I have recently come into a set of three nice 1/2lb juggling balls from Higgins Brothers (“The Physical Intelligence People”).
Teaching myself to juggle has been a great learning practice. I first learned how to juggle in 1984, with three tennis balls, in my parents basement. The flow kicked in while I was watching the CBC news magazine program “The Journal” as Barbara Frum was interviewing the Ethiopian foreign minister about the famine in his country. That is how sharp my awareness was that evening: I can remember exactly what was happening when I finally got three balls to cascade.
Fast forward about 20 years and here I live on this island with a whole bunch of homeschooled kids around me. One of them, my 15 year old friend Calder Stewart is an excellent juggler and a good juggling teacher. And his dad, Paul, is even better. Paul juggles all the time. On the ferry, waiting for the bus, in the line up at the store…and he always has a new trick or two that he is working on.
And then, my friend Ashley falls in love with Thomas Arthur who is the best space sculptor I have ever seen and he comes to visit with Ashley and shows me a few things. So I’m a lucky guy. Lots of teachers around, lots of people better than me and a nice set of good tools.
And all of that goes to facilitating flow, because for me that is what it is all about. Keeping three balls in the air, and making them do things like change direction or bounce off walls is a beautiful, accessible physical flow practice for me. When we reach flow, we are more likely to practice, and when practice more, we reach flow more.
Calder and I were talking today and he was saying that he drives his dad crazy because he never “practices.” I told him that I never “practice” either. I just play. All the time. Whether it is music or juggling. I never pick up my flute ormyt jugglign balls just to practice. I always pick up my tools to play to get to flow. Play as practice, practice as play.
Maybe one day I’ll get like this. The thing to notice about this video is not the technique (which is astounding) but the flow he is in. Imagine being in THAT spot? Wow.
Wait till Thomas posts a video of his work sometime and you’ll see someone who does even more amazing stuff with a much simpler approach.
On Monday I was up in Kamloops taking part in an annual gathering called the “Stop Sexual Exploitation of Children and Youth” Conference. That’s a mouthful but it’s a truly wonderful annual gathering hosted by The Justice Institute of British Columbia (itself a great thing we have here in BC).
I was asked to come and deliever a workshop on dialogue and deliberation methods with youth, and so I showed up to do that. In my design I though it would be cool to see if I could give people a tast of what it feels like to be engaged so deeply that we experience emergence. I wanted people to experience what it feels like to work from their strengths and have something appear about youth engagement that no one person brought into the room with them. And I had 2.5 hours.
I began where I always begin, telling the story of the quadrants, and mapping the four open space practices in some detail (link opens a .pdf). Instead of filling in my own practices, I asked people what their practices were and we filled in the map together. This is important, because people truly do know how to do opening, inviting, holding and grounding. It’s just a matter of turning their attention to how they do it.
After that, we moved into an opening practice, with a bit of an Appreciative Inquiry experience. I invited people to pair up and interview one another on the question of “Tell me a story or two of a time when you felt deeply engaged by others. What might we learn from that about engagement in general?” People spent a very short time interviewing – 10 minutes each – and then they returned to the circle.
Next I gave them a taste of The World Cafe and we moved into fours to process some of this learning. The question for the first 20 minute round was “What can we learn from these reflections about deeply engaging youth.” After the first round was over, the groups mixed up and continued exploring the question. At the end of the second 20 minutes, I asked them to remain in their spots and turn their collective minds to discerning “What ideas want to hatch now?” The third round was quieter and more deliberate.
Finally we reconvened in a circle and I invited reflections about where we were at after spending this time thinking through this work. We got a number of ideas, including thoughts about deep listening, about approaching youth where they are, both physically and emotionally and about showing up completely authentically in engagement and with curiosity about where the process might lead. There were also a number of “aha’s” about detaching from outcomes.
In just over an hour and a half, using nothing but the resources and stories of the people in the room we did experience a little bit of emergence and a I think everyone got some good ideas out of the session. If we had had more time, I would have then worked with the most interesting ideas (as determined by the group) and perhaps split people up into little design teams to figure out how these principles might work in a grounded engagement process. Then we could have melded these conversations together into some tools and approaches that might be useful.
I think the biggest learning for people was just how fast learning can take place when you are engaged in deep conversation about stuff that matters. And how the most important person in that kind of process is not the facilitator or the teacher, but the experts you are surrounded by, and the stories and experiences of your own life, seen in a new light.
I have been watching my five year old son learn to read.
My son lives in a family of autodidacts. Almost everything we know and do in this family arises from self-teaching. We unschool out kids and have been largely influenced by the work of John Holt, Joseph Chilton Pearce and John Taylor Gatto in this matter.
When we were deciding which educational path to pursue with our kids, we discovered Holt’s writings. But the choice to unschool is one thing…having the rubber hit the road is another, and the true test of our commitment would come around reading writing and arithmatic. If there is anxiety that is shared by parents who unschool or homeschool, it is on these fronts.
We very much use the principles of Open Space when creating the learning environment for our family. That includes “When it starts is the right time” which is not a principle widely applied to children’s learning. In fact much of the anxiety that infects the education system in the western world would probably be alleviated if more people made use of this principle.
The fact is that kids learn to do things at a wide variety of times, despite the myth that they should be developing along some pre-determined time line. My daughter for example, who is eight now, has an incredible auditory memory and an incredibly subtle sense of narrative structure and story. She has been listening to audio books for probably 5 years now, and I daresay that she has been exposed to more literature in her short life than most of us have. She has consumed literally hundreds of books, plays and novels, and she can recount plot details, pieces of dialogue, characters (including being able to predict what a character might do out side of the context of a story). In the process she has learned a lot about sociology and psychology not to mention geography, history and ethics.
But she came late to reading. In fact it has only really been this year that she has been reading more but she still gets more story out of her ears than her eyes.
My son on the other hand is the opposite. He hasn’t really cared much for audio books, but for the last year he has been intently handling Tintin books and he’s been read to, and just in the last few weeks, it appears that he can now read some pretty sophisticated stuff by himself. He hasn’t been taught to read. He has just sat with the materials, watched the practice and let it seep in. He wanted to know what Tintin and Captain Haddock were saying to one another, and now he knows.
Holt talked about these things. He talks in this interview about his philosophy to reading:
I think the teaching of reading is mostly what prevents reading. Different children learn different ways. I think reading aloud is fun, but I would never read aloud to a kid so that the kid would learn to read. You read aloud because it’s fun and companionable. You hold a child, sitting next to you or on your lap, reading this story that you’re having fun with, and if it isn’t a cozy, happy, warm, friendly, loving experience, then you shouldn’t do it. It isn’t going to do any good.
I think children are attracted toward the adult world. It’s nice to have children’s books, but far too many of them have too much in the way of pictures. When children see books, as they do in the family where the adults read, with pages and pages and pages of print, it becomes pretty clear that if you’re going to find out what’s in those books, you’re going to have to read from that print. I don’t think there’s any way to make reading interesting to children in a family in which it isn’t interesting to adults.
Holt is describing creating a learning environment where emergent learning can take place. My experience this year with my kids has shown me that there is nothing mechanical about learning to read. Instead, kids are best served if they are immersed in an environment where they can “couple with the field.” Simply handling books in an environment where all of us read was enough to get my boy reading. In Holt’s book “Learning All the Time” he tells the story of a school in the Netherlands where reading is taught by having kids sit with adults and simply read. When the kids get stumped by a word, they ask and the adult gives them the answer. What works is not some pre-packaged curriculum, some extrinsic rewards mechanism or compulsion and threats. It’s the creation of a supportive and caring environment where the kids can explore the skill for themselves and get the support they need when the need it.
So this is what my kids continue to teach me. Create a caring and supportinve environment, live by the principle that whenever it starst is the right time, and watch as learning happens.
[tags]reading, john holt[/tags]
I’m reissuing this invitation to join Michael Herman and I here on Bowen Island, British Columbia for an Open Space Practice Retreat from April 18-20, 2006.
This is an intensive retreat for leaders, managers, facilitators, consultants, community activists, and anyone else who wants to open more space for renewal, visioning, learning and productivity — in business, government, educational and community organizations. This is an opportunity for deep learning about leadership and change, in the context of the practices that support facilitating Open Space.
Folks who will find this useful include leaders, managers and facilitators working with very complex issues, requiring the cooperation of diverse stakeholders, where conflict is quite possible (if not already present), and where there is an urgent need for right action. Anyone looking for a way to get beyond business as usual, for better, faster and cheaper results on our most important issues and opportunities will find benefit here. The depth of this program has much to offer the most seasoned leaders and facilitators, including experienced users of [tag]Open Space Technology[/tag].
This three day residential retreat will look indepth at the the work Michael and I have been doing on the Four Practices of [tag]Open Space[/tag].
We’d love you to consider joining us. Visit the retreat page for more information, and feel free to pass it on.
From Jack Ricchiuto’s blog:
I want to riff off the comment on the ‘Free Speech’ post by zenmaenad: In my experience, when the issue seems to be free speech, the deeper issue usually has to do with responsible *listening*.It surfaces a significant distinction between free speech disconnected from listening and free speech that flows from listening.
I’ve been thinking about this in a variety of contexts, but the one that comes to mind is the kind of listening we do when we are receiving a teaching. Traditionally, in First Nations communities and in other traditional settings, when Elders are teaching, listeners engage in a kind of deliberate discernment. The point is to hear the underlying truth of the story being told, to believe not the truth of the story’s “facts” but the truth of the myth itself.
This came up elsewhere this week with a post at Anecdote as well, about the truth contained in narratives. I think this arises largely because in the west we have forgotten these practices of listening to stories and observing the world as interpretational acts, in which we see everything around us as a teaching. The history of the past 500 years has been the history of trying to figure out how to reach an objective consensus about things. This weighty cultural thread has created a situation where conversations about stories, if they are conversations at all, seem to be about clarifying the facts.
The deeper truths, the embedded teachings, are lost if we put too much weight on this. That’s important because if you are setting out into the world to learn something, whether it is a personal quest, or with a group, on behalf of an organization or as a member of an inquiry team, simply getting at the facts does nothing to propel your trajectory to a new level. Instead, you are left solely with the facts and very little else to suggest how one might transcend the situation that gave rise to those facts. Developing the capacity to hear all stories as teachings is an incredibly valuable practice.
Categories: facilitation, dialogue