Enlightened Conflict

the web as the problem? (and children’s education)

April 17th, 2013

Well. web is problem mr peabody-and-sherman

 

My project global generation may never go anywhere … but it certainly puts me within some of the most interesting conversations with regard to educating the youth.

 

Let me share the part of the conversations that is a head scratcher <at least to me>.

 

But it is a consistent head scratcher part.

 

Like in the over 90% of the time consistent.

 

My conversations begin with ‘it is a web based global children’s education’ and always <and I mean always> veers very quickly to someone stating unequivocally … “how the world wide web has made things more difficult-worse-insert some negative comment here.”

 

 

The web is destroying reading skills.

 

The web is destroying cognitive skills.

 

The web is spreading criminal (lower value-ethic) attitudes to a broad audience.

 

The web facilitates laziness.

 

The web is diminishing attention spans.

 

The web is giving voice to thoughts that are encouraging the destruction of character.

 

All, some, most and more.

 

The majority of older people want to go back to the “way it was before” because it was better (definition of better would be “we weren’t lazy, had broader attention spans, stronger character, less people thought criminal like thoughts, we read more … ).

 

 

The majority of older people seem to think of the past as ‘simpler.’

 

 

“How many people long for that “past, simpler, and better world,” I wonder, without ever recognizing the truth that perhaps it was they who were simpler and better, and not the world about them?” – R.A. Salvatore

 

 

Well. after scratching my head … In the beginning I used to just chuckle and try the “it is what it is today … we cannot ‘undo’ the web so why waste energy looking backwards?”

 

Well.

 

Experience has taught me that (a) that is not the A response (b) that response got me nowhere very fast (c) there are a shitload of people – people with leadership roles, smarts and influence – who are dedicating a shitload of energy into trying to reintroduce past plans of action <albeit at least focusing on those which can often be associated with some success thank god>.

 

So.

 

I have regrouped. While my path of least resistance would seem to be to find those who don’t want to go backwards but instead embrace what is and move forward , alas, I can’t.

 

Maybe I am too stubborn <yes>.

 

Or maybe in some semi smart way I have realized there is a significant group damming up the flow of progress. And this ‘stubborn against change’ group are creating a double fold issue:

 

web is problem teach 

 

(1)    – They are increasing creating an ever increasing gap between age generations.

 

While there is always friction between age generations as innovations occur something like the web (just as the printing press and maybe the automobile did) is a lightning rod of paradigm shifting attitudes and behaviors. Generations have never been further apart.

 

 

(2)    – They are increasing the problem gap.

 

Issues are being exacerbated as they balk at moving forward. No solution behavior translates into issues being permitted to gain momentum (which I feel obligated to point out from a physics perspective that a faster moving object is more difficult to slow down, stop or change direction than one moving at a slower pace).

 

 

Anyway.

 

Let’s try some of this thinking out.

 

 

-          1. Kids read more today than ever before.

 

Oh. And reading is reading.

 

Yeah.

 

Reading is reading (with regard to cognitive skills). I was part of an online TED forum on this subject and I was getting the shit kicked out of me (by people who were arguing the web/texting/twitter was destroying cognitive skills in children) until this gentleman stepped in (or ‘up to the plate’ or ‘to stand by my side’ or whatever phrase indicative of a sigh of relief on my part) and said this:

 

 

 

“but … I don’t even know where to begin with this one. I have a PhD in reading. Not that this necessarily means I’m smart, it’s just that I’ve studied and continue to study reading. So here goes…it doesn’t matter what a person reads, in what form, by which author, on which device. Reading is reading.
My first “Crayola secret” for you is that we all read on 4 different levels: instructional, informational, recreational , and frustrational. Not any one is better than the other. Just read. The definition of comprehension? It’s still being worked on. No one, not even the experts and researchers, can seem to agree.”
- Marti Dryk, PhD

 

 

Amen.

 

Reading is reading. And between tweets, social media, web searches, e-books … and good ole fashioned paper literature … kids are absorbing more words and thoughts than ever before.

 

 

-          2. Young people have always had short attention spans.

 

<note: and I could argue changes in parenting style have affected children’s attitudes and behaviors – including attention span – more than the web>.

 

Regardless.

 

A teen brain has always been a teen brain. As I have written before in that stage of development it simply gets overloaded (with stimulus) and it is wired for short bursts of stimulus. That doesn’t mean we shouldn’t be teaching the value of “make haste slowly” but on the other hand we do not have any research proof suggesting teaching USING how their brain works (of which the web provides that opportunity where an adult teacher is not readily capable (their brains are built differently) is not effective. If you search for data you will find it is mostly negatively anecdotal (obviously from adults). All I am suggesting is that sometimes a classroom is less effective because we are teaching one way and the recipients natural way of absorbing is another way. That misalignment creates inefficiencies. Why not use a tool and educate in a way that is aligned.

 

 

-          3. The web is not encouraging laziness <or lazy thinking>

 

First.

When we were young we were exactly the same type of ‘lazy thinker’ we older folk claim the web is creating. In our youth we wanted to get to the solution <or whatever would get us the good grade> as quickly as we possibly could. The web is a double edged sword. Quick solutions or answers  are easily at your fingertips. Now. They may not be the right solutions or answers but they are right there. On the other hand … multiple solutions or answers are at your fingertips. Some right and some wrong. I have to be honest … I see as many adults today seeking the ‘shortcut’ to answer as I do the youth.

 

Second.

I actually believe the web is creating a more vigorous thinker … albeit a different type of thinking than we old folk were. The web makes such a myriad of factoids <and semi-factoids> available so quickly that the young are becoming more discernible analyzers, evaluators and thinkers earlier than any generation before.

 

Who gets the credit? The web <note … with some good guidance from teachers>.

 

 

Ok.

 

Moving on. 

 

I always hesitate to say this <as a nonparent> but I am not sure it is any more difficult to bring up children today than it was in the past.

 

Different? Absolutely … more difficult? I think not.

 

Kids are kids.

 

And they have always been kids.

 

They are adults in training.

 

As adults we want what we want. Kids are the same. The web has simply given them a new tool to do what kids do and have always done. The web has probably made it more difficult for a parent to be lazy thinkers (as parents) and at the same time make it more difficult to be “opinion selective” when sharing thoughts.

 

I think of it as a balance sheet. The web has increased both assets and expenses. But it is still a balance sheet.

 

I just tend to believe that the value of the overall balance sheet has increased with the advent of the web.

 

 

gg thinker and girlAnyway.

 

I cannot remember who wrote this <it was an author> … “the web … it is just a matter of time before some kid from North Dakota decides to blow past the popular kids … just blow them out of the water … with something spectacular.”

 

 

Maybe the greatest aspect of the web is the fact it is an equalizer. It can level the playing field so that all kids … whether they are popular or not … whether they live in upper income New York or rural North Dakota … whether … well … whatever … can do something spectacular.

 

And, geez, who the heck wouldn’t want that for our kids?

 

 

instinct

April 6th, 2013

 

“Ideas pull the trigger, but instinct loads the gun.” – Don Marquisinstinct collective_unconsciouness

 

This quote is taken from Marquis’ “The Almost Perfect State” which was written in 1927 as a series of sharp criticisms of the Progressive Era.

Ok.

I imagine a lot of people read this quote and wonder if the quote would work better … “ideas load the gun, but instinct pulls the trigger.”

But I believe that misses Don’s point <albeit I have not spoken with him on this topic … he died in 1937>.

The point?

Knowledge and experience can only take you so far.

It is the difference between being solely analytical and incorporating the intangible <the instinctual>.

What he is suggesting is that all the bright big ideas in the world don’t mean shit if they cannot be brought into being without a person who can originate the intellectual movement of action. This person requires a special character.

Ah.

Special character.

Instinct is one of those things people hate.

Because it is not tangible … and it always assumes some level of risk.

It is research of one <which scares the shit out of people these days>.

That means …

Collaboration? Well. Nope.

Consensus? Geez. Nope.

Extrapolation through the hypotenuse of multiple data points discussed ad nausea and plotted on some nifty white board? Sounds like fun … but … nope.

Instinct is gut … albeit typically great instincts have been honed by experience and knowledge.

But in the end … it is not tangible nor proven.

It is … well … just what it is.

Sure.

It can be cultivated.

And it can even be honed.

But I do not believe it can be taught.

Well. Let me take that back and try this.

Good instincts cannot be taught.

Good instinct is first and foremost an internal aptitude. We all have instincts … but some just have gooder instincts. Beyond that natural foundation it is probably a combination of experience and knowledge and ultimately a mindset.

I say a mindset because instinct is a feeling and not anything visible or tangible. You sense what to do and where to go and what to say.

And it often isn’t because your instincts are proven good … but just rather that you know what feels wrong.

 

“Every time I’ve done something that doesn’t feel right, it’s ended up not being right.” – Mario M. Cuomo

 

That said.

I know one of the most frustrating things I have heard in business decision meetings is “I am not sure what the right thing to do is … but … what we are discussing doing sounds wrong.”

And while frustrating … it also feels right.

We sometimes get so rushed to make a decision we grab one … anyone will do. And, yet, it feels wrong … okay … maybe not wrong … just not right.

That is instinct.

Not only knowing the path to success … but also recognizing paths to failure & disappointment <before you even take one step on that path>.

It is a true joy to be near someone with good, if not great, instincts.

They seem to be in an effective zone and not in a comfort zone. What I mean is that they have a habit of disregarding distractions … discerning the important from the unimportant  … and have a focus. That focus may not be the destination <it can be> but oftentimes their instincts are reflective of the journey to the destination.

They have a humble confidence … and sometimes are even slightly insecure <I imagine because their strength is in the intangible>.

 

“Trust instinct to the end, even though you can give no reason.” ― Ralph Waldo Emerson

 

And they are rarely emotional in decision making.

instinct good or badNow.

Conversely, it is absolutely miserable to be near someone who has crappy instincts <but thinks they have good instincts>.

It is not only miserable because you end up going down lots of fruitless paths and waste a lot of energy but also because instincts are intangible.

There are no numbers or research or facts that can counter instincts and intuition. Therefore someone in a leadership position who has crappy instincts is unmovable. They are literally an elephant in the room.

That is misery.

Regardless.

Instinct is a natural aptitude.

Kind of like a knack.

An innate tendency or response to act in ways that, at its most base description, is essential to development, preservation or survival.

As Hayakawa suggests … instinct implies innate disposition rather than having a talent. It is not a gift, nor a talent or even an aptitude. It is more an inborn intangible. It could be called a ‘Knack’ but that has almost always been associated with social rather than intellectual causes & situations.

It is tough in today’s world for people with good instincts.

While intellectual in its strength it is not proven with any reason.

In an over thinking, over analyzing, over safe world .. ‘without reason’ doesn’t often gain a place at the table.

Instinctual decision making often requires having people follow with some blind faith. And in a world of consensus and collaboration … well … that ain’t happening much these days.

global generation: education finds a voice

January 10th, 2012

Well.

Global children’s education seems to be finding a voice.  Ok. A number of voices (imagine if they all worked together).

I was pleased to write about project global generation and a global children’s education initiative again inspired by  writing the 2010 MTV Europe awards. Huh? Yup … but don’t be scared .. it is actually relevant .. and entertaining with regard to global education.

So.

Some background (because I am assuming many of my readers have never seen the Europe Awards). The 2010 MTV Europe Awards are something to see (everyone should take a minute to watch at least one).

I have seen a number of them but they mostly have some show-stopping performances, and this one had increasingly skimpy costume changes (Katy Perry seems to make a gazillion changes).

Hard to describe but it is VERY different then an American awards show.

But the awards ceremony was simply the opportunity to be able to showcase what I wanted to write about.

They this “Free your Mind” award (I don’t know if we have it in the USA).

And it’s awesome.

And it’s awesome because somewhere out there someone had to recognize that not only is music a possible spokesperson for good (because of the iconic status it has on occasion) but someone also recognized that music seems to have the ability to align people.

This year’s award was (in my eyes) extremely well deserved and extremely well presented.

Shakira won this year for her inspirational anthem ‘Waka Waka (It’s Time for Africa)’ which was used to promote universal education and her charitable work in Africa.

And as she wins she states …  ‘music is the soundtrack of our lives.’

(Amen sister)

-          on a separate note … she also has a separate foundation trying to improve education in her home country of Columbia as well as she has spoken at the UN as part of her commitment to children’s education and the UN Millennium Initiative (the 2nd goal in the Initiative is about global education for kids)

Anyway.

I don’t particularly like Shakira’s music but I don’t give a shit.

In this case her focus is on target … she says it like it is … and, the best, she did something. In fact she is doing a lot of something. Good for her.

But global children’s education got an added bonus during the awards show.

Oh.

And if I could bottle this ‘added bonus’ up and use it over and over and over again to showcase the importance of education to the youth and the impact we adults can make on this initiative I would (and I may).

Here is what happened.

30 Seconds to Mars did a pretty amazing introduction to the award and synthesized the importance of global education before actually introducing Shakira for the ‘free your mind award.’

This is an incredible well articulated thought.

30 Seconds intro to Shakira: http://www.youtube.com/watch?v=5Wt4iBYEJa8

Let’s be clear about something (whether you like 30 Seconds to Mars or not).

Jared Leto is an excellent speaker.

Let me say that again (because a shitload of people will disregard him as a soap star and make believe rock star).

Jared Leto is an excellent speaker.

And a compelling speaker.

And frankly he used his fame and the stage to actually say something worthwhile. And I believe everyone should give him credit.

I know I do.

He articulated the big idea better, ok , as well as anyone would, or could, ever have.

Anyway.

That was a bonus.

Ok.

One more bonus.

The Waka Waka video which helped Shakira win the award:

http://www.youtube.com/watch?v=2ssflEr3s44&feature=related

That’s it for this post.

From a global perspective I believe poverty & children’s education are the two most important issues that need to be addressed for the betterment of the world’s population. While people may argue I believe if you fix these two things everything else will fall I place (Human Rights, resource management, etc.).

And from a global perspective (in finding a solution to global education for the young) it appears there are some outstanding individual efforts … in combination with a powerful overarching institution like the UN which has incorporated it into a larger Millennium initiative … gosh … imagine what they could do if the collaborated and worked together? (gosh)

Anyway.

Congratulations Shakira.

Congratulations Jared.

You don’t know me … but I appreciate what you did and are doing.

(and by the way … if you do happen to read this check out my project global generation initiative at www.projectglobalgeneration.com because I think you would like it)

Global Generation 7: role of the web (versus existing education systems)

June 16th, 2010

So. This Global Generation I keep talking about. These kids some of whom haven’t even been born.next generation of thinkers

Let’s talk about how the web can fulfill its role in the education of this generation and assisting in creating the next generation of thinkers.

I set this up as a separate post because, frankly, I get a lot of pushback on how large a role I believe the web can, and should, be playing in global education in the future.

There is has already been a lot written on educating via “the net.” And there has also been a lot of concern with what role it can play. Let me begin with a couple of thoughts:

-          It is difficult to foresee what doesn’t exist. We keep trying to apply our rules & beliefs on something that doesn’t even exist yet (this generation). The best we can do is build a system and construct they can utilize (and then plan on revising it as they use it).

-          Is a ‘net education’ platform the best solution as a standalone? Nope (or I doubt it). The best scenario would include a web platform with access to a global library (teaching maybe not freedom of choice but understanding of choices). And supporting this internet platform/library with as much (and as often as possible) human interaction.

(Note: while I am a huge freedom of choice advocate I hesitate to impose my beliefs on other cultures and government platforms. To me it is more important to create an understanding of choices platform so regardless of individual culture/country choices derivatives/dictates at least there is some understanding of what other cultures have chosen/elected to do.)

Also. A note on “human interaction.” (and I stated this in a previous post on tactics)

My friends at Flying Rhinoceros, A small innovative children’s web based educational group, already has developed an incredible ‘live teaching event’ interactive function that would be perfect to support a global web initiative where on-the-ground teaching support is just not viable.

Anyway. It is interesting that I typically have the same initial pushback from traditional educators/education systems every time I discuss this idea.

The conversation so often begins with “so, how can a web based initiative support education systems? Teachers, with the human interaction, are the best way to learn. You need teachers.”

I shake my head a little. Maybe sigh.

And I say “it shouldn’t have to be that way. In fact a global education initiative shouldn’t even be developed that way with that type of thinking.”

Traditional educators typically stop and freak at this point.

It’s okay. But. Every time I talk to one of these people or groups I find myself in a time warp.

It seems I am going back to the same discussions I was having with the banking industry maybe 10 years ago.

They would say “so, what can we do to meet this new non in-bank banking population? This new web enabled population?” And all they really wanted were some annexes, literally or figuratively, built onto their highly capitalized brick & mortar system.

internet-saves-from-lame1I (we) kept saying “you cannot look at building for this new audience that way. No matter how much it pains you, start from scratch. And then see what you can use of what you have.”

A web based global education system for kids has to begin that way. These are kids. Today’s generation is different than we are and the generation after them will be different.

From bottom up planning using the internet as the basis for a kid’s gestalt.

Think cyber cafes with a monitor/teacher for kids.

Think of the retail trend happening now overseas where there are “pop-up” retail stores. They appear in a location for 48 hours and then get torn down and move to a new location (pop up schools).

Think live event chat room type classrooms for parents & kids (so parents can learn as well as interact with kids afterwards).

Think nontraditional brick & mortar ideas.

Think non-stationery idea.

I know I keep bring up cellular as a key aspect of global education for kids.

Look. Vodaphone in Africa is already building a financial banking system with NO brick & mortar. Purely through cellular technology with a web based platform. Learning from their case study is important. They suggest:

-          The best results are achieved when you move with the natural flow of grassroots creativity.  Often, this means abandoning or suppressing preconceived notions, and building on spontaneous and creative adaptations of the new technology by local people to meet their needs. What does that mean, exactly?

When Vodafone began a pilot cell phone project in Kenya, Nick Hughes, the company’s head of international payments, said, “The idea was to reduce the cost of loan disbursal and recovery, but what we found was that customers were using it for person-to-person transfers.”  As a result, the company introduced a commercial program in Kenya three months ago to make financial transactions possible by mobile phone. Customers have flocked to the service. “We’ve passed the 175,000 mark,” Mr. Hughes said, “and they’re signing up at about 2,500 a day.”

Vodafone quickly realized that the local people had a far better idea, and they grabbed the opportunity to create a matching program that is now maximizing benefits for company and customers.

It is not a huge stretch to think of a web enabled global education in the same way. A global education system should be seeking to build a plan of action along the same lines.

In my mind If you have global education plan in mind, mobile isn’t a choice it is going to be a must.

So. Mobile devices and the applications that provide content to users of smart phones are changing the way we do everything (or even how we should think about doing things).

And smartphones, or cell phones, will change the global education game. Yes. I said “will.”

Sure, in my idea I am speaking of a Global Generation yet to arrive, but the mobile technology is already impacting current generations way beyond “a young person’s phenomenon.”

GenXers were early adopters of technology and continue to ride along the forefront of Smartphone and technology aspects. Boomers are even tagging along for the ride and, of course, Millennials are driving user application innovations and will end up being the technology caretakers of the future (and the Global Generation).

However. I recognize Smartphones, and the explosion of applications is simply the distribution and dissemination tool for a global education net platform (but I am going to come back to cell phones because they are critical particular in developing countries).

Second. (I apologize; I lost my source on this aspect). How the information gets disseminated, or, maybe better said the quality of the information, is changing just as quickly as the distribution technology. And that is also important (although it is like trying to align squirrels when making this idea happen).

Here is what some expert suggests:

-          “Highly specialized information silos, moderated by individuals (and small groups of individuals … not necessarily in contiguous geography), validated by the community, and put into context with the inclusion of meta-data through widgets.” Ok. For me, the most convincing is what they have to say about search:

  • Search engines will be replaced by smaller, specialized searchlets
  • Search engines will be able to understand context through tagging and community interaction.
  • Search “profiles” will become portable, allowing us to have the digital equivalent of body language.
  • Natural language search will be improved once search engines have a stronger understanding of context.
  • People search will become more important.
  • Guided/Editorial search will be a stopgap where search engines still fail to provide relevance.

This is important stuff to a net based education initiative. Content on the platform needs to match dissemination trends and innovations.

The true beauty, and potential, of thinking of a global education program without brick & mortar/face-to-face teaching at its cornerstone is that the web will continue to enhance what trendwatching.com has identified as a major trend: Mass Mingling.

(note: this next section is mostly a direct pull from trendwatching with their permission)

Long term, younger generations will be at ease with meeting likeminded souls they’ve met ‘virtually’ and this continuing change in attitude will fuel this idea of Mass Mingling even more.

On the tech side of things, expect the triumphant rise of all things mobile to continue: iPhones, Android, Apps, iPads, 3G, 3.5G, 4G, Wifi everywhere, clouds, GPS (and Galileo, Compass and Glonass)– the list goes on! Which is yet another push for MASS MINGLING on steroids.

MASS MINGLING is happening because people can. There’s now an all-encompassing information layer on top of real-world daily life, that (especially when mobile and location based), turns ‘connecting’ into 24/7 and ‘on the go’, further blurring the boundaries between online and offline.

This layer has created a space in which following, finding, tracking, connecting to, and ultimately (spontaneously) meeting up in the real world with interesting known and unknown people will be easy, automatic, instinctive, convenient, and even natural. And thus, for many, connecting to ‘strangers’ is rapidly becoming second nature.

For a glimpse of things to come, dive into location-based ‘meet-up’ services like Foursquare (now doing 700,000 check-ins per day), Gowalla, GooggleLatitude and Loopt.

By the way, the first official Foursquare Day took place this April. News of the event spread by word of mouth, leading many users to organize parties and gatherings celebrating the social network.

* Lets not forget that this emerging layer also taps into a vast reservoir of local knowledge and content that has been growing online for years. This incredible info-infrastructure further helps (if not encourages) MASS-MINGLING prone people to select venues and activities (based on profiles, preferences, reviews etc.) before venturing out.

MASS MINGLING follows the pattern of any trend, whereby an existing human need is unlocked in a new way. In this case, interacting with other people – a fundamental need (which goes beyond simply enjoying one another’s company, or being emotionally dependent on other people) – has become easier thanks to new technology.

-          note: there is no reason why this shouldn’t apply to education.

So, no surprise here that hundreds of millions of people are now adding and tending to personal profiles (listing likes and dislikes, interests, preferences, physical assets, and opinions), making it easier than ever before to ‘discover’, or stay in touch with, likeminded others.

This entire ‘befriending’ takes place in unprecedented quantities because never before were people able to build and maintain such extensive and relevant personal networks.

Some numbers:

  • Twitter: 100 million+ users, with 50 million tweets sent each day.
  • Facebook: nearing 500 million users. The average user has 130 friends, spends 55 minutes a day on the site and receives three “event invitations” to real-life gatherings every month (in December 2009, the company stated that 3.5 million events were created every month). Next? According to The New York Times, Facebook will soon incorporate ‘location’ in two ways: its own features for sharing location and APIs to let other sites and apps offer location services to Facebook users. This could well be a MASS MINGLING killer app.
  • LinkedIn: over 65 million members. A new member joins LinkedIn approximately every second.
  • A ‘veteran’ MASS MINGLING engine like Meetup has 6.1 million members, handling 2.2 million RSVPs and 180,000 meet-ups, in 45,000 cities a month.
  • Foursquare as one million users, while Gowalla 150,000 users.
  • Nearly three quarters (73%) of online teens and an equal number (72%) of young adults* use social network sites. 73% of adult profile owners use Facebook, 48% have a profile on MySpace and 14% use LinkedIn. (Source: Pew, Feb 2010.)

Hundreds of millions of personal pages, feeds, status updates, tweets, profiles, blogs—courtesy of the Facebooks, the Twitters, the LinkedIns—are building an eternally up-to-date encyclopedia of individuals.

Okay.

mass minglingHere is the big thought. The thought that links this Global Generation children’s education program to the impact a Global Generation can have on the world – the massive impact of “enlightened conflict.”

Some thoughts on how this will lead to ‘forever connected’ amongst younger generations:

-          “Thanks to our connection machine, they [young people] will stay linked, likely for the rest of their lives. With their blogs, MySpace pages, Flickr photos, YouTube videos, Seesmic conversations, Twitter feeds, and all the means for sharing their lives yet to be invented, they will leave lifelong Google tracks that will make it easier to find them.” (media guru Jeff Jarvis)

Let me say it in my words.

The kids we impact in the global education program will not only have shared values but shared lives.

That is why this is an important idea and an important program.

Mass mingling and Global education for kids.

I would imagine, in the end, I am suggesting marrying consumer trends and innovation in education development. I believe too often specialty industries, like education, don’t look far enough outside themselves seeking solutions.

This idea’s time is now.

Most of all, in the end, we need to think about the power and brevity of youth.

Paying close attention to kid’s potential and the brevity of the potential aspects.

I focus on the youngest because that is the cornerstone to everything else. Cultures dictate the length of their particular child’s “childhood.” Americans are typically protected until 15. Some African countries are protected until 7 or 8. We cannot build an infrastructure guiding a child through a finite yearly system of education. We need to plan on an idea focused on brevity with the HOPE that there will be time for ongoing education.

To me a web based initiative has the greatest hope of making an impact educationally globally in even the most ‘brief’ of childhood situations.

Net based global education is the way for the future. Let’s not waste the opportunity.

global generation 6 – making an idea happen

June 15th, 2010


So.

In prior Global Generation discussions on plan of action I haven’t talked about specific tactics and implementation. So GG 6 is all about implementation. I know how to do it and pieces already exist and if pieces don’t exist they have been done before so no implementation aspects are “untried” or first time ‘pie-in-the-sky’ tactics. And I provide costs to implement. The costs are a ‘must read’ to anyone interested because the largest global education initiative (the UN Millennium initiative) is in need of a financial make-over (which I believe is actually a reflection of a need for a program make-over).

Quick overview on implementation (details follow):

-          The web platform: I have a service provider who already has a basic platform built and has so much existing content I would imagine 50% of the web platform is available with tweaking. This cuts expenses upfront. This cuts down timing to begin the initiative down (which also cuts expenses). This company’s existing content has ALL met published educational standards and has been approved by the education system. In addition, scanning existing content on the web there is at least another 25% of the content initiative available thru licensing or outright buying of existing work. This idea can happen efficiently. I have costs and they are probably on high end but I won’t take chances.

-          Distribution: I will cite examples of how cellular companies are already implementing grassroots ideas which are cousins of this idea. No reason they couldn’t help implement. In addition several organizations are already intent on “putting laptops on-the-ground” so tie-ins are available.

-          The ‘live-event’ aspect (to be explained later): it already exists. The technology has been built and tested and used effectively. I have incorporated some costs for translation to different languages and using a variety of multi lingual live event facilitators.

-          The on-the-ground facilitator support: I believe real people assisting the interaction and driving some usage is appropriate and I have average costs to maintain these facilitators on an annual basis in a variety of regions globally. And I know people who know how to manage these types of ‘placement and manage’ type programs.

So. Let me begin with how the web can fulfill its role in the education of this generation and assisting in creating the next generation of thinkers (and take on the “big issue” whenever discussing this idea with educators):

-          Is a ‘net education’ platform the best solution as a standalone? Nope (or I doubt it).

The best scenario would include a web platform that includes access to a global library (encouraging maybe not freedom of choice but understanding of choices). And supporting this internet platform/library with as much (and as often as possible) human interaction.

(Note: while I am a huge freedom of choice advocate I hesitate to impose my beliefs on other cultures and government platforms. To me it is more important to create an understanding of choices platform so regardless of individual culture/country choices derivatives/dictates at least there is some understanding of what other cultures have chosen/elected to do.)

Also. A note on “human interaction.” A small innovative children’s web based educational group I know already has developed an incredible ‘live teaching event’ interactive function that would be perfect to support a global web initiative and on-the-ground teaching support is just not viable.

So. You will see a web platform in the initiative as the “hub” of the children’s focused program with a variety of tactics to support the web based educational system.

The intent behind this global education for kids (this Global Generation) should be defining education in a different way owning a more expansive non directional (open ended culturally) perspective. This may mean a more practical approach to providing information and knowledge to children (maybe with more of a focus on critical thinking) focusing on more than test scores and “standards.”

Note:  In Global Generation 7, I take on the “web as the foundational element” and discuss some things I believe the current education system should consider.

The following diagram shows all the primary pieces to put the plan of action in place (of course there are moving pieces within the pieces).

-          Building the platform itself (kids content infrastructure – so they learn and have fun, educational content, call it an “kids infopedia”)

-          Building access to the platform (cellular and computer distribution)

-          Allowing access to the platform (defined – or finite – free minute access from cellular, online live event educational teaching classes, country support)

-          On the ground support

GG program tactics overview

Oh. Please note on my nifty hand drawn infrastructure I have reflected how I believe existing Human Rights initiatives “fit” into the grand scheme of an ongoing ‘anti-ignorance’ (or understanding of choices) initiative.

Funding the Global Generation Initiative

I would imagine the next question (beyond asking about specific tactics) is the cost to implement this type of initiative. Let me throw out a number. Let’s say $20 to $22 million over 10 years.

I imagine it could be done for less but I am assuming annual updates to keep technological interaction with kids relevant and up-to-date (so it’s not a Wikipedia flat copy driven content style) as well as I am assuming I am forgetting some costs (like staffing).

This number is a drop in the bucket for some of these larger organizations. More importantly this is a drop in the bucket if you are talking about influencing an entire generation of people and creating a behavioral change.

Oh. And I would maintain the initiative beyond 10 years but I also believe there are ways to create some revenue to have it pay for itself.

Some things to think about:

More dollars are always better for cooler or better content when talking about children and ongoing interaction and involvement.

These numbers assume some content is new and some is “licensed” from existing information.

Some expenses get less expensive if we build upon what already exists with the current provider I know.

Some specific costs:

Think an initial web platform build around $200 to $250,000

Think an initial content population around $250 to $300,000 (and this generates the minimum amount of content needed to make it worthwhile)

Think maybe $1,000,000 in licensing or buying of existing information/content to

Think translation to three additional languages – $75 to $100,000

Think live events at about $500,000 a year (that assumes a number happening in a variety of languages averaged over the length of the 10 years)

Think over ten years it is a minimum $1,000,000 budget to add and update content (but that is a minimum and more would be nice to make sure we keep up with technology).

Think about $400,000 annually to maintain 9 on-the-ground facilitators globally.

Think some cost to insure distribution (I cannot venture a guess here) but I also believe that over time this will change from an out of pocket expense to a revenue generator.

These are rough costs but gives anyone considering a program like this a starting point.

I included these costs not only to show someone how much money they would need to fund this initiative but also because the current global education initiative is struggling and needs a funding/financing make-over  (the attached link outlines a reason why the Global UN Initiative is struggling: http://www.guardian.co.uk/global-development/poverty-matters/2011/dec/28/universal-primary-education-innovative-financing )

The project Global Generation children’s education initiative can actually solve a problem (a good test of an idea).

global generation part 2: a look at millennials

May 11th, 2010

This is a continuation of my thoughts on the Global Generation given there was an excellent new study about the Millennial Generation (sometimes referred to as Gen Y) issued several weeks ago (and the fact I continue to argue that the Millennials cannot be the Global Generation). going forwardAs the millennials emerge into adulthood their experience will lead to a transfer of some positive aspects (additional learning) to the Global Generation.

With that said. This Pew Research study is the most detailed to date of the Millennial generation (say about 15+ to about 29). If you can’t remember a time when the world was not wired, you are a member of the 33 million American in the Millennial Generation. You feel you are special. You feel you are different. The fate of the planet is on your shoulders (or at least you think you are per the research). Millennials will probably be the most educated in American history (but they are also saddled with unemployment and debt and other issues proving education alone doesn’t solve all issues).
Before Millennials, perhaps the largest, richest and most influential – although that last is debatable – generation in American history were Millennial parents, the Baby Boom Generation, the some 78 million Americans born to G.I. Dads and Lindy dancing Moms in the years after the end of World War II. Succeeding them, born between 1964 and 1977, was Generation X, clocking in much smaller, at 37 million. But with over 80 million Americans born after 1977, the Millennial generation is the new large and in charge generation (it includes Echo Boomers – loosely defined as the children of the Boomers born after 1977). Like their Boomer parents before them, the opposite ends of the Millennial generation are vastly different from each other. And Millennials, say experts Strauss and Howe, “are unlike any other youths in living memory: More numerous, more affluent, better educated and more ethnically diverse than those who came before.” (source: social scientists who coined the term “millennial” – LifeCourse Associates, March ’06).

So. Although there is no one-size-fits-all description of individuals within a generation, Pew says its findings show clear, distinctive traits for the Millennials group, particularly in certain areas. The following sections showcase excerpts from the study followed by my thoughts on the impact for the Global Generation:

media literacyTechnology & Media

Perhaps the most outstanding detail that distinguishes this generation — from even those born just a couple of years earlier — is their level of media consumption, particularly online. Today, the average teenager spends more than 72 hours a week using electronic media — cell phones, internet, television, music and video games — according to a 2006 study. 41% (and growing) have no landline just a cellphone. Because of their upbringing, life events and the advent of the internet The Millennial generation is moving forward as a group with an intense focus on openness, sharing information, as both an ideal and a practical strategy to get things done.

What this means to the Global Generation idea:

While Millenials are on course to become the “open, information sharing enabling generation.” Unfortunately, due to existing “local” circumstances and a desire to strengthen community, they will be stuck focusing on community (or national if you want to call that a large community) issues. They are an emerging power in this subject of media and technology. Let’s call them the “ice breaker ship” generation. What the heck. With all the glaciers melting and breaking up it seems an appropriate nom de plume. The Millennials are at the forefront of the enlightenment mindset. As they proceed into adulthood and start dealing with the adult issues they have been avoiding (and if Strauss & Howe are correct they will be facing some crisis type event that will solidify their legacy) attitudinally they will pass the openness torch onto the next generation (the global generation) where it should flourish. Functionally (with the web and technology) this generation is fine tuning the early adopters of technology, standardizing practices and usage, so that the Global generation will be empowered to maximize the technology (and probably enhance it in their own way).

Attitude.

Millennials think that the world owes them something. These are the offspring of helicopter parents, t-ball, and soccer games that have no winner and no loser. They’ve gone through the educational system without the benefit of constructive criticism for their work and in the workplace, can’t grasp the concept that they actually must perform and do it well. There are exceptions but often “just showing up” becomes a personal standard of “I am doing well.”

However, Overall, Pew says, Millennials are confident, upbeat and open to change. They’re more ethnically and racially diverse than their elders and also less religious.

Interestingly the Millennials legacy, attitudinally, may end up being how their collective non-conflict “whatever” personality deals with a crisis and an increasingly conflict world (how do they resolve the desire for community sense and manage conflict slowing the spread of sense of community).freedom of whatever

What this means to the Global Generation idea:

The Millennials openness to a diversity of thinking, beliefs and attitudes will provide the platform for the Global Generation to enable that attitude. Millennials acquired this attitude “on their own” without the assistance of parents while the Global generation will gets ‘hands-on’ encouragement for enabling diverse attitudes. The Global Generation will further benefit as Millennials mature and recognize life is about winners and losers and their grayish attitudes on life begin to start taking on clearer colors (not always black & white). Attitudinally the Global Generation will doubly benefit as GenXers fully mature from the “Me” attitude to a fuller understanding of “we” and will encourage this combination of me/we attitude to younger generations.

Social.

Because the recession has someway shattered the world Millennials thought they knew they talk more about having autonomy and freedom, and in so doing, not being as enslaved to material goals that they perceived their parents being caught up in. They do talk about life happiness not based on economic success or achievement as much. Millennials are reordering their values and attitudes. They volunteer at higher rates than previous generations. “Civic trends have always risen with age. This generation is now emerging as being much more involved at a much younger age,” says Pew.

 

What this means to the Global Generation idea:

This Millennial sense of community, and civic duty, on a local level will start clashing with the Global Generations’ experiences via the internet on what is happening in “other local areas” globally. It sets the stage for individual empowerment to make a difference in communities worldwide (not just local community). The Global Generation will become the communicator of this “power of the community to
make a difference” globally helping begin the creation of a global community made up of distinct local communities. Having shed the burden of solely seeking material goals (encouraged by Millennials) global communication becomes easier as conversations evolve to values and aspirational alignment versus “haves and have nots” materially. This, combined with individuality (driven by the next topic – family), will create the social foundation for the Global Generation.

Family.

From the way they were raised to their views on marriage, Pew found, Millennials are a world apart from their elders. For example, only 61% grew up in a two parent household, a smaller percentage than the three previous generations. And just 21% are married (half the percentage of their parents’ generation at the same ages) and 34% are parents.

What this means to the Global Generation idea:

The Millennial experience simply strengthens the Global Generation’s social capabilities (understanding the value of an extended family). Family will always be valued but the Global Generation will have firsthand knowledge of the fragility of the belief and the strength of extended family ties. In addition, the Global Generation will be impacted by their parents, the first “divorce driven” generations the GenXers/Boomers, as well as the family value but materialistic generation of maturing Boomers. As with many other things this convergence of conflicting experiences will create a strong sense of Individual Empowerment (or the belief that the only thing you can count on is ‘yourself’). The recession’s impact on families will assist in strengthening the Global Generation’s resolve with hard work and the value of simple camaraderie (rather than cutthroat competitiveness).

millennials aspecstMindset.

From what I have seen, the Millennial generation is institutionally-minded, has a “we can fix it” attitude despite a libertarian bent, is community-focused, materialistic, upbeat, and usually is respectful and cheerful. Millennials are socially liberal (and so were the GIs by the standards of their days). But. Keep in mind this is not really a radical type thought for a generation (as noted by Winston Churchill):

“Any man who is under 30, and is not a liberal, has no heart; and any man who is over 30, and is not a conservative, has no brains.”

What this means to the Global Generation idea:

Boomers as they reach senior leader status are going to be stretched to learn to stop judging generations according to 1950s era education preferences, when knowing what nation & ideology last mattered. Borders may be less important because of internet yet I also see a new stronger stance on the importance of country (an extension of community) with the Global Generation. This in part will be formed by the extent of whatever Crisis the Millennials will have to deal with. Regardless the Global generation, seeking some construct in their lives and living through the internet the aspects of communities globally, will recognize the importance (and distinctness) of country. So while the borders may be less important the national attitude will become stronger. Because of many of the factors listed above (recession, family, technology, information access, etc.) I believe the Global Generation will also acquire parts of the preceding attitudes and be an “optimistic realist” generation. Gathering up the upbeat community of Millennials, GenXer ‘me cynicism’ and Boomer optimistic no boundaries the pieces will converge within the Global Generation creating a unique understanding of Individual and Community and Optimism and Realism.

How it all fits together (with this whole Global generation idea I have)

This study continues to confirm not only my hypothesis but also furthers Strauss & Howe’s 4th Turning construct. A snapshot of 4th Turning ‘turnings’ as they lead into the Global Generation:

From the Arthurian Generation through today’s Millennial Generation children, there have been 24 generations in the Anglo-American lineage.  The first six were purely English.  The next four were colonial, yet still heavily influenced by English society and politics.  The eleventh (Awakeners, born 1701-1723) became the first distinctively American generation—the first whose name, birth years, and persona diverge significantly from peers in the United Kingdom.  The Awakeners were also the first generation to be comprised mostly of native-born Americans and—late in life—the first to know the U.S. nation and flag.  So although today’s Millennial children are the 24th in our full lineage of post-medieval generations, they are 14th in the American line. The Global Generation will be the 15th.

Where we are today (and tomorrow):

-          The Hero archetype is born in an Unraveling, enters young adulthood in a Crisis, midlife in a High, and elder hood in an Awakening. (this is the Millennial Generation)

-          The Artist archetype is born in a Crisis, enters young adulthood in a High, midlife in an Awakening, and elderhood in an Unraveling. (this is what I call The Global Generation)

In 4th Turning terms we are currently living at the tail end of what they call an “Unraveling” (and if you read my site at all it is easy to believe it is so).

Associated with Unravelings in the past are the same generational (people) divisiveness and spiritual wanderings we see today. In addition this also means we are at the cusp of a Crisis (yet to be determined) that will inevitably realign us on a variety of issues.

A brief overview of the entire lifecycle so you can possibly go back and reassess some words and thoughts):

-          As ARTISTS replace Heroes in childhood during a Crisis, they are overprotected at a time of political convulsion and adult self-sacrifice.

-          As conformist ARTISTS replace Heroes in young adulthood during a High, they become sensitive helpmates, lending their expertise and cooperation to an era of growing social calm.

-          As indecisive ARTISTS replace Heroes in midlife during an Awakening, they apply expertise and process to improve society while calming the passions of the young.

-          As empathic ARTISTS replace Heroes in elderhood during an Unraveling, they quicken the pace of social change, shunning the old order in favor of complexity and sensitivity

Conclusion:

While the Millennial Generation is highly educated they, of all generations in recent (possibly anytime) history, are unprepared for the crisis or catastrophe they will be faced with (that doesn’t mean they won’t figure it out just that it will be challenging). Strauss & Howe suggest they will be the next Hero generation. All signs are that they have all the characteristics, if not capabilities, to assist us in dealing with the inevitable crisis we will have to deal with (Straus & Howe suggest that ‘crisis’ will occur sometime within the next 5 to 10 years).

“Human history becomes more and more a race between education and catastrophe.”

H. G. Wells

wise choicesThis crisis will further define many things for our future. Yet. As with historical cycles there are certain aspects that will inevitably evolve. The Global Generation will be in one of the most unique situations of any prior generation (I may do another post to identify similar generations and how they responded).

My biggest concern, or fear, is not the Crisis but rather remains with the “enabler” <the web>. The generation of people is happening and evolving attitudinally. It is a convergence of everything necessary to create the global generation. A generation which will combine a community attitude diverse and open to attitudes as well as individual empowerment (the strength of individuals to make an impact). But the enabler, the internet, remains the wild card. I do not believe there is any doubt the internet will become available worldwide (I believe cellphones will take it to the next level to access developing countries to become a true global platform – there is a brilliant study on cell phone technology printed in The Economist late last year).

The main issue with the internet it is the accuracy of the information and the even handedness of the information that needs to be resolved. The web continues to be a megaphone for divisiveness and biased opinions. At some point someone needs to offer an altruistic open factual information platform. Google certainly has the opportunity but other organizations or an unbiased philanthropic group could step up.

Part 3 will be specifically about the Global Generation and thoughts on how they to impact them and how they will impact the Globe (and America).

Enlightened Conflict