PEOPLE
APPRAOCH
STUDENTS
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APRAOCH

Create Meaning
through what you do by understanding why you are doing what you do.
Create Relationships that can foster collective intelligence and commitment across domains and differences.
Create Disruptively to unlearn what we are used to in order to see and build what is needed.
LEARNING
DESIGN
RESEARCH
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Transition Learning is facilitated in Learning Labs for students, high potentials, or cross generational groups that wish to build the capacities to navigate the 21st C chaos and uncertainty, while leaving a meaningful footprint in society through their vocation.
Learning Labs vary from summer schools to workshops, retreats, and long term programs.
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impact intervention designs are short, high intensity breakthrough sessions of between half a day and two days. We use social technologies for collective deep learning, system-innovation, and back casting with a particular attention for the human relationships that are needed to realize the visioned results. If needed they are unconventional.
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Our action research generally takes place in Transition Labs that service the high end of organizations that individually or collectively embark on a pioneering transition. Transition Labs do not facilitate reorganizations, but are designed for deep system innovation for a resilliant society. This means they are particularly dealing with chaordic, unpredictable, and complex constellations where there is a defined will for sustainable reinvention.
CREATIVE COLLABORATIVE RESEARCH
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A great metaphor we find in the artistic research of the sculptor İlhan Koman, here brilliantly visualized by Candas Sisman. Integrated learning is a continuous interaction and transformation between movement and form. The approach of creative, or generative research follows this dynamic:
I hear, and I forget
I see, and I remember
I do, and I understand
I create, and I belong

WHAT IF IT IS ABOUT KNOWING WHAT TO DO WHEN YOU DON'T KNOW WHAT TO DO..
Thieu Besselink speaks on the role of structure and freedom in Quest Learning.
INSPIRATIONS
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Systems Thinking is the process of understanding how things influence one another within a whole. In nature, systems thinking examples include ecosystems in which various elements such as air, water, movement, plants, and animals work together to survive or perish. In organizations, systems consist of people, structures, and processes that work together to make an organization healthy or unhealthy. Learning also takes place within an ecology. Peter Senge's Fifth Discipline is an example of the application of systems thinking in organisation development.
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Open Space Technology (OST) is an approach for hosting collaborative innovation meetings, corporate retreats, symposiums, and community summit events, focused on a specific and important purpose or task—but beginning without any formal agenda, beyond the overall purpose or theme.
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Panarchy is a term taken from ecology which describes the way smaller and larger cycles of evolution and change can influence each other across level in an ecosystem. It gives a strong framework for analyzing system change, and determining possible places for intervention.
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Biomimicry (from bios, meaning life, and mimesis, meaning to imitate) is a design discipline that seeks sustainable solutions by emulating nature’s time-tested patterns and strategies, e.g., a solar cell inspired by a leaf. The core idea is that Nature, imaginative by necessity, has already solved many of the problems we are grappling with: energy, food production, climate control, non-toxic chemistry, transportation, packaging, and a whole lot more.
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Otto Scharmer makes a wealth of knowledge on the creational process accessible to a large audience with Theory U. He starts with the recognition that the quality of an intervention depends on the interior condition of the intervenor. That is, the attention and intention of the person who intervenes. Theory U is a research into that source and provides an approach for deep innovation on the basis of the insights of the research.
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The philosophy of John Dewey captures the needs of our time better than most current philosophy does with its integral view on development.

“Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.”

“Education is not preparation for life; education is life itself.”
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Richard Sennett has been a great inspiration especially for his humanistic approach to practical philosophy and his insights on craft, collaboration, and the social bonds by which we build our cultural and physical fabrics. We live in ecologies of meaning with social and physical forms by which our individual experiences are shaped, and which can be shaped by our experiences in turn. This is not a harmonious process, but what keeps us free and connected in a complex society is the conflict and disruption through which we grow as people and communities.
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Bauhaus was not only a school of architecture and design, it was a movement that reinvented what it meant to be human in the modern age and gave it a form language, and physical manifestation. We are passing the modern age and it's industrial paradigm now and are leading into a new constellation of values, needs, beliefs, technologies, and social constructs. This comes with its own ideas about what it means to be human. The spirit of Bauhaus and its commitment to discovery by creation is a great inspiration for our transition movement. Read the Walter Gropius' manifesto.

JOURNALS & RESOURCES

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Journal for complex adaptive systems
COMPLEXITY
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CANADIAN JOURNAL OF ACTION RESEARCH
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Systems thinking
SYSTEMIC PRACTICE & ACTION RESEARCH