In Those Years
In those years, people will say, we lost track of the meaning of we, of you we found ourselves reduced to I and the whole thing became silly, ironic, terrible: we were trying to live a personal life and yes, that was the only life we could bear witness to
But the great dark birds of history screamed and plunged into our personal weather They were headed somewhere else but their beaks and pinions drove along the shore, through the rags of fog where we stood, saying I -- Adrienne Rich, 1992, hat tip to Jim
My favourite scene from the Life of Brian starts with Brian appearing at a window, trying to get his crowd of misinformed followers to leave him alone. He is, in fact, not the Messiah, and exasperated, he tries to tell them that they have it all wrong.
“You’re all individuals!” he cries, to which the crowd responds, in unison, “Yes! We’re all individuals!”
“You’re all different!” cries Brian. “Yes! We are all different!” the crowd replies again.
And then a single voice, with a slightly melancholy edge, quietly says, “I’m not.”
He is shushed.
This diabolical twisting of the Individual — Collective polarity has been on my mind over the past few years. At the beginning of the pandemic, I had the briefest moment of hope that the world would suddenly wake up to pulling together and looking after our public good. We created universal basic incomes, which made the most significant difference in poverty alleviation in my lifetime. We undertook mass public health campaigns to keep vulnerable people safe and not allow our medical and health systems to get too overwhelmed. We even briefly saw our planet’s health rebound as cars and airplanes, and industry generally slowed down or stopped, and the skies cleared.
But it wasn’t sustainable. It was a temporary fix to a global problem and didn’t address the underlying causes of poverty, public health crises and climate change. Within a year, we had splintered and fractured. “We lost track of the meaning of we,” as Adrienne Rich wrote in 1992, “we found ourselves reduced to I and the whole thing became silly, ironic, terrible.”
I have been on holiday these past two weeks, on Maui, and I’ve had time to read and think and rest. One of the books I took with me is Johann Hari’s Stolen Focus, a recent book that traces how our attention has been stolen by social media, schooling and the workplace. Deirdre, who recommended it to me at Jessica’s Book Store in Thornbury, Ontario, last month, said it made her quit social media.
The book isn’t entirely about social media – it’s much more extensive than that – but the history of social media’s colonization of our attention forms a big part of the book. Hari traces the rise of surveillance capitalism, delivered through the toxic and amoral algorithms that drive us into deeper and deeper echo chambers at a pace and a way that steals our attention before we are aware of it. The need to keep eyeballs on the app instead of the world around us drives us apart. At one point, he asks the provocative question about why Facebook can’t help us connect physically with friends and like-minded folks nearby so that we can make something together or enjoy an evening together. Why does it not recommend amazing projects and activities we could do with friends? It could easily do all of this. It could quickly help us build community, have a good time together, and make a lasting impact. But it doesn’t, and it won’t because the idea is to keep eyes on the app and keep people out of the physical world, which requires them to put down their phones and play.
Hari traces the origins of the psychology of social media back to the behaviouralist researchers and teachers who taught the cabal of engineer-capitalists that built this world in Silicon Valley. Nothing new there, perhaps, but what is different is that one can see how it works on one’s own mind. It is a chilling read because it lays bare capitalism’s unapologetic agenda that uses everything it can to generate wealth regardless of the impact.
Our attention is a battleground and a landscape that surveillance capitalists will exploit as readily as an oil company will exploit a shale play. The difference is that oil companies are subject to government regulation about what they can and cannot do, and surveillance capitalists are not. There is no environmental protection for the pristine nature of our creative minds. The predators have been given free rein to exploit it all.
The result is that we have become radically disconnected from each other. And the pandemic made it much worse as we retreated into our bubbles and became more reliant on social media for connection while at the same time being fed a steady stream of the stuff that is guaranteed to keep us engaged with apps and not each other. I think I first heard the term “doom scroll” in 2020. I recognize it in myself as the embarrassing desire to read one more stupid thread of misinformed comments. It makes me feel self-righteous. I can take on a few transphobes or racists from the safety of my own house. But that doesn’t make a change in the world. Half the time, I might even be arguing with robots.
But of course, this is precisely the cognitive-chemical loop that creates deep attractor basins that keeps us at home, on our devices, facing a massive barrier of inertia to get up and do something. Hari points out that this is not simply a problem that can be addressed by individual actions and habits, like putting away the phone at night in another room. While those are essential strategies for reclaiming attention, Hari clearly points out how attention-stealing is systemically enabled.
I can feel it in my work with TSS Rovers FC as we build this football club and enlist volunteers, spectators, and fans. To try to make a culture around something positive that requires people to come out and participate is to buck the forces of the entire world of surveillance capitalism that wants us on our phones and not in the stands singing and supporting young men and women, co-creating community, having fun together.
A couple of weeks ago, I was having dinner with a friend, and we discussed the crisis of belonging in our world. This has been an important concern in her research and advocacy work over several decades, which has led to all manner of crises, including mental health, development for young people, and our general tenor of social relations at the moment. I think it even contributes to the most significant issues like climate change, which arise from disconnection from each other, our natural world and the community of living things threatened by the actions of our species.
This affects all of us. Our phones and laptops have handy apps that can tell us how much time we spend on our screens, particularly on our social media apps. It is way more than you think. Thinking about places where you spend MORE time than on your social media apps is helpful. To which community do you really belong? WHOSE community do you really belong to? And, do you REALLY belong?
At the moment, I have a few activities outside of work that activates flow in my life: playing music, cooking, volunteering with both TSS Rovers FC and the Rivendell Retreat Centre, writing, gardening, and hanging out with my beloved and my kids. And altogether, I wonder if I STILL spend more time on my phone than doing these things, WHICH GIVE ME JOY. Even as I am typing this, my little tracker tells me that, on holiday, I averaged almost 4 hours of screen time daily.
These past two weeks, combined with Lent, have given me a welcome respite to reconsider my relationship with the thieves of attention who rule my life. Social media is an important part of my life and is probably how you and I are connected.
But Hari points out that the stealing of attention has existential impacts. It might be what prevents us from concentrating enough and spending the time we need together to address and move past existential crises like climate change, populism, and the threat of nuclear war. Suppose we cannot give more time to the collective problems of now because we are instead tilting at the AI-generated windmills of Facebook and Twitter. In that case, we will not be able to find one another, collaborate and perform out of our skins in the service of a viable future for this planet, its creatures, and its people.
From the time my daughter was born in 1997, my partner and I went hard on studying learning theory to understand how kids learn, what’s good for them and how to support their growth. These little beings don’t come with instruction books. It’s hard enough to learn how to feed and maintain them, let alone figure out how to help their brains and hearts grow.
We studied for a lot of years and gradually landed on the work of John Holt, an educational psychologist who, in the 1960s and 1970s, studied how children fail in the Boston school system. Motivated by that work, he later wrote a book called “How Children Learn” which was a seminal text in what became the movement of “unschooling” or “life learning.” This is, to some, a radical approach to homeschooling children.
In the early 2000s, along with a few other families on Bowen Island, Canada where we live, we created a publically-funded homelearning support community called Island Discovery Learning Community. There, our children could come together with other kids and adults, with teachers and resources, and even with curriculum and assignments, to engage in self-directed learning in the community.
Unschooling is a serious commitment and we did this with our children until they were 13 and 10 respectively, following their leads, and guiding them until they chose to go to school. At that point, we treated their choice as another step in their learning journey and at the end of every year, checked in with them about whether they wanted to keep doing that. They said yes, and have both since made their way into university – our daughter first as a jazz musician and now studying psychology and criminology, and our son going part time to explore subjects that might interest him, currently focusing on economics.
I share with you this history so you know that I have some experience in what many of you are facing right now. Kids at home, not feeling like you are qualified to teach them anything, not knowing what to do and maybe even afraid that without school they will be set up for failure in life. It’s all real.
SO to give you some hope, I want to share a few key principles and practices that work when you are homeschooling kids. Your mileage may vary.
First, relax. Even if your kid took a whole year off school, it is not going to lasting damage to them. You are not falling behind, and your kids isn’t losing an advantage by spending a tremendous amount of time away from a classroom. Things will be fine. Trust me.K
Don’t replicate “school” at home. This is a recipe for failure. Your home is not a school and probably the last thing your kid wants is a full scale conversion of their living and playing space into a school run by a nervous parent who is trying to replicate a mass education institution with no good grounding in theory or practice. Your home needs to be a home, especially now, and it needs to be a place of safety and security and love for your kids. Try to avoid doing things that place pressure on your relationship and that cause the child to become angry, resentful, or distant. If your school district is giving your child work, make sure it doesn’t take up the whole day. Remember that they need time to goof off and let off steam. So do you, probably.
Notice that you are all learning all the time. Leaning always happens best in context. Your kids will have ample opportunity to practice reading, math, epidemiology, art, music, video editing, writing, research, cooking, animal care, mutual aid and support, ideation, design, technical skills acquisition, and life skills right now. Just like they do every day. Just like you do every day. Learning doesn’t stop, especially in a context that is always challenging and offering up new experiences. What you can do is take time to notice what they are learning, collect examples of their work and build a portfolio together. Homeschooling families do this all the time because if you never go to school, this is how universities court you to attend their programs. On your body of work.
Kids learn at different speeds. For busy parents who are not intimately involved in their kids’ education, it might come as a surprise to realize that your kids all learn things at different speeds. Our son taught himself to read at 4 years old. Our daughter didn’t start reading until she was 10. They both learned to read in a couple of weeks when they were ready to. If you are getting homework from the school and it seems to be taking your kid ages to grasp a concept that is because it takes them ages to grasp a concept. They might not even be ready to grasp it. They are not broken. There is not something wrong and they are not “losing.” You might need to put aside that concept and do something else. Don’t forget there is nothing essential for them to learn right now in this moment. You could spend months trying to teach a kid something when they aren’t ready to learn and find out that a year or two later, they get it right away. Don’t force it.
Adopt this simple pedagogy: STREWING AND CONVERSATION. Seriously, these two practices took us through a decade and a half of support our children’s learning. Strewing means that you flood you environment with interesting things – books, websites, podcasts, videos, games, challenges, work, interesting people – and you watch to see what they attach to. When they show some interest in something, engage them in conversation with genuine curiosity. Ask them questions so that they can teach YOU about the topic. Don’t quiz them or judge where their attention goes. Even if they spend hours playing Fortnight, get in there with them and understand what they are doing. Ask them questions about how they make decisions, come up with a strategy and work together. I daresay that you will learn something from having them teach you about situational awareness, rapid-cycle strategic iteration, and real-time collaboration.
Love them above all else. Can I just bluntly say, that being a parent right now is fucking hard. You’re not failing if you’re feeling that. Your kids are anxious, worried, and carrying a lot as they move through this disruption in their lives. They can’t see their friends and they are possibly even beginning to hear stories of people they love who are getting sick. If they can’t focus on schoolwork, don’t force them to. These are traumatizing times. What they need right now is probably a good hug and a cry. I’m not sure that is an age-dependent need, actually. The most important thing of all is to love them and care for them right now. Make them as happy as possible right now, because that is what will help them stay resilient, and that is the most important thing.
Every year, to celebrate St’ David’s Day, Dave Snowden has shared a series of posts on the evolution of the Cynefin framework. This year he introduced the newest version. The framework changes, because as we use it, it has an evolutionary journey towards “better” and more coherent. Not every branch in its evolution has had helpful components, but I find the current iteration to be very useful because it is both simple to use, easy to introduce, and yet has quite a bit of depth.
During the pandemic, I’ve been using this version of it to help people think about what to do and this is how I propose to tour you around it as well.
First, it’s helpful to orient people to the framework. To begin with, it has five domains: the one in the middle, plus four others. It’s helpful to think of the domains as a slope, starting high in the bottom right and tapering counterclockwise around to the bottom left. The domain in the middle is the most important for me, and the most underappreciated. It is the domain of Confusion (it used to be called Disorder). The domains on the right side are “ordered” meaning that stuff there is largely knowable and predictable, and problems are solveable. These Clear or Complicated domains are, distinguished by the number of interactions going on – the more parts in the system, the more Complicated it is – and the level of expertise required to know what the answer to a problem should be.
The domains on the left side are “unordered” meaning that situations are unknowable and unpredictable. This is the world of Complexity and Chaos. These are distinguished by the way the system changes, self-organizes, and creates emergent phenomena. Complex systems exhibit emergence and self-organization, and Chaos exhibits the lack of any meaningful constraints a sense of randomness and crises.
The further you go counterclockwise, the more unordered and unstable the system is. If you go clockwise, you introduce stability and order to the system. Stability lies clockwise of where you are now and instability lies counterclockwise. It is important to note that this is true until you get to the boundary between Clear and Chaos. That is like a cliff. One falls off of the Clear domain into chaos and it is difficult – if not impossible – to recover and clamber back up to the well-ordered world with Clear answers.
Most helpful for understanding strategy and the use of the framework is understanding how constraints work. From Clear to Chaos, one can move through the framework using constraints: Clear systems have fixed constraints that can break catastrophically and can be repaired easily f you know what you are doing. Think of a water leak. If you know how to repair it, it is a simple matter to do so. If you don’t, you fall off that cliff into Chaos quite quickly, and it takes a lot of time to get back to normal.
Complicated systems allow for a little more latitude in practice and so have governing constraints, such as laws and procedures. Break them at your peril, but also discuss them to make sure they govern activity in the system well.
Complex systems are characterized by enabling constraints which give rise to all manner of creativity, emergence and self-organization, but which can also be immutable. Think of the laws of physics or principles of evolutionary biology that seem to generate a huge variety of systems and living beings. But we don’t have a creature that can breathe by oxidizing neon, because neon doesn’t oxidize.
Constraints in complexity can be quite tight and still contribute to emergence and creative action. Think of the way the rules of the haiku form don’t tell you what to write, but instead offer guidance on the number of syllables and lines to use: three lines of five, seven, and five syllables. These simple constraints give rise to tremendous creativity and inspiration as you work to create beauty within a distilled form.
In Chaos the absence of constraints means that nothing makes much sense, and all you can do is choose a place to act, apply constraints and quickly sense what comes next. This is what first responders do. They stabilize the situation and then figure out whether a technical expert is needed (to operate the jaws of life) or whether the situation needs to be studied a bit more (so we know how a pandemic actually occurs and the different ways a new virus operates in the human body).
That’s the basic orientation to the framework. There are additional features above that are helpful to note, including the green zones of liminality and the division of the Confusion domain into A and C, standing for Aporetic and Confused. Aporetic means “at a loss” and indicates an unresolved confusion, or a paradox, which is just fine. Sometimes things need to remain a little murky for a while. “Confused” refers to the state of mind where you just aren’t getting it, and you don’t understand the problem. It’s often the result of a failure to see past one’s own biases, habits, and entrained patterns of solving things.
Contextualizing your problem
One meaning of the Welsh word “Cynefin” is “places or habitats of multiple belonging.” The name of the framework references the fact that in any situation of confusion, you are likely to have all five types of problems or systems at play. So when you are working on trying to understand a situation, start by assuming you are in Confusion. As much as it is tempting to look at all situations related to COVID-19 right now as Chaos, they aren’t. In fact, the desire to do see them that way is actually a key indicator that you are in Confusion. When I am teaching this framework, I sometimes label this domain “WTF?” because that is precisely what is happening here. We don’t know what’s going on, we’re confused, and we’ve never been here before. Any data you collect about a problem should all go into the Confused domain first.
From there you can ask yourself where things belong. This is called a Cynefin contextualization and is a core Cognitive Edge method for working with Cynefin. It works like this: you literally put as many aspects of your situation on individual post-it notes as you can, put them in the middle of a table and sort data into basic categories according to these criteria:
- If the aspect is clear and obvious and things are tightly connected and there is a best practice, place it bottom right.
- If the aspect has a knowable answer or a solution, has an endpoint, but requires an expert to solve it for you, put it top right.
- If the aspect has many different possible approaches, and you can’t be sure what is going to work and no one really has an answer, put it top left.
- If the aspect is a total crisis, and you are overwhelmed by it, put it bottom left.
- If you can’t figure out which domain to put the aspect in, leave it in the middle for now. NOT EVERY POST IT NOTE NEEDS TO GO IN THE FOUR OUTER DOMAINS.
Now you have a table with five clusters of post-it notes. You can do lots of things with your data now, but for me, the next step is to have a look at the stuff on the right side. Make a boundary between the stuff you can do right now (Clear) and the stuff you need an expert to help you with (Complicated). You can cluster similar pieces of data together and suddenly you have little projects taking shape.
In the top left corner (Complex), make a distinction between things that are more tightly constrained and things that are less tightly constrained. Think of this domain as a spectrum from closed to open. For example, moving my work online is constrained by needing a laptop and some software, and a place to work and some hours in the day to minimize interruptions. Those are fairly tight constraints, even though I know that I’m not going to get it right the first time around and no expert will solve it for me. I have to make it work for my context. Figuring out how to manage a team of eight people from home is much less constrained, and even comes close to chaotic. So that gives you a sense of the variety possible as you move from the boundary between Complicated and Complex and the boundary between Complex and Chaos. And you can see now why the liminal spaces exist there too. It’s not always clear cut.
Anything else on the left side that is overwhelming is in Chaos, so leave it down at the bottom left. If it is an actual crisis, you probably should take care of it right now and then come back to your framework later!
Stuff that is still confusing stays in the middle and you might want to take a crack at sorting things into Aporetic and Confused. An example of Aporetic might be trying to figure out whether you have the virus or not without being able to get tested. Because you can’t know for sure, you have to hold that knowledge in suspension and let your actions be guided by the idea that you might have it, but you might not too. But you might. You just can’t know right now.
So now you have options:
- For Clear aspects, just do them. Don’t put them off either, because failing to do so will drop you into chaos. WASH YOUR HANDS OFTEN FOR 20 SECONDS WITH SOAP. That’s an order. Orders work well here.
- For Complicated aspects make a plan. You might be able to find someone to help you learn the technical aspects of setting up a zoom meeting. You’ll definitely find videos and technical documentation to help you do it. You can learn that skill or find someone who knows it. This is what is meant by Sense-Analyse-Respond. Do a literature search, listen to the experts, and execute.
- For Complex problems, get a sense of possibilities and then try something and watch what happens. Figuring out how to be at home with your kids is pure complexity: you can get advice from others, talk about with friends and strangers, read blog posts and tweets, but the bottom line is that you need to get to work and learn as you go, engaging in a rapid iterative cycle and see if helpful patterns emerge. As you learn things, document practices and principles that help guide you in making decisions. If rules are too tight, loosen them. If the kids need more structure, apply it. Finding those sweet spots requires adaptive action, and learning as you go. Here we talk about Probe-Sense-Respond. Don’t worry about collecting tons of information before acting: it won’t help you past a certain point. Act on a hunch first and monitor the results as you go.
- Liminal complexity means that you are choosing to enter into proximity to either Complicated or Chaos. if you apply constraints (like enforcing rules on the kids) you are moving complexity towards the ordered domains. That might work, but too much rigidity will create problems. On the other hand, if your constraints are too rigid you may find yourself unwittingly creating patterns that make it hard to flow with the changing times. And so you release the constraints until you can discover something new and helpful, and then apply constraints again to help you manage in complex times. An example might be adopting the assumption that you are a carrier of the virus and letting that assumption guide your behaviours. That helps you to make choices that will probably benefit you and the people around you. (And here are some heuristics to practice with if you have kids at home during the pandemic)
- For chaos, you are going to need to apply constraints quickly and maintain them until the situation stabilizes. That might mean self-quarantine if you are infected and sharing a house with others. It might mean relying on emergency services to impose those constraints for you.
- For confusion, think of this as the top of the fountain and as new data enters your system, add it there until it trickles into the right domain. I like to revisit things that are in this domain from time to time, because as I get to work on stuff, sometimes my confusion about other things disappears, or sometimes I find a true paradox that can never be resolved and those are delightful in themselves.
So, to conclude
In summary:
- Cynefin is a five (expanding to seven) domain framework. Whatever you are doing probably has aspects of all the domains at play at any given time.
- If you need to learn something, or discover new things, loosen constraints. If you need to stabilize a situation, tighten constraints.
- In the Ordered domains, rules, laws, and experts are helpful and should be obeyed. In the unordered domains, principles and heuristics should be adopted that are coherent with goodness, safety, and care, to guide behaviour and learn new things.
- In chaos, stabilizing the situation is most important. Act now to restrict your actions and once things are stable, make the next move.
Be careful, be aware, be connected, learn and share as you go. None of us have been here before, so offer grace and support. Try to look at what is happening and suspend your judgement. Don’t spread information unless you know it is reliable, and help each other out.
Just thought I would share this piece of communication from my son’s school. he attends a middle school that has a unique focus on its approach to learning and character development and there is a lot I like about it. I especially like the way there are certain traditions that flow, giving a time for mentorship and responsibility. Check this out:
November 1st Late Start
It has been a tradition for the grade six class to try and formulate a valid argument (i.e. in the Practical Reasoning class) as to why students should be allowed to come late to school (i.e. 10:30) on November 1st (the day after Halloween). Given that the older students often tutor the younger students with the best arguments over the years, it is a fair bet that the students will win their argument. Just a heads-up, then, that it is almost certainly the case that there will be a 10:30 start on Thursday, November 1st. Off-island students can therefore board the 10:00 ferry, if they choose. Note that the school will be open at 8:30 am as usual for those students who need to come in early, in any case.
As a life learner, my son has chosen to attend this school as part of his learning in life. It’s stuff like this that confirms my insticnts about his ability to choose his mentors and his learning opportunities to balance wisdom and fun.
Just read an article on how the fear of failure is the greatest thing holding back innovation in the business world. One reads these kinds of articles all the time. The essence is that unless we can let go of fear or deal with our deep need to be in control at all times, innovation is stifled.
This is true of course, but I see few articles that talk about how fear of failure in built into the architecture of the organization.
We live in an expert driven culture. Kids raised in schools are taught at an early age that having the answer is everything. Children raise their hands and are given points for the correct answer. Marks and scores are awarded for success – failure gets you remedial help, often crushing dreams and passions at the same time.
In the post-school world, most people are hired in a job interview based on the answers they give. There are millions of words written on how to give a stellar job interview, to land the job of your dreams. It is has to do with giving the right answers.
And so it is no surprise in the organizational world that I see success as the the only way forward and failure as “not an option.” For leaders, embracing failure is almost too risky. Despite the management literature to the contrary, I see very few leaders willing to take the risk that something may fail. Sometimes the failure is wrapped in competence – it’s okay to fail, but not to have losses. In other words, don’t do something I can’t repair.
This is because few of these articles talk about some of the real politiks of organizational life. It’s not that I’m afraid to fail – it’s that I am afraid to lose my job. When there is a scarcity of political capital and credit in an organization, there are multiple games that are played to turn failure into a way to screw the other guy so I don’t lose my job. Blame is deflected, responsibility is assigned elsewhere, and sometimes people will take credit for taking the risk but will lie the failure at the feet of someone else. It’s relatively easy to play on the expert driven culture to advance your own causes at the expense of another’s failings.
The answer to this is for leaders to be engaged in changing the architecture of fear and failure in the organization. It means hiring people into their areas of stretch, not into their areas of core competence. It means embodying risk taking, and creating and maintaining a culture of risk and trust. A single betrayal destroys the fabric of a risk taking team.
I think that means going beyond simply having corporate pep rallies to celebrate failure, or giving incentives for the “best failed idea.” It goes to creating a culture of conversation and collective ownership for successes and failures. It means standing with each other and not advancing your own interests at the expense of something that was tried. It means deeply investigating on an ongoing basis the ways in which we hold each other accountable so that we may work with grace and support, to rush in to help when things go sideways instead of lobbing accusations from the sidelines.
Without changing the architecture of fear, embracing the fear of failure is impossible.