A new film about what saves us

What saves us? What connects us? And what is it that allows people to feel like they belong to something (and/or someone) larger than themselves?

Our newest film for 180 Studio, “Nuestra,” tells the story of how a father’s tragic loss — the death of his teenage daughter — leads to the birth of a school that helps get troubled teens across Puerto Rico back on track, in the name of the daughter whose life could not be saved.

To learn more about this remarkable school, Nuestra Escuela, visit nuestraescuela.org.

WHY DO WE STILL TREAT EDUCATION LIKE IT’S 1906?

Why do we still use a 19th-century invention— The Carnegie Unit—to determine if our kids are ready to graduate in 2019?

Also, what the heck is a Carnegie Unit?

Watch the latest video in our #AskWhy series  — a series that has now been viewed by more than ten million of you — to find out.

The same way may not be the best way.

Diverse by Design: Episode 3 (Never Teach Alone)

Powerful learning is a relational act; it never occurs alone.

Why, then, do we expect our teacher to hone their craft in isolation?

In episode 3 of the four-part series, Diverse by Design, we meet two of Crosstown High’s inaugural class of teachers, and learn why they believe that co-teaching is the only way to go. So be prepared: their perspective may change the way you think about the future of learning — and what it will require.

Diverse by Design: Episode 2 (Project Based Learning)

How active should learning be? How relevant? And what is required of adults if they are serious about expecting that kids will have a different experience — and a different feeling — in that thing we call ‘school’? 

In a new four-part series from 180 Studio, we witness one community’s efforts to answer those questions.

In the city of Memphis, in a formerly abandoned Sears warehouse, a new school, Crosstown High, is aspiring to model something that hasn’t been seen before — a version of school that looks nothing like the schools most of us attended or experienced, and an explicit commitment to weave together a community of young people who embody the full range of Memphis’s social, economic, and ethnic diversity.

This is Diverse by Design.

Diverse by Design: Episode 1 (The First Day of School)

How do you reimagine something that has looked the same for generations? And what does a diverse society require — and need — in order to support a shared commitment to the common good?

In a new four-part series from 180 Studio, we witness one community’s efforts to answer both questions.

In the city of Memphis, in a formerly abandoned Sears warehouse, a new school, Crosstown High, is aspiring to model something that hasn’t been seen before — a version of school that looks nothing like the schools most of us attended or experienced, and an explicit commitment to weave together a community of young people who embody the full range of Memphis’s social, economic, and ethnic diversity.

This is Diverse by Design. I hope you’ll watch, share, & comment . . .

Seeds for a Better World

I’m writing a new book with some cool folks — a field guide for a better world. The goal is to translate the core design principles of the natural world, and show readers how to apply those principles in the service of creating better human systems (including, and not limited to, our schools).

To do it right, however, we need your help. So here’s the idea, and the challenge:

Imagine a small metal tin filled with colorful index cards — sort of like your Grandma’s old recipe box, but in this case, instead of each card showing you how to make peach cobbler or yummy meatloaf, they’re showing you how to build a better world.

Now, imagine that each seed/card outlines something tangible to do — the sort of thing that anyone, anywhere, can apply and “plant” in their own life and work immediately (since our own behavior is the only thing we can actually control).

Next, imagine that these seeds are scattered across the following six categories of individual action: TEACHING, LEARNING, PARENTING, LEADING, CREATING, and BEING. And imagine that every seed/card has a front and a back that outlines the what (do I do), the how (do I do it), the who (gave me this seed), and the why (should i make time to do this?

By way of example, here are three, properly titled and categorized, along with their authors and a way to go deeper.

But the real question is, what would be your seed(s) of contribution to the tin?

Maybe it’s an idea/recipe original to you, or maybe it’s an excerpt from some super useful thing you read by someone else. But if you could only provide a single seed/idea/recipe to be planted in the service of building a better world, what would it be?

Standing by for all clarifying questions and ideas, and thanks in advance for your thought and creativity!

EXAMPLE 1
FOCUS ON BETTER, NOT MORE (TEACHING)

One of the most important questions any school or teacher can ask is simple: “How can we be more thoughtful about what we do?”

Unfortunately, it’s not the question we ask most frequently. The question schools and teachers have fallen in love with — “What more should we be doing? — is much more dangerous. It also leads to the creation of unsustainable systems.

The better question, the sustainable question, the question that frees up resources for schools to do more is the question of reflection and refinement.

Schools are better when they create spaces and expectations for reflection.

Formalized protocols for the adoption of reflective practices abound — though a good place to start is schoolreforminitiative.org/protocols. What’s most important, however, is simply creating the space and support for reflecting on the work that is already being done. And while it would be ideal if this reflective practice started with the principal, it could start anywhere.

In fact, it should start everywhere. Department chairs, classroom teachers, sports coaches — we can all be models of reflection to those with whom we work. That’s why reflective practice means asking not, “What more can we be doing?” but “How can we do what we’re already doing. better?”

AUTHOR(S): CHRIS LEHMANN & ZAC CHASE

GO DEEPER — READ BUILDING SCHOOL 2.0: HOW TO CREATE THE SCHOOLS WE NEED

EXAMPLE 2
CONNECT AND REDIRECT (PARENTING)

All parents experience times when their children say things and get upset about issues that don’t seem to make sense. At moments like this, however, one of the least effective things we can do is jump in and argue with our child’s faulty logic. Instead, we need to recognize that our children are experiencing a right-brain, nonrational, emotional flood, which guarantees that any sort of logical, literal left-brain response will only make the situation worse.

Instead, try this: Connect with the right. Redirect with the left.

When a child is upset, logic often won’t work until we have responded to the right brain’s emotional needs.By letting our children know that we hear what is upsetting them, we show that we are tuned into how they are feeling. Instead of fighting against the huge waves of emotion, we surf them.

After responding with the right, we can redirect with the left through logical explanation and planning. It won’t always do the trick, but Connecting and Redirecting will almost always work better than Commanding and Demanding. It’s as if you’re a lifeguard who swims out, puts your arms around your child, and helps him to shore before telling him not to swim out so far next time.

AUTHOR(S): DAN SIEGEL, M.D. & TINA PAYNE BRYSON, Ph.D

GO DEEPER: READ THE WHOLE-BRAIN CHILD: 12 REVOLUTIONARY STRATEGIES TO NURTURE YOUR CHILD’S DEVELOPING MIND

EXAMPLE 3

TAKE FIVE (BEING)

  1. Sit in a comfortable position.
  2. Take 3 slow, deep breaths.
  3. Set a timer for 5 minutes.
  4. Relax into your body.
  5. Clear your mind.
  6. Keep going.

Meditation is all about the practice. Don’t get too focused on whether or not you’re ‘doing it right’. The process of redirecting your focus to the present moment is where the benefit comes.

One of the most valuable aspects of it is that it builds resilience over time, not only during a meditative sit, but during stressful moments in your daily life as well. With regular practice, you’ll begin to notice more space between events and your reactions. You’ll find that you are more able to make choices in how you respond rather than acting on impulse.  

Breathing out slowly through your mouth stimulates the Vagus Nerve which connects with almost every organ in your body and immediately sends signals to your brain to relax. Your heart rate slows, as does the release of cortisol (the stress hormone) into your brain.

Though it can be intimidating to begin, even this short five-minute meditation, practiced frequently, can bring noticeable stress relief and peace into your life over time. For best results, try longer meditation sessions (20 minutes or more) a few times per week. Then, these five-minute sessions will have more of an immediate impact when you need them!

GARDENER: STEPHANIE BUNTON

EXAMPLE 4

(YOUR SEED HERE)

What (& Where) Are the World’s Most Transformational Schools?

OK, people, let’s get specific: Out of all the schools in the world, which ones are the most transformational when it comes to imagining a new way to think about teaching and learning in the 21st century?

There are a lot of inspiring schools out there, so I want to repeat: which are the most transformational?—?by which I mean schools that are demonstrating, by policy and practice, 10 or more of the 22 core categories from QED Foundation’s Transformational Change Model?

 

What I find so useful about the QED model is the way it identifies the central pillars of a high-quality education, and then demarcates what each pillar looks like in a traditional, transitional, and transformational setting.

In a traditional school, for example, we tend to assume the student bears the primary responsibility for learning; in a transitional environment, that responsibility shifts to the teacher (see, e.g., just about every recently proposed accountability policy in the U.S.); but in a transformational context, the responsibility is shared via a learning team that includes, and extends beyond, teacher and student.

Of course, learning teams are just one part of a holistic system of environmental conditions. That’s why, taken together, the QED change model helps clarify what we need, and which stages our own evolution will need to pass through, in order to pull K-12 schooling out of the Industrial-era model and into a new Information-era paradigm.

Because that sort of clarity is in short supply, too often we hold up models of school reform that are, at best, examples of transitional progress, not transformational change.

With that caveat in place, please help me find the best set of transformational schools the world has to offer. Where are the schools that are demonstrating a transformational approach to teaching and learning? And in which specific ways are they doing so?

I look forward to your recommendations and ideas.

(This article also appeared on Medium.)

The Science of the Human Brain

It is the most complex living system in the known universe, built of hundreds of billions of cells, each as complicated as a city.

It is the primary author of the deeply personal story we tell ourselves about who we are and why we are here.

And it never, ever, shows us the world as it truly is — only as we need it to be.

This is the conundrum of the human brain, which is why understanding its peculiar science is a prerequisite towards our ability to imagine, and then build, a better world.

Consider this: Human beings — or, for that matter, any other life form on earth — see only what has helped them survive in the past. The way we make sense of the present is still being shaped by the innovations, fears and assumptions our ancestors made hundreds, thousands, even millions of years ago. And yet our success as a species has occurred not in spite of our inability to see reality, but because of it.

As neuroscientist Beau Lotto puts it, human beings didn’t evolve to see the world objectively; they evolved to “not die.”  And all living things have managed to “not die” thus far by developing different perceptual overlays on the same planetary backdrop.

Bats developed echolocation.

Cephalopods learned to change colors.

Birds got GPS.

And we developed a wet computer with a parallel processor — otherwise known as a bi-hemispheric brain.

Why did our brains evolve that way, with a singular blueprint stamped out twice? No one knows for sure, although psychiatrist Iain McGlichrist believes it happened to help us “attend to the world in two completely different ways, and in so doing to bring two different worlds into being,” and two different ways of surviving life’s slings and arrows.  

“In the one,” he explains, “we experience — the live, complex, embodied, world of individual, always unique beings, forever in flux, a net of interdependencies, forming and reforming wholes, a world in which we are deeply connected. In the other we ‘experience’ our experience in a special way: a ‘re-presented’ version of it, containing now static, separable, bounded, but essentially fragmented entities, grouped into classes, on which predictions can be based.

“These are not different ways of thinking about the world,” McGilchrist claims. “They are different ways of being in the world. If the left hemisphere is the hemisphere of ‘what’, the right hemisphere, with its preoccupation with context, the relational aspects of experience, emotion and the nuances of expression, could be said to be the hemisphere of ‘how.’”

Who we perceive ourselves to be is a mashup of these different perceptual overlays — ostensibly equal parts logic and emotion. And yet the reality of the modern world, says McGilchrist, is that our way of seeing has gotten out of balance.

For a number of reasons, we have become left-hemisphere heavy.

“My thesis is that for us as human beings there are two fundamentally opposed realities, two different modes of existence; that each is of ultimate importance in bringing about the recognizably human world; and that their difference is rooted in the bihemispheric structure of the brain. It follows,” he asserts, “that the hemispheres need to cooperate, but I believe they are in fact involved in a sort of power struggle, and that this explains many aspects of contemporary Western culture.”

Is it possible to bring ourselves back in balance? Harvard neuroscientist Jill Bolte Taylor would say yes — and she would know. In 1996, a blood vessel burst in the left half of her brain. “In the course of four hours,” she explains, “I watched my brain completely deteriorate in its ability to process all information.”

Because Taylor had spent her adult life studying the brain’s intricate architecture, she was uniquely suited to observe how the stroke was affecting her. What she discovered has huge implications for how all of us think about who (& why) we are in the world.

But first, a refresher course:

On one side of our brain, there is the right hemisphere, which is designed to help us remember things as they relate to one another. “To the right mind,” Taylor says, “no time exists other than the present moment, and each moment is vibrant with sensation. By design, our right mind is spontaneous, carefree, and imaginative. It allows our artistic juices to flow free without inhibition or judgment.” And it gives us the sense that we are indistinguishable, infinite, and interconnected.

By contrast, our left hemisphere organizes the world for us in a linear and methodical way. “Here,” says Taylor, “the concept of time is understood as either past, present or future, and our left brain thrives on details. Here, we use words to describe, categorize, define, and communicate about everything we see.” And here, we find the part of ourselves that feels most distinct — the part that proclaims, ‘I am,’ apart from the world.

Because Taylor’s stroke occurred in the left side of her brain, her right hemisphere was left unchecked by its usual counterbalance. As a result, she experienced a drastically different way of seeing the world (and her role in it). “I no longer perceived myself as a single, a solid, an entity with boundaries that separated me from the entities around me. Everything around us, about us, among us, within us, and between us is made up of atoms and molecules vibrating in space. Although the ego center of our language center prefers defining our self as individual and solid, most of us are aware that we are made up of trillions of cells, gallons of water, and ultimately everything about us exists in a constant and dynamic state of activity.

“My left hemisphere had been trained to perceive myself as a solid,” she explained, “separate from others. Now, released from that restrictive circuitry, my right hemisphere relished in its attachment to the eternal flow. I was no longer isolated and alone. My soul was as big as the universe and frolicked with glee in a boundless sea.”

For Taylor, the lesson is not that one hemisphere is better than the other; indeed, there is a reason our brain evolved this way — which is, simply, to integrate two contradictory yet complementary ways of seeing the world: one holistic and boundless, the other segmented and bound.

Rather, the lesson comes when we accept, as Beau Lotto puts it, that “the world out there is really just our three-dimensional screen. Our receptors take the meaningless information they receive; then our brain, through interacting with the world, encodes the historical meaning of that information, and projects our subjective versions of color, shape and distance onto things.

“Meaning is a plastic entity,” he reminds us, “much like the physical nature of the brain, which we shape and reshape through perceptual experiences. It is critical to understand that the meaning of the thing is not the same as the thing itself.”

Believing is seeing, more than seeing is believing. And so we will never change the story of how we learn and live unless we become aware of the way our brains are always trying to ensure that we “not die” — by providing us with a coherent story about our lives, a story that our brain works around the clock to create.

A story that is never, ever, accurate.

To see differently, we must learn to see seeing differently. “The more aware I remain about what my brain is saying and how those thoughts feel inside my body,” Taylor tells us, “the more I own my power in choosing what I want to spend my time thinking about and how I want to feel. If I want to retain my inner peace, I must be willing to consistently and persistently tend the garden of my mind moment by moment, and be willing to make the decision a thousand times a day.”

The clearer we are about the science of the human brain, in other words, the greater the chance we can appreciate the art of individual identity.

It is the most wondrous thing we have discovered in the universe, and it is us.

2019: The Year of Living Emergently?

We’re doing it again.

2019 is barely a week old, yet everyone seems to be searching for the singular person, policy or program that can restore order and usher in the better world we seek. From the excitement over the looming presidential race (and the promise of a return to normalcy) to the anticipation of the pending Mueller report (and the vision of a president in handcuffs), we are hardwired to hope for the sweeping solution, the quick fix, the reset button.

In reality, life works differently. What if we started to work in closer accordance with life?

What if we made 2019 the year of living “emergently?”

Emergence is not a word we hear or use often, yet it is the dynamic origin of development, learning and evolution, and we see evidence of its existence in everything from our cells to our cities. Indeed, the conditions for emergence flow from the reciprocal relationship that exists between any living form and its environment. A single ant, following the chemical trail of its neighbors to carve out a vital, completely decentralized role in a teeming colony. An adaptive software system, seeking patterns in individual behavior that shape which banner ad you see. A human stem cell, self-organizing into increasingly more complicated structures based on the behavior of its neighbors. Or even a solitary Tunisian fruit vendor, whose decision to set himself ablaze eventually sets the entire Arab world on fire.

As Steven Johnson writes in his book on the subject, the capacity for emergent systems to learn and grow “derives from their adherence to low-level rules. . . Emergent behaviors are all about living within the boundaries defined by rules, but also using that space to create something greater than the sum of its parts.”

In that sense, the central features of emergent systems outline a set of rules from the natural world that are both timeless and timely:

Give and receive feedback.

Pay attention to your closest neighbors.

Seek order, not control.

Start anywhere, and follow it everywhere.

It’s the songline of life itself — the deeply resonant story that flows through all living systems, including our own. And in a world that is becoming increasingly interwoven, and at a moment in history when the promise and peril of artificial intelligence are becoming more than just a sci-fi script, our ability to shift to a more emergent way of thinking may just be the difference between survival and extinction. As Johnson puts it, “our ability to capture the power of emergence will be closer to the revolution unleashed when we figured out how to distribute electricity a century ago. Almost every region of our cultural life was transformed by the power grid; the power of self-organization — coupled with the connective technology of the Internet — will usher in a revolution every bit as significant.”

Like the natural systems that surround us, the human systems we inhabit — from our schools to our cities to our political parties — are in a state of continuous dynamic balance. These systems are not done to us — we are the ones who create and perpetuate them, despite our protestations of innocence. (As the theoretical physicist David Bohm once put it, “Thinking makes the world and then says, ‘I didn’t do it.’”)

And so we cannot underestimate our individual and collective power to consciously create the conditions that make our system’s transformation in the direction we desire more likely.

It is literally that simple — and that complicated.

What, then, would it mean to make 2019 the year of living emergently?

For starters, it would mean resisting the urge to pin all of our hopes on any “singular solution.” Stop pretending that removing Donald Trump from office will restore a set of moral principles to American culture. Stop viewing ourselves as blameless pawns in someone else’s end game. Stop waiting for someone else’s policies to empower us to do our best work. And start working where you can, how you can, and with whom you can.

Although a better world depends on all of us, the work towards its creation begins with each of us. Transformation is first and foremost an inside job. And how we are at the small scale is how we are at the large scale.

We see evidence of these principles in practice throughout the natural world — although perhaps in no more stirring form than a murmuration of starlings. What words can do justice to the magic of as many as a million birds, flying and weaving as one?

Improvisatory choreography? Elegant chaos? Symphonic cacophony?

There is no familiar way to make sense of this natural phenomenon — both what they do and how it makes us feel when we see one.  Yet this flocking behavior of the birds the ancient Romans believed foretold the will of the Gods — indeed, the word auspicious comes from the Latin auspicium, or “divination by observing the flight of birds” — is a natural manifestation of a set of principles for organizing complex behavior,  and an observable phenomenon that runs counter to the way we human beings have made sense of the world for as long as anyone can remember. And thanks to the work of researchers, we now know that individual starlings all obey the same few flight rules:

Watch your seven nearest neighbors.

Fly toward each other, but don’t crowd.

And if your neighbor turns, turn with them.

Why do they do this? According to one of the studies, “when uncertainty in sensing is present, interacting with six or seven neighbors optimizes the balance between group cohesiveness and individual effort.” By following this rule of seven, the birds become part of a dynamic system in which each individual part combines to make a whole with emergent properties. This collective behavior allows the birds to gather information on their surroundings and self-organize toward an ideal density, one in which optimal patterns of light and dark are produced that can deliver information to the entire flock (and protect them from predators). The closer each bird pays attention, the safer — and more cohesive — the entire flock becomes.

Of course, this sort of swarming behavior is not unique to starlings. Many different animals, from birds and insects to fish and mammals, have been observed in their own form of a swarm. So what can this behavior teach us about ourselves, our organizations, and our ability to change the story of the way we work and learn?

According to Andreas Weber, author of The Biology of Wonder, “the spirit of poetic ecology is the spirit of swarms. To understand the individual, we need to understand its environment, and each through the other. We have to think of beings always as interbeings.

“We are a swarm ourselves,” Weber writes, “and we form swarms. A swarm does not have intelligence; it is intelligence. In this respect, a swarm (or a murmuration) is an intensified counterpart of ourselves. It is what we are and what we try to imagine with our conscious thinking. Swarms are solidified feeling. The swarm is — and in its being living dynamics and their expression are welded together in one single gesture.”

A murmuration, then, is more than just a metaphor for thinking differently about organizational behavior; it’s a reminder, in physical form, that our own bodies, cultures and classrooms are governed by the same rules.

As Weber puts it, “we see gestalts of the living that behave according to simple organic laws mirroring the great constellation that every living being has to cope with: to persist, to be close to the other, but not so close as to collide with him. These are the principles of poetic forms that are so thorough we can even teach them to a computer. They are the primary shapes of a poetics of living things.”

So let’s stop waiting for Godot. Let’s make 2019 the year in which we plant a thousand Trojan horses — future seeds of creative destruction that can, when the time is right, assume a different form, attack our most intractable rituals and assumptions about the systems we inhabit, and usher in a different way of being that is more in line with both the modern world and the modern brain.

Applying these principles to the way we organize ourselves will change the way we feel and act. It may even change the way we dream. “My dream is a movement with such deep trust that we move as a murmuration,” says author and activist Adrienne Maree Brown. “The way groups of starlings billow, dive, spin, and dance collectively through the air. Each creature tuned in to its neighbors. There is a right relationship, a right distance between them — too close and they crash, too far away and they can’t feel the micro-adaptations of the other bodies. Each creature is shifting direction, speed and proximity based on the information of the other creatures’ bodies. Imagine our movements cultivating this type of trust and depth with each other, having strategic flocking in our playbooks.”

We can imagine. And we can flock more strategically — but only when we recognize that the work begins with each of us, at the scale of the individual, now.