity, and the process. • See the system push beyond it and seize the • Avoid overconfidence about even epiphany to loosen the • Know when to rest. Open and “just do it” moment. being ready to take action in a What habits or heuristics do you tangled problem knot. There is participatory engagement ex- • Embrace provisionality: When data-driven “predict and act” use when you encounter com- References a strong need for a certain slow- poses vulnerabilities, requires a decision has to be made in mode. plexity? Let’s co-create a more ness (Cilliers 2006) in taking humility, and takes energy. Cilliers, F. P. (2006). On the importance the apparent absence of the • Allow the “seeds of action” comprehensive list together. time to allow emergence to of a certain slowness. Emergence: necessary information, accept that you’ve sown time to These three frames of mind are Complexity and Understanding unfold. On the other hand, one that it is likely to be imperfect germinate. Resist impatience interdependent, with openness 8:106–113. needs the courage to take action and that it will be provisional and the need for an instant as the most critical as it can Berger, J. H. & Johnson, K. (2015). Simple in a mist of uncertainty because, at best. response. enable or constrain the others. Habits for Complex Times, Stanford: in a complex system, the conse- Stanford University Press. • Do not be afraid of intelligent To some extent, adequate situa- quences of our actions are nev- mistakes. Mistakes lead to tional awareness is not possible Morin, E. (2008). On complexity. Hamp- er entirely predictable, and no learning. without openness to a diversity ton Press, New Jersey, USA. matter how good our knowledge, • Avoid paralysis from the natu- of perspectives. In a complex Pfeffer, J., and R. I. Sutton. (2006). Evi- there is never an objective “right” ral anxiety response to uncer- system, one simply cannot afford dence-based management. Harvard decision. Being conscious of, and Business Review 84:62–74. tainty. Accept that there is no a one-sided view. Knowing comfortable with, this paradox is one right place to start or end. when to act and when to prac- Rogers, K. H., R. Luton, H. Biggs, R. critical to successfully fostering Take the next fit-for-context tice restraint depends on one’s Biggs, S. Blignaut, A. G. Choles, C. G. and practicing adaptive leader- Palmer, and P. Tangwe. (2013). Fos- action that makes sense in the awareness of changing dynamics ship.” - Rogers et al tering complexity thinking in action here and now. in the system, but it also requires research for change in social–eco- • Act small and local. Avoid openness to the unexpected. logical systems. Ecology and Society 18(2): 31. http://dx.doi.org/10.5751/ large, system-wide inter- ES-05330-180231

320 C. Methods — Riding Complexity — Complexity & Habits of Mind 321 Flow ‘Flow’ was established as a concept related to job satisfaction by Mihaly Csikszentmihalyi in his book of 1975. For the transformative educator, it also relates to the ability to combine and reconcile two apparently contradictory aspects of the work: the principle that the participant is the leader, and determines not only the pace but also the direction of her or his learning; and the opportunity for the facilitator to intervene in ways that ‘push’ the participant towards transformation. A useful concept in this context is that of the ‘growing edge’.

We are most open to transformative change at ‘the growing edge of our comfort zone’. In the cosy centre there is no motivation to shift; and outside the zone it takes a lot of courage (or desperation) to look for transformative paths. The challenge for the facilitator is thus to ‘push’ the participant to her or his growing edge but no further.

322 C. Methods — Riding Complexity — Complexity & Habits of Mind 323 Systemic Constellation Work in Organisations Floor Martens, LLM & Common Ground relationships and dynamics be- Organisational constellations are Nikolaus von Stillfried, PhD come visualized. a powerful tool to: All forms of constellation work • Gain a deeper understanding Systemic Constellation Work build on a technique that we Accompanied by the facilitator, of the stakeholders you are applies to a wide variety of fields: could call “systemic representa- the representatives tune into involved with. especially psychotherapy and tion.” In an organisational con- a mindful perception of the • Resolve problems by identify- self-development (e.g. ‘family stellation workshop, the proce- situation, their intuitions and ing the underlying issues. constellations’) and consulting dure will often look like this: their bodily sensations and then • Unleash creativity, get new for businesses and other organi- express their observations and One person (the ‘case giver’) de- ideas, see things from a fresh sations (e.g. ‘organisational con- feelings. They can change posi- scribes the issue he or she wants perspective. stellations,’ ‘management constel- tion in the room when they feel to address. Together with the • Implement fruitful and las- lations,’ ‘project constellations.’). the wish to do so. Step by step, facilitator, the case giver identi- ting organisational structures, However, the method also ap- the constellation shifts towards fies the most important elements cultures and goals. plies to many other contexts (e.g. a more harmonious state. The that compose the relevant system • Sharpen your intuition and ‘nature constellations,’ ‘research participants who are not serv- for this issue. These elements can perception skills. constellations,’ ‘medical symp- ing as representatives mindfully be individuals and organisations, toms constellations’ etc.). Several observe the process. A particular benefit of constel- non-human life (e.g. animals, scientific studies have empiri- lation work is its time efficiency. plants), objects (e.g. buildings, When the facilitator decides to cally validated the usefulness of Three hours are usually enough products) or abstract entities end the constellation, the partic- organisational constellations. to gain in-depth insights into (e.g. feelings, goals). ipants who were representatives an issue and to develop possible step out of their roles. Second, the case giver asks other strategies for a solution, includ- workshop participants to repre- Finally, a harvesting process can ing the identification of concrete sent one of these elements each. be facilitated where all partici- next steps. Representing an element means pants can share their impressions embodying it. The participants’ of the constellation process, their positioning in the room (which insights and its implications for they may decide on themselves the real-life system. or be directed by others) reflects their embodiment of respective elements. In this way, structures,

324 C. Methods — Flow — Systemic Constellation Work in Organisations 325 The Transformative Edge

Experiencing the power of intu- spective is not just abstract infor- you are open for something new Floor: From discomfort to explo- ition can transform one‘s world- mation but experienced reality. then a constellation could be ration view. We often observe a significantly the answer. For me, what makes deepened understanding of My first experience with constel- this method unique is that in a An amazing and until now not different perspectives as well as lation work made me feel very short time-frame it gives clari- fully understood phenomenon increased empathy and apprecia- uncomfortable. It seemed as if ty on the essence of a problem. implemented in systemic con- tion for them including for those I was asked to be part of a play. Oftentimes, it shows us what we stellations is “representative previously considered problem- Unexpectedly my intuition and cannot or do not want to see or perception” or “somatic infor- atic. senses were very strong while acknowledge. A constellation mation”: even though the par- participating in it. Normally, I makes the essence visible and ticipants usually do not know Nothing motivates transforma- let my head try to find answers tangible. the system or the element which tion like getting a taste of a possi- to difficult questions. In stark they represent in real-life, they ble great future. Nikolaus: From energy-depletion opposition to this tendency, dur- have quite specific intuitive to energy force In transformative processes, ing the constellation, I received perceptions and impulses which one often has the frustrating much deeper insights through I first got to know this method the case givers often identify as feeling that we know what we the embodiment of an element. in family constellations and was matching the real system closely. want to leave behind but we This experience triggered my blown away by how effective it Experiencing the effectiveness do not know exactly where we curiosity. A few years later I did was. The most amazing effect for of problem solving that relies want to go instead. Being able to a training in Business Constel- me has been the ability to come strongly on intuitive ways of experience a glimpse of what a lations and Social Presencing to a much better understanding knowing can be transformative. system in a potential improved Theatre. Nowadays I use constel- of why people act in a certain One gains trust in one’s intuition future state could look and feel lation practices personally and way in certain situations. This and the intuition of others and like, can be very motivating and professionally. naturally makes empathy and there is an increased interest in provide valuable orientation. forgiveness much easier. the ability to tune into deeper I still find it hard to explain to Since systemic constellations can levels of consciousness. people, in words, what constel- I decided trained in this method be experienced by several people lation work is. The best way to and have been offering organ- Experiencing a system through at the same time, they can even understand this method is by ex- isational constellations for a someone else’s eyes can trans- contribute to the emergence of periencing it. If you want to get few years. I keep being amazed form one’s view of the system. coherent collective visions and to the essence of a problem and at how easily big shifts in per- goals. To a representative, their per- have, like me, little patience and ception can occur through this

326 C. Methods — Flow — Systemic Constellation Work in Organisations 327 method. I remember a constella- work seriously because they see stance of mainstream science. tion that was looking at the role it as too involved with trans- Most significantly, he now ex- of so-called real-world labs in formation activism instead of perienced the described tension References • Kolodej, C., Smutny, P. (2010). Die Me- the transformation toward sus- scientifically neutral. After tak- no longer as an energy-deplet- diationsaufstellung – eine nachhaltige tainability. One person who had ing part in the constellation as a ing conflict between opposites G. Senoner and C. Rosselet (2013): En- Methode zur Ergebnissicherung. a leading role in the real-world representative for science, he said but rather as an energy-creating acting Solutions - Management Con- Zeitschrift für Konfliktmanagement, stellations an Innovative Approach to 3, 68–71. lab movement told me about his that he suddenly understood and force-field between complemen- Problem-Solving and Decision-Mak- frustration around mainstream truly appreciated the importance tary poles. ing in Organisations • Kolodej, C., Schröder J., Kallus, K. W. scientists who don’t take this of this conservative and sceptical (2016) Evaluation systemischer Struk- www.presencing.org/resource/ turaufstellungen im Organisation- Picture: A systemic constellation exploring the potential of real-world laboratories in the tension field tools/4D-mapping-desc [Video] skontext. Gruppe-Interaktion-Organ- isation. Zeitschrift für Angewandte between participation and scientific scepticism. www.presencing.org/files/tools/PI_Tool_ Organisationspsychologie, Volume SPT_4DMapping.pdf [instructio 47, Issue 1, pp 61–71 • Borek, L. (2011a). Der Einfluss von Sys- temischen Strukturaufstellungen auf • Pacher, B. (2002). Nutzen von Organi- Kohäsion, Kooperation, Koordination sationsaufstellungen im Rahmen von und Kommunikation in Teams: Eine Changeprozessen. Master’s Thesis, Längsschnittstudie. Gruppendyna- Private Universität Witten/Herdecke. mik & Organisationsberatung, 42, • Ruppert, F. (2000). Das Aufstellen von 173–185. Arbeitsbeziehungen in Wirtschaft- sunternehmen – Erfahrungen und • Borek, L. (2011b). Team structural Ergebnisse empirischer Untersuchun- constellations and intra-team conflict. gen. In G. Weber (Hrsg.), Praxis der Team Performance Management, Organisationsaufstellungen. Grundla- 17(7/8), 405–417. gen, Prinzipien, Anwendungsbereiche • Gleich, M. (2008). Organisationsauf- (S. 279–304). Heidelberg: Carl-Auer. stellungen als Beratungsinstrument • Van den Berg, P., Roevens, J. (2007). für Führungskräfte – Eine empirische Short term effects of systemic sets in Analyse. Heidelberg: Carl-Auer. Organisations. The knowing field (S. • Kohlhauser, M., Assländer, F. (2005). 31–36). Organisationsaufstellungen evaluiert: • Wesseler, M., Fink-Keßler, A., Boland, Studie zur Wirksamkeit von Sys- H., Michaelis, T., Göbel, I. (2003). temaufstellungen in Management und Systemaufstellungen als innovatives Copyright: Ministerium für Wissenschaft, Forschung und Kunst Baden-Württemberg. With friendly Beratung. Heidelberg: Carl-Auer. Beratungsinstrument im ökologis- permission. chen Landbau.

328 C. Methods — Flow — Systemic Constellation Work in Organisations 329 Empowering Facilitation and Coaching Marilyn Mehlmann The Unspoken Empowerment Underlying this project as well Agenda Entrains Change as the whole idea of Transform- An empowering coach some- of the process and its tools, each A person or group signing up ative Learning are a number of times claims to have ‘no agenda’, in pursuit of their own particular for a ‚transformative learning‘ assumptions. For instance but in fact we do: we wish to agenda. experience is implicitly saying: • More self-knowledge is a good invite those we coach to become “I‘m not satisfied with the way thing, both in individuals and “There is a very thin line be- increasingly empowered. This things are. Help me bring about communities tween a facilitator and a space wish comes from a shared value change.” It can be about improv- • Empowerment, which in- invader” that says: more empowerment is ing something that is already cludes expanded action capa- good for both the individual and an Open Space facilitator good; or about removing obsta- bility, is a good thing the collective. So our agenda is cles, or gaining new perspectives, • Empowered people can value-driven rather than either formulating new visions. But co-create their own lives, to process-driven or content-driv- change is the key, whether trans- the benefit of all en. However, the key word is formative or more mundane. • Educators long to see more invitation: if the person or group transformative effects in their And with empowering facilita- says no, that is no reflection on students/participants, and tion and coaching, the change is either them or the coach! believe the participants to be defined by the participant. The capable of more Facilitation – usually taken to role of the professional is to act mean leadership of a specific, as midwife to the desired change. If we align with these assump- interactive group process – tends Working at the transformative tions, what general conclusions to be process-driven. Usually edge, we do our best to sense can we draw about the role of a the facilitator follows or builds when the participant is ready to facilitator, or a coach - given the on a method, for example Open step beyond marginal change Competences framework? Space Technology or Learning and into transformative change for Change. Often the facilita- (Competence 5). tor has been trained to ‘deliver’ the process in question. Her/his agenda is to support a group of participants to make the best use

330 C. Methods — Flow — Empowering Facilitation and Coaching 331 What is Change and how does it Happen? Quadrants of Personal Styles

Even consciously chosen change Warren Ziegler said that change Change When talking about the work of principal archetype(s) can help may be marginal in the sense tends to happen when we have a Conscious change, whether by a facilitator we are not dealing you to hone your own style, to that it may be reversed, either reasonable balance between hope individuals or in a group, tends only with a set of skills but also bring out and shine up the facets deliberately or unconsciously. In and dissatisfaction. No hope – to cycle through four quadrants with a question of personal style. of yourself that contribute to practical terms this is a virtue: no reason to think about change; or phases. The illustration is tak- You don’t become a skilled pro- your skill. It can also help you we can try out different behav- no dissatisfaction – no need to en from Dragon Dreaming but fessional by trying to be some- see others, including your partic- iours without first making a think about change. In some the model is general. one else. ipants, in a new light. life-changing commitment. On cultures and with some individ- Quadrant 1: Warren Ziegler identified nine Ken Wilber talks about different the other hand, transformative uals, one or the other is conspic- Clarify the desired change different personal styles that ‘lines of development’ in which change is often an outcome of uously lacking. The empowering he called Spiritual Archetypes. each individual displays personal shifting and broadening perspec- facilitator can help participants Quadrant 2: Identifying your own strengths and weaknesses, and tive: I see and understand what I explore and clarify both their Plan and test different ways to points out the parallel to the could not apprehend previously. hopes and their dissatisfactions, bring about the change different ‘intelligences’ identified This is irreversible in the sense paving the way for smaller or Quadrant 3: by Howard Gardner. that I cannot now un-see what I greater changes. Make the change have seen. For you as a profession-

Quadrant 4: lan ream al, the most important Expressed another way (Wat- P D Evaluate, celebrate, learning from all zlawick, Weakland and Fisch), move on Thinking Perceiving these typologies is change that takes place within a globally newly that people are dif- system is always in a sense ‘no As a facilitator you ferent! Facilitators change’. In order to change a sys- may find partici- are different from tem, it’s necessary to be able to pants in different Acting Being each other, and place yourself outside it. This is quadrants and will locally personally their participants one way of defining a transform- need to adapt your are different. Any ative change. process accordingly. Celebrate attempt to impose our No matter the degree, change – Do own way of seeing the say many oracles – is not really world on another person something you plan, it’s some- is not only aggressive, but thing that happens when condi- also likely to fail. tions are right. 332 C. Methods — Flow — Empowering Facilitation and Coaching 333 Some Basics of Empowering Coaching and Facilitation

The role of an empowerment As a professional, you need to be The second task concerns how To do this successfully, you need The fourth element is the insight professional is to help people to engaged in your own journey of you listen, and how you respond to be on the alert for your own that all of this is much easier • Understand the context for self-empowerment. This is how to what you hear: problems and fears. Recognizing to say than to do. Give yourself their actions you understand the needs of • Listen attentively and with them can help you to empathize a pat on the back when it goes • Focus on what is or might be others. respect – see Deep Listening with the other; not recognizing well, but without blaming your- possible: solutions rather than • Let the speaker see that you them can interfere with your self when you realize it didn’t go Your first task with a person or problems hear and understand them communication. so well. More important is the group is to build and maintain a • Define their own goals, ex- • If it seems they are stuck in a ability to notice whether you’re safe space in which the person or The third task is connected with plore what is possible, find problem, don’t try to solve it! doing well or not, and thus to people you are coaching feel able how you speak: with your own opportunities – ask whether they in fact see learn from your own experience. to ask for and give mutual sup- willingness to hold a solution fo- • Formulate their intention to any possibility for action port. Your major tools are: cus and to speak from the heart. change – and the help they • If appropriate, recall for them • Trust in the wisdom of the • Ask questions! need to support their commit- the power of their own hopes, References process • “Be yourself”. Acknowledge ment vision, positive experiences • Ability to build ‘rapport’ (see your emotional responses to Gardner, Howard, Multiple Intelligences: • See the results of changes they below) what happens, and practice New Horizons, The Development and make Education of the Mind • Ability to ‘park’ your own ‚parking‘ those responses: stay concerns and beliefs, particu- with the process. Gershon, David and Gail Straub, The Art larly your judgements • When you need to bring up of Empowerment • A willingness and ability to a tricky question: take a deep Mehlmann, Marilyn, QED Coaching and respectfully interrupt aggres- breath and say what you’re Facilitation (in preparation) sion or negative criticism, and feeling. Use “I” and “me” Watzlawick, Paul, John Weakland & turn the energy behind it to statements – not “you”. Richard Fisch, Change, W.W. Norton & Co., NY, 1974 constructive use • And remember to keep re- turning to a focus on solu- Wilber, Ken, The Integral Vision

tions – not problems. Ziegler, Warren Ways of Enspiriting

334 C. Methods — Flow — Empowering Facilitation and Coaching 335 Peer-to-Peer Coaching Marilyn Mehlmann with Asking for and Andre Benaim Receiving Feedback Everyone benefits from having a 1. Prepare 2. Before the Session 3. Listen! 4. Thank! personal coach: someone to turn The first key to receiving good Think about your ambition or A feedback session is not a At the end of the session, re- to, to try out ideas, vent prob- feedback, or coaching/mentor- objective for the session. What conversation. It is a focused member to thank your respond- lems, and get feedback. Few of us ing, is good preparation. The is the best you might achieve? dialogue, with one person at a ents! They are there to support can afford to have a professional clearer you can state your case Perhaps you can also identify an time speaking and the other(s) you to see your own way more coach regularly at hand, but we and your concern, the more acceptable minimum? listening. clearly. can all become skilled at and likely you are to receive useful benefit from mutual peer-to-peer Put yourself in the right frame When you are the one receiving feedback. coaching. of mind. The other person or feedback, you have the princi- • Define your actual concern: people are there to support you. pal responsibility to direct the Peer-to-peer coaching can be not ‘the whole project’, but one Be ready to make the most of the dialogue – that is, to say what done in pairs, and can be even particular aspect of it that you time they are giving you. Think you want (and need) to say as more effective in groups of three: personally find problematic or in advance about how you will briefly and precisely as possi- one person presents his or her challenging take notes, and what you will do ble. When the other(s) speak, case, one takes the role of coach, • Formulate 1-3 things you to follow up. you need to listen carefully, e g the third takes the role of observ- would like to improve by Deep Listening (see chapter er. Often those who listen benefit • Ask yourself whether there on Deep Listening). You do not at least as much as the speaker! is anything about the prob- respond unless there seems to be lematical situation that you a misunderstanding, and above DON’T want to change – that all: there is no need to argue or you find really positive defend yourself. Listening is the key. Take notes – or, even better, ask one of your respondents to take notes for you.

336 C. Methods — Flow — Peer-to-Peer Coaching 337 Giving Feedback Experience Deep listening/parking (see sep- Remember, also, to speak from privacy, and do your best to quite capable of ‘defending’ These guidelines emerged as proved the principles as we went arate chapter) your own perspective. For in- prevent phone calls and other themselves from us if we are a result of many frustrations. along), and occasionally offer stance, “I’m having difficulty interruptions. clumsy. The important thing Partly, I was training (profes- some words of support. A feedback session is not a reconciling what you say about 3. Don’t take away the prob- is to notice our deficiencies. sional) coaches, for whom these conversation. It is a focused We noticed that sometimes par- xxx with what you say about yyy lem! Empathy is good, when And to give ourselves a pat guidelines are also applicable. dialogue, with one person at a ticipants formed groups (usu- – can you explain?” is more help- it means you ‘get under the on the back when we notice But more importantly we were time speaking and the other(s) ally of three) and continued to ful than “You’re contradicting skin’ of the speaker and begin them, because it means we are running workshops with real-life listening. When you are giving support each other long after the yourself, it doesn’t make sense!” to experience how they feel. learning something. case studies: each participant feedback, your most important workshop. Once you know each But always remember that the brings an actual question or task is to listen. Your second task Good questions further into the other, it’s easy to do by phone. problem is not yours, either to challenge, and we wanted every- is to follow the needs or requests dialogue can be: Observing have or to solve. At best you one to receive personal deep of the speaker. Remember that • What first steps can you take? can ask questions and make Listen and watch for the commu- feedback. Clearly, as in real life, questions are more powerful and • What resources will you need suggestions. nication between the case-owner there were not enough pro- more empowering than answers! to continue? (material, legiti- 4. Look beyond the present- and the coach. You are observ- fessional coaches to go round! macy, moral support…) Some key questions when giving ing problem. The presenting ing, not judging: what do you These guidelines arose out of • Specific intention: when and feedback problem is real, at least to the hear, what do you see? For in- those situations, and compara- how will you do it? speaker, and needs to be taken stance, is the case-owner able to ble situations in our leadership Warren Ziegler used to talk Some other tips when giving seriously. And, it’s important present the situation briefly and training programmes. about a ‘compelling question’: a feedback not to stop there but to look clearly? Does the coach jump in question that comes back, even And suddenly, it happened. We 1. Prepare: put yourself in a for what could lie beneath or with ‘solutions’, or really take the when you try to park it, and that began giving a brief introduction frame of mind where you are beyond it. time to listen? Notice your own would help you to more fully un- to the principles in an evening committed to supporting the 5. Question your own motives. frustrations, when you would derstand and support the speak- session, and the following morn- speaker to reach her or his It’s easy to ask questions or like to break your silence and er. Some examples might be: ing invited participants to form own objectives. make suggestions that are not jump in. Is it your ego speaking, • What do you most want or small groups for case work. Each 2. Create a safe space. If you can really what the speaker needs. or is the conversation getting off need to change? and every participant received a influence the physical space, Maybe they make us feel safer, track? • How will you know it has full half-hour. And I never heard make sure everyone sits on or more clever, without sup- changed? Be prepared to summarize your one who was not grateful. Such a the same level and that you porting the speaker. • What will happen if it does observations at the end of the relief. It also made it easy for me, Reference are close enough to each other 6. Be kind to yourself. No-one NOT change coaching session, if the others as facilitator, to move from group not to need to raise your voic- is the perfect coach, and those Benaim, Andre and Marilyn Mehlmann, want to hear them. to group, observe (yes we im- es. Ensure there is adequate being coached are usually Learning for Change 338 C. Methods — Flow — Peer-to-Peer Coaching 339 6. Pedagogy

340 C. Methods — Flow — Peer-to-Peer Coaching 341 Forest Bathing How to go Forest Bathing Zsuzsa Vastag the physical world which also a conscious effort to actively seek Forest bathing is a rather simple See the colours around you, the includes the human body for out nature and enjoy its sooth- method - you need an environ- sun shining through, the dark Forest bathing is a term that instance) one thing is clear: cities ing, healing effect on our body ment that has trees (preferably spots on the ground. Touch the emerged in Japan in the 1980s. offer a completely different living and mind. A study in 2009 found a forest) and you need yourself. leaves, the ground, the stones, It describes the practice of being environment compared to the that exposure to phytoncide (the The point is to be in the pres- the bark. Drink from a stream, in the forest, taking in the for- ones humans evolved in. While “aroma of the forest”) contrib- ent moment and be mindful of taste the berries. Lie on the est atmosphere - not hiking, there are benefits to it (like uted to a significant increase in the environment around you, ground, be still. not jogging, just spending time easy access to health care, food, human Natural Killer T-cells, a through all your senses. in the forest in a mindful way, There is no one best way for for- shelter, etc.), it is also associat- type of white blood cells needed consciously connecting with the You can go forest bathing by est bathing, it differs from person ed with a higher rate of mental for a well-functioning immune surroundings using sight, hear- yourself but if it makes you feel to person. The important thing problems, including depression system, as well as a decrease in ing, taste, smell, touch. Using all more comfortable you can join is that you feel comfortable and or stress-related issues. While anxiety, depression, anger and the senses helps us connect to groups and/or have a guide. It is so can slow down and relax. This the reasons for this association fatigue. Even a small amount of the natural world. advised to go when the weather way your connection to yourself are numerous, research suggests time spent in nature can have a is moderate, to avoid stress that and to your surroundings can be Connection to the natural world that one important factor is the positive impact on our health. might be caused by adverse con- strong and powerful. is something that is becoming lack of nature within the city: the ditions, and to dress comfortably. a rarity for a large part of hu- dominance of the grey colour Also, leave your electronics be- manity. According to the United of concrete, the constant noise, hind so they won’t distract you. Nations’ World Urbanization the presence of car fumes, light Prospects from 2018, 55% of the pollution, a myriad of sensations Look for a space where you feel world’s population live in urban bombarding us all the time, and relaxed and calm. Walk slowly areas, and this proportion is so on. and listen to your breathing. It expected to increase to 68% by doesn’t matter where you go or So we are intuitively looking for 2050. The number of people liv- if you go anywhere at all. En- ways to rebuild the connection ing in cities in Europe is higher gage all your senses. Listen to to the calm of nature by having than average, 74%. While defi- the birds singing, to the small plants inside, by going to the nitions of nature vary (some con- animals moving around in the park for a picnic, by having dogs ceptualize nature as everything leaves, to the breeze blowing in and cats around us or by hiking that is non-human, while oth- the branches. Smell the aromas in the nearby forests. The prac- ers see it as the phenomena of of the forest, the trees, the soil. tice of forest bathing is basically

342 C. Methods — 6. Pedagogy — Forest Bathing 343 Transformative Edge Finding a Calm Centre

Forest bathing offers a direct as I was born and grew up in Bu- When later I was an assistant opposed to symbolic experience. dapest, the capital of Hungary, trainer for a youth group pre- Many of us spend a great amount so I am clearly based in the city. paring to take part in the EVS of time in our everyday life in the But we went hiking quite often programme, we incorporated symbolic arena, at work, in front and also we had a little garden a session in the woods. Some of the computer, we debate, we just outside of Budapest, where I participants didn’t like the idea discuss, we learn, we watch. We helped my grandmother in cul- of “hiking” which brought use our bodies to bring our head tivating tomatoes, weeding the unpleasant memories, but we en- from point A to point B. We grapes or watering the cucum- couraged them to think of it as a rarely stop and look around. bers. As I grew up I spent less walking meditation that happens and less time in nature; time with to be in the forest, and in the end Mindfulness emphasizes the friends in the city became more the feedback was overwhelm- importance of bringing your important. ingly positive as they all felt attention to the present moment much more relaxed. As a trainer, without judgment. Forest bath- After high school I took part in nonetheless it is important to ing combines the practice of the European Voluntary Service respect your participants - no- mindfulness with the soothing and spent one year in Finland, at one should be forced to be in the effect of nature. It gives us an op- a farm, 9 km away from a village forest, as calming down can only portunity to be connected direct- with shops and bus stops, sur- happen if the forest bathing is ly to our own bodies and to the rounded by pine forests. I found voluntary. surroundings around us. When it to be a blessing, as I found we are able to take what is there again the connection to nature without judgment or interpreta- by being out in the forest almost References tion, then we can experience the everyday. It felt like taking a deep Qing Li, Forest Bathing: How Trees Can world from a different perspec- breath and finally letting go of a Help You Find Health and Happiness tive. great deal of uncertainties and (2018), Viking Press worries, finding a spot of calm Forest bathing website: http://www.shin- within that I can still find in oth- rin-yoku.org/shinrin-yoku.html erwise stressful situations. Study on the benefits of forest bathing: https://www.ncbi.nlm.nih.gov/pu- bmed/20074458 Photo by Liam Charmer on Unsplash 344 C. Methods — 6. Pedagogy — Forest Bathing 345 Applied Improvisation Examples of Methods and Approaches Christian F. Freisleben teaching, coaching, researching, Association Methods with Association Methods with Association Methods with generating or evolving ideas and Words Sounds or Songs Mime and/or Gestures Applied Improvisation is the designs, theatrical training and application of improvisational The most basic approach is to Every word or sentence can be Words, sounds, and songs gain playing, medical and therapeutic methods in various fields like play word-ping-pong. A says a complemented or replaced by another fascinating layer. Mime settings or in social work. consulting, facilitating (work- word, B says a word as a spon- a sound. This helps to move on and gesture are also powerful shops, team trainings, meetings, taneous association and so on, even faster with ideas, emotions, ways to think, collaborate, and conferenc- What Makes a as fast as possible. It is possible new approaches to clichés and evolve on their own. For in- es…), to apply this method in groups prejudices… Singing along an stance, it is possible to visualize Method an Improvi- with up to 15 people. This can be improvised piece of music is also mathematical concepts, statistics, sation Method? an approach to brainstorming as very liberating, energising and a and the content of written re- well as a creative way to collab- boost for self-reliance. search – this is helpful for a very An improvisation meth- oratively (re)search for patterns intense form of deeper learning od is a well-structured in different topics or in any story and understanding. At the same process or defined game (of course stories of projects, time it is a way to apply knowl- that intentionally chal- ideas, learning concepts… as edge, and to find innovative lenges the players to well). It is also a way to follow variations and completely new leave their habitual and to practise the “rules” of ap- concepts. One powerful imple- structures and allow plied improvisation (see below). mentation of these principles is themselves to act Another method is the word-by- the method of walking through within another set word or sentence-by-sentence rooms together in very different of rules, with the method. In pairs, trios or small ways that enables new ways of purpose of igniting groups each person says one learning, thinking and co-creat- creativity, impulsive- word or (one part) of a sentence ing. ness and intuition. – thus whole sentences emerge. Association Methods with In that way it’s possible to e.g. Visualisations summarize lessons learned, to bring structure to texts and ide- Instead of or supplemental to as, to find innovative solutions words, sound, movement, it is Content: Sylvaine Messica; for complex problems… For possible to use very basic ways of Adopted from a Visual Facilitation these methods there are a lot of drawing. of Philippe-Elie Kassabi variations. 346 C. Methods — 6. Pedagogy — Applied Improvisation 347 Transformation is Co-created

Rules of Applied Applied improvisation sup- Most of these methods and ap- Copying and Mirroring Improvisation ports and brings an intense way proaches can also be applied in of enacting collaboration and online settings. This is one variation to use There are many collections of de- Applied Improvisation builds participation. In an emergent principles of embodiment: A scriptions of variations of these upon rules. Some of them are: A vibrant facilitation experience References way, transformation is not only copies every tiny movement, methods and formats. Applied • “Trust, embrace your first ‘happening’, it is co-created by I have been using Applied Im- https://improwiki.com/en - games, exer- word, sound of B and vice ver- Improvisation needs very simple idea” - often people think everyone present. Everyone gets provisation for more than 25 cises and warm ups sa – A and B at the same time games and methods to get to for a long time, hesitate and a voice and even things and con- years. It is fascinating to see peo- https://spolingamesonline.org/ – games are observed in an intense way know each other. It needs, in a question themselves. Improv- cepts get a voice, a body, and a ple overcome personal fears and and exercises of Viola Spolin (social by others, who also start to use, manifold and creative way, ap- isation helps to trust one’s worker, teacher, facilitator), also as story of past, present and future to (re)discover strengths, ideas to apply impulses they perceive. proaches of reflecting / debrief- intuition. videos lives. Structures of communi- and steps to do so. It is a vibrant Applied improvisation is gener- ing of what has just happened in • “You can’t do or say anything Berk, R. A. & Trieber, R. H. (2009). cation are uncovered, hidden experience to co-create this pro- ally supporting intense ways of working and playing together, ‘wrong’” - an important affir- Whose classroom is it anyway? agendas, incidents of power and cess as facilitator and at the same Improvisation as a Teaching Tool. really listening to each other – and how these experiences can mation. powerlessness, of support and re- time have many possibilities to Journal on Excellence in College this approach is one way to bring be transferred to all fields of • “Start where it’s easiest”, even Teaching, 20(3), S. 29 – 60. http:// pression. It is far more than look- bring in one’s own knowledge this to life. It is also a way to get work / private life / society. if it seems unspectacular at www.ronberk.com/articles/2009_im- ing at past events, behaviours and impulses. prov.pdf to know fears and hopes, learn- first sight, it is important to and attitudes – it is transforming ing targets and steps that were get started. Start improvising yourself! Take Holdhus K. et al. (2016). Improvisation them. Not because someone is already achieved, new ideas, and • “Let your partner shine, sup- a sheet of paper, set a clock for in teaching and education—roots telling you to put this in action, and applications. Cogent Education more… port each other”, three minutes and write down but because of things which you (2016), 3: 1204142. https://www. • “Use the concept of ‘Yes, and..’ as many words as you can. After tandfonline.com/doi/full/10.1080/233 Improvised (short) scenes: It is discover and develop alone and – build upon ideas and im- that start looking for patterns, 1186X.2016.1204142 not only people acting / talking together. pulses of other people in your for words that surprise you, and Salinsky, T., & Frances-White, D. (2008). to each other; ideas, concepts, (learning) spaces!” Applied improvisation emerges combine words like you have The Improv Handbook: The Ultimate historical and literal events or Guide to Improvising in Theatre, also in a lot of projects in the never combined them before. persons, emotions, etc. are react- Comedy, and Beyond. New York: area of Applied Drama. There And of course you can perform Bloomsbury. ing spontaneously to each other. and in other fields it is a possible this act of bricolage together Scruggs, M., & McKnight, K. S. (2008). and powerful part of Arts Based with other people! The Second City Guide to Improvisa- Research, as it provides data in tion in the Classroom: Using Im- an intense and participative way. provisation to Teach Skills and Boost Learning. San Francisco: John Wiley & Sons Inc.

348 C. Methods — 6. Pedagogy — Applied Improvisation 349 To Facilitate the Process Gamifcation we can use Tools such as these: Designing Memorable Experiences through Instead, it is about making the • Bartle’s taxonomy will help us whole learning process mean- • The Reiss motivators and Amy Personal Motivation interest of students. understand the types of play- ingful, so that a participant who Jo Kim’s social engagement Wilmer Meneses Morales ers and the dynamics that best Game design is focused on at- wants to learn and develop a verbs can be present both suit each of them. Humanity has probably always tracting and keeping the player deep comprehension of concepts in the empathy phase and used games with goals beyond immersed in the activities and and their application in the real • The Octalysis, developed by the ideation and prototyp- simple fun. For example, in the challenges that the game pos- world is enabled to unlock new Yu Kai Chou as a measuring ing phases. Boost them with beginning, games such as hide es. Rather than a methodology, levels of knowledge. tool, can be applied in Define, Andrzej Marczewski‘s RAMP and seek were used to train phys- gamification is a strategy, which Test and Implement phases. metric to constantly evaluate Although there is no certain ical skills. In times of war, games consists of bringing elements and test them. science or standard model that • The SMART method offers us like chess have been used to train inherent in game design to fields suits all cases, there are tools that a pattern of objective for- • For the Prototype and Imple- the mind in the design of mili- other than entertainment. In the allow for the creation of gam- mulation that maximizes the ment phases it can be very tary strategies. In modern times, educational field, it is a matter of ified experiences according to chance of success. useful to have on hand Jesse simulators can teach us to fly a triggering psychological factors the needs and context of a given Schell‘s AGD Deck of Lenses plane or practice surgery. linked to motivation to attract situation. To design our “game”, (Art of Game Design). and keep the participant im- Modern game research iden- we can start from Kevin Wer- mersed in the activities and chal- • To visualize and control the tifies different player profiles, bach‘s 6D model mixed with the lenges that the facilitator poses. entire process, the Gamifica- each with their own set of in- phases of Design Thinking to get tion Model Canvas could be a trinsic motivations. Initially this However, gamification must a framework like this: good choice. research was used to develop be differentiated from “Serious marketing and customer loyalty Games” and Game Based Learn- • And many others…. strategies, offering points and ing (GBL) in which a previously stamps that can be exchanged for designed game becomes a train- gifts. By deepening the com- ing tool that can be used as a plexity of a gamified system, skill enhancer, while facilitating applications have been found in the understanding of theoretical several areas, such as in human concepts in a simulated and safe resources, to attract and main- environment. In other words, it tain human talent, and in the is not about turning the class- educational field to awaken the room into a recreational space.

350 C. Methods — 6. Pedagogy — Gamification 351 An Adventure

Five years ago, all this was totally in this way it was easier for us The true gamification experience they perceive and interpret their unknown to me, until the mo- to assume roles and tasks in the was not what we designed, but experiences and interactions in ment I started a training process following phases. Now that we how we did it. Let‘s reread the other contexts than they usually based on the Design Thinking knew each other a little more story, but this time analysing the move in. methodology that allowed me and with some tools on hand, we similarities with some inherent “A game is a problem-solving ac- to work with interesting people started to get into this world of elements of the game. tivity, approached with a playful from different contexts. Among order, chaos and ambiguity. Let‘s start with the main goal: In attitude” - Jesse Schell my new adventure companions, The interactions led us to inquire addition to learning, ours was to a mentor was included, who about current social “diseases” create a project in an environ- without directly intervening gave such as stress, depression and the ment that was not usual. us the guidelines for interaction possibility of using playful games References with this new world while teach- We, the characters, with different to fight them. At that time, we ing us the theories, strategies and motivations and skills, learning Bartle, Richard. (1996). “Hearts, Clubs, Jo Kim, Amy; Koster, Ralph.(2018). began having conversations methodologies that would be with some autonomy to use the Diamonds, Spades: Players Who suit Game Thinking : Innovate Smarter about something called gamifica- MUDs”. Colchester, Essex.United and Drive Deep Engagement with useful for us to move forward. items offered by the mentor in tion and curiosity led us to deep- Kingdom: MUSE Ltd. Design Techniques from Hit Games. Thus, without my being aware his role as Game Master, were Gamethinking.io. en it. This is how we arrived at Werbach, Kevin; Hunter, Dan (2015-05- of it, began my first approach to assuming and solving challenges our first prototype; we devised a 05). The Gamification Toolkit: Dy- Schell, Jesse. (2014).The Art of Game De- gamification. and earning experience points namics, Mechanics, and Components way to gamify emotions, we cre- sign: A Book of Lenses. A K PETERS. with the mastery of each of them for the Win. Philadelphia: Wharton We were ten people with the idea ated a fun “medicine” that offers School Press. Feijoó, Jacobo; Hernantes, David.(2018). to have greater responsiveness of ​​creating a project that would micro moments of play; we took Lean gamification: Crea productos when facing the big boss, the Chou, Yu-kai (2015) Actionable Gam- exitosos y motiva el deseo de tus somehow improve people‘s lives. simple and doable game chal- market. ification: Beyond Points, Badges, clientes.Madrid,ESP: FC Editorial. How were we going to do it? We lenges and put them in writing and Leaderboard.Milpita,CA.USA: Fundación Confemetal had no idea, in fact, we knew on small strips of paper that we For a different example of game- Octalysis Media. https://www.gamified.uk/2019/01/30/ very little about ourselves. There- then rolled up and put in emp- based learning and the complex- O‘Neil, Jan; Conzemius, Anne (2006). introduction-to-gamification-part-4- fore, the first phase was quite ty and colourful capsules, such ity of designing it, see the you- The Power of SMART Goals : Using motivation-r-a-m-p-maslow-sdt-and- Goals to Improve Student Learning. more/. introspective, in a playful way as are used for medicines. We tube video on The World Peace Bloomington, IN. USA: Solution Tree we shared internal reflections named it Juegacetamol, a play Game. This is a clear example of Press. https://gecon.es/gamification-model-can- that ended up making visible on words between Juega, ‘play’ how a gamified learning expe- vas-framework-evolution-1/ Reiss, Steven.(2015). The Reiss Motiva- the fears and super powers of in Spanish, and paracetamol, the rience allows the awakening of tion Profile: What Motivates You?. the team that was being created; name of the medicine. the players‘ awareness as to how ebook.

352 C. Methods — 6. Pedagogy — Gamification 353 D. Your own event D. Introduction Neža Krek and Jasenka Gojšić YOUR OWN EVENT You may already have a great Everything you will read in this become creative about how to “transformative edge” and would chapter can be applied to any nourish the transformation your love to sharpen it further, or subject. Sometimes it may be participants will go through after maybe you have just embarked a bit hard to envision but with you are long gone from their on an exploration of “transform- some imagination and resource- learning process. ative edge” in adult education? fulness, it is possible. And when- Amazing! The world needs more ever you hear a nagging voice in How to Read practitioners like you. We believe your head insisting: ‘This won‘t this can be a very good way to work for me. I tried something this Section teach for the future. similar and it didn‘t work!‘ we The intention is to make it as invite you to flip it around and practical as possible, providing People living in this time need challenge yourself with ‘HOW inspiration, tips and resources, to embrace constant change and can this apply to me? How can I challenging assumptions and erratic transformations. Being PLAY with this?‘’ beliefs. We believe you already facilitators of those processes This section of the book is ded- have a wealth of knowledge and means learning alongside our icated to helping you design, experience and we invite you to participants, and taking the op- prepare, and deliver a facilitated embrace it. portunity to equip all of us with process that will enhance the insights, tools, feelings of con- Let‘s start! chance for transformation to fidence to live with awareness, happen. It will also help you intention and care.

355  D. Your own event 354 Designing for Transformation as Storytelling Building Blocks Give Rhythm Imagine process design (work- cohesion which sets the stage for Another element that can help An example might be where These building blocks arise with shop design, programme flow, the much-needed trust to devel- you design for transformation is each module (aka chapter of practice. If you take a step back curriculum design, etc) as a sto- op among facilitators, between to develop building blocks that your story) has from your own designs, you will ry. It has a context, a beginning, facilitator and participants, and are repeated throughout each • A title probably start seeing a pattern: a middle and an end. And the between participants. part of the curriculum, like a • A bit of theory (or context some things you always do to way it’s written or told is through rhythm in a song. needed to nest the story in create trust in your guidance. A simple well thought through a cohesive story that has a flow real life) sentence, a well-timed break, or First, some context. to it. It has ups and downs, parts • An action part a statement from a participant that go faster and those slower Can we agree that rhythm gives • Thorough and kind reflection Let‘s get practical! used to link to the next part in ones to give rest to the mind, the all a sense of groundedness? • Sharing participants’ insights Take a moment and write down your design can make a world of heart or the body. An impression of familiarity? A and learnings with the group. the answers to these 2 questions. difference. These transitions be- feeling of Yes, I can do this!? The 1. What do you already do to Consequently it’s necessary to tween parts of your programme Another set of building blocks, same applies to all learning pro- make people feel safe in your pay attention not only to the de- (different modules, like seminars this one from the Genuine Con- cesses. If the participants know programmes? sign and execution of your story or exercises) give you the oppor- tact approach, would be: what to expect, they feel safer to 2. Can you distill any building but also to think of and design tunity to infuse the design with • Landing (with transfer-in) explore, to play, to learn. blocks from your own expe- the transitions between the parts your own personality, to play and • Fears and Hopes (of the par- rience? How do they help you of your programme. This will own the role of the facilitator as Repetition should not be taken ticipants tied to the event) create a safe atmosphere for give the participants a feeling of storyteller. to mean re-using your designs • Outline of the day (aka Agen- transformation to happen? in the sense of simply duplicat- da) ing them. That would probably • Facilitating learning of con- More on this in the section: not work for every class you will tent (aka the Process: proba- Prepare the space (see below) ever teach! And let‘s face it - we bly messy and fun) facilitators are curious beings so • Closing, Evaluation, and it would become really boring Feedback (probably including with time. a Transfer-out) Repetition in this sense means finding curriculum building blocks that will give it a rhythm. 357 D. Your own event  — Designing for Transformation as Storytelling 356 my role as a teacher is to help A Facilitator may have many Roles them own that wisdom and About that ‘personal flavour’ build upon it. … Take my colleague Jasenka, • Last but not least, it helps de- who is also the motivator and PERSONAL STORY FROM A FORMER TEACHER tach from what ‘should hap- the entertainer. That is her pen‘ during a process. zing, her personality, the spirit “I am a teacher by profession. And yet when I shifted my career to she brings to the table. It is so being a facilitator, I found my education more of a limitation than This was the role of the teacher. much fun to be in a transfor- a help. Yes, I knew how to design a pedagogically sturdy lesson. A TL practitioner wears several mation process with her. Yes, I knew how to include different learning types and assess the hats. It’s helpful to be aware of time needed for a certain activity. But where I found my pedagog- them and be clear about your My own additional roles are ical education limiting was in the mindset. role. It makes it easier for your those of a cheerleader, and the participants to appreciate the baby in awe. The cheerleader’s At the University, I was groomed to believe that I need to know qualities of different roles you attitude is: “If you don‘t believe best. Even if I knew in my bones this attitude was counterproduc- will bring to the table, and learn you can do it, let me believe in tive to the empowerment of my students, I could not shed the feel- from you “by osmosis”. You you first. When you are able ing of obligation that I always needed to have the (right) answer. may notice yourself switching to do the same, you will take What a burden! between the roles of a teacher, over the belief in your abilities.” I could not distance myself from this belief until I was introduced trainer, facilitator, and maybe a The baby in awe in me is the to the work of Angeles Arrien, who offered a healthier perspective role of your personal flavour. part that finds everything that on the role of the teacher.” is said or happens, and I mean everything, interesting. Some- Neža Let‘s get practical! one starts shouting, crying or laughing, I find it intriguing. What is your personal flavour? This interpretation of ‘teacher‘ • The trust and the profound Generally, the participants How would you put it in a few can be liberating: knowing that the people in catch the curiosity virus as well words? • Permission to not know it all, front of me know everything which helps them dare to step all the time. A sense of relaxa- they need to know already deeper into their own process. tion into guiding the process, and that my role is merely to Neža instead of worrying about the help them get that wisdom accuracy of the content. out in the open. Additionally,

359 D. Your own event  — A Facilitator may have many Roles 358 Neutrality or Detachment as a Facilitator of TL Preparation “We don‘t usually remember what people said or what they did – however we do remember how they made us feel.” “Failing to prepare is preparing to fail.” Maya Angelou Benjamin Franklin Every facilitator has their own One of the transformative learn- We, as facilitators of transform- One reliable sign that we are de- process of preparing for an ing facilitator’s assumptions ative learning, take on different tached and choosing is calmness, event. Here is one example with is that transformations, lived roles, since we are human beings a state of observation and nam- a holistic approach to designing through with awareness and and roles are our way to adjust to ing. We can even empathise. All an event. It is based on Genuine good will, could lead to more au- real life situations. And, there is a the way, we are aware of other Contact, the Medicine Wheel thenticity. Being authentic means huge difference between uncon- people’s and our own emotions, Tool™. I use the tool regularly being in contact with ourselves, sciously slipping into a role, and and still, we stay peaceful in our eadership and at a certain point I figured our bodies and their sensations, consciously choosing and acting centre and act from it. If ever L out I am naturally using it to emotions, thoughts, and being in in a certain role. The differenc- strong emotions override the design processes as well. For loving relation with others, the es are in the field of freedom to peace, we have a routine to park more reading check the chap- earth, and the universe. Acting choose, use and observe a role them and deal with them later, to Purpose ter on Genuine Contact in this authentically means following we take, a space between “me detach from them. Manage- book. This tool can be applied to our truths, believing our gut and and my roles”. Coming into a Vision This detachment is crucial for almost any creative process; for speaking up freely. We certainly learning space prepared to play ment allowing inspiration and insights example, in order to structure recognise the difference in other any necessary role to facilitate to emerge, to see our filters and conversations with potential people between authentic acting a process is one thing. Coming assumptions, to feel, sense and clients, for sales conversations, to and acting from a role. to act is totally different. It is so intuitively know, and to serve design transformative learning sad to see all the masks people Community other people not travelling the curricula, workshops, events, carry around, without even being same path. emails and personal reflections. aware of them.

Medicine Wheel Tool

361 D. Your own event  — Neutrality or Detachment as a Facilitator of TL 360 Start with the WHY Step into your Leadership Start at the core, clearly stating Let‘s get practical! After having clarified the purpose of your event, think and feel into the PURPOSE. The gist. The Bring the design you are working the field of LEADERSHIP. reason why this programme on into focus and pin down its must exist. The Pole star that will What leadership will this purpose require? Put differently: in order purpose. A gentle reminder: the give direction when you get lost to bring this purpose to life, purpose is NOT an outcome. It‘s in the labyrinth of your creative the more ambitious, overarching • What values will you need to This is a preparatory reflection to mind. statement that has an energetic live fully as the one who will take into account in the design. Purpose can be expressed on role rather than a practical one of guide this process with this Leadership here is all about you different levels. ticking boxes. purpose? standing firmly in yourself. The • On a personal level: Why is • Which struggles will you clearer you are about what inner How to know you wrote down a this design important to me? need to overcome? (A preju- work this event will require, the purpose and not a desired out- • On the level of the client/ dice? Unfamiliar jargon? Lack easier it will be to be neutral as come? Read the purpose state- participant: Why is this pro- of time?) a facilitator and relax into your ment out loud and if it gives you gramme offered to them? • Which fears will you need to own facilitation style. energy, elevates your spirit and • On a higher level: Why should face? Think of your fears and makes you want to design this this curriculum exist at all? those of your participants. programme right now, you did it What will it bring to the :) That is the main purpose of the world? purpose: to guide you back to the You probably have your own pre- essence when the path becomes ferred starting point. The basis is blurry. to have clarity on the purpose for the client or audience.

362 D. Your own event — Preparation — Start with the WHY 363 Define your Vision Get to Know your People

Following the Medicine Wheel Tool™, the next design field is the Next is the field of board with the idea of this VISION. Here the key question is: COMMUNITY. Think event so it will have a lasting participants – but not only. List effect in the organisation? “If this is the purpose of the event, what is my vision for it? When everybody who needs to be • will I know that the purpose really was achieved? What proof will I involved for this purpose to be need for my brain to know that I did well?” Next, the people who will sit (or achieved. dance, write, sing) with you in The simplest way to design a very practical vision is to make three the circle. lists: • What do you know about the First, think of the context of the participants? • What should the participants • What do you want the partic- event. • What do you still need to have in their hands at the end ipants to have in their heads • Will it happen within an or- know about them? of the event? after the event? ganisation? If yes, what is the • How many will come to the • Make a list of: handouts, • Make a list of ideas, mind- culture in this organisation? event? notes, pictures, emails, sets, attitudes, pieces of What rules apply and who • What kind of learning pro- resource lists etc. knowledge, questions etc. stands behind these rules? cesses are they used to? • If it will happen outside an • What do you want the partic- organisation, you can reflect ipants to have in their hearts Please note that we haven‘t on the context of the time, a Clarity on the context and profile as they walk away from the mentioned one single method or political situation, a cultur- of the people will help you get event? exercise thus far. The place for al situation, or a theme that a better understanding of the • Make a list of emotions that will come in ‘management‘. serves as the context within community you want and need you‘d like them to which your event will be to attract. experience. nested. • What is your experience level in the kind of event you were asked to deliver? Do you need a mentor or not? • Who do you need to get on

364 D. Your own event — Preparation — Define your Vision 365 Let‘s get practical! • The way they like to learn, more related to the number of fa- the way they expect to have cilitators. With 10 co-facilitators Based on your reflections on the knowledge delivered (so I can happily handle 70+ partic- context and the people, briefly you can then gently sur- ipants AND see long-lasting re- answer the following questions: prise them), etc. lationships develop. This presup- poses a design making full use • Who needs to be involved for of the co-facilitators, of course.” this to succeed? Number of Well, we will not go deeper into • Think: mentors, coaches, Participants co-facilitation in this version of interns, friends, your fam- the book, but certainly we invite Group size and envisioned pro- ily, etc. you to explore this bravely. cess are interdependent. Before the final decision of group size, As a telecommunication engi- • Who are the stakeholders? try to envision group interaction neer, I see networks everywhere. • Think: client, layers of and effects on long-lasting rela- organisation that have There is a formula. If there is N tionships between participants. influence on the decision nodes in a network, number of Of course, if that is your inten- making, boards, students, connections is: tion. participants etc. C=N*(N-1)/2 Can you recall the biggest con- • Who can help from inside/ ference you ever attended? Did Translated into facilitation con- outside? Who can be asked for you manage to start a new rela- text, if you have 10 people in a support? tionship there which lasts years group, there is 10*(10-1)/2=45 • Think: mentors, coaches, after? In principle, more people relations. 15 people create friends with knowledge means a stronger collective field, 15*(15-1)/2=105 relations. in specific areas, retired and less opportunity to create The consequences for facilita- neighbours could help with long lasting relationships be- tors are tremendous, since they hosting, etc. tween individuals. manage relationships, not indi- And, as Marilyn, the editor of the viduals. • Who/what kind of people are book and role model for many of coming? us, says: “In my experience this is

366 D. Your own event — Preparation — Get to Know your People 367 Design for Transformation Filters for a Polished Design Finish All this work will speed up Yes, this is finally the HOW. The If you want to go further, scan The Different ‘Learning Styles‘ the process of the last field - part where you translate whatev- through your design several Filter ensures you cater for all MANAGEMENT. This is the er you wrote in the VISION part times, each time with a different types of learners. Providing part that the process designer into an actual exercise, a tool or filter in mind. learning media for visual, kin- nerd loves. Here is the place piece of theory that will contrib- aesthetic, logical, social, audi- The ‘Why‘ Filter will help you to pull out all your creativity, ute to that desired outcome. Your tory-musical, verbal, or solitary discern the exercises that really knowledge and joy for the craft guiding principle is the purpose, learning types will enhance the serve the purpose rather than to create a coherent learning and your gentle reminders are chance for all the participants to those included simply because process. the possible obstacles you de- learn what their body and soul is you like them or had a blast ex- fined in the leadership section. ready to learn. periencing them yourself. If you Once you have compiled a set of rigorously ask yourself ‘Why do The ‘Forms and Formats‘ At a five-day retreat for a senior management team of 13 peo- exercises that might fit the bill, I want to include this?‘ you will Filter will bring dynamics to ple, we invited them to paint. My co-facilitator was in charge. start arranging them in a time- most probably spot the intruders. your process. It’s easy to get stuck She covered a long table with paper, supplied paints and line. When you have come to this in one form - lecture format, for The ‘Time‘ Filter is when you do brushes, and put on a Mozart recording. Instructions: think of point, you have applied a whole instance, or plenary circles. Have your best to estimate the amount the future of your company; paint anything you want, any- cycle of the Medicine Wheel you included different formats of of time needed for each part of where you want (even on top of or linking with other people‘s Tool™. You can now go back to listening and dialogue like dyads the programme, given the size of work); do it in SILENCE. the Purpose and check that your and triads? the group. The principle of ‘less design is still aligned with the The team was sceptical but willing to try. After a tentative is more’ applies here. It is often I dare you to include art creation, purpose. start the painting took off, and soon covered the entire 3-4 more effective to have fewer ex- poetry writing, doing or listen- metres-long paper. The response was astonishing. First they ercises or tools in a programme ing to music, and dance into mounted the painting on a wall and had themselves photo- and rather create time and space your processes. As spices make graphed in front of it; they were visibly moved by the experi- for the participants to go deeper our dishes into an enjoyable and ence, to the point of tears. in their exploration. Additional- unforgettable experience, art will ly, pay attention to how you will do the same for your event. We went on to use the painting in various ways throughout move from one part to another. the rest of the retreat. Many years later, I still have a piece they Remember: designing a pro- cut out and framed for me. gramme is like writing a story. Marilyn Mehlmann

368 D. Your own event — Preparation — Design for Transformation 369 Sometimes, all those gifts are just setting, whether all materials are Materials and Handouts inspirational or informative, as distributed at the beginning of a reading materials. Then, they are session, or each participant takes hearts and minds at the end of As a good host, you might con- for our mind. what he or she needs during the the event. Materials and hand- sider take-aways for your guests. session; or receives it afterwards. outs are not only for hands! Cer- Consider also the timing of In this context, they are usually However, it is part of physical tainly, protocols and templates when you give out the handouts. in the form of materials and preparation to ensure that you are very handy and convenient Sometimes we want full partic- handouts. put everything they need at their gifts for our participants. They ipation, and our participants do disposal and make clear how to In the design section, we spoke can easily adopt them, customise not have time to make any notes freely use materials. about the vision of our event, and employ them skilfully, since during exercises. Then, they and what we want our partic- they are trained to use them. need extra time to make notes. Main lesson: prepare all materi- ipants to have in their hands, But it is meaningless for them als and handouts carefully, and to write down the protocol of use them in a way which doesn‘t the exercise. You can provide a distract, but enhances the flow. My most generous teacher in respect of handouts, Walt Hopkins, gives his participants an abun- more accurate one at the end of dance of stationery and materials, which he calls free gifts. Moleskine notebook, scented pen, small the session; or in the beginning, 30 page booklets (Walt’s favourite passport format), nicely designed questionnaires and templates in if the participants work on their A5 folders… The whole box of things is carried away by every participant from each of his work- own. What they need, however, shops. is time to reflect and connect I have a few of them, and I cherish them for their beauty, Walt’s wisdom formatted in carefully learnings with their practice. For designed documents, and a map of territory I discovered with Walt’s help. that, you can ask them to bring their own notebooks and colour His style, though, is not my style. I love to write love letters to my participants, after our learning pencils, or that also can be your events, remembering all important points we discovered and discussed. Then I attach all important “free gift” to participants. materials that I use or mention to them. With the design of my artist friend Mare, those letters are not only useful, but even more a manifestation of my appreciation for their trust and the time we spent together. It is important to provide all nec- And then, sometimes, they return a love letter to me... essary materials in the training room. It is up to your style, the Jasenka size of the group, and the room

370 D. Your own event — Preparation — Materials and Handouts 371 Invitation But you certainly know the The invitation is an integral • Desired outcomes - Translate • Make it beautiful - We live in I had the opportunity to attend Lonny Gold’s sessions at the feeling of getting something part of the preparation. This is the process you will offer into a visual age and the aesthetics Transformative Edge Workshop in Fužine Croatia (run as a beautiful, so beautiful as to your chance to set the stage for the results the participants of our invitation can play a part of the same project as the production of this book). Lonny move you to tears. We usually building trust and to enable the will get. You can simply copy crucial role in how profession- is the most amusing teacher I’ve ever met, and the author of keep such emotionally charged transformation to begin. This is and paste the VISION part of al you will appear and there- the Suggestopedia chapter in this book. Do not miss either items in special boxes or folders, your playground to spark par- your design. A common mis- fore, how much authority the him, if you have such luck, nor the chapter! that speak to us beyond words. ticipants’ curiosity. Inviting is take is to invite people to join participants will accord you. Please, consider beauty as a making it clear you will not push by talking about the process A step further than a Pow- Lonny provided very active and interactive exercises, full of very important take-away from anyone into doing anything they whereas the people will join er Point can be using a free fun, movement, music, play, action… Unforgettable joy of your event. And, do not misuse don‘t feel comfortable or ready or have more motivation to be online tool like www.Canva. learning in a very new style for me! it. Most papers and digital ma- to do. Inviting means giving the fully present if you describe com where you can choose a Of course, some participants began to take notes during terials are more valuable being participants the responsibility to the results, the desired out- beautifully designed template Lonny’s sessions. This distracted not only them but also others, plain and easy to adjust to future choose how they want to learn comes. or start from scratch. Get since we were all dependent upon each other. variations. But one or two arte- and how deep they will go. The curious and enjoy the crea- facts might be extraordinarily elements you want to tick off • If participants have clarity tion. Lonny released the need for taking notes, promising to give us beautiful… They will additional- in your invitation are the obvi- about what to expect and materials, questions and answers, and all we wanted to take ly anchor the event in the partici- ous 5W+1H ones: what-when- what is expected of them, they • Your own values and style. away. It was such a relief! (Of course, Lonny travels with the pants‘ memory. where-who-for whom & how. In will step into the process with Dare to put your own values biggest suitcase he can carry with him by public transport.) order to enhance the potential fewer unknowns and conse- up front. Let what you stand Jasenka for transformative learning, the quently less doubts or anxiety. for shine through the text. following elements can also be Unfortunately, if you want People tend to trust people useful. to clarify all the unknowns, with a stand more than those you might end up with a long who shy away from making a • Intention - Adding the pur- invitation in danger of not be- statement. pose to the invitation gives it a ing read at all. Try to strike a backbone. It anchors the read- balance between information er‘s attention. Here you would and style to entice the reader mention the purpose on the to continue. level of the client/participant: Why is this programme of- fered to them? 372 D. Your own event — Preparation — Materials and Handouts 373 Invitations: a personal story Delivery For years I have been teaching facilitation at an alternative business school. And it was well known that the students there were not very keen on showing up in time for the classes. Many Prepare the Space Retreat or not times the invitation was the first contact with the students so I took it as an opportunity to set the ground and give them clarity This is a really juicy part of event There are significant differenc- on what happens when anyone comes after the class has started. design and delivery! Where es if we keep the whole group will it take place? The answer of participants “under a roof” I don‘t believe in reprimanding anyone for being late. Not even depends on several factors, all during the whole process. If in giving anyone ‘the look‘. I believe in giving clear responsibility previously defined under the vi- people spend their time from to the participants when it comes to their own learning process. sion part of the medicine wheel morning routine (yoga, med- So, if someone arrives late, I come from a belief that they had thinking process. itation, walking outside…) to more important things to do and that it was their choice to be evening parties together (movie late. All of my invitations are a reflection of that. It is important to notice that night, board games, dance, small there are many levels of “space”. In that school I included a gentle invitation to show up in time group conversation…), they The first thought is physical and the reason why that is important, the impact it has. If they might connect on a much deeper space, or a venue. But, let us also will be late, I urged that to be their choice and not an excuse for level than having only planned consider the collective space poor priority organisation. sessions together, not even created among participants (and spending lunch time in a group. With time, my classes were probably the only ones where the locals?), surroundings and na- Definitely, the whole spectrum students came in time or chose not to show up at all and com- ture as part of the holding space, of choices is between these two municated that in advance to their colleagues and me without spiritual space. There are so extremes. What we want to stress being asked. They took the responsibility for their learning into many dimensions that the whole is the importance of consciously their own hands and made informed decisions about where to process can easily become over- considering positive and negative invest their time and energy. You can imagine that also made whelming. So, let us stay practi- effects of time and space sharing a big impact on the quality of work we did with the students cal and as grounded as possible. by participants. present. Neža

374 D. Your own event — Preparation — Invitation 375 Safe Space There is much more to be said We can prevent a lot of tears if about creating a safe environ- we attract participants who are ment for our participants. Three already in an ongoing transform- It is a note about an extreme situation, but I want to describe what safe space means to me. important principles are clari- ative process. ty, personal responsibility, and It was 6.30 am, Sunday morning. Very noisy, like a hungry beast roaring, and shaky - a 5.5. Richter Use every opportunity to widen reflection. earthquake woke us up. Terrifying. The day before, a lockdown because of COVID-19 had been an- the distance between the observ- nounced, and we went to bed knowing that we are supposed to stay home. So, how those two come Be as clear as possible what er, the “I” , and events in human together: going to bed knowing that we should not leave our home and such a furious expression of you invite your participants beings, like body sensation, emo- nature, which unconditionally requires us to go out before walls start to fall… for. Co-creation is always a risky tions and thoughts, both in your- process, but necessary to engage self, and in your participants. Our three kids looked at us, my husband and me. We were surprised, disoriented and... peaceful. as many as possible. Without We felt safe in our home. It stayed firm, embracing all in it; not a single picture fell from the walls, Reflect, reflect, reflect: provide engagement, transformation nor a book from any shelves, glasses stayed on desks… experience, and then provide cannot happen. time and ways to make mean- But, what provided a safe environment for our youngsters was actually our attitude. We are dedi- It is of the most importance for ing out of the experience. Help cated to solving problems as they arise, not to be afraid and make a problem. participants to take responsi- your participants to understand We knew the first quake was just that: the first. Together, we waited for the second quake, and since bility for themselves. They are what is their attitude and why, it was much weaker, we decided not to leave our home. The children went back to bed and we went guardians of their boundaries. on which assumptions they build to buy fresh bread. Our neighbours stayed outside, freezing, waiting for yet another quake. (They’ve They are owners of these stories. their interpretation. That is at the been coming and will be still active for months, specialists say.) Invite them to share only what core of transformative learning. they are comfortable with. Of course, anyone has his or her own opinion and philosophy of how to handle such a situation. I am glad that we, my husband and I, have our own. No panic. Embrace whatever comes. Look on No one can be responsible for the bright side. Believe in life. This is our way of creating safe space for our children. triggers in others. We, as facili- tators, are responsible for clear Very similarly, I encourage workshop participants to create safe space for themselves and for each and transparent intention. And, other. Stay centred, be aware of your inner state, take care of your boundaries. If you need help, we if emotions arise, acknowledge are all here to help each other. them, validate, and help to deal Jasenka with them as well as possible in the situation, according to our Zagreb, the evening after the Earthquake on 22 March 2020, during the COVID-19 pandemic ability and space in the process.

376 D. Your own event — Delivery — Invitation 377 Physical Space Engage the Senses Below is a list of principles - our principles, for you to build on and There is a lot of research, as well In this book there are examples add details. as practical experience, showing of several methods that appeal that learning goes quicker and to two or more of the senses; for LIST OF IMPORTANT VARIABLES deeper when multiple senses are instance, dance and drama. In • Private (the space is reserved for you in good time for prepara- engaged. Think, for instance, particular the chapter on Sug- tion, and is used only by your group during the event, so you can of Howard Gardner‘s proposal gestopedia speaks to a pedago- “occupy” the space and securely leave not too valuable stuff). that intelligence is formed out of gy that purposefully combines • Beautiful (you know the effect of first impressions, don’t you?) multiple abilities. He recognizes many of them. • Comfortable (warm, but not too worm; for sitting, lying down, eight intelligences: linguistic, dancing…) At the transformative edge is the musical, spatial, intrapersonal, • Spacious (more than just enough for all planned activities) design that confronts partici- interpersonal, logical-mathe- • Supportive (e.g. if you will use a projector, you need curtains on pants with new sensations: for matical, bodily-kinaesthetic, and windows) example, those who are used to naturalist. We agree with some • Well equipped (whatever it means for you, from VR equipment to group bodywork with music may other authors, like Levin, Zohar flipcharts and pencils) find their transformative mo- and Covey, and propose spiritual • Clean (slippers/house shoes in the session rooms) ments in art or silent meditation intelligence as fundamental for • With natural air (if it is comfortable, the right temperature, smell - or even at a lecture. making use of the other intelli- and level of noise :-) gences. The more of these ‘in- • Plants, real ones telligences‘ that are engaged, the • Movable furniture (may include e.g. bean bags, yoga mats, cush- better the learning process. ions) • Protected for “dirty” work, if it is planned (e.g. protect surface for drawing with watercolours if needed…) • In nature or with garden access to ensure contact with other living beings • Delicious, nutritious, light food • Fruits, water and hot drinks during the whole event

378 D. Your own event — Delivery — Invitation 379 Choose Online or Offline tears on your face? Right, that An online event, on the other could not happen online. hand, almost always has to slot into the ongoing stream of daily Have you ever considered cre- tive and to achieve Aha! mo- But also, do you remember the activities. Only very conscious ating a transformative learning ments does not depend on the experience of seeing on the and mature “digital inhabitants” space online? source of inspiration nor on the screen beautiful, joyful faces of prepare themselves for online way through which inspiration your participants? They took There is a strong preference for events: providing enough time reaches us. Therefore, if “trans- the time to share their real life offline when it comes to imagin- for transition between previous formative inspiration” can hit energy and vibes, topics and life ing transformative learning pro- activities and the online event, anyone anywhere, what is crucial streams. Active involvement in cesses. Here, we challenge you to staying fully dedicated to the for us as transformative learning their life provides opportunities embrace the online space as an event (not being tempted for facilitators to bear in mind using to facilitate ongoing transforma- equally strong option for guiding multitasking, from cooking to different environments (virtual tions, to encourage, teach, chal- such an event. web-browsing in the other win- or physical)? lenge and celebrate with them in dow), and open enough to other Whatever your preference, it can real-time. participants to build meaningful, be liberating to play with both deep connections with them, dimensions. We live in an online APPLICATION which is so necessary for creating world as well. There is no reason Maybe you build an event en- CONSTRAINTS a safe space and the experience to limit ourselves and the learn- tirely online, or maybe you run a Facilitation in physical space of being seen, heard and empa- ing of our participants to only series of follow-up support group requires physical presence. So thised with. one medium if one can enhance meetings. obvious, and yet, very important the other. to bear in mind. To move phys- ically requires “big space” also Transformative learning is “... BENEFITS in a participant’s calendar. Trav- learning that transforms prob- Like it or not, you certainly expe- elling, arranging families and lematic frames of reference rienced hugging habits on trans- business affairs during absence to make them more inclusive, formative events. Can you recall from “real life”, plus accustomi- discriminating, reflective, open, the feeling when another person’s zation to a new place, might be and emotionally able to change” body fully embraces yours, when tiring or stressful. A face to face (Mezirow). In this context the you feel tensions relax, connec- event must compensate for that possibility to broaden perspec- tion, warmth, breath and even investment..

380 D. Your own event — Delivery — Invitation 381 Prepare Yourself

“Prepare yourself” is a part of Prepare your Body Modulate your Emotions Cultivate your Mind Be in your Purpose delivery. The iterative process of It seems easy: eat healthy, light Whatever serves you, make What is the best way for you to Now it is time for the master taking care, fulfilling our needs, food, get enough sleep and enough room for it during a empty your mind? Playing with to take centre stage and start to focusing our minds and elevating practice energising intimacy, and TL event. Walk in nature. Have children? Meditating? Cooking? conduct. Being in your purpose our spirits, in order to serve the the body will be functional. It is a long shower. Swim. Write a Whatever, plan it in advance, in means engaging all your human transformative learning of the not helpful if your spirits are low, poem. Practice t’ai chi. Watch a order to have enough time to capacities in an orchestra con- whole group, is part of delivery. mind full of doubts, or emotions movie, read a book and/or listen shift your mind into that empty ducted by the spirit. Transformative learning, by defi- flow like a wild river. But still, to music to (re)set your emo- space of pure joy and wonder. When the participants find their nition, implies that both partici- the body is a good point to start, tions. Exercise and develop the Excessive to-do lists, shoulds, way to play in and with the TL pants and facilitators learn. There every morning and in every competence “Self Knowledge” :-) worries, they all get in the way event together, you want to be in is no prescribed transformation. break. Provide fresh air, enough of inspiration, spontaneity and the same spirit with them, fully Whatever happens is welcomed water and fruit. Practice proper, improvisation. After finishing emerged in the collective field. with curiosity and kindness, as dedicated, sincere hugs. preparations and checking the a learning per se. In order to be to-do list, it’s time to invite your We wish you clear intention You might look for professional fully in that process of discovery, mind to serve the event with and sharp attention at every TL help: hairdresser, Shiatsu prac- with our personal and profes- elegance and ease. Do not forget: event! titioner… Jasenka schedules ap- sional responsibility to trust in “Mind is a terrible master, and pointments like that before every people and process, we need to great servant.” bigger TL event. Routine, ritual be in good form and fully con- and a nice treat help her to focus tent. on herself.

382 D. Your own event — Delivery — Invitation 383 this event, can creatively plant A PERSONAL STORY Follow up seeds of support that will hope- I love creating ways for the participants to step into the ‘life The moment you conclude the you tell them upfront you will fully spring into full bloom when after‘ in a fun, creative, and still very pragmatic way. Here is a process live, whether it is online be taking pictures. If anyone the person will need it. story about one of them: or offline, your responsibility as feels uncomfortable with this, Creating a buddy system for a guide of the process ends. The respect their wishes), Ten curious, bright women came to my 3-day event about support or peer to peer coach- participants are now responsible • Remind them of the next how to start a business in a holistic way. They danced to their ing pairs while the people are for taking the learnings further, steps, values, created art around their purposes and shared stories still at the event, be it online or to ‘bathe’ in the inspiration and • Transfer the responsibility for around the fireplace about how their inner critic is holding offline, is a great way to hand the motivation you helped to create action to the participants and them back from action. As we sat in the circle on our last day responsibility for action to the as the facilitator. To take action. round off the process. together, I invited them: ‘Take a look at the woman directly participants and yet, you de- However, what you do right after across you in the circle.‘ They looked at each other with curios- Support for the signed for it to happen. the event can have a big impact ity and teenage-like giggles. ‘She is your new celebration part- on how they will go about their Transformation Asking participants to write ner. She will listen to you, encourage you and help you on your life after the event. Transformation can be a long their future selves a letter with path after we part ways. Go sit with her and find a date when process. Never-ending, even. wisdom they wish to never forget you will first meet online. You will get a list of suggestions on An immediate follow up will Your event might start it or it from the event and then send it how to go about your meetings so you‘ll get the support you make sure your event will get an- might give the final push the to them a few months later does both need.‘ chored. It is always a nice touch person needed to really get into wonders. if you add a personal note or an After that I finished the event and hugged the women goodbye. action. Wherever the person anecdote from the event. How- Writing them a personal love might be, they will need support Almost two years later, an occasion brought us back in contact ever, the main content should letter with the changes you to get to the next stage of their and they all told me they have been regularly in contact with include: witnessed in them as an observer journey. their celebration partners. They showed up to their meetings or reminding them of nuggets of religiously and helped each other create thriving businesses. Unfortunately, many of us are wisdom they highlighted as their • Materials, handouts, or other not really good at asking for Aha! moments can go a long When I suggested they should work in those pairs, I had hoped resources you mentioned support. Especially when go- way. To feel seen is unbelievably they would meet a couple of times. But I never imagined they • Contact lists (if they gave you ing through the valleys or the powerful. would go on for so long. My support seedling grew into friend- official approval to do so) uncomfortable moments of a ship trees. I was in awe! • A working link to a photo gal- Get creative and have fun with transformative process. The good lery of the event (Make sure this one. Neža thing is that you, as the guide of

384 D. Your own event — Follow up — Invitation 385 Celebrate This book probably would not happen, if Jasenka, Ursel, and Marco had not met at the Change- maker Festival in Järna, Sweden in July 2013. It was a dream-like event at the end of the Interna- tional Partnership for Transformative Learning Grundtvig project led by Boris and Jutta Goldam- mer of Visionautics (the lead partner also for this project). Five days, 80 people lived together, enjoying miracles that eight partners of the project created together at the very end of the project: we walked on live coals, learned to tango, created sculptures from old bicycles… There were so few words and so much music and action. The venue was just perfect. Nature supported us in the best possible way. There was no time to sleep. In such an intensive event, common experience built a creative momentum that can have unbeliev- able long-term outcomes. Do you consider creating such a transformative event? If yes, then better prepare a really strong core team to make it happen. And ensure that everyone reads this book before you start designing it :-) Jasenka

It is valuable to know what kind festivals, they are super de- A gentle reminder: every time Celebrate your wins and losses of atmosphere you want to cre- manding, super influential, and you create an event you are creat- and never celebrate alone. Share ate. For instance, an event can really transformative! Festivals ing an opportunity for a group of the stories with us here (insert be a workshop, conference or allow us to “be too much”, to act people to go beyond what they the website where they can post festival. out, show up, to laugh loud, to expect from the content you will their wins) live loudly. They are invisibly offer them. What a beautiful Workshop, training or seminar facilitated, but greatly organ- responsibility! are different forms, but more or ized. Knowledge is presented by less, they are focused on com- Let every lesson be a feast for the behaviour. Impressions might petence development. Confer- innate curiosity of every human trigger long forgotten emotions, ences spread the horizon, bring being. Let every event you create deep buried memories. new perspectives, challenge the be an exploration for yourself as status quo. But festivals, learning Dare to organize festivals! They well. are such great learning events...

386 D. Your own event — Follow up — Invitation 387 One Example 1. Original Plan Daily Routine Zsuzsa Vastag Original Design 16.00 - 16.30 Personal reflection Day 3: Start earlier (possibly 8.00 - 9.00 Morning practice As an example of event planning We designed the curriculum in groups; Facilitators’ time wake up with the sun, to witness we offer two versions of the plan- a six- month iterative process, 9.00 - 10.00 Breakfast sunrise, nature’s transforma- 16.30 - 18.45 Afternoon session ning for the first Transformative starting by designing the flow of tion, as a metaphor for our own 10.00 - 10.30 Check-in Learning workshop: first the way the training: the topics of each 18:45 - 19:15 Professional transformation), have a shorter the event was planned, second half-day session. For each ses- 10.30 - 13.00 Morning session reflection afternoon session and spend the reflecting what really happened sion, two facilitators designed a afternoon in Rijeka. 13.00 - 14.00 Lunch 19.15 - 19.30 Check out and the changes the facilitators programme of activities. Before made to the original design, and the actual training, we had sever- 14.00 - 16:00 Own time 19.30 – Evening programmes why. al sessions of checking in, look- offered by participants We offer this time if anyone wants ing at the whole picture to see if Yes, plural facilitators. This was coaching, a place to meet, or per- the activities fit together. an unusual situation: a whole sonal space team of facilitators without any See below: one taking the leading role. That 1. Our original plan Main Question / in itself was an experiment, 2. The programme as actually Topic of the Session Activities and not necessarily a model to carried out recommend. Some of the ad- 3. Reflections on the changes Day 1: Landing justments needed were clearly re- Morning Welcome and Introduction - • Welcome lated to this particular situation. Who are you? • Creative introduction (including: pairs, collective Indeed it is not our intention to storytelling) present the way to do it. See it • Introduce the 6 competences as a starting point to discover Afternoon Why am I really here? What • Spirit animal for the week – Animal cards something you might not have can I offer? What do I need to • Professional question to self – Deep Listening tried before. Hopefully, it is the know? • What do I want to achieve? – Draw your timeline, start of your next transformative share your intentions journey as an adult educator. Enjoy the ride!

388 D. Your own event — One Example — Invitation 389 Main Question / Main Question / Topic of the Session Activities Topic of the Session Activities Day 2: Disruption and Deepening the Process (“Something​ Happens”) Day 4: Rebuilding Freedom Morning Initiate the iterative process • Muse Kiss Model Morning • Common trip to Rijeka of becoming clearer about • Journalling dissatisfactions and hopes • Visioning Afternoon What do you want to show, • Participants offer workshops: Open arena · What images of the future do • Instant Painting practice or test? • Participants share their experiences you hold? · What hurts professionally and what is my drive for my work Day 5: Harvesting, Celebration - How to translate this experience to my reality? Morning What did I learn, what can I Afternoon How am I a tool in my edu- • Building stations bring home? • Concrete plans for the online platform cational practice? What do • Outstanding challenges, questions Reflection and sharing I need, what do I want to learn? What I created: how can I take it with me? Day 3: Silence, Inner Work Afternoon How have I changed? What • What are you taking away, where do you/we go from Morning What question is alive in me • VisionQuest - Silent walk in nature has been my transformation? here. right now? • Getting the group back together • Share 3 moments of this week that were important to • Shift the focus: what do I want for my participants you. • What is my ambition to enable them? • Brushstroke What are your next steps? What Afternoon • Market of landing opportunities – parallel sessions • Goodbye is your concrete project for the • Bench under the tree online part? • Coaching circle • Coaching walk • Getting actual work done • … We frame their time - so they don’t lose focus. At the end of the session: peer group presentations

390 D. Your own event — One Example — Invitation 391 2. What Happened Daily Routine Main Question / Needless to say, when we got 8.00 - 9.00 Morning practice Topic of the Session Activities together face-to-face, a number 9.00 - 10.00 Breakfast Day 1: Landing of adjustments needed to be made, as we encountered logis- 10.00 - 10.30 Check-in + Pro- Morning Welcome and Introduction - • Welcome tical issues, reflected on how the fessional reflection for partici- Who are you? • Introduce yourself – Throw the Ball group was responding, and also pants • Overview of the week’s programme realized that some of the activi- • Warming up 10.30 - 13.00 Morning session ties did not feed so well into the • Introduce yourself – pairs next one as we had hoped. The 13.00 - 14.00 Lunch • Introduction of the Competence-tree themes of the sessions stayed • Me and transformation – Collective storytelling 14.00 - 16:00 Own time the same but we adjusted the programme. Here’s what we did; 16.00 - 16.30 Personal reflection Afternoon Why am I really here? What • Spirit animal for the week – Animal cards major changes highlighted. group; Facilitators’ time can I offer? What do I need to • Professional question to self – Deep Listening 16.30 - 19.15 Afternoon session know? • What do I want to achieve? – Draw your timeline, share your intentions 19.15 - 19.30 Check out 19.30 – Evening programmes Day 2: Disruption and Deepening the Process (“Something Happens”) offered by participants Morning Envisioning from a profes- • Groups for professional introductions Exception: Day 4 (Friday) – sional perspective • Professional roles, professional futures – Mask mak- Instead of afternoon session trip ing to Rijeka / hiking trip Afternoon What is the transformation • Clarity on expectation about participants’ own pro- you wish to enable? jects, prototyping – creative building stations Where are you concerning your project?

392 D. Your own event — One Example — Invitation 393 Main Question / Main Question / Topic of the Session Activities Topic of the Session Activities Day 3: Silence, Inner Work Afternoon • Trip to Rijeka or Hike Morning What question is alive in me • Silent walk in nature Day 5: Harvesting, Celebration - How do I translate this experience to my reality? right now? Morning What do you want to show, Participants offer workshops: Open arena Afternoon What do I need now to go • Market of landing opportunities – parallel sessions practice or test? • Forum Theatre forward? • Discussions: • Facilitating intuition • TL theory Offers for future self (exper- • Co-creating a serious game • Facilitation nuggets imentation) or other future • Power of storytelling • Visioning tools selves (experience) • Perception activities • TL in different cultures • Hero’s Journey • TL online • Learning from experience • Project management – building models in the snow Afternoon What has been my transfor- Brushstroke mation? • Evaluation (compost, suitcase, dustbin) • Coaching/Listening: • Arrangements for the online mentoring process What happened during the • Master Mind coaching • Goodbye – Throw the Ball week? • 1-on-1 coaching • Listening Where do we go from here?

• +1: Massage Day 4: Rebuilding Freedom Morning What do you want to show, • Participants offer workshops: Open arena practice or test? • Personal and Professional roles roundtable • Ethics of TL facilitation Offers for future self (exper- • Difference between TL and therapy imentation) or other future • TL in the university context selves (experience) 395 ANNEXE 1. TLCF in Relation

to Other Frameworks Interpersonal Personal and Intrapersonal This category can be compared or equated with UNESCO’s learning Knowledge, skills and attitudes having to do with the person and pillar of “Learning to live Together”, and with Competence 2, Work- the way s/he behaves/performs; cf the UNESCO Learning pillar of ing with People. Sub-competences are: “Learning to Be”. This parallels Competence 1, Self-Knowledge. Sub-competences are: • Social Awareness - The ability • Relationship Skills - The • Self-awareness - The ability • Self-management - The to take the perspective of ability to establish and main- to accurately recognize one’s ability to successfully regulate and empathize with others, tain healthy and rewarding own emotions, thoughts, and one’s emotions, thoughts, and including those from diverse relationships with diverse values and how they influ- behaviours in different situa- backgrounds and cultures. individuals and groups. The ence behaviour. The ability tions — effectively managing The ability to understand ability to communicate clear- to accurately assess one’s stress, controlling impulses, social and ethical norms for ly, listen well, cooperate with strengths and limitations, and motivating oneself. The behaviour and to recognize others, resist inappropriate with a well-grounded sense of ability to set and work toward family, school, and commu- social pressure, negotiate con- confidence, optimism, and a personal and academic goals. nity resources and supports. flict constructively, and seek “growth mindset.” Including: Including: Including: and offer help when needed. • Identifying emotions • Impulse control • Perspective-taking Including: • Accurate self-perception • Stress management • Empathy • Communication • Recognizing strengths • Self-discipline • Appreciating diversity • Social engagement • Self-confidence • Self-motivation • Respect for others • Relationship-building • Self-efficacy • Goal-setting • Teamwork • Organisational skills See also Wiek’s interpersonal competence

397   396 Professional/Pedagogical Domain/Content Disposition/ This can be compared/equated See also: Kahane; Wiek’s Strate- This category can be compared/ Orientation with UNESCO’s learning pillar gic Competence; as well as Wals equated with UNESCO’s learn- This is closest to Competence of “Learning to Do”, and with & Schwarzin: ing pillar of “Learning to Know”. 5, Balance, and Competence 3, Competence 6, Pedagogy. Sub • Active participation. It comes closest to Competence Envisioning. competences are: • The value of learning. 4, Riding Complexity. Some sub-competences are • Balancing the far and near. Some references: 1. Futures/foresight skills - the • A case study approach. • Responsible decision-making: ability to elicit and critical- • Social dimension of learn- Wiek, Withycombe, Redman • Identifying problems ly assess tacit assumptions ing (connecting and mir- (2011): Systems thinking compe- • Analysing situations about the future (hopes, fears, roring learner’s ideas and tences, Anticipatory competence, • Solving problems expectations); to access any experiences through social Normative competence (related • Evaluating relevant research/factual ma- interaction). to sustainability/transformation) • Ethical responsibility terial against which to eval- • Learning for action (devel- Wals & Schwerzin: “. . . a more uate those assumptions; and opment of action compe- • Thinking skills: systemic and reflexive way of to elicit deeply-held values tence). • Reflecting thinking and acting, bearing on which to build a vision of • Critical thinking Wals & Corcoran also mention in mind that our world is one desired futures. • Systems thinking Total immersion (direct experi- of continuous change and ev- 2. Charting the territory - the • Creative thinking ence with the world) and Diver- er-present uncertainty. This ability to support learners sity in learning styles (being sen- suggests that we cannot think to create successively more sitive to different learning styles about sustainability in terms of detailed maps of the terrain: within the group). O’Donohue problems that are out there to their desired futures, and the refers to reflexive learning be solved or in terms of ‘incon- space between now and then; around tensions, discontinuities venient truths’ that need to be and to create stories about the and risks in local contexts in addressed. Instead, we need to journey (‚just enough‘). multi-actor groups think in terms of challenges to 3. Setting out on the journey be taken on in the full realiza- - crafting invitations to learn- tion that, as soon as we appear ers to experiment, individu- to have met the challenge, things ally and collectively, and to will have changed and the hori- set their own priorities and zon will have shifted once again.” boundaries. (p. 13) 399   398 ANNEXE 2. Multiple Perspectives on TL

Frans Lenglet study lay the groundwork for 1. Systems thinking competence institutional advancements in – also Systemic, interconnect- Each perspective is preceded by designing and revising academic ed, holistic thinking a set of key words delineating the programmes; teaching and learn- 2. Anticipatory competence perspective. ing evaluations; as well as hiring – also Anticipatory, future, 1. Key words: (Key) Compe- and training faculty and staff. foresighted, trans-generation- tences; Sustainability Compe- al thinking Key competencies provide an tences 3. Normative competence – also explicit and commonly shared Value-focused, ethical think- Arnim Wiek, Lauren Withy- framework for developing dis- ing, orientation thinking/ combe & Charles L. Redman tinct and recognizable profiles of knowledge (2011), Key competencies in sus- the academic field, the schools, 4. Strategic competence – also tainability: a reference framework the graduates, the professions, Action-oriented competence, for academic programme develop- and so forth. Moreover, key transformative competence, ment, Sustainability Science, Vol. competencies provide the refer- implementation skills 6, pp 203-218. ence scheme for transparently 5. Interpersonal competence evaluating student learning and The article identifies the relevant – also Collaborative, partici- teaching effectiveness. literature on key competencies patory, interdisciplinary, civic in sustainability; synthesizes the Competences are distinguished competence. substantive contributions in a from learning outcomes – the The relationships between these coherent framework of sustaina- former being fairly abstract and key competences are illustrated bility research and problem-solv- therefore in need of translation in Figure on the right. (graph- ing competence; and addresses into specific learning outcomes The five key sustainability competencies (in green). The dotted lines indicate how each individual com- ically adapted after Wiek et al, critical gaps in the conceptual- to be operational (e.g., for curric- petence is connected with one or more components of a research and problem-solving framework (in 2011, page 206) ization of key competencies in ulum development). The five key yellow). For example, normative competence is relevant for making a sustainability assessment of the sustainability. Insights from this competences are: current situation as well as for crafting sustainability visions. Original graphic here.

401   400 2. Key words: Education for an a ‘subversive’, ‘transformative The usual education is an act of and among the teachers and the Transformation; the bank- and ‘emancipatory’ instrument. depositing, in which the stu- students. Dialogue “is an act of ing concept of education; dents are the depositories and creation” (page 77). Dialogue Pedagogy of the oppressed education as liberation; the teacher is the depositor. requires love, humility, faith, “makes oppression and its caus- problem-positing education; “This is the banking concept of trust, hope and critical thinking. es objects of reflection by the education as dialogue education, in which the scope of Dialogical action is characterized oppressed, and from that reflec- action allowed to the students by cooperation (not: conquest), Paulo Freire (1972), Pedagogy of tion will come their necessary extends only as far as receiving, unity of liberation (not: divide the Oppressed. New York: Herder engagement in the struggle for filing and storing the deposits” and rule), organisation (not: ma- & Herder. their liberation. And in these (page 58). The opposite of ‘bank- nipulation) and cultural synthe- struggles this pedagogy will be In Brazil in the middle of last ing education’ is ‘libertarian’, sis (not: cultural invasion). made and remade” (page 33). century, Freire developed an ‘liberation’ or ‘problem positing’ approach or method for teach- From a situation of direct en- education. In the banking con- ing illiterate people, especially gagement in the struggle to cept of education, knowledge adults. It is based on the insight liberate men and women for the is a gift bestowed by those who that in learning to read and creation of a new world (Brazil in consider themselves knowledge- write the learners come to a the 50s and 60s of last century), able (teachers) upon those whom new awareness of selfhood and Freire reached out to the thought they consider to know nothing begin to look critically at the and experience of those in many (students). “In problem-positing social, economic and political different situations and of diverse education, [learners] develop conditions in which they find philosophical positions includ- their power to perceive critically themselves. In the process they ing Jean-Paul Sartre, Emmanuel the way they exist in the world may take the initiative in acting Mounier, Eric Fromm, Luis with which and in which they to transform these same condi- Althusser, Ortega y Gasset, Mao find themselves; they come to tions that have denied them the Tse-tung, Martin Luther King, see the world not as a static opportunity of participation. Che Guevara, Miguel de Una- reality, but as a reality in pro- Education rather than being an muno, Herbert Marcuse, Frantz cess, in transformation” (em- instrument of maintaining the Fanon, Régis Debray, Reinhold phasis by author) (page 71). This ‘culture of silence’ associated Niebuhr, Alfred Memmi and is achieved through a process with their conditions, becomes Martin Buber. of dialogue and action between

403   402 3. Key words: Sustainability; tive learning processes focused 4. Key words: Transforma- also involves our understanding community-based initiatives; on advancing sustainable prac- tive Learning; shift in con- of power relations in interlock- dialogue; transformative tices. We present notions of the sciousness; power relations; ing structures of class, race and social learning; relational transformative social learning structures of class, race and gender, our body awareness, our pedagogy; Freire approach that underpins the gender; Mezirow; Freire visions of alternative approaches case study, using the concepts of to living, and our sense of pos- Daniele T. Souza, Arjen E. J. Transformative learning accords Maturana and Freire as a lens. sibilities for social justice, peace Wals & Pedro R. Jacobi (2019) a central role to the process of Our results indicate the impor- and personal joy.” Learning-based transforma- ‘meaning perspectives’ through tance of a relational approach in tions towards sustainability: which we make sense of every- Jörg Balsiger, Ruth Förster, fostering collective learning pro- a relational approach based day life (Mezirow, 2000). Trans- Clemens Mader, Anne B. Zim- cesses. Finally, we derive three on Humberto Maturana and formative learning is a form of mermann (2017), Transforma- principles that can guide such Paulo Freire, Environmen- third order learning leading to tive Learning and Education for processes: (1) facilitating trans- tal Education Research, DOI: “the experience of seeing our Sustainable Development, GAIA formative interactions between 10.1080/13504622.2019.1641183 worldview rather than seeing - Ecological Perspectives on people and places, (2) enabling with our worldview”. Science and Society 26(4):357- This article investigates the rel- dialogic interaction within a cli- 359.(O’Sullivan and Morell 2002, evance of the work of the Lat- mate of mutual acceptance, and Both Mezirow and Freire have p.18) (page 358). in-American thinkers Humberto (3) creating space for ontological influenced the current under- Maturana and Paulo Freire to pluralism. standing of transformative Mezirow, J. (2000). Learning as learning-based transformations learning, which “involves a transformation. Critical perspec- towards sustainability. This anal- deep structural shift in the basic tives on a theory in progress. San ysis was inspired by a case study premises of thought, feelings and Francisco: Jossey-Bassy. of a Brazilian urban community actions. It is a shift of conscious- O’Sullivan, E., A. Morell (eds) seeking to develop pathways to- ness that dramatically and per- (2002). Expanding the bounda- wards sustainable living and was manently alters our way of being ries of transformative learning: informed by a review of their key in the world. Such a shift in- essays on theory and praxis. New works. The paper aims to obtain volves our understanding of our- York: Palgrave. a better conceptualization of selves and our self-location: our learning-based transformations relationships with other humans and provide insights into collec- and with the natural world. It

405   404 5. Key words: Transforma- emancipatory, neurobiological, 6. Key words: Dialogic Inter- organisations and communities. tive Learning; transformative cultural-spiritual and planetary. action; Sustainability Compe- Empirically, the paper uses two learning methods and tech- tence case studies carried out by the The review distinguishes four niques authors to ground the argument categories of methods and mod- Wals, A. and Schwarzin, L. in real efforts by communities to Rob Plastow (2008?), Fostering els: (2012), Fostering organisa- create a (more) sustainable way transformative learning in educa- • Critical reflection (related to tional sustainability through of living. tion for sustainable development content, process and premise) dialogic interaction, The Learn- (ESD): A review of the literature • Discourse and meaning-mak- ing Organisation, Vol. 19 The main results include: a on transformative learning for ing through dialogue, conver- No. 1, pp. 11-27. https://doi. post‐normal understanding of practitioners of ESD. sation, storytelling and per- org/10.1108/09696471211190338 sustainability highlighting uncer- spective sharing tainty, complexity, normativity, This review of the literature seeks This paper examines dialogic • Facilitation and self-direction controversy and indeterminacy; to provide the ESD practitioner interaction as a key element of • Action (necessarily associated a framework facilitating dialogic with an overview of theory and achieving a transition towards with critical reflection). interaction; and a number of key research in transformative learn- sustainability in people, organ- competences that appear condu- ing. Transformative learning is It lists the following teaching/ isations and society as a whole. cive to both dialogic interaction defined as a process by which learning techniques: reflective Furthermore “sustainability and a transition to sustainability. previously uncritically assim- journaling, metaphor analysis, competence” as a potential ilated assumptions, beliefs, concept mapping, consciousness outcome of such interaction is The paper adopts a post‐normal values and perspectives are raising, life histories, reperto- to be introduced, referring to perspective of organisational questioned and thereby become ry grids, participation in social the capacities and qualities that transitions towards sustaina- more open, permeable, and action, role examination through people, and the organisations bility and focuses on dialogue better justified. At its centre role play, and verbal reflection and communities of which and dialogic interaction as a it is a challenge of our beliefs, through discussion. The key they are part, need in order to key learning‐based mechanism assumptions, and perspectives message being to help the learn- address (un)sustainability. for facilitating such a transition. that leads us to question our- ers actively engage the concepts Furthermore, the framework for Conceptually, the argument of selves. presented in the context of their dialogic interaction allows for a the paper is grounded in emer- own lives and collectively crit- more holistic approach toward The review distinguishes six gent thinking among scholars ically assess the justification of such a transition and the devel- TL approaches: psychoanalytic, preoccupied with learning‐based new knowledge. opment of competences needed psychodevelopmental, social change and sustainability in to accelerate its realization. 407   406 7. Key words: Transformative generative of a higher education issues, coupled with the urgen- individuals. This does not fully and Transgressive Learning; pedagogy that appears more cy to act, makes for a volatile theorise the relationship between higher education pedagogy; responsive to the key challenges environment in governance, cognitive transformations and capabilities approach; agency; of our time: (1) reflexive social policy, education and research, social action or agency, espe- Mezirow; Nussbaum; Sen. learning and capabilities theo- and creates new challenges for cially collective transformation ry, (2) critical phenomenology, higher education. It also creates of human activity. The capabil- Heila Lotz-Sisitka, Arjen EJ (3) socio-cultural and cultural new challenges for rethinking ities approach reminds us that Wals, David Kronlid and Dylan historical activity theory, and (4) learning and pedagogy. There transformative and transgressive McGarry (2015). Transformative, new social movement, post-co- is, therefore, a need to adopt learning, including the beings transgressive social learning: re- lonial and decolonisation theory. a transformative approach of and doings that such learn- thinking higher education peda- The paper critiques the current ‘thinking how the object of study ers enact, may function as one gogy in times of systemic global tendency in sustainability science itself is constituted, what tools dimension of human flourishing dysfunction. Current Opinion and learning to rely on resilience are used to study it and what (speaking with Nussbaum) or in Environmental Sustainability, and adaptive capacity building concepts are used to frame it’ freedom (speaking with Sen) and vol. 16, pp.73–80. and argues that in order to break as such is an end in itself. In seeking a science that is more The nature of the sustainability with maladaptive resilience of reality congruent, transgressively In an expansive learning pro- challenges currently at hand is unsustainable systems it is essen- transformative and more reali- cesses, which also foregrounds such that dominant pedagogies tial to strengthen transgressive ty engaged, it is not surprising cognitive justice (i.e. where the and forms of learning that char- learning and disruptive capaci- therefore that the sustainability views of all multi-actors are acterize higher education need ty-building. sciences are turning to transdis- afforded value and validity in to be reconsidered to enable Sustainability concerns are most ciplinarity as a means of trans- engaging contradictions and students and staff to deal with often described as ‘wicked prob- formatively engaging the world, seeking out new forms of human accelerating change, increasing lems’ or nexus issues character- involving co-engaged forms of activity), new forms of agency complexity, contested knowledge ized by high levels of complex- knowledge production and ped- emerge which can be identified claims and inevitable uncertain- ity, ambiguity, controversy and agogy. via various ‘agency expressions’ ty. Then paper identifies four uncertainty both with respect to that include resistance, critique, streams of emerging, transform- Mezirow’s view of transformative what is going on and with re- explication, reframing, envi- ative, transgressive learning learning is often used to frame spect to what needs to be done. sioning, committing to actions, research and praxis in the sus- discussions on transformative The indeterminate and boundary navigating power relations and tainability sciences that appear learning, its focus is mainly in crossing nature of sustainability taking transformative action. on cognitive transformation/s of 409   408 8. Key words: Transforma- made that allows us to interpret 9. Key words: Transformative According to transformative • The Activating Event: can be tive Learning; critical theory; transformative learning theory Learning; assimilative learn- learning theory, paradigm shift/ anything that triggers students recognition theory; eman- as a critical theory. As a new ing; 5 antecedents of trans- perspective transformation is the to examine their thinking and cipatory learning; Mezirow; generation of Frankfurt School formative learning; strategies result of several conditions and the possible limitations of Habermas, Honneth scholars create the next iteration and methods. processes: their understanding of critical theory, the implica- 1. An activating event that • Identifying Current Assump- Ted Fleming (2018), Mezirow Kelly McGonigal (2005). Teach- tions of Axel Honneth’s recog- exposes the limitations of a tions: The best strategies for and the Theory of Transformative ing for Transformation: From nition theory are identified for student‘s current knowledge/ helping students identify Learning. Victor Wang, ed (2018) Learning Theory to Teaching the theory and practice of trans- approach their current assumptions all Critical Theory and Transforma- Strategies Tomorrow‘s Teaching formative learning. The commu- 2. Opportunities for the student require that students explain tive Learning. IGI Global. Chap- and Learning. Stanford, Tomor- nicative turn of Habermas and to identify and articulate the their thinking ter 9. row‘s Professor Postings Message the recognition and emancipa- underlying assumptions in the • Encouraging Critical Reflec- Number 759. https://tomprof. Mezirow’s theory of transforma- tory turns of Honneth contribute student‘s current knowledge/ tion: students privately exam- stanford.edu/posting/759 . First tive learning has always relied on significantly to the evolution of approach ine their current assumptions published as: Speaking of Teach- the work of Jürgen Habermas in transformation theory. 3. Critical self-reflection as the • Encouraging Critical Dis- ing, Centre for Teaching and order to give it a sound theoret- student considers where these course: the most social aspect Learning, Stanford University - ical base. This chapter outlines underlying assumptions came of transformative learning. Spring 2005, Vol. 14, No.2 Mezirow’s theory of transform- from, how these assumptions Create opportunities for ative learning attending to its Transformative learning is in influenced or limited under- students to reflect through reliance on critical theory which clear contrast to the more com- standing conversation contributes important concepts mon process of assimilative 4. Critical discourse with other • Giving Students an Opportu- such as domains of learning, learning, the type of learning students and the instructor as nity to Test a New Paradigm emancipatory learning, critical that takes place when students the group examines alterna- or Perspective: activities and reflection, and the discourse simply acquire new informa- tive ideas and approaches assignments that empower of communicative action. This tion that can easily fit into their 5. Opportunities to test and students to apply new ap- chapter explores how the work pre-existing knowledge struc- apply new perspectives. proaches with a high likeli- of Habermas and elements of tures. Whereas some college-lev- hood of success Detailed strategies are present- his critical theory not utilized by el courses are aimed at assim- • Fostering Intellectual Open- ed for each process involved in Mezirow enhance the rigour of ilative learning, most courses ness: instructors practice transformative learning. They Mezirow’s work. An argument is require at least some level of “seasoned guidance” and include: transformative learning. “compassionate criticism.” 411   410 10. Key words: Situated Social in relation to valued purposes Learning; competences; abili- might enable citizens to become ties and attitudes. engaged in change that secures a sustainable future for generations Rob O’Donoghue (2014). Table 1. Trajectories of Expansion towards and within ESD to come. Within these process- Re-thinking Education for Sus- es, competence specification tainable Development as Trans- is examined as a useful but Targeted Participatory critical Competence for educator / A expanded gressive Processes of Educational intervention process of problem learning practices framework for ESD under-theorised social imagi- Engagement with Human Con- 70s solving enquiry to achieve sustainability. as reflexive critical nary for framing learning for duct, Emerging Matters of Con- 80s – 90s UN-DESD 2005-2014 processes of change future sustainability, primarily in cern and the Common Good. Create awareness Collaborative / Learning to know New environmental teacher education and curricu- Constructivist systems knowledge Southern African Journal of lum contexts. Here, ESD presents Environmental Education, Vol. Change attitudes Deliberative Learn to be (Identity) Ethics-led in cultural as an open process of situated historical context 30, pp7-26 social learning where emergent Change values Situated values and Learn to live together Valuing and The modernist expansion of competences steer social in- purpose purposeful learning education is examined to explore novation towards a more sus- with and from others how the concept of Education for tainable future (SD). The paper Change behaviour Collaborative change Learning to do Agency and skills in stewardship actions Sustainable Development (ESD) attempts to navigate some of the has emerged, is being worked current tensions in relation to Get-to / get the message across Situated and Get-together / get all to buy-in purposeful learning with, and is being assessed in knowledge and participation in in relation to valued imperatives intended to foster these processes of learning-to- Emergent competences practices and earth mediating change social-ecological change on a change. It probes ESD as praxio- stewardship for the global scale. The opening review logical processes of dialectical re- common good sketches how education devel- flexivity that can become situated The article (O´Donohue, 2014) has a section on competences, with particular reference to UNESCO’s 4 oped as a mediating process in in contexts of risk and develop as learning pillars (see also Annexe 1) modernity, tracking some recent transgressive expansions within shifts that are shaping ESD in many conventional learning se- more and more diverse contexts quences in curriculum settings. of education practice. It scopes The paper notes that current an ESD terrain where knowl- discourses on ESD and its as- edge and ethics-led learning 413   412 sessment have often come to learning of citizens and how 11. Key words: Sustainability • Guarantee basic levels of The process facilitator must also stand outside, and in contrast these processes might produce Competences; qualities of comfort and safety (protection make sure there are suitable with, conventions of teaching the desired change towards sus- learning facilitators; sustaina- against risks resulting from work styles (role playing, excur- and learning. These discourses tainable development (SD) in bility learning methods participation; no attribution sions, simulations, etc.) materials also often conflate education diverse contexts of learning in and no retribution (flip charts, apps, image mate- Arjen E.J. Wals & Frans Lenglet and sustainable development in and about a changing world. • Knows how to deal with con- rial, PowerPoint, etc.), feedback (2016). Sustainability Citizens. ways that ascribe change to ESD flicts that arise mechanisms (newsletter, website, Collaborative and Disruptive without adequately theorising • Monitors progress (including progress reports, blogs, tweets), Social Learning. Ralph Horne, the expansive and reflexive the ‘soft’ results in terms of and will need to monitor exter- John Fine, Beau B. Beza & Ani- people’s earning, social co- nal relations (contacts with those tra Nelson (2016), Sustainability hesion, motivation, commit- granting subsidies, the envi- Citizenship in Cities. Theory and ment, etc. along with the more ronment of the process, inter- Practice. Earthscan. Pp 52- 66. concrete ‘socio-ecological ested outsiders). Furthermore, The materials distinguish four outcomes’ such as increased a process facilitator is a good dimensions of sustainability biodiversity, reduced CO2 listener, sensitive to signs (politi- competence and associated emission, improved health, cal, emotional), a good manager/ Sustainability Competence Examples of Sustain‘abilities’ sustain ‘abilities’. These can be etc.) organiser, breeds trust, is a good Dynamics and content sustainability Sustainability literacy, systems think- compared with TL competences • Can articulate and show how navigator in areas of tension, a ing, adopting an integral view by substituting TL for sustaina- progress has been made good discussion leader, an ani- Critical dimension of sustainability Questioning hegemony and routines, bility (see Table 2). • Ensures sufficient stimuli, mator and has no hidden agen- analysing normativity, disruptive- challenges and a ‘sense of das. It is not always necessary ness, transgression A sustainability facilitator is urgency’ to keep energy levels that all these responsibilities and Change and innovation dimension Leadership and entrepreneurship, someone who: high qualities can be found within one of sustainability unlocking creativity, utilising diversi- • Keeps the learning process ty, appreciating chaos and complex- • Can keep the focus on the single person, they can also be open (ensures access to the ity, adaptation, resilience empower- choices that have been made distributed among multiple peo- process, openness regarding ment and collective change and the path that has been ple who complement each other. the agenda, transparency of Existential and normative dimension Connecting with people, places and chosen, but is also able to of sustainability other species; passion, values and the process) Reference invite the group to reflect on meaning-making; moral positioning, • Creates social cohesion and a those choices and to challenge Sullivan, E. 2001. Call for Papers - Vi- considering ethics pleasant atmosphere (physi- them to leave it as circum- sions and Transformation: Emerging Table 2 cally, socially, psychologically) Themes in Transformative Learning. stances might change OISE, University of Toronto 415   414 ANNEXE 3. The Contributors Ursel Biester Coach, Author, Project initiator Hadas Fisher-Oren Dance therapist, Bodywork therapist, Rio Abierto (bodymind) Akademie für Visionautik — visionautik.de [email protected] group facilitator, Founder of Transformative Dance and Transformative Dance Facilitators Training transformative-dance.com [email protected] Manuela Bosch Consulting & Research on Collaboration, Community Building and Global Organizing; Vision Quest Guide, Embodiment Practitioner; former Advertising Christian F. Freisleben Freelancing teacher, facilitator, journalist, improviser, St. Industries; Diploma in Business Administration Pölten University of Applied Sciences (Didactics of higher education, E-Learning, Teach- manuelabosch.de; vanillaway.net [email protected] ing & Research) [email protected] Marcus Bussey Cultural transformationalist, Neohumanist and historian/futurist Caitlin Frost Leadership Coach, Trainer and Certified Facilitator of The Work and Deputy Head, School of Social Sciences, University of the Sunshine Coast, member of Participatory Leadership and Dialogue Host and Process Designer, Caitlin Frost Coaching Legacy17 caitlinfrost.ca usc.edu.au/staff-repository/dr-marcus-bussey [email protected] harvestmoonconsultants.com [email protected] +1 778 997 9254

Martin Cadée Trusted partner for leaders, Coach for people moving through big Diego Galafassi Transdisciplinary artist from Brazil with a practice grounded at the transitions in life or work, Nature Quest Guide, Co-founder KaosPilots NL (now Know- interface of art, sciences and co-creative processes; director, writer and producer of doc- mads) umentaries, experimental film, new media and participatory performance; Artist in Resi- martincadee.com [email protected] dence at ISET Johns Hopkins, member of Legacy17 diegogalafassi.live Clinton Callahan Transformational Circle Alchemist, Memetic Engineer, Possibilita- tor, trainer-trainer, gameworld builder, originator of Possibility Management, author of Robert Gilman Developer of the Bright Future Network, sustainability thought-lead- Conscious Feelings and Building Love That Lasts, from the nanonation of Possibilica, er over four decades, former astrophysicist, member of Legacy17 member of Legacy17 Context Institute and Bright Future Now — context.org/about/contact possibilitymanagement.org; startover.xyz [email protected]

Nils I. Cornelissen Transformational business consultant and one of the Partners at Frauke Godat Learning Process Designer and Edgewalker between the formal and RETURN ON MEANING GmbH, a boutique consulting firm focusing on cultural change, non-formal education system. talent management, leadership and mindfulness. Kiel University — perle.uni-kiel.de returnonmeaning.com [email protected] Art of Hosting ­— artofhosting.org [email protected] 416 417 Jasenka Gojšić Facilitator of transformative learning with experience in Thomas Herrmann We release lifepower in people, organisations and society. telecommunication and management, member of Legacy17 Member of Legacy17 isoropia.hr [email protected] Open Space Consulting — openspaceconsulting.com [email protected] +46 (0)798 989786

Lonny Gold Master Trainer in learning systems catering to long-term memory and the Lana Kristine Jelenjev Community Alchemist and Learning Experience Designer unconscious mind. Working for Legacy 17 and Freelance who is passionate about designing transformative learning communities www.lonnygold.com, www.lonnygold.training, [email protected] Dream See Do — dreamseedo.org [email protected]

Lawrence Kampf Creator of the Nova Earth Institute, global creativity thought leader, Boris Goldammer Illustrator, Founder and Head of Visionautik Akademie, New Leadership Mentor, coach, strategy consultant, artist and planetary healer. Founder and Head of Transformation Hosts International novaearthinstitute.com visionautik.de; hostingtransformation.eu [email protected] [email protected]

Jutta Goldammer Founder and Head of Visionautik Akademie, organisational devel- Neža Krek Career choice mentor for women who want to make a healthy career oper, education pioneer, facilitator and firewalk instructor. Dedicates her professional life change that fits who they truly are. Facilitator of transformational learning spaces, facilita- to creating a culture of imagination and cocreation towards a good life for all beings. tion enthusiast, a happy human being Meaningful Meetings — NezaKrek.com visionautik.de [email protected] linkedin.com/in/nezakrek [email protected]

Griet Hellinckx Teacher, facilitator, trainer, coach and mentor working with children, Frans Lenglet Designing, applying & researching collaborative learning for reach- young people and adults. Currently she is focusing on methods that enable people individ- ing social justice and economic equity for present and future generations, within planetary ually and in community to reconnect to their own Self and wisdom, to one another, and to boundaries, member of Legacy17 nature. re-connect.net [email protected] [email protected]

Manuela Hernández Collaborative learning facilitator, author and educator Floor Martens International Business Consultant and Coach mylightspot.com [email protected] floorish.com [email protected]

418 419 Bálint Őry Cognitive scientist, philosopher of the body and movement, person- Suiko Betsy McCall Visual artist, social sculptor, founder and Abbess of Art Monastery, centred teacher at Rogers Academy transformation host, full-commitment smiler Rogers Foundation — rogersalapitvany.hu suiko.art; artmonastery.org [email protected] Rogers Academy — rogersakademia.hu [email protected]

Marilyn Mehlmann Combines psychosynthesis, empowerment and action research to Olena Pometun Professor, researcher on pedagogy aspects of ESD integrated into a co-create methods and tools for community, personal and professional development; secondary school curriculum, author and co-author, Head of Ukrainian NGO Teachers speaker, consultant, educator, and author and co-author of numerous publications for Democracy and Partnership, member of Legacy17, Teachers for Democracy and Part- Legacy17 — legacy17.org UIA — uia.org [email protected] nership — tdp.org.ua esd.org.ua [email protected]

Wilmer Meneses Dreamer and continuous apprentice, exploring various disciplines to Friederike Riemer aka Frida Futura, a Future Scientist and international facilitator with connect them to human-centred innovation, believes in transformative learning as a tool a focus on collaboration and creativity, the Future Game 2050 to make real a utopian world based on the values of cooperation, empathy and common thefuturegame2050.com [email protected] well-being linkedin.com/in/wilmer-meneses-a415b521 [email protected]

Veronika Mercks Teach First Germany alumna, founder of Navigaia Journeys (trans- Elena Rodríguez Blanco Designing transformational experiences and learning jour- formational and responsible travelling of people in transition), project manager in educa- neys which open up possibilities for creativity, social empowerment and change; social tional projects, facilitator and creator of experiential learning spaces entrepreneur and impact investor navigaia-journeys.org [email protected] elenarodriguezblanco.com [email protected]

Anneke Schaardt Designing, implementing and researching educational settings that Irene Nolte Integrative life coach, Deep Ecology facilitator, EFT trainer and burnout empower individuals, (outdoor) educator, trainer, facilitator, Kiel School of Sustainability prevention coach sustainability.uni-kiel.de [email protected] irenenolte.com [email protected] yooweedoo.org [email protected]

Klaus Schenck Business & Agile Coach, Systemic Organisational Development Dror Noy Social Innovation & sustainable development expert, Co-Founder of Consultant, former Ph.D. molecular biologist and Ex-Manager Yumajai and Inside Hub Focus Five Coaching Solutions — sites.google.com/site/klausschenck insidehub.com [email protected] [email protected] +49-173-6696562 420 421 Virág Suhajda Adult educator, trainer, person-centred counsellor, folk tale thera- pist, soon-to-be psychodynamic dance and movement therapist Rogers Foundation — rogersalapitvany.hu [email protected]

Zsuzsa Vastag Psychologist, trainer, working with teachers on emotional education, play and drama Rogers Foundation — rogersalapitvany.hu [email protected]

Nikolaus von Stillfried loves to facilitate systemic constellations, creating spaces where organisations, projects and individuals can tap into the intelligence that is alive in their systems to find answers, develop solutions and be inspired raumzeit.team [email protected] Daniel Christian Wahl Catalyst for glocal regeneration through social media advo- cacy, consultancy, education, future visioning, and bioregional regeneration, working as strategic advisor for individuals and organisations. danielchristianwahl.com medium.com/@designforsustainability [email protected]

Lina Westermann Peace worker, Teach First alumna, facilitator DEEP Deutschland e.V. — globaldeepnetwork.org [email protected]

Felix M. Wieduwilt Tech-Philosopher, author, co-founder of The Future Game 2050 thefuturegame2050.com [email protected]

Olena Zarichna Trainer for NGO Teachers for Democracy and Partnership, Vice Principal of Ternopil Secondary School #24 tdp.org.ua school24.te.ua/45-ternopilska-zosh-24 [email protected] +380972280177 422 423 ANNEXE 4. Index Action Learning...... 172 Design for Transformation ...... 368 Learning for Change...... 110 Step into your Leadership ...... 363 Action Research ...... 116 Designing for Transformation as Storytelling... 356 Life Design...... 200 Suggestopedia ...... 176 A Facilitator may have many Roles ...... 358 Designing Regenerative Cultures...... 140 Living Knowledge...... 302 Support for the Transformation ...... 384 A ‘Learning Organisation’...... 115 Design Thinking...... 284 Materials and Handouts...... 370 Symmathesy...... 98 An Empowerment Spiral...... 168 Diffusion of Innovations...... 94 Neutrality or Detachment as a Facilitator of TL .360 Systemic Constellation Work in Organisations . 324 Anticipation and Grace Hacks...... 88 Disposition/Orientation...... 399 Non-Violent Communication ...... 238 Systems Thinking...... 102 Applied Improvisation...... 346 Domain/Content ...... 399 Open Space Technology...... 230 The Art of Hosting ...... 227 Appreciative Inquiry...... 294 Dragon Dreaming...... 310 Paulo Freire – Emancipatory Learning...... 160 The Future Game 2050...... 244 Backcasting ...... 252 Education for Sustainable Development, ESD.. 164 Peacebuilding and Non-Violence...... 124 The Hero’s Journey...... 216 Beyond a Single Event...... 148 Emergent Learning...... 132 Peer-to-Peer Coaching...... 336 The Oasis Game ...... 260 Bright Future Now...... 15 Empowering Facilitation and Coaching ...... 330 Personal and Intrapersonal ...... 396 Theory U...... 136 Building Blocks Give Rhythm ...... 357 Enspirited Envisioning...... 270 Positive Deviance...... 113 The Theatre of the Oppressed ...... 290 Celebrate...... 386 Experiences with Competence Frameworks...... 14 Possibility Management...... 16 The Transformative Learning Theory of Jack Mezirow...... 142 Choose Online or Offline...... 380 Flow Theory...... 152 Prepare Yourself...... 382 The Work ...... 188 CLA: Unpacking the World –...... 84 Focusing ...... 38 Process Work...... 68 The Work That Reconnects Community of Inquiry Online...... 24 Forest Bathing...... 342 Professional/Pedagogical...... 398 (WTR), Deep Ecology...... 194 Community of Practice...... 206 Futures Senses...... 89 Reactive vs. Creative ...... 44 Three Horizons...... 248 Competence Elements or Categories...... 12 Gamification ...... 350 Rites of Passage ...... 28 Transformation through Embodied Learning.....34 Complexity & Habits of Mind ...... 316 Genuine Contact ™ ...... 306 Rogers’s Person-Centred Approach...... 58 Transformative Dance...... 276 Complexity Theory ...... 120 Get to Know your People...... 365 Satir Change Model ...... 266 Visualisation: Creativity and Transformation...... 210 Habermas and Transformative Learning...... 62 Shared Value-Scaling ...... 234 Methods and Impact...... 256 Critical Thinking...... 30 Interpersonal ...... 397 Social Presencing Theatre...... 286 Warriors of the Heart...... 127 Deep Listening™ and Parking...... 202 Invitation...... 372 Social, Transformative, and World Cafe...... 224 Define your Vision...... 364 Kissed by the Muse Model...... 76 Collaborative Learning...... 50 Start with the WHY...... 362

425   424   426 427 transformation osts international publications

The kaleidoscope of approaches to foster transformative learning does not end here. What more is out there?

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