Urban Hub 24 Alan Dean

a meta-pragmatic approach
In memory of Alan Dean
integralMENTORS
24
Urban
Hub
Alan Dean
Thriveable Worlds
Integral UrbanHub
Connecting People

Urban Hub
In memory of ALAN DEAN
Thriveable Worlds
integralMENTORS
Integral UrbanHub
4
2

Copyright ©©integralMENTORS– May 2021
‘the person who connected’
for Janet and Rachel
A graphic series of integralMENTORS integral UrbanHub work on Thriveable Cities.
Founder & Managing Editor Paul van Schaik

Engagement In Action
Motivating tomorrow's adults today
“Burning2Learn enables free will in creativity, that inspires change, that
motivates self-belief, that builds confidence, that empowers partnerships, that
challenges the status quo, that delivers hope and that has been built for the
sole purpose to support the individual which in turn supports the local
community."
Alan Dean

www.integralmentors.org
Alan Dean 1958 -2021
Motivating tomorrows adults today.
Over 25 years of enjoyment, unlocking human talent by the cultivation of people working to build teams that harnesses
the talent within. Working beyond leadership to support both people and their communities creating projects that
allow ownership whist building self-esteem and pride. In so doing allowing people to restore their sense of worth.
Unleashing human energy into the community. This approach has succeeded at all academic and generational levels.
Motivating the future today by cultivating ‘surfers’ to ride the tsunami of change.
Alan’s work and Burning2learn has led to the building of key relationships on 5 continents. A deep understanding of
values and cultures has helped support the development of the UN Sustainable Development Goals in communities
and cities. He was an active listener with a passion to unearth those critical thinking skills that lay dormant in so many,
by looking at global problems and guiding people to create their own local solutions.
Alan’s work and Burning2learn projects were commissioned or accredited by:
NESTA National-Endowment-for-Science-Technology-and the-Arts; IOFC Initiatives of Change;
BIS Business Innovation Skills; KCC Kent Count Council; WSBK World Superbikes, and
UN Global Compact Swiss Network to name but a few.
Alan was also a major contributor to the Pivot Project. Especially the education component.
This little book puts together all Alan’s contribution and curations in the integralMENTORS
Urban Hub Thriveable Cities series.
Please enjoy and share widely.
Paul van Schaik integralMENTORS

© integralMENTORS
Urban
Hub
Integral UrbanHub
Visions & WorldViews
Thriveable Cities
5 Paul van Schaik
integralMENTORS

Visions
A regenerative systemic
societal transformational
accelerator
eco-systemic
synergies between
people, perspectives
& projects
unleashing human,
ecological
organisational &
societal potentials
www.g4-ll.net

Visions
G4 is about evolving Mindsets
and 21st century Education, to
become regenerative for:
● people, planet, profits –
knowledge economy,
● renewed prosperity, peace,
partnership - wise society by
city/regions
via:
● Living Labs
● Digital Equity
● Human Digital Rights &
Responsibility
focused on local & international
Greater Geneva, for the world,
with all lighthouses, Labs of Labs,
UN SDG Labs, within 2030 Global
Goals (SDGs) meta framework.
www.g4-ll.net

Visions
Motivating tomorrow's adults today by developing the talent within
We believe that education should be about
equipping young people with the skills they need
for life beyond the walls of school, college and
university.
Burning2Learn runs education programmes at
business, education and entertainment events that
are geared towards raising self-esteem and
confidence.
Our programmes are for students of all
ages/academic levels, and are tailored to the needs
of the individual. By identifying talents and
developing life skills our programmes also build
resilience and motivate young people to take a more
active role in determining their own futures.
We encourage our students to think deeper, to ask
more questions and to put forward their own
responses to key issues in the 21st century. In doing
so, we aim to better prepare young people for life in
modern Britain
Burning2Learn aims to transform young people's skills, attitudes and life
chances by offering enterprising and self-empowering learning
experiences within education. To achieve this, we work with schools,
businesses and community partners to develop programmes
that enhance engagement in learning and enable young people to learn
about the business world that they will one day need to transfer their skills
into.
We approach learning with a holistic human-centric ethos which embeds
developing confidence, self-esteem and motivation within young people
at the heart of all our programmes.
Burning2Learn
www.burning2learn.co.uk

Visions
Burning2Learn
For a city to truly thrive, it needs to build
stronger connections with all generations
Burning2Learn has always believed schools are the
heart of the community and this is the starting
point. All parents want their children to reach their full
potential.
Motivate tomorrow's adults today! We believe it starts
with children, parents and teachers working together,
using technology and 21st century sciences to support
human development and creativity. Listen to the
children and the teachers.
The UN SDGs are the key to this puzzle and could aid
and support the curriculum throughout, assisting
schools to drive future essential aspirations within
tomorrow's adults today.

© integralMENTORS
Urban
Hub
Integral UrbanHub
Visions & WorldViews 2
Thriveable Cities
Paul van Schaik
integralMENTORS

Gems
Positive Actions
“As for the future, your task is not to foresee it, but to enable it.”
Antoine de Saint Exupery, poet and pilot (1900-1944)

Gems
. (iM Graphic)
Currently in most societies these domains
are broken and don’t tetra-mesh to have a
positive impact. Each domain being
pursued individually without a sense of their
interconnectedness in both span and depth.
But within all this there are Gems to be
found - the positive experiences of
individuals, communities, subcultures &
subsystems. All working together to
achieve the many little wins we see all
around.
Working with:
Consciousness;
Cultures;
Creations; &
Capacities.
“In sum, the quadrants highlight four irreducible dimensions that all
individuals have and quadrivia refer to the four fundamental
perspectives that can be taken on any phenomena. In either case, the
four quadrants or quadrivia are co-nascent—literally “they are born
together” and are mutually implicated in one another. In other words,
they co-arise and tetra-mesh. This understanding is useful because it
honors the complexity of reality in a way that allows the practitioner to
address problems in a more skillful and nuanced way. Further- more,
the quadrants represent the native ways in which we experience reality
in each moment and quadrivia represent the most common ways we
can and often do look at reality to understand it.” MetaIntegral Foundation

Gems
Collaborative juxtapositions
proposed
Community Hub
Community Hub – Romney Marshes
OUR VISION
Our vision is to put people at the
heart of our shared community
Our vision is to develop and be
known as a hub of opportunity
The hub will open up, inform and
provide a tapestry of opportunities
OUR MISSION
Our mission is to provide
empowerment through community
activities
Our mission is to acknowledge a
special responsibility for
collaboration
The hub will strive to provide a
centre of empowerment and
validation
OUR VALUES
Our values will provide a
springboard of common purpose
Our values will strive to coordinate
community success
The hub will have as its core value,
appreciation of contribution

Gems

Gems
Regenerative Designs
Active
engagement
ENGAGEMENT High Fiv e
Strive and Thrive
Community Programme
LEARNING PATHWAYs
OFFERING
PATH WAY S
OF
OPPORTUNITY
col l a bor a t ion
Co mmunit ies buil d PEOPLE
PEOPLE buil d co mmunit ies
empow er ment
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sust a ina bil it y
THRIVABILITY
ACORN
HUB
ACORN
HUB
ACORN
HUB
ENGAGEMENT
empow er ment
OUR VISION
Our vision is to put people at the heart of our shared community
Our vision is to develop and be known as a hub of opportunity
The hub will open up, inform and provide a tapestry of opportunities
OUR MISSION
Our missoin is to provide enpowerment through community activities
Our mission is to acknowledge a special responsibility for collaboration
The hub will strive to drovide a centre of enpowerment and validation
OUR VALUES
Our values will provide a springboard of common purpose
Our values will strive to coordinate community success
The hub will have as its core value, appreciation of contribution
Strive and Thrive
Community Programme
LEARNING PATHWAYs
OFFERING
PATH WAY S
OF
OPPORTUNITY
col l a bor a t ion
empow er ment
E
N
G
A
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sust a ina bil it y
THRIVABILITY
ACORN
HUB
ACORN
HUB
EN
Strive and Thrive
Community Programme
LEARNING PATHWAYs
OFFERING
PATH WAY S
OF
OPPORTUNITY
col l a bor a t ion
empow er ment
E
N
G
A
G
E
M
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sust a ina bil it y
THRIVABILITY
ACORN
HUB
ACORN
HUB
ACORN
HUB
ENGAGEMENT
empow er ment
OUR VISION
Our vision is to put people at the heart of our shared community
Our vision is to develop and be known as a hub of opportunity
The hub will open up, inform and provide a tapestry of opportunities
OUR MISSION
Our missoin is to provide enpowerment through community activities
Our mission is to acknowledge a special responsibility for collaboration
The hub will strive to drovide a centre of enpowerment and validation
OUR VALUES
Our values will provide a springboard of common purpose
Our values will strive to coordinate community success
The hub will have as its core value, appreciation of contribution
Strive and Thrive
Community Programme
LEARNING PATHWAYs
OFFERING
PATH WAY S
OF
OPPORTUNITY
col l a bor a t ion
empow er ment
E
N
G
A
G
E
M
E
N
T
E
M
P
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sust a ina bil it y
THRIVABILITY
ACORN
HUB
ACORN
HUB
E
Strive and Thrive
Community Programme
LEARNING PATHWAYs
OFFERING
PATH WAY S
OF
OPPORTUNITY
col l a bor a t ion
empow er ment
E
N
G
A
G
E
M
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N
T
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P
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THRIVABILITY
ACORN
HUB
ACORN
HUB
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Gems
proposed
Community Hub
Community Hub – Swanley
OUR VISION
Our vision is to put people at the
heart of our shared community
Our vision is to develop and be
known as a hub of opportunity
The hub will open up, inform and
provide a tapestry of opportunities
OUR MISSION
Our mission is to provide
empowerment through community
activities
Our mission is to acknowledge a
special responsibility for
collaboration
The hub will strive to provide a
centre of empowerment and
validation
OUR VALUES
Our values will provide a
springboard of common purpose
Our values will strive to coordinate
community success
The hub will have as its core value,
appreciation of contribution

Gems
proposed
Community Hub
Community Hub – Swanley
Engagement
In Action
proposed
Community Hub

Gems
proposed
Community Hub
Motivating tomorrows
adults today
Burning2Learn enables
free will in creativity, that
inspires change, that
motivates self-belief, that
builds confidence, that
empowers partnerships,
that challenges the
status quo, that delivers
hope and that has been
built for the sole
purpose to support the
individual which in turn
supports the local
community."
burning2learn.co.uk/
Burning2Learn

© integralMENTORS
© integralMENTORS
Urban
Hub
Integral UrbanHub
Visions & WorldViews 3
Thriveable Cities
integralMENTORS
7 Paul van Schaik

Education
The secret message communicated to most young people today by the society around them is that they are not needed, that
the society will run itself quite nicely until they - at some distant point in the future - will take over the reigns. Yet the fact is that
the society is not running itself nicely... because the rest of us need all the energy, brains, imagination and talent that young
people can bring to bear down on our difficulties. For society to attempt to solve its desperate problems without the full
participation of even very young people is imbecile.
Alvin Toffler

Education - Not a Lesson but Life
Thriving People
Curator: Alan Dean

Why We Need More Inside Out Education!
The main current emphasis on outside in, is damaging for students and society as a whole. Talents that don’t fit the
frame, are still talents. They are the ones that bring change and innovation. Suppressing individual talents is
diminishing students self worth, their capabilities, and their value for society as a whole. Not seeking how to make
such talents shine is therefore also theft of society as a whole and thus bad education. Please start addressing the
whole spectrum. Look for those all around the world that have developed approaches for this.
EDUCATION : Balanced Curriculum Model - Floris Koot
www.medium.com/the-gentle-revolution/three-new-models-to-boost-education-bc3a1437d3b2
Balancing ‘Outside In’ learning with ‘Inside
Out’ learning.
How to see if your school looks at the whole student,
and not just feeds knowledge.
These models started out from three basic
convictions:
1. Education needs to acknowledge that each student
has unique talents, quite possibly outside the scope of
(current) school.
2. In almost every behavior lie gifts or possibilities
enclosed that may, when well placed and or well
developed, benefit society.
3. Education that doesn’t stimulate its students to be
part of the global solutions we need, harms our
collective and their individual future.
Thriving People

An integral approach to education and personal
development.
In my practice I often teach all those aspects not offered in
traditional education. It’s not a miracle to guess that many
trainings within companies are all about these aspects.
Many employees and managers have very limited grasps
of one or more of these aspects: what it means to be
human, to be creative, to be intuitive, to know what they
themselves want, showing courage, listening to ethics,
being empathic. Many are lacking emotional and spiritual
intelligence. However much money is made, this is global
poverty.
EDUCATION : Integral Education Model & Basic Human Growth Model
A Basic Human Growth Model
The four corners of personal development.
This is a very simple model. Young people should develop
themselves in all these four directions to help them
become well developed humans, capable to add and
understand what they can offer to their society. The
previous model showed all aspects needed to develop
this. This model is more help for the students to check
their own progress.
Thriving People

Neuro Network Australia Is Setting a New Trend in Education
Thriving People
The Neuro Programs are based on the Human Evolutionary Matrix (HEM), developed by Neuro Network, which highlights the human
journey in its various categories - phylogeny, ontogeny, physical, intellectual, emotional, civilizational and cultural.
‘Edu-cate’ in Latin means – to ‘draw out’
Ken Wilbur "Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We
educate for just a small part, a slice, a fragment of just what's possible for us...”
The Neuro Programs are based on the premises that: All children are intelligent and have a natural love and thirst for learning.
“To learn effectively children must have well-developed sensory motor processes. Reading, speaking and writing are seen as ‘the basics’
when they are in fact extremely complex neurological tasks requiring the senses, muscles, nerves and the brain to all work together.”
Neuro Programs emphasise the importance of well-developed, balanced sensory motor integration
Early childhood development is ‘an orderly, predictable, inter-related, inter-weaving sequence of development that results in a capacity
for learning’
www.neuro-network.org

Thriving People
Neuro Programs have been delivered in schools to achieve the
following:
Enhancing critical ages and stages in early brain development to create
sound foundations for learning, intellectual, physical and social skills for
each child
Addressing the root causes within each individual for the various
challenges or ‘symptoms’ they display which are interfering with
physical, social, behaviour and intellectual performance
Enhancing the critical stages a posteriori, regardless of the various
challenges or ‘symptoms’ they display, which are interfering with
classroom performance and academic outcomes
Physical and mental activities, that are easy to implement
The Neuro Program emerged from the following principles:
All human beings are born with an “old brain” and a “new brain”
The “old brain” took a few million years to evolve
The “new brain” has been around for about 100,000 years
The old brain is the foundation that enables the new brain (our
‘thinking and learning’ brain) to function at our optimum potential
The Neuro Program and a Computer Analogy:
The old brain is like the hard drive and needs to be in the highest
working order
The new brain or cortical brain is like the ‘software or our thinking brain
that runs on the hardware
If the hardware is dysfunctional, the software will not deliver its fullest
potential and excellence
Neuro programs focus on developing the brain’s ‘hardware’
Developmental Ages and Stages:
Understanding the Foundations for Life
Midbrain
Cortex
Medula
Birth
2.5 mths
7 months
1 year
3 years
6 years
Pons
Cerebellum
new brain
old brain
or
brain stem
Spinal cord
Developmental
Journey
The Neuro Iceberg
CONSCIOUS BRAIN
Cor$cal Cogni$ve Func$ons
Organiza$onal Skills
Mul$ple Intelligences
Leadership
4 Dimension Celebra/on of Human Poten/al
SUBCONSCIOUS
Apprecia1on of Meaningful Integra1on
Mammalian Brain
3 Dimension Depth Percep/on
Survival
Rep1lian Brain
Fright and ﬂight
Ins1ncts & Intui1on
2 Dimension Linear in Time and Space
Autonomic Systems
1 Dimension Existence

The Human Evolutionary Matrix
Thriving People

EDUCATION : Open & Child-Centred
Schools@burning2Learn.co.uk
Thriving People
As we look around the world of
education there are so many
positive people trying to open the
minds of our young.
Can we pull together to put fun and
dreams back into education.
The tick box world is dying, and new
models are emerging. Can you help
with the innovation and cultivation
of these.
Motivating tomorrow’s
adults today
Burning2Learn enables free
will in creativity, that inspires
change, that motivates self-
belief, that builds confidence,
that empowers partnerships,
that challenges the status quo,
that delivers hope and that
has been built for the sole
purpose to support the
individual which in turn
supports the local
community."

www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Thriving People
Sir Ken Robinson has suggested that to engage and succeed, education has to develop on
three fronts.
First, that it should foster diversity by offering a broad curriculum and encourage
individualisation of the learning process.
Second, it should foster curiosity through creative teaching, which depends on high quality
teacher training and development.
Third, it should focus on awakening creativity through alternative didactic processes that
put less emphasis on standardised testing, thereby giving the responsibility for defining the
course of education to individual schools and teachers.
Successful school administration is a matter of fostering a helpful climate rather than
"command and control”
Sir Ken Robinson Ted talk in 2006 has been watched by over 46million
people. It is hard to understand why the education process/model we
loosely call education has not really transformed to be more relevant to
the 21st
century.
The world is changing so fast that our systems are struggling, can we
support the creative ones who speak out. Help Burning2Learn to tip
the balance to create an ‘education’ system that is truly child the
centred. Make the box fit the child not the child fit the box.
Our World Day will spend 40 mins looking at the 17 UN Sustainable
Development Goals (SDG) sometimes called the Global Goals.
schools@burning2learn.co.uk

www.burning2Learn.co.uk
Thriving People
Education: organisation: society: Toffler
.. to ignore the relationship between the educational system
of the future and the media system of the future is to cheat
the learners who will be formed by both.
Revolutionary new forms of education will be needed that are
not based on the old factory model.
Knowledge (which includes such things as imagination,
values, images, and motivation, along with formal technical
skills) is increasingly central to the economy.
Social justice and freedom both now increasingly depend on
how each society deals with three issues: education;
information technology (including the media); and freedom
of expression.
A high-choice system will have to replace a low-choice system
if schools are to prepare people for a decent life in the new
third wave society, let alone for economically productive
roles.
In the case of education, the re conceptualisation now
required is so profound, reaching so far beyond questions of
budgets, class size, teachers pay, and the traditional conflicts
over curriculum,......
Like the second wave TV networks, .... our mass education
systems are largely obsolete.
www.amazon.com/Third-Wave-Alvin-Toffler/dp/0553246984
The proposition that Soles can provide intellectual stimulus
and encourage children to achieve more than we previously
thought possible is entirely reasonable. So are the
propositions that children can benefit from collaborative
learning and that banning internet use from exams will get
trickier, to the point where it may prove futile. It’s worth
remembering that new technologies nearly always deliver
less than we expect at first and far more than we expect later
on, often in unexpected ways.
www.theguardian.com/education/2016/jun/07/sugata-mitra-professor-
school-in-cloud

EDUCATION :Active Listening
www.Unicef.org
If we really do listen to what children and young people have
to say, we will see that they have interesting ideas and add
great value to finding solutions to problems. We must move
beyond seeing children and young people as passive citizens,
but rather as competent partners. UNICEF demonstrates the
reasons why children’s participation is vital:
• Because…A child whose active engagement with the world
has been encouraged from the outset will be a child with the
competencies to develop through early childhood, respond
to educational opportunities and move into adolescence with
confidence, assertiveness and the capacities to contribute to
democratic dialogue and practices within the home, school,
community and country.
• Because children have proved that when they are involved,
they can make a difference in the world around them…
• Because… The values of democracy, such as respect for the
rights and dignity of all people, for their diversity and their
right to participate in the decisions that affect them, are first
and best learned in childhood.
Authentic, meaningful participation prepares children for their
stake in the future.
Thriving People

Thriving People
EDUCATION : Matrix of Educational Evolution
www.presencing.com

Ecological Systems Theory
How is a child's development affected by their social
relationships and the world around them? Ecological
systems theory provides one approach to answering this
question. The ecological systems theory was developed
by Urie Bronfenbrenner.
Bronfenbrenner believed that a person's development was
affected by everything in their surrounding environment.
He divided the person's environment into five different
levels: the microsystem, the mesosystem, the exosystem,
the macrosystem, and the chronosystem.
Ecological Systems Theory
www.en.wikipedia.org/wiki/Ecological_systems_theory
Thriving People

Thriving People
Primary: The eight sectors are designed to indicate
that there are eight primary emotion dimensions.
They are anger, anticipation, joy, trust, fear, surprise,
sadness and disgust.
Intensity: The cone’s vertical dimension represents
intensity – emotions intensify as they move from the
outside to the center of the wheel. For example, a
feeling of boredom can intensify to loathing if left
unchecked. This is an important rule about emotions
to be aware of in relationships: If left unchecked,
emotions can intensify. Herein lies the wisdom of
enhancing your emotional vocabulary: it’s the
bedrock of effectively navigating emotions.
Relations: Each circle sector has an opposite
emotion. The opposite of sadness is joy, and the
opposite of trust is disgust. Can you find the
opposite of anticipation? …
The emotions with no color represent an emotion
that is a mix of the 2 primary emotions. For example,
anticipation and joy combine to be optimism. Joy
and trust combine to be love. Emotions are often
complex, and being able to recognize when a
feeling is actually a combination of two or more
distinct feelings is a helpful skill. That is a basic guide
for interpreting the emotion wheel created by
psychologist Robert Plutchik.
Breaking Down Plutchik’s Wheel of Emotions
www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/
Robert Plutchik - Wheel of Emotions.

Probabilistic Epigenesis
Gilbert Gottlieb's Probabilistic Epigenesis
Probabilistic epigenesis is the view that the development of an
organism is dependent on the bidirectional influences of
interacting biological and environmental forces that form a
larger system.
His view attempts to encompass all of the factors influencing
development, how these factors interact with one another and
how this interaction shapes individual development. He
believed these influences occur over the course of evolution as
well as throughout an individual's lifespan. Gottlieb describes
four different interacting dynamics:
behavior, neural activity, genetic activity and environment.
Probabilistic Epigenesis
www.study.com/academy/lesson/gottliebs-epigenetic-psychobiological-systems-perspective-concepts-definitions.html
Genetic activity
Behaviour
Neural
activity
Environment
Thriving People

Thriving People
Participation : Levels of participation
Based on -- Hart, Roger Children's Participation: From Tokenism to Citizenship, UNICEF: Florence (1992).

© integralMENTORS
© integralMENTORS
Urban
Hub
Integral UrbanHub
What We Can Do
integralMENTORS
Paul van Schaik
Cultivating Change
Thriveable Cities

Cultivating People
One of the functions of intelligence is to take account of the dangers that come from trusting solely to the intelligence.
Lewis Mumford

Change Makers
Burning2Learn
YOU CAN TAKE A HORSE TO WATER BUT YOU
CAN’T MAKE IT DRINK
Burning2Learn works closely with local
businesses, government organisations, and young
people in both schools and Scouting groups.
Looking through both local and global lenses.
B2L recently introduced the UNSDGs to the Cub
Scouts. Asking them about which of the 17 goals
they would like to find out more. They choose to
focus on Number 6: WATER They were then
asked to look at the amount of plastic bottles they
use in one week and encouraged to look at the
actions they take and how to act locally to tackle a
global problem. Some brilliant ideas and
programmes were developed working both
individually and collectively.
B2L bridges the gap between education,
business and society asking 10-year olds through
to business leaders to understand the power we
all have.
MOTIVATING TOMORROW’S ADULTS TODAY
Cultivating Tomorrow’s
Future Today

Change Makers
Burning2Learn
Cultivating Tomorrow’s Future Today www.burning2learn.co.uk
JOINING THE DOTS...
PLANT AN IDEA AND WATCH
IT GROW
After a Cub Scout meeting
talking about our impact on
our environment and the
UNSDG’s, one Cub Scout
decided to clean up his park.
He brought back a carrier bag
full of litter.
Large business and
corporations will discuss for
hours how to sort out such
problems, yet it starts with one!
If we all adopted the same
attitude as this young Cub
Scout local and global
communities would be
transformed - it starts with just
one!
IT STARTS WITH ONE!
PLANT AN SDG AND
WATCH IT GROW
Sustainable Development Goals (UNSDG)

Change Makers
Burning2Learn
PATHWAY TO THE FUTURE
Dr Amit Mukherjee’s story rings
out as we bridge the gap
between continents.
It was marvellous to hear Dr
Amit Mukherjee’s story of how
he transformed Tata Steel’s
failing hospital in India into a
larger profit-making
development. Burning2Learn
share Dr Mukherjee’s ethos and
values.
Honesty and integrity are the
foundation to build stronger,
healthier working relation-ships
and with this foundation,
businesses and organisations
can work together to make
stronger communities for all.
With this collaborative and
undivided state of mind our
goals can and will be met.
THROUGH THE GENERATIONS
TRUST, FAMILY,
HONESTY AND
INTEGRITY ARE ALL
NEEDED TO BUILD A
STRONGER
COMMUNITY
One company at the heart of
change, Diligence provides
project management for a variety
of infrastructure projects,
bringing their business ethos into
the communities.
Giving to others is very important
to Managing Director, Nicola
Coppen. As a voluntary Group
Scout Leader at 1st North Cray
Scout Group, a School Governor
at Dartford Science & Technology
College and she is also a Business
Mentor to students at The Leigh
Academy in Dartford.
With these shared values, whilst
joining the dots and the pieces of
the puzzle, businesses and
communities alike can really make
a difference, both locally and
globally.
Change will come if we continue
with this shared ethos.
www.diligence-pm-services.co.uk/
COMPLETING THE PUZZLE
Ethical Leadership Asia
Plateau, Panchgani, India

Change Makers
Cultivation.AP
www.cultivation.ap.org
Walking with you not talking at you
Positive ideas are all around, but the media lacks hope and often chooses to focus on death and
destruction.
Cultivation.AP looks for people in communities with the aim of creating safe spaces to allow
adventurous actors to experiment and share their results and to develop tomorrow’s community
cultivators.

Change Makers
www.thekairosproject.com/
OUR PURPOSE
Our purpose is to create an international network of
Kairos Project Hubs that will offer social and
environmental organisations affordable and accessible
coaching-based learning and development.
We believe that current practices in the world are not
sustainable and that we, the coaching profession, are in a
powerful position to help these organisations create a
better future.
Coaching-based learning is highly effective at facilitating
change. We will make sure that these organisations have
the best possible chance of achieving their missions.
OUR VISION
A sustainable world in our lifetime.
We dream of a world where social enterprises are
mainstream enterprises; and our collective energies,
talents and brilliant minds are engaged in meeting the
social and environmental challenges of our times.
We dream of a kind and fair world where we honour
and respect each other and our planet – no matter what
our religion, gender or race; where we measure our
success by the wellbeing of the whole.
The Kairos Project

Change Makers
The Kairos Project
www.thekairosproject.com/
We believe that working towards the SDGs is the most important work on earth. And we believe that professional
development is critical in enabling the change agents of our time to meet today’s enormous challenges.
All funders know that in reality they are backing people; for it is the leaders of these organisations that will either
drive impact and make a difference or not. Our aim is to work alongside over 700 of these leaders in five years in
order to give them the best possible chance of succeeding in their missions.

Change Makers
EARTHwise Centre
EARTHwise Centre is a wisdom-
based enterprise providing
custodianship, leadership, value-
creation, regenerative design,
capacity development, holistic
education, and vision development
for our collective flourishing
and actualisation. We support
organisations to raise their standards,
and develop internal capacity and
leadership for ecological value
creation and thriveability. We bring
the heart back into our human
activities and networks.
www.earthwisecentre.org/
What we do
Custodianship & Empowerment. Through our training, coaching, and educational services we
support organisations and individuals to develop their internal capacity and leadership as
custodians for a thriveable world and future. We make concrete how people can contribute to
the flourishing of people, planet, and life, through their activities and relationships.
Innovation & Regeneration. As change leaders we work at the intersection between the visible
and invisible worlds of our collective (un)consciousness. Accordingly, we are able to support the
emergence of new evolutionary potentials through which innovation and regeneration becomes
realized.
Healing & Advocacy. Our societies are deeply divided, much healing is needed before all of us
can thrive and flourish. Through our Vector of Love™ Initiatives and EARTHwise Campaigns we
stand with people for the issues that require our conscious attention and collective care.

Cultivating Transformation
EARTHwise Vision & Community Development – 5 Step process
The following 5-step process has been used by thousands of people around the world since
2012. We designed this process to support the development of shared visions and collective
collaborative actions for thriveable communities. Accordingly, the SDGs can be implemented in
ways that empower, inspire, and engage people. To learn more about this methodology and
how we can support your communities and organisation with this process, please get in touch
with us via info@earthwisecentre.org.
Step 1 – Connect: Clarify the purpose of this session with shared agreements for how each
person can contribute to and benefit from this process. Introduce the SDGs, and/or the vision of
thriveability, very briefly. Invite people to connect with each other, sharing what this means for
them in their local context.
Step 2 – Envision: Facilitate a guided visioning process, asking people to project themselves
into the future of a thriveable society. The visioning can be introduced by asking people; “What
if we can co-create the most amazing thriveable communities around the world, what would we
be doing?” Support people to explore from a future perspective how thriveable communities
feel and look like, engaging all their senses. Ask people to reflect from this future perspective
on the gap between their current reality and this vision. Ask; “what actions do you believe are
necessary to bridge this gap?” After the visioning exercise, invite people to share their
experience and draw a collective vision map.
Step 3 – Engage: In small groups, ask people to explore: (1) what do we need to learn; (2) what
do we need to change; and (3) what actions do we need to take to create the future (outcomes)
that we want. These ideas can be shared in each group on a large piece of paper.
Step 4 – Reflect: Create some quiet time and space for people to reflect on their commitment,
and the actions they are wiling to take as a first step to help implement the shared visions.
Step 5 – Share: Invite a sharing of their commitments, and create categories for the themes that
emerge through which action-teams can be formed. Harvest and share the collective learning
gifts. Repeat the process again for future meetings as a living framework to actualise our shared
visions through collaborative actions. Global Dialogues for Sustainability, Mauritius
2012
EARTHwise Centre

www.peacegeeks.org
Peace Geeks
Our Values: Empowerment
We empower our grassroots partners by focusing on
opportunities that further their mission, and by acting as equals
with shared commitment
Change Makers
WHO WE ARE
PeaceGeeks is a global non-profit, volunteer organization that
uses technology to build the technological, communications and
management capacities of grassroots organizations who work to
promote peace, accountability and human rights. We develop
partnerships with these organizations to provide meaningful
support designed to increase their skills, effectiveness and
impact.
WHAT WE DO
Technology has rendered individuals more powerful than ever.
We put technology and communications tools in the hands of
peacebuilders, human rights defenders and humanitarian
responders. We connect them with skilled volunteers so they can
gain access to relevant technology, tools and training. With these
tools, we empower civil society organizations to build safer and
more stable societies, cultivate good governance, promote
gender equality, respond to humanitarian crisis, and share critical
knowledge.
OUR MISSION
We build technology and innovation capacities to strengthen
peace, human rights and humanitarian response.
OUR VISION
A world where changemakers are empowered to amplify local
voices, build local resilience, and make communities safer

Change Makers
Girl Effect Nike Foundation
www.girleffect.org/

Change Makers
Global Opportunity Explorer
www.explorer.sustainia.me/

Change Makers
Eeco Sphere
www.eecosphere.com

Change Makers
Ashoka Changemaker Schools
www.ashoka.org/en/program/changemaker-schools
Four Focus Areas
Topic Areas

Change Makers
I am Code (Africa)
www.iamthecode.org/

Change Makers
The Empathy Business
www.theempathybusiness.co.uk/#vision

Change Makers
Change Maker Apps
www.bedford2020.org/changemaker-apps/

Change Makers
The Iceberg that Sinks Organizational Change
www.torbenrick.eu/blog/culture/iceberg-that-sinks-organizational-change/
How Does The Iceberg Impact Organizational Change
While many aspects of change are apparent and
obvious, there are also many more factors that are
hidden under the surface, and more ubiquitous
Some aspects of organizational culture are visible on
the surface, like the tip of an iceberg, while others are
implicit and submerged within the organization.
Because these ingrained assumptions are tacit and
below the surface, they are not easy to see or deal with,
although they affect everything the organization does.
Most of an icebergs bulk lies below the surface. Ships
that ignore the ice below the water are in mortal
danger. Likewise, organizational change efforts may
flounder because of a lack of organizational focus.
The Iceberg That Sinks Organizational Change
The change management iceberg is visualizing the
essence of change in organizations: Dealing
with organizational barriers. It is better to be mindful
of things below the surface
TORBEN RICK

Change Makers
Barriers to Organizational Change – What are the Challenges
www.torbenrick.eu/blog/culture/
The brutal fact is that about 70% of all change
initiatives fail. But why? In most of the cases
organizational-change failures are driven by
… negative employee attitudes and unproductive
management behavior.
The most general lesson to be learned from the
many studies is that organizational culture is the
most common barriers.
CHANGE MANAGEMENT HAS BECOME MUCH
BIGGER
The reality is that today’s organizations were simply
never designed to change proactively and deeply –
they were built for discipline and efficiency, enforced
through hierarchy and routinization.
Breaking down the barriers to organizational change
As a result, there’s a mismatch between the pace of
change in the external environment and the fastest
possible pace of change at most organizations.
Change management is no longer a term that
denotes only operational improvements, cost
efficiencies and process re-engineering.
Change management has become a much bigger,
more interwoven part of the overall business fabric –
an embedded leadership requirement that plays into
everything Torben Rick

Urban
Hub
Integral UrbanHub
Odyssey
Thriveable Cities
9 Paul van Schaik
integralMENTORS

“Development - happens when people, however poor in
money, get together, get organised, become sophisticated and
go to scale. It happens when they are savvy and able to
influence or change the course of events or the order of things
locally, nationally or even globally - or are themselves able to
become that order or part of it.”
“Development - is that stage you reach when you are secure
enough in yourself, individually or collectively, to become
interdependent; when ‘I’ can emerge as ‘we’, and also when
‘we’ is inclusive of ‘them’... Getting organised is the foundation
of all the other developmental goals we have set; it is the
essence of good governance and of sustainable work; it
empowers and opens doors; it makes you money and wins you
respect.”
Small change: About the art of practice and the limits of planning in cities, 2004
Nabeel Hamdi

Cultivation.AP helps individuals and communities to reposition
roles and responsibilities to build stronger and resilient
communities and cities.
Many approaches are attempting to create both local and global
transformation. Whilst technology is growing exponentially, the
crucial area of change for lasting impact and success is that of
people.
In the modern world we have become experts in our individual
rights but have forgotten our social responsibilities. The question
is: how do we develop our communities, our towns and our cities
to make positive action, to see value in people and communities
rather than in physical assets and tech systems?
And to add value to all citizens, by encouraging transformation
from ‘takers to makers’.
“Insanity is doing the same thing over and over again but expecting
different results.”
Einstein

Too often sustainable development efforts are ‘plastered’ onto a
region or community without full respect for what is already present
and what is naturally emerging.
Our approach asks the questions:
• what is already happening here,
• what is already emerging that could be further supported?
This appreciative, community-based approach to development is
quite a different way to begin a project.
Further, applying the evolutionary view this approach provides, we
are able to get some sense of where a community, or a person, is
presently coming from and what might best support their emerging
potential.
This approach can be applied to both groups and individuals, and
essentially honours the inherent trajectory of evolution already
present, and simply intends to support that as fully as possible.

Walking with you
not talking at you
Positive ideas are all around, but the media lacks hope and often chooses to
focus on death and destruction.
Cultivation.AP looks for people in communities with the aim of creating safe
spaces to allow the adventurous to experiment and share their results and to
develop tomorrow’s community cultivators.

Cultivating People
Listening to communities
Acting on their vision and building trust.
Find the cultural leaders and jointly evaluate community visions.
Cultivating meaningful Disruption
Facilitate their actions to achieve their vision, help formulate the
first steps and beyond - the timeline of change.
Working with people where they are - and not imposing third
party values or mindsets.
A key part - all activities are carried out with a strong and open
evaluation process.
Graphic
here
Cultivation.AP
Working with people and communities - adding to programs and
projects impact.
Cultivating and curating inputs to enable scaling-out engagement
to ensure lasting impacts.
Motivating communities by developing the talents within.
People do not perceive worlds but enact them. Different mindsets bring forth different worlds.

Cultivating People
Cultivating a 10% Tipping Point
Find the community that wants change.
Ask the leadership what tools they need.
Evaluate the diversity. Clarify that the cultures and
their values are considered by the leaders & opinion-
makers.
If the ‘leaders’ feels that ‘a one size fits all’ solution is
the answer, further time will be required to work with
them. To engage with a majority of the community
the range and variety of activities required to achieve
a realistic impact with be extensive.
Not all leaders are capable of managing the
complexity involved. They have no experience or
understanding of the impact their decisions are really
making.
Business as usual would lead to a totally unstainable
future. There are no silver bullets in dealing with these
issues but a flexible and context-based approach is
needed.
Who are the ‘real’ community leaders, who do the
people TRUST becomes a key question to be asked.

Swanley - Sustainable Development
My Vision
& Goals
Our Visions
& Goals
My actions &
activities to achieve
these Visions &
Goals
Our actions &
activities to achieve
these Visions &
Goals
What is my vision for Swanley in:
2 years ……………………………….. ………………………………..
5 years ……………………………….. ………………………………..
10 years ……………………………….. ………………………………..
25 years ……………………………….. ………………………………..
What is our vision for Swanley in:
2 years ……………………………….. ………………………………..
5 years ……………………………….. ………………………………..
10 years ……………………………….. ………………………………..
25 years ……………………………….. ………………………………..
What actions do I need to take to achieve my vision:
2 years ……………………………….. ………………………………..
5 years ……………………………….. ………………………………..
10 years ……………………………….. ………………………………..
25 years ……………………………….. ………………………………..
What actions do we need to take to achieve our vision:
2 years ……………………………….. ………………………………..
5 years ……………………………….. ………………………………..
10 years ……………………………….. ………………………………..
25 years ……………………………….. ………………………………..
Now fold-back the future to activity timelines
Now let’s dream of our thriveable future – what do we
want for our children, grand children, parents and
ourselves
Work on separate sheets and integrate together
Communities and the individual that make up each
community need to be able to articulate their dreams
for what their community could be. They need stories
of what life could be if they had a real input or even
control of their community's development within an
overall meta-framework.
Here we will start to map some of those dreams and
the possible ways to set them in motion.

Meaningful Disruption
Providing meaningful disruption to the existing
Swanley town development processes and proposals.
This will impact on:
- the systems that are in operation and need
improvement
- behaviours and practices that transforms losing into
leading.
In order to transform behaviour, values, culture and
systems, work with existing mindsets to ensure the
healthiest individual and community change process.
Meeting people where they are, work with existing
values, cultures and systems to allow them to
transform to a greater or broader understanding of
the processes and systems that are necessary to bring
about long-term improvements for all - to achieve
thriving communities in Swanley.
Interventions in any of the 4 domain have to be
matched by interventions in each of the
remaining domains to ensure that change and
development takes hold and causes some level
of meaningful transformation and impact.
This is known as Tetra-meshing
Changing Practices
& Behaviour
(practices & conduct)
Changing Systems
(policies, structures &
systems that support
innovation)
Smart-Towns
Changing Mindsets
& Values
(ways of thinking about and
approaching problems)
Changing Culture
(collaboration, cultural
perceptions, and social
discourse in issues)

Swanley Kent, UK
Population : 16,665
Town Area : 3.568 km2
Density : 4671/km2
Swanley
The town developed from a crossroads with the advent of the
railway in 1861 the town grew to a town with a population of 16,665
(in 2011)
The arrival of the railway changed life in Swanley. The town became
the location of Swanley Horticultural College which some properties
in Swanley still have apple and pear trees in their gardens from the
original orchards.
The (15 miles from central London) location became attractive for
London doctors seeking a cure for sick Londoners, escaping the
smog of London.
What can Swanley offer today?
Systems at play
Governance systems
Legal systems
Policy systems
Smart Towns
• Utilities
• Energy
• Mobility & Transportation
• Data flow & collection
• Information use & sharing
• Infrastructure - Smart
Housing & Community grouping
Landscaping
Social interaction systems
Standards

Community Engagement
• Health, Wellbeing & Care
• Education & Life-long
Learning
• Recreation & Entertainment
• Work & Business
• Innovation & Resilience
• Governance culture (all
levels)
• Transparency (as
appropriate)
• Mobility
• Data & Information
supporting a people centred
approach.
• Media (social & other)
• Communications
• Rights & Responsibilities

10
Urban
Hub
Education
Thriveable Cities
a future
Integral UrbanHub

We believe that education should be about
equipping young people with the skills they
need for life beyond the walls of school,
college and university.
Burning2Learn runs education programmes at
business, education and entertainment events
that are geared towards raising self-esteem
and confidence.
Our programmes are for students of all
ages/academic levels, and are tailored to the
needs of the individual.
By identifying talents and developing life skills
our programmes also build resilience
and motivate young people to take a more
active role in determining their own futures.
We encourage our students to think deeper, to
ask more questions and to put forward their
own responses to key issues in the 21st
century.
In doing so, we aim to better prepare young
people for life in modern Britain
Burning2Learn aims to transform young people's skills, attitudes and life chances
by offering enterprising and self-empowering learning experiences within
education. To achieve this, we work with schools, businesses and community
partners to develop programmes that enhance engagement in learning and
enable young people to learn about the business world that they will one day
need to transfer their skills into.
We approach learning with a holistic human-centric ethos which embeds
developing confidence, self-esteem and motivation within young people at the
heart of all our programmes.
Burning2Learn
Thriving People

For a city to truly thrive, it needs to build
stronger connections with all generations
Burning2Learn has always believed schools are the
heart of the community and this is the starting
point. All parents want their children to reach their
full potential.
Motivate tomorrow's adults today! We believe it starts
with children, parents and teachers working together,
using technology and 21st century sciences to
support human development and creativity. Listen to
the children and the teachers.
The UN SDGs are the key to this puzzle and could aid
and support the curriculum throughout, assisting
schools to drive future essential aspirations within
tomorrow's adults today.
Thriving People
Burning2Learn

As we look around the world of education
there are so many positive people trying to
open the minds of our young.
Can we pull together to put fun and dreams
back into education.
The tick box world is dying, and new models
are emerging. Can you help with the
innovation and cultivation of these.
Motivating tomorrow's
adults today
Burning2Learn enables
free will in creativity, that
inspires change, that
motivates self-belief, that
builds confidence, that
empowers partnerships,
that challenges the status
quo, that delivers hope
and that has been built for
the sole purpose to
support the individual
which in turn supports the
local community."
Thriving People

www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Sir Ken Robinson has suggested that to engage and succeed, education has to develop on
three fronts.
First, that it should foster diversity by offering a broad curriculum and encourage
individualisation of the learning process.
Second, it should foster curiosity through creative teaching, which depends on high quality
teacher training and development.
Third, it should focus on awakening creativity through alternative didactic processes that
put less emphasis on standardised testing, thereby giving the responsibility for defining
the course of education to individual schools and teachers.
Successful school administration is a matter of fostering a helpful climate rather than
"command and control”
Sir Ken Robinson Ted talk in 2006 has been watched by over
46million people. It is hard to understand why the education
process/model we loosely call education has not really transformed
to be more relevant to the 21st century.
The world is changing so fast that our systems are struggling, can
we support the creative ones who speak out. Help Burning2Learn to
tip the balance to create an ‘education’ system that is truly child the
centred. Make the box fit the child not the child fit the box.
Our World Day will spend 40 mins looking at the 17 UN
Sustainable Development Goals (SDG) sometimes called the Global
Goals. schools@burning2learn.co.uk
Thriving People

MOTIVATING TOMORROW’S ADULTS TODAY
Burning2Learn
YOU CAN TAKE A HORSE TO WATER BUT
YOU CAN’T MAKE IT DRINK
Burning2Learn works closely with local
businesses, government organisations, and
young people in both schools and Scouting
groups. Looking through both local and global
lenses.
B2L recently introduced the UNSDGs to the
Cub Scouts. Asking them about which of the
17 goals they would like to find out more. They
choose to focus on Number 6: WATER They
were then asked to look at the amount of
plastic bottles they use in one week and
encouraged to look at the actions they take
and how to act locally to tackle a global
problem. Some brilliant ideas and
programmes were developed working both
individually and collectively.
B2L bridges the gap between education,
business and society asking 10-year olds
through to business leaders to understand the
power we all have.
Cultivating Tomorrow’s
Future Today
Thriving People

JOINING THE DOTS...
PLANT AN IDEA AND
WATCH IT GROW
After a Cub Scout meeting
talking about our impact on
our environment and the
UNSDG’s, one Cub Scout
decided to clean up his park.
He brought back a carrier bag
full of litter.
Large business and
corporations will discuss for
hours how to sort out such
problems, yet it starts with
one!
If we all adopted the same
attitude as this young Cub
Scout local and global
communities would be
transformed - it starts with just
one!
IT STARTS WITH ONE!
PLANT AN SDG AND
WATCH IT GROW
Sustainable Development Goals (UNSDG)
Thriving People
Burning2Learn

Burning2Learn
PATHWAY TO THE
FUTURE
Dr Amit Mukherjee’s story
rings out as we bridge the
gap between continents.
It was marvellous to hear Dr
Amit Mukherjee’s story of
how he transformed Tata
Steel’s failing hospital in India
into a larger profit-making
development. Burning2Learn
share Dr Mukherjee’s ethos
and values.
Honesty and integrity are the
foundation to build stronger,
healthier working relation-
ships and with this
foundation, businesses and
organisations can work
together to make stronger
communities for all.
With this collaborative and
undivided state of mind our
goals can and will be met.
THROUGH THE GENERATIONS
TRUST, FAMILY,
HONESTY AND
INTEGRITY ARE ALL
NEEDED TO BUILD A
STRONGER
COMMUNITY
One company at the heart of
change, Diligence provides
project management for a variety
of infrastructure projects,
bringing their business ethos into
the communities.
Giving to others is very important
to Managing Director, Nicola
Coppen. As a voluntary Group
Scout Leader at 1st North Cray
Scout Group, a School Governor
at Dartford Science & Technology
College and she is also a Business
Mentor to students at The Leigh
Academy in Dartford.
With these shared values, whilst
joining the dots and the pieces of
the puzzle, businesses and
communities alike can really make
a difference, both locally and
globally.
Change will come if we continue
with this shared ethos.
www.diligence-pm-services.co.uk/
COMPLETING THE PUZZLE
Ethical Leadership Asia
Plateau, Panchgani, India
Thriving People

Let Teachers Teach
Release teachers talents and they will unlock and develop our
children. With the world changing so fast skills sets are
being revaluated. Governments and societies are looking for
direction and are become stuck in research and action planning,
which fails to have impact
In 2013 Google evaluated their hiring hypostasis using their data
since 1998. To their surprise employees with high STEM (Science,
Technology, Engineering & Mathematics) skills were not at the
top.
Communication and listening were right up there. Let us all be
honest, we don't truly listen to others.
Burning2Learn’s success in education has come from
listening. Young people soon pick up on the fact that you are
takeing them seriously.
By this we are not saying all their views are correct but by meeting
people where they are and not judging their values or culture we
have captured their trust and thus their involvement.
Often our mindsets are stuck in the 1930’s. Co-creation and
collaboration are difficult for those in education to teach. This is
because the mindsets and structure of society tend to be all
about me.
The sense of collaboration can be seen in sport by the teams,
coaches and fans. A sense of belonging that does not need
academic rigour.
Free up our schools to collaborate in their communities. Place the
children at their heart, use technology to provide education that
meets the child’s emotional and other needs - then we will truly
develop them to their full potential.
Thriving People

It’s rare to mention Swanley and the United Nations
in the same sentence - we pulled them together to
stimulate a conversation about our town and in
particular Swanley Park.
The United Nations developed and launched the
Sustainable Development Goals in 2015 (known as
the SDG or Global Goals).
The SDG are a global framework with the aim of
creating a better world.
Educators can turn these global goals into local
activities. We all need to help them to gain traction
and understanding in our own communities.
Time is of the essence we need to move beyond the
theory today not next week, month or year
Find out how your knowledge can be share at the
level that your local school and community works at.
We all have values and cultures can we all translate
our vision to meet the needs of others.
Our approach at Burning2learn is empower peer to
peer learning, which then encourages critical
thinking and communication skills.
And is to ask children for help in this process and
allow them to take ownership of this process.
Burning2Learn is talking to people, including
children on 5 continents and we need your help.
Sophie (11 years) from Crockenhill eco Primary school designs rubbish bins to
match the recyclable material
Young scouts from 1st North Cray evaluating the UN SDG game with cubs
Taking words and turning them into actions
Thriving People

Education: organisation: society: Toffler
.. to ignore the relationship between the educational system
of the future and the media system of the future is to cheat
the learners who will be formed by both.
Revolutionary new forms of education will be needed that are
not based on the old factory model.
Knowledge (which includes such things as imagination,
values, images, and motivation, along with formal technical
skills) is increasingly central to the economy.
Social justice and freedom both now increasingly depend on
how each society deals with three issues: education;
information technology (including the media); and freedom
of expression.
A high-choice system will have to replace a low-choice system
if schools are to prepare people for a decent life in the new
third wave society, let alone for economically productive roles.
In the case of education, the re conceptualisation now
required is so profound, reaching so far beyond questions of
budgets, class size, teachers pay, and the traditional conflicts
over curriculum,......
Like the second wave TV networks, .... our mass education
systems are largely obsolete.
www.amazon.com/Third-Wave-Alvin-Toffler/dp/0553246984
The proposition that Soles can provide intellectual stimulus
and encourage children to achieve more than we previously
thought possible is entirely reasonable. So are the
propositions that children can benefit from collaborative
learning and that banning internet use from exams will get
trickier, to the point where it may prove futile. It’s worth
remembering that new technologies nearly always deliver
less than we expect at first and far more than we expect later
on, often in unexpected ways.
www.theguardian.com/education/2016/jun/07/sugata-mitra-professor-
school-in-cloud
Thriving People

www.Unicef.org
If we really do listen to what children and young people have to
say, we will see that they have interesting ideas and add great
value to finding solutions to problems.
We must move beyond seeing children and young people as
passive citizens, but rather as competent partners. UNICEF
demonstrates the reasons why children’s participation is vital:
• Because…A child whose active engagement with the world
has been encouraged from the outset will be a child with the
competencies to develop through early childhood, respond
to educational opportunities and move into adolescence with
confidence, assertiveness and the capacities to contribute to
democratic dialogue and practices within the home, school,
community and country.
• Because children have proved that when they are involved,
they can make a difference in the world around them…
• Because… The values of democracy, such as respect for the
rights and dignity of all people, for their diversity and their
right to participate in the decisions that affect them, are first
and best learned in childhood.
Authentic, meaningful participation prepares children for their
stake in the future.
Thriving People
EDUCATION :Active Listening

Change Process from Amber/Blue to Orange
www.clairenewton.co.za/my-articles/the-challenge-of-change.html
The Two Faces of Change
Always remember there is no 'reality'.
Change is neither good nor bad - it always
involves danger and opportunity.
Change involves danger because it begins
with loss.
• You have to let go of where you are, to get
to where you want to be.
• You have to leave something behind.
• Whether a change is positive or negative,
loss is always involved.
Change also always involves opportunity.
• The opportunity may not be obvious or
immediate. Sometimes you need to
search for it.
• Seeking the opportunity is a choice. This
choice depends on your own attitude.
Thriving People

www.earthcharter.org/news-post/uks-first-earth-charter-school/
EARTH CHARTER AROUND THE WORLD
The Earth Charter Initiative is a diverse, global movement comprised
of organizations and individuals that have embraced the sustainability
vision that the Earth Charter articulates and that use it in various ways
to guide the transition towards a more just, sustainable, and peaceful
world.
Click below to see information about activities in various
countries and this link to see the list of organizations from around the
world that are affiliated to the Earth Charter International.
Bournemouth’s Avonwood Primary School
When the little ones arrive at Bournemouth’s Avonwood Primary
School they are greeted with the positive mantra – to change the
world ‘it starts with one.’
Although they don’t know it yet, these four, five and six year-olds who
attend Avonwood are in a very privileged position; they are at the
UK’s first ever Earth Charter school.
Avonwood Primary opened its doors in September 2014 as
Bournemouth’s newest primary school and the first to adopt the
charter as the moral compass for all it does.
So from their early years’ curriculum right down to the school mascot,
the principles of the Earth Charter seep through everything
Avonwood does. And it was no surprise that when the idea for this
new school was conceived back in 2013 the Earth Charter would be
the heartbeat of its formation.
Avonwood is part of the Avonbourne Multi-Academy Trust, which has
endorsed the Charter’s ethos since 2008, when Bournemouth
Borough Council became the first Earth Charter local authority.
Thriving People
Earth Charter School

www.earthcharter.org/discover/the-earth-charter/
PRINCIPLES
I. Respect and Care for the Community of Life
1. Respect Earth and life in all its diversity.
2. Care for the community of life with understanding, compassion, and love.
3. Build democratic societies that are just, participatory, sustainable, and peaceful.
4. Secure Earth’s bounty and beauty for present and future generations.
In order to fulfil these four broad commitments, it is necessary to:
II. Ecological Integrity
5. Protect and restore the integrity of Earth’s ecological systems, with special concern for biological
diversity and the natural processes that sustain life.
6. Prevent harm as the best method of environmental protection and, when knowledge is limited,
apply a precautionary approach.
7. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s regenerative
capacities, human rights, and community well-being.
8. Advance the study of ecological sustainability and promote the open exchange and wide
application of the knowledge acquired.
III. Social and Economic Justice
9. Eradicate poverty as an ethical, social, and environmental imperative.
10. Ensure that economic activities and institutions at all levels promote human development in an
equitable and sustainable manner.
11. Affirm gender equality and equity as prerequisites to sustainable development and ensure universal
access to education, health care, and economic opportunity.
12. Uphold the right of all, without discrimination, to a natural and social environment supportive of
human dignity, bodily health, and spiritual well-being, with special attention to the rights of
indigenous peoples and minorities.
IV. Democracy, Nonviolence, and Peace
13. Strengthen democratic institutions at all levels, and provide transparency and accountability in
governance, inclusive participation in decision making, and access to justice.
14. Integrate into formal education and life-long learning the knowledge, values, and skills needed for a
sustainable way of life.
15. Treat all living beings with respect and consideration.
16. Promote a culture of tolerance, nonviolence, and peace.
Earth Charter School
Thriving People

www.fee.global/
Foundation For Environmental Education
Our programmes
With members in 73 countries around the world, our programmes represent the absolute cutting edge in Education for Sustainable
Development and Environmental Education.
While our Eco-Schools, LEAF and Young Reporters for the Environment programmes educate young people to cultivate a more
environmentally conscious approach in their lives, our Green Key and Blue Flag initiatives are known across the world for their promotion
of sustainable business practices and the protection of our valuable natural resources.
It is the vision of the Foundation for Environmental Education that our programmes empower people everywhere to live sustainably and in
an environmentally conscious manner.
Blue Flag
Pure water, clean coasts, safety and access for all
Learning About Forests
Getting back to our roots
Green Key
Unlocking sustainability in the hospitality industry
Young Reporters for the Environment
Giving our environment a voice
Eco-Schools
Educating the youth of today to protect the climate of tomorrow
Positive change on a global scale
We educate to protect. To protect not just our environment but the people who live in it, the communities who depend
on it, the businesses who profit from it and the ecosystems which rely on it.
Thriving People

Young Reporters for the Environment (YRE) aims to empower
young people to take a stand on environmental issues they feel
strongly about and to give them a platform to articulate these
frustrations through the media of writing, photography or video.
The programme offers these enthusiastic youngsters a chance to
make their voices heard and to feel that they are being listened to.
The ultimate goal of these young reporters is to highlight
environmental injustices and to have them righted by the
appropriate authorities, but the upshot of this is that these young
people get to feel like they can make a difference and hopefully
the opportunities provided by YRE engenders in them the desire
to continue to do so.
www.fee.global/
Foundation For Environmental Education
Ensure young people have power to be the change for
sustainability that our world needs by engaging them in fun,
action-orientated and socially responsible learning.
The programme’s greatest achievement is arguably the fact that it
produces generation after generation of sustainably minded,
environmentally conscious people. These individuals will carry the
behavioural patterns they uptake under the auspices of Eco-
Schools with them through life, in turn teaching the next
generation the habits to make a difference.
Each school follows a seven step change process and empowers
their young people to lead processes and actions wherever they
can.
Thriving People

Why We Need More Inside Out Education!
The main current emphasis on outside in, is damaging for students and society as a whole. Talents that don’t fit the
frame, are still talents. They are the ones that bring change and innovation. Suppressing individual talents is
diminishing students self worth, their capabilities, and their value for society as a whole. Not seeking how to make such
talents shine is therefore also theft of society as a whole and thus bad education. Please start addressing the whole
spectrum. Look for those all around the world that have developed approaches for this.
Balancing ‘Outside In’ learning with
‘Inside Out’ learning.
How to see if your school looks at the whole
student, and not just feeds knowledge.
These models started out from three basic
convictions:
1. Education needs to acknowledge that each
student has unique talents, quite possibly
outside the scope of (current) school.
2. In almost every behavior lie gifts or
possibilities enclosed that may, when well
placed and or well developed, benefit society.
3. Education that doesn’t stimulate its students
to be part of the global solutions we need,
harms our collective and their individual future.
Thriving People
EDUCATION : Balanced Curriculum Model - Floris Koot

An integral approach to education and
personal development.
In my practice I often teach all those aspects not
offered in traditional education. It’s not a miracle to
guess that many trainings within companies are all
about these aspects. Many employees and managers
have very limited grasps of one or more of these
aspects: what it means to be human, to be creative,
to be intuitive, to know what they themselves want,
showing courage, listening to ethics, being empathic.
Many are lacking emotional and spiritual intelligence.
However much money is made, this is global poverty.
A Basic Human Growth Model
The four corners of personal development.
This is a very simple model. Young people should
develop themselves in all these four directions to
help them become well developed humans, capable
to add and understand what they can offer to their
society. The previous model showed all aspects
needed to develop this. This model is more help for
the students to check their own progress.
Thriving People
EDUCATION : Integral Education Model & Basic Human Growth Model

The Neuro Programs are based on the Human Evolutionary Matrix (HEM), developed by Neuro Network, which highlights the human
journey in its various categories - phylogeny, ontogeny, physical, intellectual, emotional, civilizational and cultural.
‘Edu-cate’ in Latin means – to ‘draw out’
Ken Wilbur "Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We
educate for just a small part, a slice, a fragment of just what's possible for us...”
The Neuro Programs are based on the premises that: All children are intelligent and have a natural love and thirst for learning.
“To learn effectively children must have well-developed sensory motor processes. Reading, speaking and writing are seen as ‘the basics’ when
they are in fact extremely complex neurological tasks requiring the senses, muscles, nerves and the brain to all work together.”
Neuro Programs emphasise the importance of well-developed, balanced sensory motor integration
Early childhood development is ‘an orderly, predictable, inter-related, inter-weaving sequence of development that results in a
capacity for learning’
Thriving People

Neuro Programs have been delivered in schools to achieve the
following:
Enhancing critical ages and stages in early brain development to
create sound foundations for learning, intellectual, physical and
social skills for each child
Addressing the root causes within each individual for the various
challenges or ‘symptoms’ they display which are interfering with
physical, social, behaviour and intellectual performance
Enhancing the critical stages a posteriori, regardless of the various
challenges or ‘symptoms’ they display, which are interfering with
classroom performance and academic outcomes
Physical and mental activities, that are easy to implement
The Neuro Program emerged from the following principles:
All human beings are born with an “old brain” and a “new brain”
The “old brain” took a few million years to evolve
The “new brain” has been around for about 100,000 years
The old brain is the foundation that enables the new brain (our
‘thinking and learning’ brain) to function at our optimum potential
The Neuro Program and a Computer Analogy:
The old brain is like the hard drive and needs to be in the highest
working order
The new brain or cortical brain is like the ‘software or our thinking
brain that runs on the hardware
If the hardware is dysfunctional, the software will not deliver its
fullest potential and excellence
Neuro programs focus on developing the brain’s ‘hardware’
Developmental Ages and Stages:
Understanding the Foundations for Life
Midbrain
Cortex
Medula
Birth
2.5 mths
7 months
1 year
3 years
6 years
Pons
Cerebellum
new brain
old brain
or
brain stem
Spinal cord
Developmental
Journey
The Neuro Iceberg
CONSCIOUS BRAIN
Cor$cal Cogni$ve Func$ons
Organiza$onal Skills
Mul$ple Intelligences
Leadership
4 Dimension Celebra/on of Human Poten/al
SUBCONSCIOUS
Apprecia1on of Meaningful Integra1on
Mammalian Brain
3 Dimension Depth Percep/on
Survival
Rep1lian Brain
Fright and ﬂight
Ins1ncts & Intui1on
2 Dimension Linear in Time and Space
Autonomic Systems
1 Dimension Existence
Thriving People

Thriving People
The Human Evolutionary Matrix

What We Can Do:
Education focused on transformation from inside out, in a bottom up approach
Maximizing human potential through the neuro programs based on the Human Evolutionary
Matrix (HEM) is highlighted in this document. The neuro programs are about linking brain
development, human evolution and human potential. On a broad spectrum, this addresses
the human journey in its various categories integral to life: the phylogeny, ontogeny,
physical, intellectual, emotional, social, civilizational, cultural, religious and spiritual
components.
Background
Neuro Network has been setting a new trend in education by coaching parents and teachers
to enjoy being the best educators of future leaders. 'Edu-cate' in Latin means, to 'draw-out'.
In view of this, one objective of what we do is to facilitate for better understanding of the
multi dimensions of brain development as the springboard for tapping into human and
spiritual potential for all ages. Program activities that address brain development also deals
with the numerous labels we are diagnosed with (related to learning difficulties) including
the growing trend in mental illnesses manifesting at a much earlier age.
Globally a lot of money is being spent in two key areas:
a) assisting the younger generation to address a deepening social crisis
b) assisting indigenous communities to adapt to modern civilisation
The neuro program gives individuals a natural access to inner resources of balanced
development, critical thinking skills and consequences of behaviour including an intrinsic
understanding of universal values.
Wherever the neuro program has been delivered, it has enabled a three dimensional
appreciation leading to a higher perspective and spontaneous enthusiasm from within. The
noun enthusiasm comes from the Greek word enthousiasmos, from enthous, meaning
“possessed by a god, inspired from within.” Individuals develop leadership skills and initiate
taking responsibilities to becoming global citizens.
Neuro Network in Education
Thriving People

Neuro Network in Education
Using the Human Evolutionary Matrix (HEM),
which is measured against ‘Time and Space
coordinates’ we have a simple table of what we
can do through the neuro program to achieve
the ‘fourth dimension of human potential’
outlined in the HEM.
When implementing the activities outlined in the
above table, a much broader scope of noticeable
changes are also observed in the following
areas:-
The Qualities of the Human Template
• Multiple Intelligences
• Three Dimensional Appreciation of Life
• Competence in Fine Sensory Motor Skills
• Balanced Sensory Motor Integration
• Consistent Cross Coordination
• Likes and Dislikes
• Survival Instincts
Impact of Meaningful Integration Within
(Spiritual Template)
• Universal Values
• Harmony
• Compassion
• Contentment /Peace / Higher Purpose
• Perfection / Competence
• Intuition
See Urban Hub 7 for more detail
Human Evolutionary Matrix reference What We Can Do
Phylogeny – The
Physical Body
Intelligence
Reinforcing the Sensory Motor Hub -
Meaningful integration and appreciation of the
three dimensional perception. Here visual,
auditory and tactile pathways integrating with
mobility, language and manual skills to deliver
sound foundations for realising human
potential.
A physical developmental program is implemented
ensuring neurological wellness. This is based on
the early childhood sequential development, which
is the foundation for life and learning skills.
The body is the vehicle or temple and cannot
become the prison
Ontogeny – The
Physiological and
Breathing
Intelligence
Ensuring neurological development as a way of
life to enable well balanced functioning
individuals across all dimensions.
A program of yoga and breathing activities are
offered in combination of the foundational program.
Health is wealth
Intellectual /
Thinking
Intelligence
Learning the way the brain is wired to learn.
Right brain focus and education for critical
thinking. Tapping into the right brain functions
of the photographic memory and speed-reading
potential available to young children.
Values based education, inspiring confidence,
communication, critical thinking and solution finding
skills plus scholastic learning to deliver life skills
and academic excellence. Empower people to seek
or create their own enthusiasm from the inside out.
Emotional
Intelligence
Living life with enthusiasm, confidence,
cooperation and the ability to bounce back.
Free from fear and control dramas
Healing the inner child and training individuals to
have the needed resources to deal with their
subconscious fears, rigidities, belief systems and
obstacles to inner freedom.
Cultural and
Civilizational
Intelligence
Maintaining the strengths of the cultural
traditions and being able to transcend into the
21st century technology, innovation and life
style demands upon us all.
Providing leadership training to achieve a global
perspective. Living the vision of the global family in
the global village with shared universal values.
Spiritual
Intelligence
Grace, peace, inner harmony, living for a higher
purpose and for the common good.
Inculcate the practises of quiet time, deep listening,
discernment, right action, reconciliation, building
trust and forgiveness.
Thriving People

www.presencing.com
Thriving People
EDUCATION : Matrix of Educational Evolution

EARTHwise Centre
Education:
EARTHwise Youth Custodianship
Empowering our Youth by training them (and
their caregivers/teachers) in developing the
competencies, wisdom, and skills to become
Custodians for our collective thriveability is
one of the most important tasks of our
societies. This is clearly outlined in UN Agenda
2030 for Sustainable Development and it’s
SDGs. To implement these commitments,
however, requires a whole system approach.
This starts by re-envisioning the role and
purpose of education. It also requires a
decoupling of educational policies and goals
from our mainstream economic models that
are currently driving goals and outcomes that
are incompatible with the SDGs. These are the
principles we work with, as part of our
Education for Sustainability programme.
EARTHwise Centre is a wisdom-based enterprise providing custodianship, leadership, value-creation, regenerative
design, capacity development, holistic education, and vision development for our collective flourishing
and actualisation. We support organisations to raise their standards and develop internal capacity and leadership for
ecological value creation and thriveability. We bring the heart back into our human activities and networks
Thriving People

EARTHwise Centre
Educational Principles for cultivating Youth
Custodianship.
1. Holistic development of the child – Aim to
facilitate each child’s unique and natural
development holistically and systemically, with
full respect and care for the child and his/her
unique circumstances and capabilities.
2. Value based education – Support children to
discover and develop their intrinsic
custodianship values experientially. These
values include, among others, care, love,
mutuality, respect, listening, reciprocity,
compassion, empathy, gratitude, playfulness,
and curiosity. Provide projects and learning
tasks that inspire children to discover,
experience, and apply these values
experientially.
3. Learning by being part of the world – Facilitate
learning tasks that support children to feel at
home in the world, and especially in their
natural environment. Contextualize learning in
“dialogue with place”, to develop relationships
of care and custodianship for the places in
which we live, and the people and beings we
share this with.
4. Encourage whole-self development – Support
children to discover, develop and actualise
their whole-self potentials - physically,
emotionally, intellectually and spiritually - in an
integrated way.
5. Sustaining and enhancing the learning
potential of the child – Through playful
systems thinking exercises, practices of care,
and innovative learning methodologies
keep learning fun, meaningful and applied
to the whole self development of the child.
Contextualise their learning experiences to
the real life challenges that matter to them
by facilitating their development from within
these challenges.
6. Create ecosystems that learn from and with
the children - Develop and implement
holistic evaluation indicators that engage
children to provide and receive meaningful
feedback, as conscious learners within the
larger ecosystems in which their learning
takes place. Align these with the SDG goals,
and implement this into the curriculum
systems.
7. Learning from and for the future – Inspire
higher educational standards based on a
positive vision about the purpose that
education is meant to serve, within the
context of our current sustainability
challenges. Empower children as the Future
Custodians for thriveable societies, based
on regenerative design principles and
practices of deep care for our planetary and
collective wellbeing.
EARTHwise Education for Sustainability
Schools, Mauritius
Thriving People

Thriving People

Learning Power is an interdependent set of 8 human
qualities, values and capabilities that combine to
determine an individuals learning effectiveness in a
given context.
Researched, Identified and captured in a formal
diagnostic tool by University of Bristol, England, the
researchers found these dimensions exist in all of us
and, while some may be more natural to use than
others, we can all improve any of them.
As learning power improves through practice, our ability
to perform, including the quality of our thinking,
decision-making, self-awareness and interpersonal
effectiveness also improves.
The Learning Power model has been developed,
extended and scaled by Learning Emergence LLP, a not-
for profit partnership working globally to embed
Learning Power diagnostic and improvement tools and
processes in education, business and social change
organisations.
Learning Emergence is in the process of driving a
transformational change in its ability to deliver
Learning Power Improvement via the build of a mobile
Learning Power Improvement app and supporting
Learning Analytics platform.
Learning Power:
www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Thriving People

www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Thriving People
Learning Emergence:
A CLARA profile is a research-validated
self-report questionnaire which provides
immediate feedback to individuals about
their learning power on eight dimensions.
It forms a framework for a coaching
conversation designed to support the
alchemy which converts self-diagnosis
into strategies for change.
Anonymised feedback provides
facilitators and leaders with information
about culture change.
Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and
Goldspink, C. (2015) Developing Resilient
Agency in Learning: The Internal Structure of
Learning Power. British Journal of Educational
Studies, vol. 63, Issue 2, pp.121- 160.
http://dx.doi.org/10.1080/00071005.2014.9040
38

Integral UrbanHub
Co Creating Emergence
Thriveable Cities
1 Paul van Schaik
integralMENTORS
1
Urban
Hub

Urban Regeneration
The development of an inclusive neighbourhood Plan

4 Paul van Schaik
integralMENTORS
2
Urban
Hub
Integral UrbanHub
Virtual Worlds
Thriveable Cities
13

Education
No one person, company, town or country can
achieve the Global Goals on their own, but if we work
together, we can achieve anything!
Burning2Learn believes we can do it together.
From an education point of view, water is key to
our survival and we need to take this message into
education and help young people visualise that their
small drop will be the ripple that creates change.
As the Global Goal 6 talks of clean water and sani-
tation in the western world, we often fail to see this as
a problem because we just turn on a tap and we have
water instantly.
Can schools and communities support our water
companies and governments to value their role in
solving this problem? As we look around the world,
we are finding the likes of Southern Water in the UK
and Hunter Water, in Australia engaging with young
people and their communities to address this issue.
Think Global Act Local create a day,
a week or month of action in your
community

Education
GEL Summit 2018, United Nations Geneva 300 young people tackle the Global Goals
If we look at the UN SDG’s, it apparent that water
impacts on most, if not all other goals.
This requires young people to look at complexity and
problem solving as they bring forward their solutions.
With new developments being created in cities and
towns, young people could be given an opportunity to
be a part of the decision making process, whilst taking
into account the UN SDG’s. After all, they are
tomorrow’s residents and potential urban planners.
They will be also very much impacted upon with regard
to the forthcoming devastating effects of climate
change.
Global
can the United Kingdom help South Africa create water
security?
Local
Can Southern Water (UK) encourage customers to reduce
usage from:
130LTR per person to 100LTR per person?

Education
WORKING WITH THE COMMUNITY
Hunter Water, based in Newcastle in the Hunter
Region of New South Wales, Australia is working
closely with their local community schools.
Almost 300 students from a local primary school,
aged from 6yrs - 11yrs old participated in a project
arranged by Hunter Water. Students were shown the
“hook video” describing the water resilience
problems faced in the Hunter. This alerted the
children to the fact that water is a finite resource.
A group of Year 4 students participated in an
excursion to Hunter Water where they participated in
a range of activities about ‘source to tap’, as well as a
tour of the catchment area around Grahamstown
Dam, the Hunter’s primary water source.
Another local primary school is also about
to commence a project and take part in visits to
Hunter Water.
39 students from a secondary school participated in
a project and they were challenged to come up with
their own ideas about solving the real world
problem of water scarcity.
Students continued working on various projects
when they returned to school. Hunter Water will be
hosting a gala event on 10th December to
showcase the projects undertaken at the school.
The Hunter has experienced a period of drought so
this has made the conversations around water
consumption and water resilience more relevant.
What we use What we should use
191 litres 172 litres

Water is the key to our survival.
We need to value this vital resource!
Einstein said “we cannot solve our problems with the
same thinking we used when we created them.” With
this in mind, we are asking for your help to solve the
problem you face in your community with water.
If you’re not experiencing any problems from lack of
clean drinking water at present, can we ask you to
increase the depth of your thinking to take this
question into your school and community.
Be the open mind that can address this problem!
Education
Jacques Cousteau

integralMENTORS
1 Paul van Schaik
5
Integral UrbanHub
Dancing with the Future
Thriveable Cities
Urban
Hub

"We move from part to whole and back again, and in that
dance of comprehension, in that amazing circle of
understanding, we come alive to meaning, to value, and
to vision: the very circle of understanding guides our
way, weaving together the pieces, healing the fractures,
mending the torn and tortured fragments, lighting the
way ahead -- this extraordinary movement from part to
whole and back again, with healing the hallmark of each
and every step, and grace the tender reward."
Ken Wilber

Community Co Creation – Vision 2030 Alan Dean
Making The Change

Making The Change
The World Association Sustainable Development,
19th conference was held in London June 2019 pulling together
communities from around the world. Sharing their findings
whilst evaluating opportunities to collaborate with each other.
Whilst we all talk about working together many minds are
trapped in a “what’s in it for me” attitude . This stubborn
mindset can not stop the tsunami of change we are all facing.
We have not enough lifeguards to save 7.7 billion people.
Time to train the surfer that can ride the Tsunami of change
Many bright people are not being heard. We often feel that we
are banging our head on a closed door, the challenge is to stop
and think, are we talking to the makers or the takers? Our guess
is that 80+% will take your energy and waste it. 10+% will want to
act but not yet, so without a shadow of a doubt will teach just
the less than 10% who want to learn.
Speed is of the essence and many will fall by the wayside - we
can’t wait for them. We require elite surfers, we will make
mistakes, share what we get wrong and what worked so others
don’t make the same mistake.
Working on the edge of chaos we hope to save many people.
E-Learning can become a vehicle of choice, but to be effective we
require an understanding of learners cultures and value and also
which global goals are the most important at this stage. Seek to
find safe places for those pioneers in your communities. Leaders
are too wrapped up in trying to make the current model work.
They are overburdened, now is the time to build resilience into
yourself, your family, your street and then your town.
Remember the aeroplane safety talk, place your own oxygen
mask on first before you help others.

Making The Change

Making The Change
Today is a listening & being day
Tomorrow is a doing day and next week is a reporting week,
success and failures. It sounds simple but believe it or not people
are open too it, we have tried and so often we failed.
We cultivate communities so that they can help each other to co
create their own future in the present.
The sense of belonging breaks down when society choose to see
people merely as data. Coders are not required to build in
unintended consequences’. Their codes deals with yes or no, 1 or
0 inputs. When people don’t fit the boxes they are often seen a
problem (computer says no).
This struggle to align the energy of the town to the outcomes of
poor community engagement creates a lack of trust on both
sides.
Time poverty and the desire to scale up rather than scale out has
to be addressed.
Only together can we move in the right direction.
n l e y
Education
Gender
Equality
Water
Energy
Work
&
Income
Food
Climate
Action
Life at
Sea
Life on
Land
Peace
Justice
Health
Alan Dean Founder/Managing Director
Burning2Learn UK Ltd
Motivating tomorrows adults today

Making The Change

Urban Hub 24 Alan Dean

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