I have a long standing aversion to the practice of people who proclaim they are “passionate” about something. It may be they are but I rarely feel it through the use of the word. It’s one of those words that I feel can only truly be used by an observer who intuits this quality in others.
The depth of your passion for this subject is, to me, quite obvious and in a world that seems to prefer superficiality or even dishonesty over depth this is relatively rare and so all the more welcome for it.
Although the introduction of such an education system would require a substantial sea change the breaking down of the current order may provide an opportunity for that change and in the meantime these ideas need to be broadcast further and discussed.
My networks are limited but I’ll do my best to get this out to others.
I’m so enjoying these ideas! I wonder how teaching abstract skills such as mathematics or developmental essentials such as cooperation fit, I worry that not all children would head down paths which include enough of this and that. I also wonder about teacher/mentor/guide education, and adult to child ratio. I know this all needs to occur in a drastically changed community, and not every system will look alike, and I’m truly fascinated. So much to think about!
If we think about it for just a second, the skills and concepts that are truly important and fundamental to daily living, would be learned by every single person at some point in their learning journey, and they will choose to learn it, because they will need it in order to continue learning the rest of the things they want to learn.
As for ratios of coordinators to learners, I think because my imagined system exists outside of a capitalist paradigm, the potential for participation by those who wish to assist in education increases drastically, since there are no direct material constraints for making that choice. But this might need to be laid out more coherently in a full essay if I get the time.
Pretty much everything I've shared since the start of September has been from or about the book. I think I've shared 4 chapters in total and 2 or 3 essays on topics covered in more depth in the book.
The book is a synthesis of many disparate projects and approaches, but I don't think any of them have implemented the full concept of a living curriculum the way I envision it.
I'm currently consulting on a school construction project, advising on how to implement ideas from the living curriculum within existing an education regulatory framework here in the middle east.
While it is exciting to see some of the stuff being attempted, there is also a lot of systemic hesitancy, and many many roadblocks preventing a full implementation within existing frameworks. Unsurprisingly, the roadblocks are generally framed as an interoperability issue. Meaning that investors want scholastic outcomes to feed into existing higher learning programs and eventually feed into a workforce that they have vested interests in. For them, the lack of hierarchical assessment means they feel it is a risk to employ people in the future without that assessment. So one of the things I'm working on with them (though it teeth-grinding work) to ensure regular observation visits during portfolio exhibits and presentations, so that they can observe that competency doesn't require graded assessment.
I bumped into your article following my own threads, so I’m new to your writing. Looking forward to digging into the archives to read more chapters and see if I continue to feel connected to your ideas.
This piece is the closest to my own that I’ve read for a while after a year and a half of studying unschooling and trying to find something that meets my kids need for both freedom and highly responsive accompaniment, my need to have time and space to follow my own threads (single mom), and both of our needs for community. So I’m looking for ways to put what what I’m intuiting (and what he’s asking for) into practice sooner than later, for him and whatever community members I can find who want to experiment with us — even if it’s an “extracurricular” for now.
Very exciting to hear you’ve found people who want to test out the living curriculum. And yes, not a surprising roadblock if you’re trying to fit it into a community that still expects a particular outcome that fits into the world as is. Why are they even interested in it? Again, I’ve read just this chapter (and don’t know the details of your project) so I’m def missing info, but it seems this is new-world-building technology, or even a bridge from here to a new paradigm… and not so much an innovative new strategy for continuing to funnel people into the workforce?
The current set of investors were onboard before I was brought in. The guy leading the project doesn't want what they want, but needed the investment to complete the project, and so the resulting politics of managing multiple expectations is tricky.
My next essay will discuss the section of the book that covers practical transition strategies. Obviously it would take an entire encyclopedias worth to do the topic detailed justice, but I lay out a few key strategies and tactics and principles that can be applied within existing contexts to steer them towards a Living Curriculum.
Oh yes, I’m familiar with that tricky balance! I was a digital organizer, and then a cultural and narrative organizing consultant for the past decade in the U.S. 😅 The funders always “win” (in quotes ‘cause what they gain is a subjective value). But we learned a lot about ourselves and what we were capable of in the process, were we to ever find resource generators that aligned with our vision and values.
I wish that for you, and all of us trying to midwife more loving ways of being in the world! Will look forward to reading these chapters and the whole book one day.
I have a long standing aversion to the practice of people who proclaim they are “passionate” about something. It may be they are but I rarely feel it through the use of the word. It’s one of those words that I feel can only truly be used by an observer who intuits this quality in others.
The depth of your passion for this subject is, to me, quite obvious and in a world that seems to prefer superficiality or even dishonesty over depth this is relatively rare and so all the more welcome for it.
Although the introduction of such an education system would require a substantial sea change the breaking down of the current order may provide an opportunity for that change and in the meantime these ideas need to be broadcast further and discussed.
My networks are limited but I’ll do my best to get this out to others.
Genuinely love this thinking.
I love your words, your own “weaving” if you will. Any one who observes very young children understands the deep wisdom of your vision. Thank you.
Beautiful! We are aiming towards this approach as we un-school our kids. But I am yearning for the community elements that you mention. 💚
I’m so enjoying these ideas! I wonder how teaching abstract skills such as mathematics or developmental essentials such as cooperation fit, I worry that not all children would head down paths which include enough of this and that. I also wonder about teacher/mentor/guide education, and adult to child ratio. I know this all needs to occur in a drastically changed community, and not every system will look alike, and I’m truly fascinated. So much to think about!
If we think about it for just a second, the skills and concepts that are truly important and fundamental to daily living, would be learned by every single person at some point in their learning journey, and they will choose to learn it, because they will need it in order to continue learning the rest of the things they want to learn.
As for ratios of coordinators to learners, I think because my imagined system exists outside of a capitalist paradigm, the potential for participation by those who wish to assist in education increases drastically, since there are no direct material constraints for making that choice. But this might need to be laid out more coherently in a full essay if I get the time.
What a truly fascinating journey you are on!
Sounds great, A! Let’s get on with it!
I felt the truth of this deep in my soul. Is there somewhere I can read the whole book?
I have submitted the manuscript to several publishers, but no bites as yet. If I don't get it published, I will start the process for self-publishing.
Hope it resonates and gets published! Any more chapters you’ve shared here?
And do you know anyone putting these ideas into practice and sharing stories about it?
Pretty much everything I've shared since the start of September has been from or about the book. I think I've shared 4 chapters in total and 2 or 3 essays on topics covered in more depth in the book.
The book is a synthesis of many disparate projects and approaches, but I don't think any of them have implemented the full concept of a living curriculum the way I envision it.
I'm currently consulting on a school construction project, advising on how to implement ideas from the living curriculum within existing an education regulatory framework here in the middle east.
While it is exciting to see some of the stuff being attempted, there is also a lot of systemic hesitancy, and many many roadblocks preventing a full implementation within existing frameworks. Unsurprisingly, the roadblocks are generally framed as an interoperability issue. Meaning that investors want scholastic outcomes to feed into existing higher learning programs and eventually feed into a workforce that they have vested interests in. For them, the lack of hierarchical assessment means they feel it is a risk to employ people in the future without that assessment. So one of the things I'm working on with them (though it teeth-grinding work) to ensure regular observation visits during portfolio exhibits and presentations, so that they can observe that competency doesn't require graded assessment.
I bumped into your article following my own threads, so I’m new to your writing. Looking forward to digging into the archives to read more chapters and see if I continue to feel connected to your ideas.
This piece is the closest to my own that I’ve read for a while after a year and a half of studying unschooling and trying to find something that meets my kids need for both freedom and highly responsive accompaniment, my need to have time and space to follow my own threads (single mom), and both of our needs for community. So I’m looking for ways to put what what I’m intuiting (and what he’s asking for) into practice sooner than later, for him and whatever community members I can find who want to experiment with us — even if it’s an “extracurricular” for now.
Very exciting to hear you’ve found people who want to test out the living curriculum. And yes, not a surprising roadblock if you’re trying to fit it into a community that still expects a particular outcome that fits into the world as is. Why are they even interested in it? Again, I’ve read just this chapter (and don’t know the details of your project) so I’m def missing info, but it seems this is new-world-building technology, or even a bridge from here to a new paradigm… and not so much an innovative new strategy for continuing to funnel people into the workforce?
The current set of investors were onboard before I was brought in. The guy leading the project doesn't want what they want, but needed the investment to complete the project, and so the resulting politics of managing multiple expectations is tricky.
My next essay will discuss the section of the book that covers practical transition strategies. Obviously it would take an entire encyclopedias worth to do the topic detailed justice, but I lay out a few key strategies and tactics and principles that can be applied within existing contexts to steer them towards a Living Curriculum.
Oh yes, I’m familiar with that tricky balance! I was a digital organizer, and then a cultural and narrative organizing consultant for the past decade in the U.S. 😅 The funders always “win” (in quotes ‘cause what they gain is a subjective value). But we learned a lot about ourselves and what we were capable of in the process, were we to ever find resource generators that aligned with our vision and values.
I wish that for you, and all of us trying to midwife more loving ways of being in the world! Will look forward to reading these chapters and the whole book one day.