Global Education Futures

Learning
Ecosystems
An Emerging Praxis
For The Future
Of Education
Learning
Ecosystems
An Emerging Praxis
For The Future
Of Education
Основной вариант логотипа

Learning Ecosystems: An Emerging Praxis
For The Future Of Education
Published by:
Moscow School of Management SKOLKOVO & Global Education Futures
Authors
Pavel Luksha
Jessica Spencer-Keyse
Joshua Cubista
Design Team
Daria Frolova
Mona Ebdrup
Cover Photo
link
For more information and to explore opportunities

for collaboration visit Global Education Futures:
www.globaledufutures.org
Abstract
The increasingly complex and interdependent environmental, social, economic,
and cultural challenges facing humanity within our biosphere indicate a clear
need for societal transformation toward viable and life affirming futures. Learning
ecosystems unite diverse stakeholders in collective learning for mutually beneficial
outcomes that lead toward desired futures that work for humanity and all life on
Earth. Through this research the authors explore case studies that reflect diverse
approaches to the co-development of learning ecosystems from around the
world inspired and influenced by biology, ecology, social movements, technology,
cosmology, design, innovation, and systems leadership. This research builds
upon the 2018 Global Education Futures report “Educational Ecosystems for
Societal Transformation”. The insights reflected in this report explore (1) the skills,
knowledge, and ways of being that support life-long and self-directed learning, (2)
approaches to ecosystemic learning, and (3) how educational systems can support
collective flourishing, shifting our global society toward long-term resilience and
thriving. Learning ecosystems are emerging as an interdisciplinary response to
the increasing complexity of the 21st century. At a time in which humanity is
changing the very trajectory of evolution on Earth, learning ecosystems offer a
praxis for the future of education that can profoundly shift the way we learn and
shape our future together.
Note To Readers: 2020: A Time of Unveiling
We hope this note finds you, your family, and your Furthermore, in 2020 COVID-19 reached all continents
communities as healthy and strong as can be in but Antarctica, sufficiently contagious and deadly to
a time of crisis and massive change around the be recognized as the worst pandemic in 100 years.
world. The research and writing of this report was While the pandemic was not a surprise to epidemiol-
completed in January 2020. However, we are now ogists, futurists, and wisdom keepers who have been
at a bifurcation point where the character of global aware of this kind of threat for years2, as a society,
civilization is in flux. We are in a time of awakening in the face of such rapid change, we are being forced
to the depth and breadth of the complex, systemic, to question the status quo of our current societal
and interconnected challenges facing humanity, such structures and the trajectory of our future on Earth.
as truly reckoning and addressing structural violence Furthermore, as it relates to education, due to the
and racism, a global pandemic, our climate crisis, pandemic in early 2020, within a month and a half,
mass extinction and biodiversity loss, and global the world stopped going to schools and universities.
political, social, and economic injustice. As adrienne By mid-April, over 1.7 billion learners were staying at
maree brown suggests “Things are not getting home; this equals 90% of all enrolled learners in the
worse, they are getting uncovered. We must hold world3. The majority of learners and families strug-
each other tight and continue to pull back the veil.”1 gled toward various forms of online learning. This
shift rocked educational systems and many of the
For thousands of years our human legacy has been underlying structural challenges within human systems
shaped by the colonization of peoples and places were magnified during the crisis. Although it is too
causing historical, intergenerational, and current day early to anticipate the shape that the education sector
harm toward fellow humans and the ecologies we will take in the future, some indicators of change are
call home. Colonialism continues, generation upon already visible: A) online & EdTech are here to stay4,
generation, inflicting harm to this day. Our modern B) new curriculum for changing realities is required5,
human systems have been built upon the legacy of C) we need human-centred approaches to developing
our shared past. In 2020, people are globally waking learning pathways6, D) multi-stakeholder partnerships
up to and revolting against the systemic violence, are on the rise7, and E) we need justice-led practices
inequity, and injustice that our systems produce. informing the evolution of educational systems8.
While the statues and systemic structures that have
glorified horrific choices are being toppled, primarily Around the world there are learners, families, commu-
our political, military, economic, health, and educa- nities, and multi-stakeholder collaboratives who are
tional systems are largely stuck in patterns that creating alternatives for how we may learn together
reinforce the very suffering many around the world now and in the future. In a time of crisis we hope
seek to heal. It is time to radically re-imagine how that the pioneers of the perspectives and practices
we co-create new systems that reflect our most featured in this report support all people and our
cherished values and support the emancipation of all Earth in healing and moving toward thriving together.
people and life on Earth.
1
http://adriennemareebrown.net/2017/02/03/living-through-the-unveiling/
2
E.g. Millennium Project work: http://107.22.164.43/millennium/Global_Challenges/chall-08.html
3
Derived from https://en.unesco.org/covid19/educationresponse (accessed April 14, 2020)
4
https://www.weforum.org/agenda/2020/03/4-ways-covid-19-education-future-generations/
5
https://www.project-syndicate.org/commentary/covid19-great-economic-mismatch-by-dennis-j-snower-2020-04
6
https://www.kqed.org/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning
7
https://www.4sd.info/covid-19-narratives/14-march-2020-covid-19-narrative-four/
8
https://books.google.ca/books/about/Pedagogy_of_the_Oppressed.html?id=oKQMBAAAQBAJ&printsec=frontcover&source=kp_read_
button&redir_esc=y#v=onepage&q&f=false
Foreword
Preface: Learning Together
Introduction: The Future of Learning 1
1. 1.1 21st Century Challenges and Opportunities 2

11
1.2 The Future of Education
1.3 Why Ecosystemic Transitions 24
The Purpose of Learning Ecosystems 35
2. and Emerging Definitions

36
2.1 Learning From Ecosystems
2.2 Changing Forms: Defining Learning Ecosystems 44
2.3 Purpose of Learning Ecosystems 56
Conditions for Ecosystemic Learning 71
3. 3.1 Enablers
3.2 Hindrances
72
80
Ecosystemic Leadership & Learning 87
4. 4.1 Ecosystem Thrivalists 88

4.2 Weaving a Web of Relationships 97
4.3 Gardening Ecosystems 103
4.4 Ecosystem Acceleration 108
4.5 Ecosystem Lifecycles 112
Rising Momentum 117
5. 5.1 Emerging Principles for Learning Ecosystems 118

5.2 Co-creating the Practice of Learning Ecosystems 121
5.3 Final Reflections 123
Afterword 125
About the Authors 130
Gratitudes 134
Appendix 136
Case Study Profiles 136
PPP Mapping 149
CORE Mapping 151
How can we build a culture that facilitates learning, How

7
Foreword
By Andreas Schleicher,
Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General
at the Organisation for Economic Co-operation and Development (OECD)
How can we build a culture that Creativity in problem solving requires the
facilitates learning, unlearning and capacity to consider the future consequences
of one’s actions, evaluate risk and reward,
re-learning throughout life?
and assume accountability for the products of
one’s work. This suggests a sense of respon-
Tomorrow’s learning systems will need to sibility, and of moral and intellectual maturity,
help learners to think for themselves and join with which we can reflect upon and evaluate
others, with empathy, in work and citizenship. our actions in the light of experiences and
They need to help learners develop a strong personal and societal goals.
sense of right and wrong, a sensitivity to the
claims that others make on us, and a grasp of The conventional approach in education is
the limits on individual and collective action. often to break problems down into manageable
At work, at home and in the community, people bits and pieces and then to teach learners
will need a deep understanding of how others how to solve these bits and pieces. But
live, in different cultures and traditions, and modern societies create value by synthesising
how others think, whether as scientists or different fields of knowledge, making connec-
artists. And whatever tasks machines may be tions between ideas that previously seemed
taking over from humans at work, the demands unrelated. That requires being familiar with
on our knowledge and skills to contribute and receptive to knowledge in other fields. In
meaningfully to social and civic life will keep today’s education systems, students typically
rising. learn individually and at the end of the school
year, we certify their individual achieve-
The growing complexity of modern living, ments. But the more interdependent the world
for individuals, communities and societies, becomes, the more we need great collabo-
suggests that the solutions to our problems will rators and orchestrators. Innovation is rarely
also be complex: in a structurally imbalanced the product of individuals working in isolation,
world, the imperative of reconciling diverse but rather an outcome of how we mobilise,
perspectives and interests, in local settings share and integrate knowledge. The well-being
with often global implications, will require of societies depends increasingly on people’s
people to become adept in handling tensions, capacity to take collective action.
dilemmas and trade-offs. Striking a balance
between competing demands — equity and
freedom, autonomy and community, innovation
and continuity, efficiency and democratic
process — will rarely lead to an either/or
choice or even a single solution. Individuals will
need to think in a more integrated way that
recognises interconnections. Empathy, adapt-
ability and trust are underpinning this.
Foreword
Learning systems therefore need to become Learning systems need to better recognise
better at helping students learn to develop that individuals learn differently, and in
an awareness of the pluralism of modern different ways at different stages of their lives.
life. That means teaching and rewarding They need to create new ways of providing
collaboration as well as individual academic education that take learning to the learner and
achievement, enabling students both to think that are most conducive to students’ progress.
for themselves, and to act for and with others.
The challenge is that developing these Learning is not a place, but an activity. Future
cognitive, social and emotional capabil- learning systems need to use the potential of
ities requires a very different approach to technologies to liberate learning from past
learning and teaching and a different calibre conventions and connect learners in new and
of teachers. The challenge is to make teaching powerful ways, with sources of knowledge,
a profession of advanced knowledge workers with innovative applications and with one
who work with a high level of professional another. The past was divided — with
autonomy and within a collaborative culture. teachers and content divided by subjects
But such people will not work as exchangeable and students separated by expectations of
widgets in education systems that rely mainly their future career prospects; with schools
on administrative forms of accountability, and designed to keep students inside, and the
bureaucratic command-and-control systems rest of the world outside; with a lack of
to direct their work. Modern learning systems engagement with families and a reluctance to
need to transform: the past was about partner with other schools. The future needs
received wisdom; the future is about user-gen- to be integrated — with an emphasis on the
erated wisdom. Instruction in the past was inter-relation of subjects and the integration
subject-based; instruction in the future needs of students. It also needs to be connected, so
to be more project-based, building experiences that learning is closely related to real-world
that help students think across the boundaries contexts and contemporary issues, and open
of subject-matter disciplines. The past was to the rich resources in communities. Effective
hierarchical; the future is collaborative, recog- learning environments are constantly creating
nising both teachers and students as co-cre- synergies and finding new ways to enhance
ators. professional, social and cultural capital with
others. They do that with families and commu-
In the past, different students were taught nities, with higher education, with businesses,
in similar ways. Now learning systems need and especially with other learning environ-
to embrace diversity with differentiated ments.
approaches to learning. The goals of the past
were standardisation and compliance, with Now, these things are easy to say, hard to do.
students educated in age cohorts, following This is where the publication of this report
the same standard curriculum, all assessed at makes such a difference. It not only develops
the same time. The future is about building a coherent framework for future-oriented
instruction from students’ passions and learning ecosystems that can enable and
capacities, helping students personalize their facilitate a lifelong and lifewide learning
learning and assessments in ways that foster culture — it also illustrates how designers,
engagement and talent. It’s about encouraging connectors, storytellers and sensemakers can
students to be ingenious. implement this framework successfully.
Preface: Learning
‘straightforward’ measured outcomes in the
format of quantitative test scores. However, in
Together
an increasingly automated and digital society
our own unique human skills such as creativity,
empathy, and adaptability are all of increasing
value and are not reflected in these previous
Humanity in the 21st century is facing unprec- ‘measurements’ that are largely based upon
edented opportunities and existential chal- industrial and assembly line learning.
lenges unique in the history of our species.
While each generation preceding us had their In the face of many entrenched dynamics in
own great challenges, we are in the midst of traditional education systems we are also
a “perfect storm” of exponential technological seeing the rise of various future focused and
and digital transformation, ecological crisis, holistic learning approaches dedicated to fore-
socio-economic flux, and intergenerational sight, exploratory and anticipatory methods
culture clashes whilst increasingly holding which consider the whole person, complex
the power to effect change on a global scale. challenges, and opportunities for collaborative
We are now faced with an opportunity that is learning. This then suggests that we may be
nothing less than the determining of the evolu- at a turning point where education systems
tionary trajectory of both our species and life are ripe for a shift toward being shaped by
on Earth. In our ever increasingly intercon- the future rather than our past. This shift will
nected world, many of the choices humanity is require us as learners and educators to culti-
making as a species is jeopardizing life as we vate a commitment to honoring the past while
know it. These challenges, however, underscore dedicating our best efforts to longer-term,
hidden opportunities of our time in history; sustainable approaches of inquiry, learning,
the immense pressures we are facing and the and leadership that address the incredible
strain we are placing upon the biosphere can challenges we face.
help us understand the life support systems
upon which all life depends and take action in In response to the clear need for societal
life affirming ways today, for our future, and transformation toward viable futures, learning
the future of generations to come. ecosystems are emerging as a practice of
uniting diverse stakeholders in collective
In educational systems today, as Tom Hierck learning for mutually beneficial outcomes.
succinctly phrases, “we have 21st century This includes developing our collective intelli-
students being instructed by 20th century gence to create collective impact with diverse
adults using 19th century pedagogy and tools stakeholders. Ecosystemic approaches are
on an 18th century school calendar.”1 Educa- emerging across many sectors and disciplines
tional systems, as systems in general, oft as a natural response to increasing complexity,
function to preserve the status quo keeping a way of organizing relationships and activities
them largely similar in design and function to that go beyond institutional or societal silos.
our past rather than our future. Whilst many This shift in the context of education requires
inspiring and influential pedagogists across the an evolution in our approaches to learning
ages have provided us with guiding lights and at all levels from birth to adult and elder-
insights on their commitment to understanding hood. This report features emerging practices
how and why we learn, on a mass scale it has dedicated to the co-development of learning
proven difficult to ‘measure’ the implications ecosystems and builds upon the work of the
of human learning on our biosphere. Conse- 2018 Global Education Futures (GEF) report
quently, we have developed many relatively “Educational Ecosystems for Societal Trans-
formation” a result of GEF’s global education Contributors draw upon normative (the rules
forums from 2014-2017. This work engaged that you are supposed to follow vs. what could
over 500 leaders from 50 countries who were be done) definitions of ecosystems (explored
brought together to explore the future of in section 2.1 and 2.2) as guidelines, inves-
education and how learning can be a leverage tigating how different sectors and disciplines
point for creating thriving futures for all. use the term ecosystems as it relates to educa-
tion and learning today. Normative definitions,
The goal of this work is to illuminate how including exploring the conditions of what
learning ecosystems can be a new horizon learning ecosystems are, and are not, were
for evolving educational systems by show- identified to help clarify which case studies to
casing (1) what skills, knowledge and ways include in this research. Contributors (learning
of being will help children, adults, and elders ecosystem leaders and their projects) were
lead fulfilling and thriving lives, (2) why selected for interviews based upon demon-
ecosystemic cultural practices, organisation strated commitment to 1) intentionally inte-
processes, resources and execution can serve grating learning solutions and/or experiences
individuals and communities in their learning for positive impact into their educational
journeys throughout their whole lives, and (3) practices and, 2) engaging and organising
how educational systems can support human in collaborative relationships with a diverse
flourishing that will also transform our global set of stakeholders both within and outside
society toward long-term resilience and of academia. The perspectives represented
thriving for humanity and the biosphere. This in this report includes various approaches to
report suggests that holistic and life affirming A) organising education for lifelong learning
learning ecosystems offer us optimal path- pathways and, B) aligning learning processes
ways to meaningfully engage in this complex with other domains, e.g. technological or
and necessary inquiry. social innovations. Various learning ecosys-
tems featured in this research follow various
The research that forms the foundation types of dynamics, such as:
for this report explores the emergence of
learning ecosystems as shaped by those who Ecosystems that create conditions
are leading the development of this practice for social or cultural innovation and
around the world. This report features the development (Social Innovation Canada
insights from nearly 40 ecosystem leaders Ecosystem represented by Joshua Cubista,
across the spectrum of education systems. The Evolutionary Learning Ecosystem
The field of learning ecosystems is nascent initiative of the Metta Learning project
and as such the body of research is only in Argentina, represented by Alexander
beginning to grow. The qualitative perspec- Laszlo, Ashoka represented by Laura Hay,
tives and insights from the leaders who were ASCD as represented by Sean Slade, WISE
engaged through this research brought this represented by Zineb Mouhyi, Metaversity
report beyond what a purely quantitative data represented by Alena Surikova, Forum for
analysis may have provided. Whilst the exam- the Future represented by Daniel Ford,
ples of developing ecosystems in this report Buckminster Fuller Institute represented
are by no means exhaustive, it does feature a by David McConville & Kurt Przybilla)
wide array of cases that are at various stages
of development, from a number of different
countries, and diverse approaches to ecosys-
temic learning.
1
https://www.tomhierck.com/2014/11/11/what-is-the-value-added-in-schools-today/
Ecosystems that create conditions as the Innovation Unit, Global Education

for increased just and fair opportu- Leaders Partnership, Forum for the Future,
nities in circumstances of gender, KnowledgeWorks Foundation and the Univer-
economic, and ethnical inequality sity of Cambridge. Furthermore, the co-au-
(Dream a Dream represented by Vishal thors of this report have convened a number
Talreja, MI Sangre Foundation represented of ecosystem acceleration programs and
by Catalina Cockduque, TAPP Foundation ecosystem learning initiatives that add to
represented by Gaby Arenas, Imagination the perspectives outlined throughout. These
Afrika represented by Karima Grant, Fair programs, conducted with and by actual and
Education Alliance represented by Gina emerging ecosystemic leaders, served as labo-
Cicerone) ratories for co-developing and verifying many
frameworks presented in this report. More
Ecosystems that support technolog- details on some of this work can be found in
ical innovations and development Section 4.4. Contributions were initially exam-
of teams of technological entrepre- ined collectively through thematic analysis
neurs and developers (NMITE repre- (drawing out themes) to examine patterns and
sented by Michael Stevenson, LenPoli- gain new insights from those in the field on the
grafMash represented by Kirill Soloveychik, emergence of learning ecosystems in various
AkademPark represented by Levan Tatu- contexts.
nashvili)
This research explores 1) how practitioners
Ecosystems that become a layer of and leaders are defining educational or
urban civic development and expand learning ecosystems, 2) the motivations
citizen opportunities for learning inspiring the creation of learning ecosystems,
and wellbeing (Cities of Learning at the 3) the perceived purpose of learning ecosys-
RSA represented by Rosie Clayton, LEGO tems, and 4) enablers and hindrances for the
Foundation represented by Halima Begum, conditions of learning ecosystems to grow.
Educaio360 represented by Ismael Palacin, Across these areas of interest it has been
CommunityShare represented by Joshua identified that relationships are particularly
Schachter, Enrol Yourself represented by integral to what defines and shapes a learning
Zahra Davidson, LearnLife represented by ecosystem, therefore the types of relationships
Stephen Harris, The Weaving Lab repre- and collaborations supportive to a flourishing
sented by Ross Hall, Redes De Tutoria learning ecosystem we explored as well as the
represented by Gabriel Camara, Autens roles necessary for ecosystemic learning and
represented by Lene Jensby) the leadership required for learning ecosys-
tems to thrive.
Ecosystems that support regenera-
tive economies in connection with As with all research this work inevitability has
respective bioregional ecosystems its limitations. The case studies and inter-
(OPEPA represented by Luis Camargo, viewees included in this report (whilst span-
Cultural Evolution Lab represented by Joe ning a variety of countries and continents) do
Brewer, UMA represented by Victoria Haro) not include as many perspectives from Asia
and Africa as it does in Europe, North America,
Additionally, a set of stakeholders intention- and South America. In general, this report pres-
ally working to deepen knowledge on learning ents a western ‘scientific’ reflection upon the
ecosystems were engaged to contribute to future of education and the emerging practice
this research. These include groups such of learning ecosystems. The co-authors also
bring their specific biases to this work shaped

by past experiences, places of origin (Russia, Signposting
the UK and Canada), and the educational and
cultural systems that continue to influence this Interested in understanding more deeply the
work. Furthermore, while this report reflects a major challenges of today?
potential trajectory for the future of learning, → Section 1
many of the interviewees and co-authors alike (page 1)
are working within the very siloed, industrial
education systems this work seeks to shift. An Interested in our summary of Learning
even greater range of representation was not Ecosystems in a short poster format?
possible mostly due to the timeframe within → Appendix, section 2
which this research was conducted and limita- (page 149)
tion of available resources. Further research is
needed to include more diverse voices including Interested in tools for a Learning Ecosystem
indigenous Elders, leaders, and educators, workshop?
artists and makers, and cultural creatives → Appendix 3 and 4
across a broader spectrum of contexts such
as the social justice movement, ecovillages, Interested in understanding the definitions
charter schools, the human potential move- and purposes of ecosystems?
ment, and the knowledge economy at-large. → Section 2.2 and 2.3
Your feedback, insight, and collaboration in (page 44-56)
shaping where this research goes from here
would be greatly welcomed and appreciated. Interested in what the skills of an Ecosystem
Please feel free to propose future research Thrivalist are?
opportunities and initiatives to expand the → Section 4.1
scope of this work. (page 88)
This report is intended to engage readers,

scholars, and practitioners in the continued
exploration of how learning ecosystems may
serve as an emerging praxis for the future of
education. This work reflects a shift in lead-
ership from industrial to ecosystemic, and intentional relationships. Section 4.5 of this
learning from modeling assembly-lines to report will go on to show the lifecycle of an
living systems. This shift requires an evolu- ecosystem based on current emerging prac-
tion in strategy, and the engagement of tices, as well as how to accelerate the success
multi-stakeholders in building capacities as of ecosystemic learning. We conclude in section
ecosystem thrivalists (see section 4.2 for a 5.2 and 5.3 with reflections upon our global
definition). This report features diverse ways education futures and exploring how you can
in which contributors both perceive and are co-create and engage in the rising momentum
working toward shaping the future of learning of this work through guiding principles and
through ecosystemic approaches, and invites practices that serve personal, place-based and
education leaders to become gardeners of planetary learning ecosystems.
learning ecosystems disrupting the status quo
and weavers to co-create powerful collab-
orations that support the self-organization
of ecosystem actors into mutually beneficial
1. Introduction: The Future of Learning
14
1
Introduction:
The Future
of Learning
1
1.1
and cultures evolved over millennia, serving
our need to live in small and isolated commu-
nities of a few dozen to a few hundred people3.
In today’s world, we are facing epidemics of
21st Century
loneliness both in urban and rural areas that
information overload and post-truth social
Challenges and
media have divisively exacerbated, while
hyperconnectivity has paradoxically increased
Opportunities
feelings of isolation. Additionally, the possi-
bility for expanded patterns of immobili-
zation for certain individuals and groups, can
ultimately, for example, constrain democracy,
We are living in a time when the effects of accel- create inequalities, and support neoliberalism.4
erating complex change is having a profound Ultimately, this global network can bring us
impact on the world we live in both globally extreme connectedness and extreme disunity.
and locally. As stated above, we may be living We should look to challenge both effects on
through one of the most dynamic times in our “humanness”.
history for humankind. The pressures created
by some of these dynamics are massive and
need to be addressed urgently:
Automation and Industry 4.0

There has been a wave of innovation in the
digital sector, from new materials to robotics,
(Hyper)connectivity which have the potential to disrupt every
There are over 4 billion users of internet aspect of the global economy. One of the
and nearly 3 billion people that own smart- greatest unfolding impacts is the transfor-
phones, spending on average more than 6 mation of the world of work, with nearly 50%
hours a day online2. Over the last decades, of global workplaces jeopardized in the next
the world has become woven into a global 15-20 years, and currently without adequate
network of information and social media. We replacement. In the next couple of decades,
are probably the only species in a billion years continuing development of artificial intelli-
of history of life instantly connected at the gence technologies is expected to lead to
planetary scale. Some of the dominant social the rise of smart machines of comparable
structures that have been guiding our civili- or greater capacity than the human brain.
zation in past centuries, such as governments, The threat is also that not only are machines
finance, education, religion, are expected to be potentially going to be faster and smarter, but
“dissolved” and transformed by the fact that they “think” differently.5 The prospects of such
we are globally connected, and new struc- developments are outstanding, but so are the
tures of governance will emerge. This creates risks. As a consequence, currently, the rise of
opportunities beyond our imagination but are “unfriendly” artificial general intelligence is
also deeply in conflict with how our brains considered as one of the main future threats
for our civilization.6
2
https://www.internetworldstats.com/stats.htm
https://techjury.net/stats-about/smartphone-usage/#gref
https://www.digitalinformationworld.com/2019/02/internet-users-spend-more-than-a-quarter-of-their-lives-online.html
3
https://www.hup.harvard.edu/catalog.php?isbn=9780674363366
2
High Risk/High Potential Threats of Planetary

Technologies Collapse
Apart from artificial intelligence, a plethora Industrial civilization was in some regards
of promising but risky technologies are being a beautiful invention that has taken billions
developed by researchers around the globe7. of people out of poverty, hunger, and many
Nuclear energy has been one of the first such diseases. It enabled us humans to proliferate
technologies in the middle of 20th century, and multiply, with the sharp increase of global
but there are many technologies currently human population in a short span of time,
being developed that have an even greater growing nearly six times over the last century
transformative and destructive capacity. and a half. The need to feed these billions,
In the life sciences, genome manipulations the rising standard of living, and the careless
have become commonplace, and a recently attitude to the challenges of “planetary
discovered CRISPR* process opens the boundaries”10 have all lead to the destruction
pathway to changing the genome of already of natural ecosystems and the planetary
developed organisms8. In material sciences, systems at a scale unseen. One of several
the advance of nanotechnology and the strong symptoms of this global dynamic is
possible development of molecular machines the climate crisis, an abnormal rise of the
creates opportunities for manipulating matter average temperature and the composition of
at the atomic level9. These technologies, as Earth’s atmosphere. Coupled with that, human
they become widespread, can transform the activity has led to accelerated biosphere die
world at the scale unseen, giving our species out, with many scholars suggesting that we
a capacity to directly operate the foundations are entering a period of the sixth extinction of
of the material world. These technologies may life on the planet11. There is a high probability
improve our collective wellbeing and act to the that human beings will not be able to cope
benefit of all life but they can also be a tool for with these challenging dynamics. Unless the
its destruction. course of our civilization is changed in the next
decades, we may not survive beyond the 21st
century12. In this demise, it’s also important to
note that the effects of climate change also
impacts those in the Global South, the most
impoverished with least access to education
and resources, the hardest113. Accordingly,
the search for new ways of living has begun
that will become sustainable and regenerative
4
https://global.oup.com/academic/product/risk-and-hyperconnectivity-9780199375509?cc=ro&lang=en&
5
https://www.bbvaopenmind.com/en/technology/artificial-intelligence/ai-systems-dealing-with-human-emotions/
6
https://onlinelibrary.wiley.com/doi/abs/10.1111/1758-5899.12002
7
http://reports.weforum.org/global-risks-2017/
8
https://www.statnews.com/2019/10/21/new-crispr-tool-has-potential-to-correct-most-disease-causing-dna-glitches/
9
https://www.nature.com/subjects/molecular-machines-and-motors
10
https://www.stockholmresilience.org/research/research-news/2015-01-15-planetary-boundaries---an-update.html
11
https://books.google.co.uk/books/about/The_Sixth_Extinction.html?id=MOGeAgAAQBAJ&printsec=frontcover&source=kp_read_
12
https://www.researchgate.net/publication/291086909_12_Risks_that_threaten_human_civilisation_The_case_for_a_new_risk_category
*
CRISPR (clustered regularly interspaced short palindromic repeats) is a family of DNA sequences found within the genomes of prokaryotic
organisms such as bacteria and archaea.
3
in the long-term (including the Sustainable VUCA world

Development Goals approved by the UN), but
so far these efforts do not match the scale of As a consequence of these big drivers of change,
challenges we are experiencing. We need to the modern world today is increasingly described
develop our critical perspectives of the world using the following acronym VUCA (See Figure 1),
today, exploring opportunities such as liquid which translates to volatile, uncertain, complex &
society14 and networked society15, as well as ambiguous. A state which ultimately makes it difficult
how we might develop critical competencies to predict specific or desired outcomes as a result
to manage conflicts of power, and drive our of an increasingly interconnected, ‘globalised’ world.
collective and individual lives towards desired In the words of Donella Meadows “The world is a
futures of universal wellbeing. complex, interconnected, finite, ecological-social-psy-
chological-economic system. We treat it as if it were
We witness in response to these pressures a not, as if it were divisible, separable, simple, and
movement rising around the world questioning infinite. Our persistent, intractable, global problems
previous concepts and norms drawing us arise directly from this mismatch”16.
towards a more holistic way of being. One
of the most alarming characteristics of this
period has been the exponential growth of
mental health issues, a worldwide epidemic There is an increasing recognition that young
with 10-20% of children and adolescents people in many places around the world aren’t
experiencing mental disorders, with half of being taught how to navigate the VUCA maze
all mental illnesses arising by the age of 1418. in a healthy, sustainable way that they value.
One in ten teenagers in the UK, for example, In a new report from World Skills we learn
express anxiety about current world affairs19 that only 20% of young people (from 15,000
and the shrinking exposure to nature and reponsdents in 19 different countries) value
increased screen time also plays its part in the their education22 and according to the Every
decline of youth mental wellbeing20. Perhaps, Child to Flourish research report, 83% of youth
given the conditions of modern living as previ- feel they are not prepared to live in the world
ously discussed, it’s not all that surprising. today. They are particularly alarmed at the
Pressures to live within the status quo version lack of focus and attention paid to their own
of societal norms are compounded by constant health, responding with comments like “I think
social media and hourly news relentlessly my mental health is the most important thing.
bombarding people with doom and gloom, If I learn a lot, and my mental health is not
consumerist values, and divisive narratives21. good, I still won’t be happy23.” It seems that
their parents agree, as we also witness an
increasing number of parents strive for alter-
13
https://www.ipcc.ch/sr15/
14
https://books.google.co.uk/books/about/Liquid_Modernity.html?id=xZ0RAAAAQBAJ&printsec=frontcover&source=kp_read_button&redir_
esc=y#v=onepage&q&f=false
15
https://books.google.co.uk/books/about/The_Rise_of_the_Network_Society.html?id=FihjywtjTdUC&printsec=frontcover&source=kp_read_
16
http://donellameadows.org/wp-content/userfiles/Whole-Earth-Models-and-Systems.pdf
17
https://hbr.org/2014/01/what-vuca-really-means-for-you
18
https://www.who.int/mental_health/maternal-child/child_adolescent/en/
19
https://stem4.org.uk/stem4-survey-reveals-childrens-parents-concerns-mental-health/
20
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6104990/
21
https://www.ncbi.nlm.nih.gov/pubmed/30406005
22
https://worldskills.org/what/projects/youth-voice/
23
https://hundred.org/en/research
24
https://www.educationnext.org/home-schooling-goes-mainstream/
4
Complexity Volatility
Characteristics:The situation has Characteristics:The challenge is

many interconnected parts and variables. unexpected or unstable and may be of
Some information is available or can be unknown duration, but it’s not necessarily
+
predicted, but the volume or nature of it hard to understand; knowledge about it is

can be overwhelming to process. often available.
How much do you know about the situation
Example: You are doing business in Example: Prices fluctuate after a natural
many countries, all with unique regulatory disaster takes a supplier off-line.
environments, tariffs, and cultural values. Approach: Build in slack and devote
Approach: Restructure, bring on resources to preparedness - for instance,
or develop specialists, and build up stockpile inventory or overbuy talent.
resources adequate to address the These steps are typically expensive; your
investment should match the risk.
Ambiguity Uncertainty
-
Characteristics: Casual relationships Characteristics: Despite a lack of other

are completely unclear. No precedents information, the event’s basic cause and
exist; you face “unknown unknowns.” effect are known. Change is possible but
Example: You decide to move into not a given.
immature or emerging markets or to Example: A competitor’s pending product
launch products outside your core compe- launch muddies the future of the business
tencies. and the market.
Approach: Experiment. Understanding Approach: Invest in information - collect,
cause and effect requires generating interpret and share it. This works best in
hypotheses and testing them. Design your conjunction with structural changes, such
experiments so that lessons learned can as adding information analysis networks,
be broadly applied. that can reduce ongoing uncertainty.
- How well can you predict results of your action +
Figure 1. Definition of VUCA17
5
natives, with many choosing to educate their Yet, whilst these approaches are well-intended
children at home predominantly due to concern and mindfulness can play a role in alleviating
for their child’s wellbeing24. They are concerned stress, introducing a one-off program often
that their children are unhappy at school and only addresses the symptoms of a systemic
finding mainstream schooling unmotivating problem. Approaches thus become add-ons
and uninspiring, consequently leading to a rise where people squeeze time for these moments,
in parent-led establishment of schools. Acton rather than resolving the root cause of the
Academy for example, rely on the approach of systemic issues. As a result, we are beginning
only allowing new schools to be established if to see in response whole school models, as
the founder also sends their own child there25. well as community models, changing with
approaches instilled across the whole culture
Holistic education, of which mindfulness is a at the deeper, fundamental levels, such as
subset, has been growing rapidly in response Geelong Grammar School31, developed from
to the above, and the evidence to support the principles and science of the positive
its usefulness in all fields has grown as well. psychology movement. They have pioneered
American Mindfulness Research Association a school-wide approach to student and staff
(AMRA), for example, has now chronicled more wellbeing known as Positive Education,
than 3700 studies published on mindfulness, sharing and influencing their work with over
reflecting an exponential rise from 0 publica- 1000 communities worldwide.
tions in 1980 to 690 in 2016 and 692 in 201726.
Operating within a VUCA context we witness a At the collective and wider planetary scale
desperation to understand how our experiences we see deep impact from changes in society
and environments can foster better opportu- today. The World Economic Forum annual
nities for wellbeing. Many mainstream schools survey explores what are perceived to be
try to respond to this crisis with mindful- the biggest issues in the world35. The scope
ness-based programs, such as the UK based and severity of these issues are apparent,
MindUP28, Indian based SMILES27 and Australia including a lack of education being the 8th
launched Smiling Mind29. When embraced, as most critical, inequality at 3rd and climate
noted by Bronwen Rees, mindfulness has the change at number 1. This continual perceived
capacity to transform the VUCA conditions risk and threat is ever present and as we move
into those of opportunity so that: beyond analysing the effect at the individual,
micro level we can see the collective impact of
Complexity Ambiguity these issues. When we look to other interna-
leads to Clarity leads to Agility30 tional organisations, according to the UN, for
example, there are a great variety of global
issues that represent risks of various magni-
Volatility leads Uncertainty leads tudes for society. These include elements such
to Vision to Understanding as human health and demography, like AIDS
or ageing, as well as challenges of national
and global governance, such as peacekeeping
25
https://www.actonacademy.org/
26
https://www.academia.edu/38824229/Mindfulness_in_and_as_education_A_Map_of_a_Developing_Academic_Discourse_
from_2002_to_2017
27
https://uk.mindup.org/
28
https://www.smilesinlife.org/
29
https://www.smilingmind.com.au/
30
https://www.researchgate.net/publication/316781034_The_Use_of_Mindfulness_in_a_Traumatic_VUCA_World
31
https://www.ggs.vic.edu.au/
35
https://www.weforum.org/reports/the-global-risks-report-2019
6
Learning for the future work
If we look to the world of work, the volatility around to get work. An international research alliance on the
employment is causing deep concern where our jobs future of skills created by WorldSkills Russia aims
and professional opportunities are now rapidly and to consolidate key understandings and frameworks
frequently changing. Whereas previous positions that emerge in this field. We witness in response
and processes were more predictable, they are now schools and communities developing programs
constantly and rapidly developing and evolving; we such as, Educate!, who tackle youth unemployment
see this in the rise of the sharing (Uber and Airbnb by partnering with schools and governments to
32
style) economy . As a consequence, self-awareness reform what schools teach and how they teach it
and continual development of skills and compe- so that students in Africa have the skills to attain
tencies are becoming imperative not only for further education, overcome gender inequities, start
young people, but for all adults. We are told that businesses, get jobs, and drive development in their
we will be required to evolve from resisting change communities. They provide, for example, skill based
to embracing it agilely and adaptively33. We also courses, student business clubs and mentorship and
personally do not exhibit, in general, the same loyalty teacher training.
which previously may have been attractive to us. Foundation for Young Australians is another example
Instead not only craving, but requiring the freedom of a systemic effort to help young people develop
to be adaptive in our working life that makes the skills for the future. They seek to understand the
instability worthwhile. We are much more likely to future of jobs and most demanded skills for the next
leave if the culture, leadership or work is unfulfilling decade in Australia, and then turn the knowledge
as we expect more horizontal leadership and a gained from the research into action, co-designing
commitment to growth, learning and development programs and events for young people, with young
34
at a personal level . There are a lack of models to people in collaboration with educational institutions
explain current jobs and the marketplace which may and government as well as corporate and philan-
be evolving but what we do understand is that there thropic partners.
is, and will continue to be, disruption and a struggle
32
https://books.google.co.uk/books?hl=en&lr=&id=2Zz2CwAAQBAJ&oi=fnd&pg=PR7&dq=rise+in+sharing+economy&ots=sJqb-
VaM2-h&sig=WOa1LquijyW8qXmWdjFx_B69REs#v=onepage&q=rise%20in%20sharing%20economy&f=false
33
http://www.globaledufutures.org/images/people/WSdoklad_12_okt_eng-ilovepdf-compressed.pdf
34
https://www.bbc.com/worklife/article/20180227-how-the-youngest-generation-is-redefining-work
7
or decolonization36. Similar and further lists In the face of the dynamics and possibilities
have been identified by organisations such we are bombarded by multiple and cumulative
as the Global Challenges Foundation37 and stresses at the individual level leading to
the Sustainable Development Goals38 set up increased levels of stress and burnout41. At
by the United United Nations in 2012 which the community level people are increasingly
represent one of the most outward, public disconnected from each other and opportunity
global efforts to recognize these challenges gaps are widening42. At the planetary level we
and to work together to save ourselves and our are in a state of ecological and political crisis43.
planet. However, the coordinated action of the That said, it is important to note that humanity
world’s leading superstructures is a necessary made enormous strides by thinking and acting
but not a sufficient solution to the challenges in analytical, mechanistic and industrial ways.
of our time. Drawing upon extensive research Over the course of the twentieth century, life
in previous Global Education Futures reports expectancy in the industrial world roughly
and beyond, it seems that we need a decen- doubled, literacy jumped from twenty percent
tralized and coordinated effort of many change to over ninety percent and benefits arrived
leaders that occurs at the global scale. The in the form of products, medicine, commu-
critical condition is that a critical connections nication, education and entertainment44. Yet
of “changemakers” around the world arises now, regardless of what we have achieved we
through new forms of education39 witness floundering in the shock of complexity.
We are unprepared to live in an hyper-inter-
connected world, exhausted and trying to
“In order for global culture to be constantly make sense of interdependent
infused with regenerative societal social, ecological, economic, and cultural
dynamics.
practices and for new systemic
literacy’s and patterns to take root that
In the education space we see a rise of outdated
foster “anti-fragility”, these practices approaches to learning which is increasingly
must become massively distributed making education systems incongruent with
skill-sets, mastered by a critical learners needs. Determining, for example, what
mass of people within the population emerging generations need to learn when the
skills they develop might become irrelevant,
[through] educational prototypes and
even just 10-15 years from now is a grand
learning ecosystems that support
challenge. Couple this such things as the fear
personal, collective and global of biospheric collapse or societal extinction
due to global issues like climate catastrophe
and we see many educators and learners,
families, communities, if not humanity at large
facing an existential crisis that asks nothing
less of us than reimagining how we shape our
future together.
39
http://www.dailygood.org/story/1496/it-s-about-critical-connections-not-critical-mass-curtis-ogden/
40
http://www.globaledufutures.org/images/people/GEF_april26-min.pdf
41
https://www.who.int/mental_health/evidence/burn-out/en/
42
https://www.tnlcommunityfund.org.uk/media/Bringing-people-together_how-community-action-can-tackle-loneliness-and-social-isolation.
pdf?mtime=20190701084743
43
https://books.google.co.uk/books?hl=en&lr=&id=-Sri_ZJX2hoC&oi=fnd&pg=PR9&dq=ecological+crisis&ots=-gCOJvgg6q&sig=yPQN-
mR6QXpyWg3hlYgI_xKIElDQ#v=onepage&q=ecological%20crisis&f=false
44
https://www.amazon.com/Thinking-about-Complexity-Continuum-Criticism/dp/0984216456
8
At this unique point in history it is increasingly motivate people to assume conscious respon-
apparent that there are many conditions in sibility for their role as change agents in
which we could live that fit any possible need. the transition towards diverse regenerative
Almost all that we can imagine is accessible to cultures45.” We can see this shift toward shared
a huge population of the globe and our world is responsibility occur when we look to certain
brimming with an extreme excess of material ‘innovations’ in education, such as the concept
things and data. We are faced with more vital of Flexible Seating, made popular by teacher/
questions for today’s society: what use can we influencer Kayla Delzer, who’s work highlights
make of our reimagining? How effectively and the power of individual change agents’ ability
“futurefully” could we manage this scenario? to influence thousands of teachers at the grass-
What is valuable from possessing or operating roots level46. In this case, rethinking the impor-
in this way? At the center of many of these tance of the environment on wellbeing and
questions the role of education is key. It seems learning, Kayla’s innovative work is an example
that we must shift away from concentrating on of the power that communities have to shape
only information digesting towards designing knowledge systems that support collective
new meaning and solutions, ensuring our thriving. Learning how to work together at
learners have the instruments, processes, this local scale enables us to reconnect with
freedom, space and technologies to do so in lost sense of belonging and wellbeing which,
the most effective way. This could then provide as highlighted above, are and have been in
a way to access many opportunities, collating, severe decline47. We can deepen our sense of
prototyping and using data in different, organic purpose and belonging on a lifelong journey of
and emerging ways. This could support better learning to improve our community. This can
goal setting and decision making and finding be through our own passion based pursuits for
meaningful education, which helps learners to personal deeper well being and joy, especially
deal with redundancy and develop skills such through our artistic crafts and play, as well
as critical thinking and self-regulation. as connection towards clear, action oriented
design projects to improve many aspects, like
Yet to do so at the individual level does not Design for Change48 who enable children to
imply that we should be moving to an increasing feel, imagine, do and share on local projects.
model of individualism, quite the opposite.
This reality requires us to be collective-ori- The entire human race has a shared destiny,
ented, taking into account everyone’s impact and we are all in this together — there is no
on the whole system. Collective thrivability is separation technologically or via infrastructure
a question of value-based collective problem that can isolate us from each other or our
solving and of high-level concurrence, which, in intertwined future. Learning and education
its turn, requires a new social scenario. When can be a leverage point for us to co-create and
organising this way we see the formation of implement pathways towards a sustainable
active and responsible communities acting as and regenerative future. It is imperative then,
a collective entity for the greater good. Daniel to avoid mass extinction or global war, that we
Christian Wahl, regenerative systems designer, evolve our education systems so that we can
shows us for example that “this insight can learn how to live together in the 21st century
and beyond.
45
https://books.google.co.uk/books?hl=en&lr=&id=dOSqDwAAQBAJ&oi=fnd&pg=PT15&dq=designing+regenerative+cultures&ots=Ci0Q-
5DATZr&sig=6lxf40yIfK67-oSB5VA5ptrL14A#v=onepage&q=designing%20regenerative%20cultures&f=false
46
http://www.topdogteaching.com/
47
https://belonging.berkeley.edu/notesonaculturalstrategy?mc_cid=d2fbc76dd4&mc_eid=bd552e09ab
48
https://www.dfcworld.com/SITE
9
Learning and education can be a

leverage point for us to co-create
and implement pathways towards a
sustainable and regenerative future.
It is imperative then, to avoid mass
extinction or global war, that we evolve
our education systems so that we can
learn how to live together in the 21st
century and beyond.
10
1.2
to lead to optimal outcomes through compe-
tition. Again though, this economic model is
still largely modelled as if it worked predictably
and controllably, moving inexorably towards
The Future of
‘equilibrium’ and yet can perpetuate many of
the issues of inequality and social injustices we
Education
have witnessed in capitalist markets. Despite
current crises, these persist as dominant
models even with evidence of failing. For
example, the UK continues to focus on defined
Existing educational institutions and systems, detailed teaching methods and lesson plans,
more often than not, tend to invest in conven- and increasing measurement and performance
tional industrial processes that continue of schools, teachers and pupils but in a wider
to reproduce outdated pedagogies that ranking is still near the bottom of 24 countries
often deepen inequalities such as structural in relation to literacy and numeracy54. We’re also
racism49-51 a phenomenon clearly evident, for seeing a continued rise in inequality with the
example, in public school systems enforcing the UK 28th out of 34 OECD countries in relation
school-to-prison pipeline52. These processes to income inequality, and at the bottom of 37
and models can be deeply dehumanizing and countries in relation to differences in healthy
to address many of the global challenges eating between rich and poor children55.
outlined above we need to find ways to get
back in touch with humanity. Elements then, It is hardly surprising then that stakeholders
like mindfulness, will have a greater change to across the world feel that education needs
organically flourish across humanity. Therefore, improvement in a multitude of ways56.
one of the key goals of education is to form Research exploring Global Perspectives on
our core of principles and practices to “unlock” Improving Education found 10 major themes,
personal and collective humanity. The public with an overarching 45 areas that need to
sector, in general, has not enabled this as improve, spanning the entirety of educational
they make requirements for defining detailed systems. The call to improve across the educa-
rules, standardizing methods, and evidencing tional system spectrum was largely deemed
and measuring outcomes, to make school necessary due to the lack of connection and
work as ‘efficient’ as possible, like a well-oiled collaboration between stakeholders leading
machine53. This appears to be done with the to limiting patterns of institutional and
mindset that if people are told exactly what pedagogical silos. In response to these issues,
to do and this work is evaluated with the new approaches to learning and education
same set of standards, then they will comply are emerging as educational innovation
and efficiency will improve. In comparison, leaders reimagine learning for the 21st
the private sector operates almost entirely in century. ‘Innovation’ spotters (as coined by
the opposite way, through increasing deregu- Brookings57) for example, showcase the work
lation riding the invisible hand of the market of organisations such as Ashoka58, Harvard59
49
https://journals.co.za/docserver/fulltext/high_v32_n5_a5.pdf?expires=1574785245&id=id&accname=guest&checksum=C-
C8114926686A33D319FED5321E02981
50
https://journals.sagepub.com/doi/abs/10.3102/0091732X16686949?journalCode=rrea
51
https://www.researchgate.net/profile/Maria_Balarin2/publication/328743543_The_Ungoverned_Education_Market_and_the_Deepening_
of_Socio-economic_School_Segrega-tion_in_Peru/links/5be043b8299bf1124fbbf2c6/The-Ungoverned-Education-Market-and-the-Deep-
ening-of-Socio-economic-School-Segrega-tion-in-Peru.pdf
52
https://www.tolerance.org/magazine/spring-2013/the-school-to-prison-pipeline
53
https://www.researchgate.net/publication/5099692_Standardization_Education
54
http://www.oecd.org/pisa/
55
https://data.oecd.org/united-kingdom.htm
11
and HundrED60 all of which (among others) will cause new behavior in nutrition. 7) No
are working to bridge the gap between past mitigation strategy for a wicked problem has
education models and future possibilities. a definitive scientific test because humans
invented wicked problems and science exists
As suggested above, the future of education to understand natural phenomena. 8) Offering
will be shaped by the context of the 21st a “solution” to a wicked problem frequently is
century in which institutions and commu- a “one shot” design effort because a signif-
nities alike must wake up to the challenges icant intervention changes the design space
of our times. We will need to bridge between enough to minimize the ability for trial and
education systems designed primarily for error. 9) Every wicked problem is unique. 10)
individual learning and personal benefit to Designers attempting to address a wicked
collective learning and capacity building problem must be fully responsible for their
to shape our future together and fostering actions. As institutions and communities
mutual success while addressing the “wicked continue to understand the nature of the
problems” before us. As described by the work challenges we face this open the possibility for
of Rittle61 wicked problems 1) have no defin- education systems to evolve to prepare future
itive formulation. (For example, the problem learners and leaders to address these kinds
of poverty in Texas is grossly similar but of challenges and co-create viable visions of
discretely different from poverty in Nairobi, so the future together even in the face of ‘wicked
no practical characteristics describe “poverty.”) problems’62. Examples of this shift can be seen
2) It’s hard, maybe impossible, to measure or in the trend towards developing network-
claim success with wicked problems because based ways of organising to address these
they bleed into one another, unlike the bound- challenges. Networks are emerging as collab-
aries of traditional design problems that can orative and creative sources for innovation,
be articulated or defined by single solutions. 3) as well as provide powerful scaling potential
Solutions to wicked problems can be only good of innovation between multiple stake-
or bad, not true or false. There is no idealized holders. Lydia Dobyns, CEO of the New Tech
end state to arrive at, and so approaches to Network63, and Tom Vander Ark, Founder of
wicked problems should be tractable ways to Getting Smart64 have shown how approaching
improve a situation rather than solve it. 4) education and learning ultimately from a
There is no template to follow when tackling a networked approach increases: 1) capacity
wicked problem, although history may provide building for educators, 2) innovation through
a guide. Teams that approach wicked problems bundling features and tools, 3) space and
must literally make things up as they go along. support to experiment, 4) expanded learning
5) There is always more than one explanation options for young people, and 5) overall school
for a wicked problem, with the appropri- improvement as a consequence65.
ateness of the explanation depending greatly
on the individual perspective of the designer. As educational processes evolve, educators
6) Every wicked problem is a symptom of and learners alike are increasingly committed
another problem. The interconnected quality to building capacities to address wicked
of socio-economic political systems illus- problems connecting learning to positive
trates how, for example, a change in education human development. There is recognition that
introducing and teaching social/emotional
56
https://hundred.org/en/research (Every Child to Flourish)
skills, such as empathy or mindfulness is
57
https://www.brookings.edu/book/leapfrogging-inequality-2/
58
https://www.ashoka.org/en-gb/home-page-keep-unpublished not a “one off” endeavor, Instead we need
59
https://globaled.gse.harvard.edu/home immersive, ongoing experiences, in various
60
https://hundred.org/en#header
61
https://www.wickedproblems.com/1_wicked_problems.php contexts, to practice and embody empathy or
mindful action; ideally in authentic, social, and
12
nature-based learning environments66 across courses have made acquisition of knowledge

multiple contexts to truly understand what this accessible to many at any time and place,
means across a lifelong learning journey. This creating brand new combinations of learning
can be applied to all skills we need and want in any preferred order. Exploring by the Seat
to develop. The very nature of what we require of Your Pants68, for example, brings science,
to thrive ultimately requires a new organi- exploration, adventure and conservation into
sation of learning which is not and will not-by classrooms through free virtual speakers
nature of these new competencies — continue and field trips. This is a big step away from
to be only classroom based education. Below what seemed possible before, with artifi-
are a set of examples where we can see the cially aligned and institutionalised curric-
“seeds” of the future of learning beginning to ulums. With the growth of opportunities, such
flourish across various domains of education as virtual classes and laboratories, as well
and learning: as online learning advisors, technology has
enabled different access and practical learning
processes which can be accessed at all ages.
Personalized Educational Technology.

There have been an increasing emergence
A. Technology & in technological possibilities in education
Digitalization: explored, such as Indonesian-based Octagon
Studio69 which provides educators with easy
With the rise in technology there has been a and inexpensive augmented reality technology
burst of edtech ‘solutions’ developed across through 4D flashcards. Each card contains
learning and education67, and whilst many a combination of images and information
have not have the revolutionary potential of exploring different subjects, including animals,
deepening human connections as of yet, there space, dinosaurs and human anatomy. Schools
is a rising surge in opportunity with technology can also use the cards as a language learning
presenting many new possibilities. tool by utilising the multilingual feature, with
fun and engaging lesson plans on how to
Knowledge at our Fingertips. integrate this technology into learning. Then,
The development of digital technologies has and opposite approach where the entire
led to a mass migration of knowledge from basis of the child’s education is created on
the special and localised, usually situated personalised technological platforms, you
within very specific hubs, to an ever increas- have examples such as Century Tech70. When
ingly distributed model via the internet. The technologies are applied well, it can allow for
distribution shows itself in various forms, from an intentional opportunity for revolutionizing
online libraries, games and structured learning learning models through flexible, practical,
environments. The emergence of online learner-oriented experiences.
newspapers and encyclopedias, webinars and
62
https://www.researchgate.net/publication/320866637_Wicked_problems_in_education_What_they_are_and_how_to_write_about_them
63
https://newtechnetwork.org/
64
https://www.gettingsmart.com/
65
https://www.wiley.com/en-us/Better+Together%3A+How+to+Leverage+School+Networks+For+Smarter+Personalized+and+Project+Based+Learn-
ing-p-9781119439103
66
https://rutamaestra.santillana.com.co/edicion-22/caminando-hacia-la-educacion-basada-en-la-naturaleza/
67
https://www.financedigest.com/global-report-predicts-edtech-spend-to-reach-252bn-by-2020.html
68
https://www.exploringbytheseat.com/
69
https://octagon.studio/
70
https://www.century.tech/
13
read & write, time-management or teamwork;

meta skills which are primarily different modes
of operating objects in our mind or in the
physical world, ranging from logical-mathe-
B. Approaches for the matical to bodily-kinesthetic to interpersonal;
Emerging Future: and existential skills that can be universally
applied throughout lifetime and different living
We recognise that content, skills and contexts on an individual. These would suffi-
approaches to education used previously are ciently provide learners with the required skills
not relevant for an ever-changing world, thus for adaption and mastery. Mutt-i-grees73 have,
approaches and pedagogy to learning that for example, created a social and emotional
is ‘future fit’ is emerging as a consequence. learning curriculum that teaches children
Education therefore can shift to become essential skills for academic and life success
an organic element of one’s life, integrated by exploring the unique characteristics of
into experiences of work, play, creativity, shelter dogs. A series of lessons are designed
family, love, and throughout the entire human to help children become resilient, identify their
endeavor. strengths, skills and talents and areas in which
they can improve. The lessons are presented
Skills for Adaptation and Mastery. in five units: Achieving Awareness, Finding
Our ability to succeed in different contexts Feelings, Encouraging Empathy, Cultivating
depends on a new set of what has often been Cooperation, and Dealing with Decisions. Activ-
called ‘21st century’ skills, combining ‘soft’ and ities and readings focus on dogs, and some
‘hard’ skills71. The term ‘soft skills’ developed schools choose to establish partnerships with
to distinguish social/emotional intelligence for their local animal shelter to give the children
example from from technical skills that tend first hand experience of subject matter and
to be easier to measure. Whilst the term “soft bring the lessons to life.
skills” is not perhaps ideal phrasing as it can
to some imply ‘lesser’ importance than “hard Facilitation and New Roles.
skills”, identifying the difference between With new types of curriculum and learning
the two and the increasing valuing of social/ approaches, this spotlights the necessity
emotional intelligences and skills has been of changing learning environments. Moving
an important step in evolving what and how towards value-based, trust-based interactions,
we learn. Furthermore, as suggested in Global this requires teachers, leaders and other educa-
Education Futures report on Future Skills72, we tional change makers to obtain new skills such
can continue to evolve the way we develop as facilitation, moderation, group dynamics
an integral approach to skills development management and situational leadership. There
by using a four-layer skill model that includes are examples of schools using this method-
the following levels: context (including, but not ology, such as Big Picture Learning74 and High
limited to, “hard” skills) skills are developed and Tech High75, as well as programs such as The
applied in specific context, often using specific Weaving Lab who support the personal inner
tools, e.g. surgery skills, bicycle riding, video transformation and professional development
blogging, or tango dancing; cross-context of those looking to improve learning and
skills that can be applied in a larger domain of education ecosystems worldwide. The role of
social or personal activities, e.g. an ability to the educator acting as a skilled facilitator is
71
http://sttechnology.pbworks.com/f/Dede_%282010%29_Comparing%20Frameworks%20for%2021st%20Century%20Skills.pdf
72
http://www.globaledufutures.org/images/people/WSdoklad_12_okt_eng-ilovepdf-compressed.pdf
73
https://education.muttigrees.org/
74
https://www.bigpicture.org/
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also an emerging phenomenon spotted in the effective services to teachers, schools,

schools mentioned above and many more, as and districts.” The site includes many free
the pedagogical expertise shifts from content resources and tools, and supports a community
specific knowledge to human development and of educators interested in PBL-related issues.
learning sciences76. This approach to teaching
ultimately requires a new form of leadership Sustainability and Regeneration
and skills in facilitation so there is an emerging Oriented Education.
field of training and capacity building to It is no longer adequate that our children and
support this shift, for example Stanford Design communities know about sustainability issues;
School co-developed School Retool77 a profes- in order to implement change they need to be
sional development fellowship that helps actively behaving in a way that tackles them.
school leaders redesign school culture through Developments in sustainability in education
small, scrappy experiments called hacks, built are moving towards action-based learning.
on research-based practices intending to lead Mirrored with the shift from ‘knowing’ to
to deeper learning, to develop students for ‘doing’ reflected in the terminology shift from
life in the real world. Shadow a Student78 is Environmental Education to Sustainability in
an example of one of these small hacks which Education, the forefront of work focuses on
could lead to big changes where teachers go learning for impacting social change through
on a journey to bring educators together to action-competence. Influencing change
empathize with their students and take new requires a multi-stakeholder approach very
kinds of action at their school through their directly in this learning space and community
eyes. engagement is a huge contributing factor,
not only educating children, but engaging
Project-Based Pathways. with teachers, community members, parents,
A project has scope of work, resource, and and local businesses to support changes in
planning activity to execute and manage perception, understanding and ultimately
resources to get the desired results. In the behaviour81. An example of this would be the
present world full of ever increasing complexity, Green Hope Foundation82, a youth organisation
project-based learning is preparing students to working on Education for Sustainable Devel-
solve real world problems, promoted by many opment, children’s rights and environmental
groups including ASCD79. It’s an approach to protection by empowering young people and
learning that focuses on gaining knowledge helping to build effective partnerships with
and skills by working for an extended period of all stakeholders of civil society. They engage
time to investigate and respond to a question, and educate youth and adults alike, through
problem or challenge through learning by doing their interactive workshops and conferences
and authentic experiences. As an increasingly involving schools, communities and corporates
popular approach to learning, the Buck Institute and complement these with ground level action
for Education80 is a non-profit organization campaigns which target the implementation
that creates, gathers, and shares high-quality of the 17 Sustainable Development Goals.
project-based learning (PBL) instructional
practices and products and provides highly
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https://www.hightechhigh.org/
76
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1744-6198.1999.tb00232.x
77
https://schoolretool.org/
78
https://www.shadowastudent.org/
79
http://www.ascd.org/Default.aspx
80
https://www.pblworks.org/
81
https://hundred.org/en/research (Spotlight on Sustainability)
82
https://greenhopefoundation.wixsite.com/greenhope
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express oneself. In relation to adult learning

opportunities, Copenhagen based Kaos Pilots86
is a highly innovative blend of a design school
and a business school, where learners seek to
C. Rise of Learner Centered solve world problems through entrepreneurial
Education: and consulting projects they make and learn
methodologies and frameworks throughout.
Presently, the process of education can
metaphorically be framed as a “rocket” model. Holistic Whole Person.
The educational system creates a “launch In many classrooms around the world today
pad” for an individual throughout school and children are being taught how to pass exams,
university years, and “shoots” an individual into with a focus on content and memorisation
professional life, after which individuals “land” alluding the opportunity to develop holistically.
into retirement a few decades later. With the Holistic education is a philosophy of education
increased longevity, higher levels of unpre- based on the premise that each person finds
dictability of the future, and longer learning identity, meaning, and purpose in life through
cycles, this model becomes obsolete. Learners connections to the community, to the natural
themselves need to be able to understand how world, and to humanitarian values such as
they learn, so they are able to be adaptive compassion and peace. Holistic education aims
in the unlearning and relearning processes to call forth from people an intrinsic reverence
throughout life and have fun doing it! for life and a passionate love of learning. An
example from the systemic level would be the
Self-Guided Lifelong Learning. The International Soul of Education Initiative87,
A self-guided learner is one able to set goals, who connect educational scientists, activists
define pace and needs, attract and create and experts to redefine, envision and re-design
necessary learning resources, and immerse education from the inside out. It is also an
oneself into a variety of learning experi- inquiry into how to bring more wholeness,
ences, that holistically develop integral capac- wisdom, heart, and human-beingness into
ities and aspects of one’s personality across all levels of education. The forest school
the learning lifecycle. It is a shift towards movement88 is also deeply linked to devel-
self-determined learning, shifting from oping holistic education experiences, through
knowledge hoarding to knowledge sharing83. regular, hands on learning experiences in a
In the Democratic School of Hadera84 a highly woodland style natural environment.
successful school which has catalysed into an
International Democratic Education movement Joy and Play.
over the last 25 years where Israeli children With information overload and a rise in work
design and lead their own curriculum. Other being inextricably linked within the way we
examples of early application of this principle design our personal life alongside the sophis-
can be seen in the Reggio Emilia85 network ticated development of the entertainment
that advocates that the main purpose of early industry, we increasingly recognise gaming
education is the self-discovery of ways to and play as a close-to-life, inspiring and
83
https://books.google.co.uk/books?hl=en&lr=&id=RRwxDfRc894C&oi=fnd&pg=PA75&dq=Bill+Ford+(1997)+heutagogy&ots=BXIq9DlqP-
F&sig=tFzti-EXHpSkwYIUbo0cbXMlhm0#v=onepage&q=Bill%20Ford%20(1997)%20heutagogy&f=false
84
http://www.democratics.org.il/site/index.asp?depart_id=125189&lat=en
85
https://www.reggiochildren.it/identita/reggio-emilia-approach/?lang=en
86
https://www.kaospilot.dk/?gclid=EAIaIQobChMI9sGI5fCg5QIViK3tCh29HwLqEAAYASAAEgLvfPD_BwE
87
http://soul-of-education.org/
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soothing way to get something new. This has

fueled a rise of interactive forms of educa-
tional practices, including debates, quests,
scientific shows and roleplay games. Unlike
gamification which only adds elements of the D. Cultivation of the
game to existing schooling process to make Collective:
it more fun — playification revolves around
learning experience and makes it play-cen- Collective learning is the ability to share
tered. Play (as modelling) is, on the one hand, a information so efficiently that the ideas of
natural way of gaining knowledge by imitating individuals can be stored within the collective
real life processes, and on the other hand, a memory of communities, accumulate through
powerful instrument of delivery in social generations, and enable us to make new break-
scenarios. This approach is being advocated throughs in development and connection to
for by many, including the Lego Foundation89, ourselves, each other and the planet as we are
who dedicate a significant amount of time to all interconnected. Yet, this will require well-de-
cultivating this aspect of learning. Humani- signed and well-tended community knowledge
tarian Play Labs also bring BRAC’s90 signature gardens. Not only this but we are social beings
low cost, high quality play-based learning and an individual’s social abilities are based
model to the humanitarian context of the upon the quality of his or her social interactions.
largest refugee settlement in the world in In order to have positive social interactions,
Cox’s Bazar, Bangladesh. They integrate an individual needs to be socially competent
playful learning with child protection, psycho- and have strong social learning skills, which
social support, and linkages to critical services; can be learnt through collective learning. It’s
incorporate relevant cultural traditions; and important to note, that as we ultimately are
engage both Rohingya and host communities. groups of diverse beings the collective is by no
It’s unsurprising to discover then that play means one shared model but many approaches
as an experience enables learning to be both with different emergent theories of change and
effective and an increasing amount of research individual approaches which add their value to
has shown to be a natural and safe approach the whole ecosystem.
developing creativity, imagination and more91
92
. It’s also crucial that our learning environ- Collective Learning Processes and Journeys
ments for play include access and integration can generate and maintain meaningful
with the outdoors, Outdoor Classroom Day collective purposes, identities, and actions
is a chance for teachers and children to that stimulate co-creation, collaboration and
experience this and is a step towards showing collective learning. Enabling people to collec-
how the outdoor environment could be used tively explore, co-create and co-evolve across
more frequently and intentionally for learning disciplines in interesting and stimulating ways
of all ages. allows us to experience “belonging to something
bigger.” There has been a rise in projects that
connect learners to wider processes to create
with a product or process collectively for the
benefit of that community, traditionally called
88
https://www.forestschools.com/pages/what-is-forest-school-an-introduction
89
https://www.legofoundation.com/en/why-play/
90
http://www.brac.net/
91
https://www.researchgate.net/profile/Randy_White/publication/267374472_Children’s_Outdoor_Play_Learning_Environments_
Returning_to_Nature/links/545141ec0cf2bf864cba8f55.pdf
92
https://clutejournals.com/index.php/TLC/article/view/1871
93
https://www.pps.org/article/indigenous-placemaking-minga
94
https://firstnationspedagogy.com/
17
a “minga” in Ecuadorian Quechua93 culture. This leads to a more holistic and ecosophical
Many indigenous communities, for example, view of the world, connecting to ancestral
used collaborative learning as a dominant wisdom in a contemporary way.
form of learning, whereby mothers, fathers,
and their children, or members of the tribe Peer-to-Peer.
at any age, would collectively get involved When students have an opportunity to learn
in problem-solving and tale-living94. This is together it develops their collaboration and
a learning for new tribal members as well organisational skills, as well as deepening
as for a tribe as a whole. In particular, many their opportunity to learn. Venezuela and
accounts of such learning have been recently Chile based organisation Trix and Trax100 help
documented for Mayan tribal communities in students discover and develop their passions
Guatemala but there is evidence of similar and skills through arts, music, dance, sports
patterns of learning from indigenous commu- and peer learning. A combination of values,
nities in Africa, Latin America, South East Asia, live events, superheroes and technology use
and Oceania. New Zealand has made a consid- recorded performances and a social media
erable effort in adopting Maori tribal learning platform for connection. The program works
models and mashing them up with European to transform tacit knowledge of these “Super
curriculum and pedagogies, to create schools Heroes” (peers with particular expertise in
that employ indigenous collective learning their passion) into a step by step practical
practices for 21st century education95. Other learning methodology to enable them to share
collective learning processes, for example, and allow others to discover their passions.
include collaborative inquiry and communities
of practice as developed by Forum for the Generative conversations.
Future in their School for Systems Change96 There are a wave of initiatives centered on
who are growing a global community of creating connective intelligence to foster
change agents as our best chance to accel- collective intelligence through conver-
erate a transition to a sustainable future.97.98 sation methodologies. These are particularly
Then there are collective learning art projects important at a time where deep reimagination
for local communities, such as Earth Painting99, is required for our emergent future101. These
This is a practice from Italy created to connect allow spaces for rich and meaningful dialogue,
play and joy to environmental education in sharing of frustrations, as well as ideation
response to the urgency of bringing people and connection with like minded individuals
closer to nature by encouraging the exploration to support each other in shaping the future
of new interactive links with the Living. It is of learning and many other aspects which are
a community practice that takes place in an inextricably linked to our thrivable futures.
intergenerational circle and provides experi- The following are communities exploring and
ences ranging from organic Earth Paintings to shaping the future in connection to other global
Land Art. Tapping into the power of beauty and initiatives. There is Ben Roberts of the Thriving
wonder allows young people to acquire new Resilient Communities Collaboratory (TRCC)
essential tools to emotionally navigate the with Now What102. Jon Ramer and Somer Joy
waves of this challenging historical moment. Ramer’s SINE initiative with their trademark
95
https://www.jstor.org/stable/3651309?seq=1#page_scan_tab_contents
96
https://www.forumforthefuture.org/school-of-system-change
97
https://www.forumforthefuture.org/
98
https://systemic-design.net/wp-content/uploads/2017/12/The-School-of-System-Change-as-a-system-change-endeavour-RSD6-paper.pdf
99
https://earth-painting.com/2019/05/27/la-meraviglia-del-cerchio-intergenerazionale-il-mondo-che-vorremmo-e-che-costruiremo-insieme/
100
https://www.trixandtrax.com/
101
https://www.akpress.org/emergentstrategy.html
102
https://www.nowwhat2019.com/
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SINE Waves103 facebook group you can join

(Synergized Impact Network Exchange). John
Kellden’s Conversation Community104, Ben
Bowler and the World Weavers initiative105,
Sam Hahn’s Collaborology initiative106, Ashoka E. Evolving assessment:
Changemakers107, June Holley’s Network
Weaver community108 and Anneloes Smitsman, Evaluation and assessment systems of the
Tipping Point Festival109. Much of their work past may not be best suited for guiding people
is not limited to generative conversation, toward desired combinations of skills for the
with many of these individuals and educators 21st century. We need to acknowledge the
exploring and offering support and collab- limitations of assessment and redirect the
oration through research, events, strategy impact on people’s life, especially for young
development and more. Yet they all recognise people so that evaluation and assessment can
the power of conversation and connection, be experienced as valuable and encouraging
using formats such as the World cafe110. feedback.
Global Connections. While knowledge-based assessment of

Global education involves learning about cognitive abilities such as reading, writing,
those problems and issues that cut across arithmetic, memorization of facts and
national boundaries, and about the intercon- dates, and/or template-based problem
nectedness of systems: ecological, cultural, solving are tangibly understood by conven-
economic, political and technological. Global tional assessment and evaluation through
education involves perspective taking, seeing standardized and automated testing, many of
things through the eyes of others. The Global the most increasingly demanded skills in the
Oneness Project111, for example, brings the 21st century are less tangible and therefore
world’s global cultures alive in the classroom. more challenging to access with traditional
They provide award-winning films and photo methods. Social and emotional intelligence,
essays which explore cultural, social, and creativity, and our abilities to cooperate and
environmental issues and accompanying co-create as well as other critical skills of
lesson plans using stories as a pedagogical the future must therefore be included in how
tool to inspire growing minds, all for free. we define learner’s successes throughout the
THINK Global School112 is another example, a cycle of life-long learning. We need to accept
travelling high school where students live and the challenge of measuring these abilities as
learn in four countries a year, making unfor- metrics of “academic success”, and measure
gettable connections between their education them in new and dynamic ways, as “creative
and the world around them. At the wider profiles” describing range of multi-modal
school network level, there are United World abilities. Most essential, we should also assess
Colleges113. people in ways that do not destroy curiosity,
creativity, and cooperation — and that allow
103
https://www.facebook.com/sinemembers/ people to learn by making mistakes. At the
104
https://www.facebook.com/groups/conversationsthatmin- systemic level Mastery Transcript brings
dandmatter/
105
https://worldweavers.com/
schools into a consortium to participate in
106
https://www.facebook.com/groups/GlobalChallengesCollaboration debate and consider adopting a Mastery
107
https://www.facebook.com/ashokaschangemakers/
Transcript once it is piloted and launched.
108
https://networkweaver.com/
109
https://www.earthwisecentre.org/tpf#section-1570452542572 The Mastery Transcript114 aims to be substan-
110
http://www.theworldcafe.com/key-concepts-resources/world-cafe- tively different from the traditional model of
method/
111
https://www.globalonenessproject.org/
assessment. It is organized around perfor-
112
https://thinkglobalschool.org/ mance areas (rather than academic depart-
113
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19
ments), mastery standards and micro-credits systems that truly serve all. The late activist
(rather than grades). Each micro-credit applied and philosopher Grace Boggs, in conversation
to a transcript signifies complete mastery of a with Angela Davis, gave us this challenge:
specific skill, knowledge block or habit of mind
as defined by the crediting high school. There is “In the 1950s Einstein said the splitting of the
also a rise in tech platforms such as SeeSaw115 atom has changed everything but the human
who have developed portfolios which also have mind and thus we drift towards catastrophe.
formative insights and family communication And he also said that imagination is more
integrated. These kind of platforms allow for important than education. In other words, the
much deeper individualisation, so you could time has come for us to reimagine everything.
post videos, written content, illustrations etc. We have to reimagine work and go away from
to show your learning. Templestowe College116 labor. We have to re-imagine revolution and
are putting this into practice at the whole get beyond protest — we have to re-imagine
school level, partnered with local universities revolution and think not only about the change
who allow for their students to express their in our institutions but the changes in ourselves.
learning in the best way they see fit. This has We have to do what I call visionary organizing.
encouraged mastery with students developing We have to see every crisis as both a danger
impressive real-world projects, ones that could and an opportunity. It’s a danger because it
not leave partner universities questioning their does so much damage to our lives, to our insti-
competency to learn117. Other recent devel- tutions, to all that we have expected. But it’s
opments in assessment include: automated also an opportunity for us to become creative,
marking, flexible degrees and paying only to for us to become the new kind of people that
do the assessment vs. the entire course.118 are needed at such a huge period of transition”.
Intersectional theory, first coined by Kimberlé

Crenshaw119, states that people can be disad-
vantaged by multiple sources of oppression
and/or be both oppressed and oppressive
F. Inclusion and Diversity: themselves and, thus, intersectional justice
work provides a framework to create holistic
Social justice movements such as Black Lives change, and move towards relationships and
Matter, Idle No More, Me Too, Arab Spring, or societies that are more just and equal for all.
the United Farm Workers, recognize the need This approach requires holding both a meta
to both understand and address the many perspective and a deeply internal awareness.
systemic, structural, institutional, interper- Instead of just looking at, for example,
sonal, and individual/internal barriers to equity. businesses, these movements also look at
Additionally, they work to deconstruct oppressive education, the justice system, policing, and
structures of power and privilege over time institutions that work in tandem. Instead of
through the dismantling of dominant culture focusing on just advocacy or activism, inter-
institutions, the healing of historical trauma, sectional justice movements also focus on
the building of ally communities of resilience, areas like self-determination and values,
practice and support, and the creation of new collaboration with allied communities and
114
https://mastery.org/
115
https://web.seesaw.me/
116
https://tc.vic.edu.au/
117
https://www.smh.com.au/national/there-is-a-better-way-of-teaching-bored-australian-students-20181030-p50csj.html
118
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/PreparingforaRenaissancein-
Assessment.pdf
119
https://edisciplinas.usp.br/pluginfile.php/1741149/mod_resource/content/1/CHO%2C%20S.%3B%20CRENSHAW%2C%20K.W.%3B%20
20
power sharing, cultivating pride and identity minority students such as LGBTQIA+, disabled
awareness through celebration, documenting youth, refugees, and increasing opportunities
history and culture, and taking action on acute for multilingualism, as well as expansive
issues while also learning/unlearning to not education in gender awareness as well as
repeat mistakes of the past. rural and distance education is a necessity.
Training in diversity, equity, and inclusion for
We can take inspiration and guidance from the educators and administration is also necessary
above ever evolving practices which can teach for sustained success. There are many ways
us how to inclusively organize ourselves and people are working for active inclusion;
our communities creatively for the good of all. Global Minds122, for example, is a for-youth
by-youth organization that inspires students
Active Inclusion. to form social bonds, intercultural friend-
The importance and benefit of intentionally ships, and to consider global issues through
creating and sustaining diverse, safe, and youth led extracurricular activities. Another
inclusive learning environments cannot be example is Comunidad Genera123, in Chile,
understated. Over thirty years of research on who provide trainings in gender equality and
inclusive classrooms and learning environ- sexual diversity to students, parents, teachers
ments show that students learning together, and staff of educational communities through
both students with extensive needs and from seven minute videos. It also provides teaching
diverse backgrounds and experiences, will not and family activities with gender perspective
only achieve ideal academic outcomes but will explained through one minute videos that
also create meaningful behavioral change and promote gender equality and LGBTQIA+ rights
social relationships120. The research corrob- and allows teachers to send parents tasks with
orates that youth perform better in diverse the same goal. Or we can look at Disability
classrooms, with students (and educators) of Rights, Education, Activism, and Mentoring
diverse backgrounds and experiences learning (DREAM)124, a national online disability cultural
with them, and it actively promotes creativity center connecting and supporting students to
and collaboration. Studies in childhood devel- become leaders and agents of change on their
opment show that students feel safer in school campuses. The student-led organization strives
and in life when they are educated in diverse to empower students with disabilities to work
settings and are more likely to promote for campus and national change, encourage
diversity outside of school environments121. the development of disability culture and peer
Ensuring there is intercultural and multicul- support, and advance the study of disabilities
tural education, and authentic genuine safe within academia. Additionally, we must also
space and learning for underrepresented or make efforts to include youth voices in our
research and development of education. The
120
https://www.thinkinclusive.us/research-inclusive-edu- Every Child to Flourish report, for example,
cation/
120
https://www.thinkinclusive.us/research-inclusive-edu- includes insights from over 400 young people
cation/ in 19 different countries world wide on what
121
https://unh.app.box.com/s/p7w3fnx69xghvrbtzejds9qb-
they believe needs to improve in education,
nhq164cd
122
http://globalminds.world/ their insights feed into innovations selected
123
http://generafundacion.org/ to be promoted around the world125. Collabo-
125
https://hundred-cdn.s3.amazonaws.com/uploads/report/
file/1/Hundred_Research_Report_001_-_Every_Child_ ration including youth is actually enshrined in
to_Flourish.pdf Article 12 of the United Nations Convention
126
https://downloads.unicef.org.uk/wp-content/
on the Rights of the Child126 yet this research
uploads/2010/05/UNCRC_united_nations_convention_
on_the_rights_of_the_child.pdf was recognised in the media as being partic-
127
https://www.forbes.com/sites/dereknewton/2018/06/27/ ularly unusual for this approach despite the
its-not-the-findings-that-make-this-education-re-
port-unusual/#9d6babf14b1f
21
UN enshrined the children’s right to partic- network-based education which provides more
ipate in 1989 based on their freedom of relevant content and learning experiences
expression127. Research can be co-authored by involving a variety of new providers. This
by young people as well, for example a Whole weaves learners and providers into a web of
Systems Approach to Education Redesign a interconnected learning spaces and processes,
case study on the need for intergenerational creating flows of information that allow such
perspectives and inclusion was published by a systems to become increasingly flexible and
17 year old exploring the future of education in adaptive, while at the same time becoming
a cross-cultural context.128 increasingly global. It is now possible to
choose freely not only from where to learn, but
No Singular Education System/School. also from whom to learn, and become a valid
The diversity of places and ways to organize distributor of ideas, knowledge and lifestyle.
education grows not only due to the devel- Though this trend is only at a starting point
opment of online technologies. We are now, we can confidently predict its growth,
witnessing a variety of different forms of which makes a powerful shift from education
alternative and original schools, such as Agile technologies as a privilege of a narrow
Learning Centres129, an expanding network of professional strata to education technol-
intentional learning communities leveraging ogies as an expression of one’s sincere will to
agile tools to support Self-Directed Education, share knowledge. It is also perhaps the most
or unschooling and homeschooling communities powerful in that it allows people to take this
like The Learning Co-operative130, a parent run, process firmly offline and integrated within
alternative primary school situated on beautiful the local community. Ecosystem leader, Joshua
bushland close to Hurstbridge, Victoria. As Schachter, has developed CommunityShare133
well as education clubs and open aware- which transforms cities into human libraries
ness-building initiatives like live libraries131 through an online platform and offline relation-
and flying universities to name a few132, which ships that connect local community expertise
form a completely new learning landscape. and knowledge to real-world learning experi-
They are based on diversity and interaction ences with students and teachers.
of different approaches and methodologies,
making it possible to choose from a range of
what suits best one’s personal learning style
and worldview. We must keep complexity in
mind to see multiple aspects and possibilities
for ourselves and each other. G. Servant and Shared
Governance and Leadership.
Networks for Learning.
It seems that current pressures have created Major shifts occur in the management of
the ideal conditions for the rise of a “new” education systems, whereby national and
local governments and other major stake-
holders recognize the increased variety
128
https://www.dropbox.com/s/00wg4c77btihfa2/KLaszlo%20-%20
EdFuture-paper.pdf?dl= of learner types and needs, and learning
129
https://agilelearningcenters.org/ models to support them. Addressing the
130
http://www.hurstbridgelearningcoop.vic.edu.au/
131
https://www.coe.int/en/web/youth/living-library
area of shared leadership is explored deeply
132
https://en.wikipedia.org/wiki/Flying_University by authors such as Neha Chatwani who
133
https://www.communityshare.us/
embraces the underlying idea that leadership
134
https://www.palgrave.com/gp/book/9783319595801
135
https://books.google.co.uk/books/about/Emergent_Strategy. is a dynamic process that intersects closely
html?id=JBwwDwAAQBAJ&source=kp_book_description&redir_ with followership exploring more inclusive and
esc=y
22
holistic paradigms.134 There is also the work Camden136 in London are exploring new ways
of Adrienne Maree Brown, who, in a magical to invest in public good and social progress.
combination of radical self-help, society-help, They started alt.cmd, co-founded by Camden
and planet-help, mirrors and playfully explores Town Unlimited︎, Euston Town︎, Dark Matter
that we need Emergent Strategy to enable us Labs︎ & Future Cities Catapult︎ as a collective
all to play a role in embodying and prototyping investment to explore how to create the
the future together.135 ecosystem for local innovation and imagi-
nation together, running collective local exper-
Accordingly, new types of governance emerge iments with the community. They are working
in education including: on accelerating regulation, the economy, the
(1) Transition from hierarchy to “networked” environment, education, AI and privacy.
governance, implying that development
of education occurs not by centralized While there are many positive trends within
top-down promoting of new “educa- education systems including the above it is also
tional reforms”, but by cultivating suitable clear that if education systems are to evolve to
approaches bottom-up. prepare learners to navigate our increasingly
(2) Design of new tools that support this VUCA future and address the “wicked problems”
bottom-up development: “scanning” and facing our world, they must become a source for
“pulling” educational innovation competi- building our individual and collective capacities
tions and acceleration programs, grants to do so together. Whilst many of the examples
provided to schools and teachers, maps above point to “bright spots” of learning and
and professional networks of innovators. innovation in education we need to connect
Creating incentives and promotions for and foster collaboration between these actors
innovators. so that we don’t foster disconnected islands
(3) Cultivation of communities of practice for of innovation. What is needed, this research
new education paradigm practitioners that suggests, is to cultivate the collaborative
can creatively search for opportunities for ecosystems within these innovative approaches
design and implementation of innovations are developed both locally and globally.
(having sufficient time and resources to
reflect, discuss, and experiment) Given the depth and scale of challenges we
(4) Taking into consideration the diversity of face, we need sustainable and regenerative
situation of various regions and schools approaches to learning and innovation that
(economy, resource availability etc.). address the many facets of “wicked problems”
(5) Using education as a key vehicle for and holistic education that prepares learners
socio-economic development at the to work and play toward viable futures137.
regional and national scale.
(6) Changing role of governments that become
facilitators of “fair game” opportunities “We’re teaching people to look for a
and equity while maintaining growth of right answer but those out in the world,
diversity. out in the field know that it is never
so simple. Our current education is
An example of grassroot civic governance and
community acceleration initiative, Alternative conditioning yourself to think in a linear
way and wiping out the complexity, our
136
https://alternativecamden.com/ reality”
137
https://hundred-cdn.s3.amazonaws.com/uploads/report/ Garry Jacobs,
file/1/Hundred_Research_Report_001_-_Every_Child_ CEO of the World Academy of
to_Flourish.pdf Arts and Science
23
1.3
half of the 20th century, yet after that their
efficiency would begin to decline (see Figure
2). Too many levels of hierarchy, with too few
decision makers at the top, does not allow
Why Ecosystemic
governance to comprehend the complex
situation in its entirety. These models then
Transitions
give way to hybrid decision making structures
that are more interconnected, where hierar-
chies are combined with networks.
At this time in our history, humanity is facing According to the requisite variety law estab-
two of the most significant questions we have lished by William Ross Ashby141 the variety (or
ever encountered. Firstly, how do we establish complexity) of a governing system must be the
deep resilience as a global civilization in the same or greater than systems they govern.
midst of accelerating and increasing social and Therefore, as interconnected global societies
technological complexity? Secondly, how do we continue to create new layers of techno-
harmonize the relationship between humanity logical and social complexity, we should see
and other planetary systems, such as the new systems of governance that can “absorb”
biosphere as a whole, and the climate systems complexity. An emerging complex network-
of land, air, and water138? The diversity of risks based civilization requires new systems of
we face today can be reduced to these two governance that are adequately complex, and
fundamental questions. While industrial-based so it must be governed by a network in which
society has solved many social challenges is everyone is a node in the net. This requires
has also produced many unintended negative that every individual and collective agent
eco/social/economic/cultural consequences. both coordinates and is coordinated. As it is
In the midst of increasing complexity of our estimated there is probability of around 50%
local and global challenges the intersectional that human civilization collapsing before the
nature of the dynamics we face is forcing us end of the 21st century142, and the possibility of
to address questions across societal domains humankind disappearing altogether is between
about how we as a human community will 20% and 30%143, this is something we need to
learn, make choices, and lead together going begin to learn and implement presently. The
forward. cumulative nature of global risks has been
widely discussed in Nassim Taleb’s Antifragile,
The work of Yaneer Bar-Yam explored the where he suggests that it is not possible to
models of governance and control structures prevent the accumulation of global risks within
throughout the entire human history139. He the increasingly complex society by creating
indicated that as the complexity of diversity better systems of command and control144,
across human societies grew, hierarchical reinforcing Ashby’s work. Instead he suggests
models of governance in complexity and that the best way to ensure global civilization
efficiency would reach their peak in the second is crush-prone or “antifragile” is to create the
138
https://www.researchgate.net/publication/319684481_Systemic_Innovation_Education_and_the_Social_Impact_of_the_Systems_
Sciences
139
https://dl.acm.org/citation.cfm?id=331688
140
https://dl.acm.org/citation.cfm?id=331688
141
https://books.google.co.uk/books/about/An_Introduction_to_Cybernetics.html?id=mHtQAAAAMAAJ&source=kp_book_description&redir_
esc=y
142
http://www.tecnos.cienciassociais.ufg.br/up/410/o/Our_Final_Hour_%E2%80%93_A_Scientist’s_Warning_._2003_._Martin_
Rees_c%C3%B3pia.pdf
143
https://www.jetpress.org/volume9/risks.html
24
Complexity Progression
Individual
Civilization
Collective
Complexity
Hunter- Early Civilizations Industrial Hybrid Networked

Gatherer Revolution Civilization
Control Structure
Hierarchy Network
Laternal
Connections
Specialisation
Hierarchy
Levels
Specialisation / Diversity
Time
Figure 2: Evolution of models of governance140
25
Variety
Unity
Shared vision Diversity

of the future: maintained:
Shared worldview, purposes Various “players” and
Goals and values diverse strategies
Ecosystemic
organisation
Relations
Evolutionary
Interdependence:
Productive cooperation, search:
symbiotic relations Experiments, prototypes,
unexpected effects, “letting
flow”
Figure 3: “Paradoxical” qualities of ecosystemic organization
26
capacity to absorb risks at source: at the level (autotrophs), energy consumers (hetero-
of personal action. In other words, it requires trophs) and non-living objects, or environment,
every citizen of the global world to take care and inherit common traits like adaptability,
of the globe, especially the continual negative diversity, connectivity, and the ability to
impacts we’ve had on nature and the potential distribute and recycle resources. A small
destructive conflicts within our society. Thus, group of intellectuals such as Edgar Morin,
the main role in global risk prevention should French philosopher and sociologist, elevated
be attributed to individual and collective the concept of ecosystems which gained
competencies that foster local, national, and paradigm status covering the complex interac-
global wellbeing. tions between its living and nonliving compo-
nents146. This new dimension of the term lends
As we move from the industrial age into the itself to exploring the metaphoric potential of
digital we notice that the digitalisation of our biological ecosystems for other disciplines.
society and education is a continuation of The fact that ecosystems are so common and
the industrial paradigm in many regards. The widespread in nature indicates that this way
spreading of machine like action and behaviour of organizing is most efficient from an evolu-
into a greater number of activities such as tionary point of view, as it has been selected
personal, processes, and relationship building over any other ways in the 4 billions years of
is apparent in much of what we do. Yet, simul- history of life. It allows life to self-organize in
taneously in the face of this technofying trend, all its incredible variety, while keeping maximal
there are of course alternative pathways we sustainability and resilience of any given
might choose to take that are based upon our ecosystem in its interconnection with the rest
ecological evolutionary heritage. We can, if of the world.147
we choose, reconnect with the natural world,
with the “Nature” within us, and cultivate So how do we embrace complexity and make
ways of thinking and action which are organic it work for us? System science suggests that
and connected to the living systems, the ecosystems have a paradoxical ability to
ecosystems of which we are a part. In the face maintain both the unity and the variety for
of future scenarios we can continue to invest an advantageous way of governing (Figure
in siloed industrial and digital infrastructure or 3). The unity is established by creating shared
we can model the intelligence of nature and interaction protocols and orientation of all
incorporate our technological advances into ecosystem participants towards cooperation,
web’s of interconnection inspired by living as well as by setting up shared values and
ecosystems. long term goals. The variety is established
by “evolutionary” protocols in that there is no
The term ecosystem was used for the first single plan for the ecosystem, and any partic-
time as early as 1935 and was used to mean ipant can engage in experimentation or explo-
an agglomeration of living and non-living ration, and any participant can either achieve
objects, independent, but connected, acting “evolutionary success” (begin to develop, grow,
concurrently during the whole life cycle145. spread) or fail and “die out.”
It was recognised that every ecosystem is
unique, but all of them consist of the same Due to increasing complexity, connectivity,
groups of agents, including energy producers and proximity multi-stakeholder interconnec-
144
https://books.google.co.uk/books/about/Antifragile.html?id=T9hbUv4NIU0C&printsec=frontcover&source=kp_read_button&redir_esc=y#v=o-
nepage&q&f=false
145
https://www.researchgate.net/publication/225537620_The_Ecosystem_as_a_Multidimensional_Concept_Meaning_Model_and_Metaphor
146
https://www.iemed.org/observatori/arees-danalisi/arxius-adjunts/qm-16-originals/roquema_towards%20ecologised%20thought%20
interview%20with%20edgar%20morin_qm16.pdf
147
https://wtf.tw/ref/meadows.pdf
27
Transport The transport industry is moving

towards solutions that are:
Smart technology can help address many transpor-

tation problems and evolve the industry as a whole
through ecosystemic connection148. Massive break-
throughs in transportation-related AI technology are
Cooperative
already occurring today, with autonomous vehicles
surging in popularity around the globe. All major car
manufacturers are currently exploring autonomous
vehicles, with companies like Google and Lyft having
autonomous fleets roam the streets of many cities.
The Department of Transportation, in the US, has
also recognized the impact AI has, creating proposals Multi-modal
for cities that are looking into smart infrastruc-
tures. It will award $40 million USD to a city that
can demonstrate how to effectively solve critical
municipal challenges using innovative transpor-
tation technologies, data, and applications149. Other
examples include, NewCities150, a global nonprofit
committed to shaping a better urban future, they are
Electrical
developing services so all players in the transport

ecosystem can interact in a safe and globally
deployable way. They have partnered with Ericsson151,
whose approach to connecting the transportation
industry is focused on providing solutions in three
stages: connected, cooperating and automated. They
Automated
believe that connected transport must meet three
criteria: 1) multimodal — using different modes of
transport in a smart way 2) shared — both vehicles
and transport infrastructure must be shared in a
smart way 3) managed — achieved through services
such as smart booking, smart traffic management
and smart payments.152 Connected
Figure 4. Ecosystemic organization of

transportation sector153
28
tions are increasing. Out of this trend complex by creativity and innovation and adhering to
networks of knowledge production are arising. inclusivity and democratization, old forms of
Assembly-line learning and industrial inspired organized learning become increasingly irrel-
education systems are not designed to evolve evant. The emerging format of a learning
to meet this kind of increasing complexities ecosystem is often touted as a new paradigm
facing society today. Siloed institutions, are, of education, contrasted with existing educa-
and will continue to be made redundant in a tional system.
future increasingly shaped by complex inter-
connection and interdependence. We therefore One of the earliest uses of this notion in
need, and are indeed at the beginning of an education, describing the innovative approach
“ecosystemic transition” through which we will of Virginia Polytech indicates: “Educational
need to embrace the wisdom of living systems Ecosystem involves assets and interests of
and model our relationships, interactions, and all stakeholders (faculty, students, industry,
organizing processes after the living complex community, and specific individuals within
adaptive systems upon which all life depends. each of these categories) combined to achieve
One indicator of this emerging transition is the synergistic results that benefit all.”154 It moves
increasing use of the term “ecosystem” across from the total indifference of the uniqueness
a great variety of sectors, from transportation of each individual to appreciating everyone’s
and energy to healthcare, city administration, ability to provide a means to integrate a
social innovation and the arts. diverse milieu of learning opportunities in a
holistic and life affirming way. The Innovation
While there are indeed various approaches to Unit, for example, first released a report on
“ecosystems organizing” developing across education ecosystems in 2011 in partnership
a wide spectrum of domains as the above with CISCO entitled Developing an Innovation
highlights, in educational contexts learning Ecosystem for Education155. With the field of
ecosystems tend toward emphasizing a new social innovation exploring ecosystems for the
type of education altogether; a way of learning last decade it’s unsurprising that we see the
that replaces mechanistic approaches with term innovation as the central focal point of
those dedicated to fostering flourishing lives this work. We now see 8 years later the release
and futures. The present paradigm of education of another report by the Innovation Unit, this
was created around two centuries ago in time in partnership with WISE, Local Learning
the interest of national states and the rising Ecosystems: Emerging Models156. This work
sector of mass-scale industrial production. At showcases 9 case studies of eco-systemic
the heart of the system was adherence to the approaches based on the following qualities:
standard and suppression of originality and they 1) are diversifying learning resources
creativity, and its purpose was to produce loyal and pathways for learners, 2) are activating
citizens and obedient workers. However, with and sharing resources for learning in new
the rise of a complex society which is driven ways from diverse sources, 3) are dynamic
148
https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=755&menu=1515
149
https://medium.com/kambria-network/series-6-transforming-the-transportation-ecosystem-f7a9c13d2969
150
https://newcities.org/transforming-transport-by-building-ecosystems-not-ego-systems/
151
https://www.ericsson.com/en
152
https://newcities.org/transforming-transport-by-building-ecosystems-not-ego-systems/
153
https://www.ericsson.com/en
154
http://www.globaledufutures.org/images/people/GEF_april26-min.pdf
155
https://www.innovationunit.org/publications/developing-an-innovation-ecosystem-for-education/
156
https://www.innovationunit.org/publications/local-learning-ecosystems-emerging-models/
29
Social Innovation
Around the world social innovation is on the rise as makers alike are increasingly committed to the
public, private, governmental, and multi-stakeholder development of “innovation ecosystems’. Elizabeth
innovators seek to address societal challenges at Hoffecker at the MIT D-Lab for example, has been
both the local and global scale. This trend speaks conducting research on innovation ecosystems,
to the recognition that social innovation is not a which they define as “place-based communities of
luxury for the few, but rather a necessity for all. In interacting actors engaged in producing innovation
this light, Tonya Surman and the Centre For Social and supporting processes of innovation, along with
Innovation157 team in Toronto, Canada suggests that the infrastructure and enabling environment which
“Social innovation refers to the creation, develop- allows them to create, adopt, and spread solu-
ment, adoption and integration of new and renewed tions to local challenges.” Across different contexts
concepts, systems and practices that put people and around the world, it has been found that developing
planet first. At their best, social innovations tackle innovation ecosystems, or strengthening ones that
the root causes of problems by changing the systems already exist, produce a consistent set of benefits for
that are causing the problem .” The McConnell
158
innovators, entrepreneurs, and localities, including:
Foundations Re-Code initiative159, for example, aims 1) Common assets, including physical assets such as
to reimagine schools as an integral part of commu- workshop and co-working spaces and financial assets
nities to develop and amplify social innovation’s like new savings and loan funds for innovators. 2)
thereby “re-coding education to meet today’s social Shared infrastructure, including communication
challenges”. Furthermore, Social Innovation Canada, infrastructure and “relationship infrastructure,” such
a national initiative dedicated to connecting and as new networks and linkages between members of
amplifying the social innovation ecosystem across the system. 3) New resources, including information,
the country and beyond, is an exemplar of creating new know-how, and a workforce with enhanced skills
the collaborative and digital infrastructure to specific to certain industry and innovation niches.
engage, nourish, and grow ecosystem approaches 4) Favorable operating conditions for innovation,
to addressing root causes and co-creating systems including changes in norms, rules, and policies to
level solutions. Additionally, many around the world, create a more-level playing field. 5) New capacities
seeking to empower social innovation initiatives within the system—such as large-scale production,
including practitioners, researchers, and policy distribution, and collective action capacities that
enable coalitions to achieve results that no single
member of the ecosystem could have achieved on its
own.160
157
https://socialinnovation.org/
158
https://socialinnovation.org/wp-content/uploads/2018/12/Unlocking-Canadian-Social-Innovation-.pdf
159
https://mcconnellfoundation.ca/initiative/recode/
160
https://ssir.org/articles/entry/why_cultivating_your_innovation_ecosystem_is_worth_the_work#
30
Social Innovation Ecosystem
Start-up Ecosystem
Social Provides
ventures capital & Social
expertise capital
philantropists
Provides ideas, Pa
rtn Provides
incubators er
& smart people s Policy Frame-
Capital & works
Provides network
expertise & mentoring to
support Provides
Colleges investment
Source: https://www.ryerson.ca/content/dam/diversity/reports/social-innovation-shaping-canadas-future.pdf
& expertise Government

& universities Provides R&D
& partners
& Talent ks
or
Social capital ew rt
Recruits & trains a m po
p
Private philantropists Fr Su
smart people Provides Tech- &
sector nology support
& Training
Innovation Ecosystem
31
Pilot Scalable
Research Development
technology technology
Innovation
ecosystem
Entrepreneurial ecosystem
Concept MVP Scaling \ growth
Learning
Children: Youth: Technological:
early first real life talents and
engagement of projects entrepreneurs
tech talent
Figure 5: An example of how multilayered ecosystems are interdependent at an

entrepreneurial, innovation and learning ecosystems level
in composition and porous around the edges, in her research, the importance of innovation
4) are supported by helpful infrastructure, 5) ecosystem culture in schools, in which multiple
comprise formal and informal learning insti- actors who disrupt existing practices to design
tutions, traditional and new entrants, 6) have new learning models and new communities
distributed governance, 7) are learner driven for learning are key. This is unsurprising as
or have learner agency at their heart and 8) in recent years, high expectations were set
make an attempt to meet twenty-first century with digital educational technologies that
challenges in some way, beyond academic were expected to revolutionize the paradigm
attainment. of education. It was often anticipated that the
digitalization of education would make it more
Whilst the Innovation Unit focus on the local human-focused, more interconnecting, more
learning ecosystems, they also highlight two learner-empowering, similarly to many other
other kinds of ecosystems they believe to be spheres of human interaction. However, during
within existence and of particular note for the last couple of decades it became evident
education: 1. Knowledge sharing ecosystems, that the digital paradigm in education does
operating at global or national level and 2. not necessarily make education “ecosystemic”.
Innovation ecosystems, operating at city or Not every form of new, digitized education is
jurisdiction level. Rosie Clayton’s Building learner centered and learner empowering. It
Innovation Ecosystems in Education to can also become a way of continuing the old
Reinvent School: A study of innovation & paradigm, the one keeping learners passivized
system change in the USA161, also explores and obedient.
161
https://www.wcmt.org.uk/sites/default/files/report-documents/Clayton%20R%20Report%202016%20Final.pdf
162
https://www.uwc.org/
32
Then it must be noted that it seems that the stress inducing world, we must nurture skills
essence of what it means to learn “ecosys- and wellbeing, engaging with much longer
temically” is multifaceted. Ecosystemic “ways cycles of human development that starts
of being” are interconnected and seek to form at school and even preschool stage, or even
patterns and rhythms that synchronize related earlier. All educational systems, we suggest,
parts of society. Learning ecosystems are not must become learning ecosystems supporting
isolated responses to challenges that educa- collective thriving.
tional systems face, rather they support the
integration of other sectors towards collective What seems to be emerging then is that
learning. Learning ecosystems should be seen ecosystemic approaches when combined
then as integrating various types of innovation, can strengthen capacity building for entre-
entrepreneurial, and learning ecosystem preneurial, innovation, and learning compe-
approaches (Figure 5). For example, let us tencies. Learning across multi-stakeholder
consider an ecosystem for new technological groups fosters opportunities for uncommon
sectors, such as Silicon Valley, Boston area, collaborations and, when partnered with inter-
Tel-Aviv, or ELAT (Eindhoven-Leuven-Aachen generational and lifelong learning opportu-
Triangle). nities, set the stage for a radical shift in how
education systems could be organized. There
For such an ecosystem to function adequately, is no standardized “one size fits all” approach
it requires all kinds of support and projects at to a new paradigm of learning in our complexi-
different stages, such as meetups, coworking fying times. What is called for is a transfor-
spaces, seed funding and mentorship. But mational approach to learning and education
an entrepreneurial ecosystem will only be as a force for good and peacemaking. This
successful if coupled with the knowledge/ is what inspired schools such as the United
innovative ecosystem, where universities, labs, World Colleges162 the possibility that education
and industrial partners work together to bring can be “a force to unite people, nations and
ideas from research and convert them into cultures for peace and a sustainable future”.
scalable industrial technologies. Yet none of The opportunity and challenge inherent in
these ecosystems will be able to develop and this trajectory is to discover together how we
grow unless a constant inflow of people with can unify lifelong, multi-stakeholder, and truly
the necessary skills and wellbeing are working transformational learning.
together. In our ever-changing world, and often
33
34
2
The Purpose
of Learning
Ecosystems
and Emerging
Definitions
35
2. The Purpose of Learning Ecosystems and Emerging Definitions
2.1
could fragment space and time. It is
a vision in which rock and tree, bird
and fish, human being and caribou
are all alive and partakers of the gifts
Learning From of Mother Earth. Indigenous science
does not seek to found its knowledge,
Ecosystems as we do, at the level of some most
ultimate elementary particle or theory,
rather it is a science of harmony and
This research suggests we are witnessing
compassion, of dream and vision, of
across diverse educational contexts the
increasing use of the term “learning ecosystem”. Earth and cosmos, of hunting and
Understanding what “ecosystems” are is a growing, of technology and spirit, of
prerequisite to understanding how “learning song and dance, of colour and number
ecosystems” may better serve learners than of cycle and balance, of death and
industrial education models. This shift from
renewal.”163
“industrial” to “ecosystemic” requires us
to understand how living ecosystems can
influence our understanding of collective This integral understanding of the Earth and
learning. Human traditions the world over offer the cosmos has the potential to remind us all of
unique insight into our understanding of the our relationship to the living systems that we
world. While Western education systems tend are inextricably a part of. Ecosystems are not
toward the scientific paradigm as our primary something “out there”, not merely a distantly
source of knowledge, this is but one lens observable phenomenon, but rather, humans
through which to understand reality. There are as individuals and collectively are part of the
many perspectives and worldviews, traditions ecosystems we seek to understand. Explorer
and ways of knowing that can teach us about and ethnobotanist Wade Davis suggests:
our world and our place in it. To truly under-
stand ecosystems with depth and integrity we “We have this extraordinary conceit in
can explore a variety of perspectives including, the West that while we’ve been hard at
scientific approaches, ancient wisdom tradi-
work in the creation of technological
tions, ecological cosmologies, and traditional
wizardry and innovation, somehow
ecological knowledge of indigenous peoples
around the world. To begin, in the words of the other cultures of the world have
theoretical physicist F. David Peat, author of been intellectually idle. Nothing could
Blackfoot Physics: be further from the truth… We now
know to be true biologically what
“Indigenous knowing is a vision of the we’ve always dreamed to be true
world that encompasses both the heart philosophically, and that is that we are
and the head, the soul and the spirit. all brothers and sisters. We are all, by
It could no more deal with matter in definition, cut from the same genetic
isolation than the theory of relativity cloth. That means every single human
164
https://books.google.co.uk/books/about/Blackfoot_Physics.html?id=ZMP21NgGlx8C&printsec=frontcover&source=kp_read_
36
society and culture, by definition, Learning from ecosystems then is not an

shares the same raw mental activity, abstract idea, but rather, an imperative.
Moreover, learning to become intentional in
the same intellectual capacity. And
being part of living systems and develop deep
whether that raw genius is placed empathic capacities allowing us to flow with
in service of technological wizardry nature and its systems will allow humanity to
or unraveling the complex thread of shift the narrative from one of separation to
memory inherent in a myth is simply one of belonging, of “interbeing”. If we are to
a matter of choice and cultural shift from industrial models of learning and
organizing toward ecosystemic then modeling
orientation.”164
the genius of living systems, and learning from
peoples who traditionally hold this knowledge
Academic, author and activist David Suzuki is our greatest hope. Learning together from
suggests that “aboriginal people are our best ecosystems then is truly the leading edge of
bet for protecting the planet, not environmen- this emerging field and will help shape the
talists” specifically because of the cultural/ future of learning ecosystems as an emerging
ecological orientation of indigenous people. praxis. With the aim of offering an overview
In recognition of our dependence on living of evolving perspectives of ecosystems from
systems, he suggests “...the most important a western orientation, a quick online search
factor that every human being needs to for the term “biological ecosystem” points to
live and flourish is a breath of air, a drink of definitions such as the following:
water, food and the energy from photosyn-
thesis. Without those elements, we die… our “An ecosystem is a community of
healthy future depends on protecting those living organisms in conjunction with
fundamental needs, which amazingly enough,
the nonliving components of their
are cleansed, replenished and created by the
environment, interacting as a system.
web of life itself.”165 Traditional Ecological
Knowledge (TEK) teaches us about the web of These biotic and abiotic components
life, and our place in an interconnected world. are linked together through nutrient
Rather than being in contrast to a eurocentric cycles and energy flows.”167
scientific paradigm TEK can help us see the
relationships we have to the land, the places “An ecosystem is a large community of
we call home, to ourselves and each other, and living organisms (plants, animals and
all life.166 microbes) in a particular area. The living
and physical components are linked
together through nutrient cycles and
energy flows. Ecosystems are of any
size, but usually they are in particular
places.”168
164
https://books.google.co.uk/books/about/The_Serpent_and_the_Rainbow.html?id=NAs-JZ1MhoMC&printsec=frontcover&source=kp_read_
165
https://davidsuzuki.org/
166
https://books.google.co.uk/books?hl=en&lr=&id=J2CNS64AFvsC&oi=fnd&pg=PR6&dq=traditional+ecological+knowledge&ots=KBlhGhys-
Fl&sig=F5wexUY6DHqKOpeCNKANlI6nh8I#v=onepage&q=traditional%20ecological%20knowledge&f=false
167
https://www.google.com/search?q=what+is+an+ecosystem&oq=what+is+an+ecosyste&aqs=chrome.0.0j69i57j0l4.2133j0j7&sourceid=-
chrome&ie=UTF-8
168
https://simple.m.wikipedia.org/wiki/Ecosystem
37
1. The
2. Introduction:
Purpose of
The
Learning
Future of
Ecosystems
Learning and Emerging Definitions
The most important factor that every

human being needs to live and flourish
is a breath of air, a drink of water, food
and the energy from photosynthesis.
Without those elements, we die… our
healthy future depends on protecting
those fundamental needs, which
amazingly enough, are cleansed,
replenished and created by the web of
life itself.
38
2. The Purpose of Learning1.Ecosystems
Introduction:
andThe
Emerging
Future of
Definitions
Learning
Source: https://www.nasa.gov
Figure 6. NASA image of Sahara dust carried to Amazon basin
Both of these definitions focus on the inter- as the definitions above suggest, ecosystems
relationship and community centrism of include an array of dynamic variables, such as:
ecosystems, recognising ecosystems as
place-based and that the component parts of Ecosystems are both highly adaptive (i.e.
ecosystems are united in collective unfolding. they can modify themselves in response
to disturbances or interventions) and
Life on Earth is organized in ecosystems. Every highly resilient (i.e. they can regenerate
complex community of organisms (a biome) themselves if disrupted or damaged)
and our biosphere as a whole is organized
ecosystemically. For example, on a micro level Ecosystems foster diversity, intercon-
our bodies are in fact ecosystems of symbiotic nection and mutualistic or symbiotic
microbes and bacteria that greatly influence relationships (A great example is micorise,
our lives and health. It is a striking discovery a symbiosis of mycelium and tree roots that
to understand that approximately 99% of the connects trees in a forest as a deeply inter-
human genome does not belong to us but to woven system)
these symbionts169. On a macro level, microbes
are distributed across the planet via weather Ecosystems include a variety of integral
patterns, as is phosphorus-rich dust from the roles in relation to each other and to an
Sahara desert carried to the Amazon basin environment. Ecosystem hosts for example,
fertilizing the rainforest170 (Figure 6). establish non-competitive and mutually
beneficial relationships with species in
Our lives are inextricably united and embedded the ecosystem, usually providing home and
at the micro and macro level in the ecosystems shelter for them. Ecosystems of greater
from which we have evolved and that we maturity also shift to highly complex collab-
contribute to moment by moment simply oration where each part of the system
by being alive. Ecosystems are a viable life (mostly) works together to balance the whole
organising pattern for continued evolution and overcoming limitations of competition for
169
https://www.npr.org/sections/health-shots/2012/06/13/154913334/finally-a-map-of-all-the-microbes-on-your-body
170
https://www.nasa.gov/content/goddard/nasa-satellite-reveals-how-much-saharan-dust-feeds-amazon-s-plants/
171
https://www.ted.com/talks/suzanne_simard_how_trees_talk_to_each_other
39
self-survival. (Two great examples of hosts

are coral reefs in the sea and “mother trees”
in forests.171) The concept of a business
ecosystem
Ecosystems have reinforcing, self-reg-
ulating and balancing functions that In 1993 the business strategist James Moore
support the health of a given ecosystem. adopted the biological concept a Harvard Business
(For example predator / prey relations create Review article “Predators and Prey: A New Ecology
a system of checks and balances between of Competition,” in which he paralleled compa-
different species that limit risks of overpop- nies operating in the increasingly interconnected
ulation and produce ecosystems of higher world of commerce to a community of organisms
complexity and variety. “How wolves change adapting and evolving to survive. Moore suggested
rivers” a vignette of how reintroducing that a company be viewed not as a single firm in an
wolves to Yellowstone Park changed the industry, but as a member of a business ecosystem
course of rivers provides a great illustration with participants spanning across multiple industries.
of this dynamic.172) To Moore a business ecosystem was:
Ecosystems circulate resources and “An economic community supported by a foundation

make use of all available resources in a of interacting organizations and individuals—the
given system. They tend toward maximal organisms of the business world. The economic
“productive capacity” — i.e., they community produces goods and services of value
sustainably foster and transform the to customers, who are themselves members of the
maximum possibility of living matter given ecosystem. The member organisms also include
the amount of solar radiation, water and suppliers, lead producers, competitors, and other
other key resources available. stakeholders. Over time, they co-evolve their capa-
bilities and roles and tend to align themselves with
In addition to the above mentioned evolutionary the directions set by one or more central compa-
and biological attributes of ecosystems, social nies. Those companies holding leadership roles may
scientists have a long tradition of “borrowing” change over time, but the function of ecosystem
biological concepts to understand complex leader is valued by the community because it enables
societal dynamics. This Western rationalized members to move toward shared visions to align
perspective usually narrowed the complex their investments and to find mutually supportive
dynamics of life to a particular aspect, leading roles.”
to oversimplified and often erroneous conclu-
sions. For instance, two late-19 century social To this end, it was identified that a business
scholars, Herbert Spencer and Piotr Kropotkin, ecosystem consists of a network of interlinked
both took inspiration from then recently-pub- companies that dynamically interact with each other
lished Origin of Species by Charles Darwin. through competition and cooperation to grow sales
Yet Spencer emphasized the competition as and survive. An ecosystem includes suppliers, distrib-
a driver of evolution: he coined “survival of utors, consumers, government, processes, products,
the fittest” as the main principle of natural and competitors. When an ecosystem thrives, it
evolution, and suggested that these dynamics means that the participants have developed patterns
explain and justify the social inequality, of behavior that streamline the flow of ideas, talent,
becoming one of the founding fathers of and capital throughout the system.
“Social Darwinism”. Kropotkin, on the contrary,
suggested that the main force of evolution is
cooperation between species, and he saw the
40
same dynamics as a driver of social life and

variety of actors (i.e., living species)
progress, he therefore became the founder and all nonliving elements in use
of anarchism (which in modern terms may for education through teaching and
also be called decentralized or network based learning. The full variety of actors
society). While both researchers derived their involves the population inside school
social theories from the same biological
(mainly teachers, principals, students,
inspiration, they created two social theories
that had major real life implications yet
other staff) as well as the population
were almost incompatible with each other. outside school (entrepreneurs,
However, later as social studies were infused associations, institutions, parents,
with more rigorous system science frame- families, friends and private persons
works, the use of ideas such as evolution or etc.).The non-living (abiotic) elements
ecosystems has become more nuanced and
inside this milieu are defined by all
scientifically motivated. Around three decades
ago the ecosystemic approach also began to
available material means (buildings,
spread as a way of organizing technological classrooms, external locations, tools, IT
innovation. Even before that, the concept resources, etc.) and they influence the
of ecosystem has been used by organiza- nature of interaction of populations.
tional scholars such as Michael Hannan and All these populations are connected
John Freeman173 who explore the evolution
through networks. They form together a
of various types of organizations, as well as
economists such Richard Nelson and Sidney meta-population and inhabit the same
Winter174 who explore the evolution of innova- milieu. In the entrepreneurial school, the
tions and industries. nature of this milieu is characterised by
a shared entrepreneurial context.” 175
Looking to definitions that have sprung up
in education, the OECD share, in a report
examining entrepreneurial ecosystems for Whilst it ends regarding the specificity of
learning, a fairly detailed but nonetheless the entrepreneurial context, the rest of the
relevant definition and does, as far as exploring definition does explore and highlight the
explicitly biomimicry metaphors, showcase importance of the interactions and ‘full variety’
what it means to be an ecosystem. of the living and nonliving, not so explicitly
highlighted in previous definitions. This shows
that it isn’t just the stakeholders themselves
“Ecosystems are defined by the network who are important, but the encompassing
of interactions among organisms, physical space, energy and tools within it. It
and between organisms and their seems that without these facets we could not
define it as ecosystemic, drawing parallels
environment. They can be of any size
with the biological ecosystems and their
but usually encompass specific, limited environment for inspiration.176
spaces. In the world of education,
ecosystems may be defined as the full
173
https://books.google.co.uk/books/about/Organizational_Ecology.html?id=UVHDye2683gC&printsec=frontcover&source=kp_read_
174
http://inctpped.ie.ufrj.br/spiderweb/pdf_2/Dosi_1_An_evolutionary-theory-of_economic_change..pdf
175
http://www.oecd.org/cfe/leed/Outward-Looking-School-and-Ecosystem.pdf
176
http://www.oecd.org/cfe/leed/Outward-Looking-School-and-Ecosystem.pdf
41
Exploring the variety of definitions we can see This comparison allows us to “set up bound-
some defining common threads, especially aries” of what can or cannot be called an
examining them in connection to one another. ecosystem based on a normative, or biolog-
The main common element seems to be in ically inspired definition. A system is likely
social ecosystems: a diverse, multi stakeholder not an ecosystem if it has one or more of the
community of interconnected relationships. following features:
Then, in relation to education, they must offer
a new way of organising learning. It’s also a system consisting of a single type of actor
highlighted that ecosystems do not just mean (no diversity), or it consists of different types
the living elements, but also the spaces, tools of actors, but there is very low or no collabo-
and technology which creates the full ‘working’ ration between them,
system. Descriptors of social ecosystems all a system is hierarchically governed by exter-
aim for a vastly improved organisation and in nally defined KPIs/goals, or it constantly
the case of education, provision of learning. requires external organizing efforts,
a system is highly centralized or is dependent
There are significant parallels between upon a single source of (financial) resources
ecosystems in biology and those in the (e.g. government/philanthropic funding),or it
society (including, but not limited to ones in has a unifying platform but doesn’t have a
education) which are summarized in Table 1. diverse group of users that actively use it,
First, and perhaps the most important quality a system evolves towards closure/isolation
of both biological and social ecosystems are
their diversity and the fact that despite this For example, a network of schools cannot
diversity they remain interconnected as the be considered an ecosystem as there is no
ecosystem emerges in a shared way. Second, diversity of types of actors or relationships.
both biological and social ecosystems develop The diversity of resources is mandatory to
multiple strategies to nurture or resource be resilient and maintain themselves. This
themselves. These two traits allow ecosystems is important to note, as sometimes people
to stay resilient and to adapt to varying perceive an ecosystem as something to be
environmental conditions. Further to that, the created by one funder or the government, but
success of ecosystems is dependent upon how what happens is that if they step away, this
well various species within them are collabo- system dies. It will only become an ecosystem
rating with each other, establishing all forms when it has multiple sources of income and
of synergies (i.e., a situation when a total is human energy.
more than the sum of its parts, 1+1>2). Certain
species will play the role of “integrators” and
similarly, social ecosystems require various
forms of integration through elements such
as platforms and hosting spaces. Finally, as
biological ecosystems maximize their capacity
through interconnection and circulation of
resources, so do social ecosystems that
leverage collaboration and co creation by all
parties involved.
42
Ecosystem in Biology Ecosystem in Society
Diversity of participating species Diversity of participating actors

Decentralized governance
Diversity of food sources (food chains) Diversity of resources (incl. funding)
Symbiotic relationships Collaborations (1+1>2)
Hosting species Integrating solutions

(platforms, hubs)
Maximal capacity Maximal capacity reached by co creative rela-

tionship between all actors
Table 1: Comparison between biological and socio-economic ecosystems
43
2.2
Unsurprisingly, the common thread throughout
the definitions was that our overarching
education ecosystem provides a purpose that
our learning experiences are required for life.
Changing Forms:
This is important to highlight as it is notably
different to 1) other ecosystems which have
Defining Learning
their own specific focus or are recognised for
just being (like the biological ecosystems where
Ecosystems
purpose is murky at a high level) and 2) what
learning and/or education was previously seen
to be, which was a foundational point for life,
generally with age limits. It seems then that
By exploring how leaders in the field define our conception of what learning and education
learning ecosystems we discover how they can be has evolved toward a lifelong endeavor
are shaping a narrative and a vision that can and commitment which previously seemed
light the way forward. As researchers we were limited to the few, and often privileged.
curious to discover how similar or different
emerging definitions are, if people had a “How would you define an
shared definition that was referenced across
(education) (learning) (insert
initiatives or if they developed definitions
other) ecosystem?”
independently. We therefore inquired into both
definitions and names such as, educational In exploring how ecosystem leaders today
ecosystems, learning ecosystems or something define learning ecosystems they identify
else entirely. It is natural in an emerging field three main elements that are integral to their
that the terms are varied, our aim below is to essence of being:
distill out of our research thus far a common
thread of understanding.
1. Multifaceted
Examining the responses of learning
ecosystem leaders, we found that very few
shared an explicit definition of the meaning of
an education/learning ecosystem, but instead 2. Co-created
in their dialogue spoke about elements such
as its main qualities, behaviours, values, struc-
tures, players and aims. The qualities and
3. Purposeful
attributes shared by leaders, as also outlined
in a recent report by the Innovation Unit, are
often inspired by and modelled on natural
and biological metaphors. In particular they
highlight holding a progressively longer term
views, the importance of an organic, dynamic
system, as well as embracing the complexity
within which we exist.177
177
https://www.wise-qatar.org/app/uploads/2019/05/wise_report-rr.1.2019-web.pdf
44
Theme Elements
Multifaceted Integrates learning with other human activities

Combines environment and experience
Interdependent
Inter-Connected
Multilevel
Glocal: local & global
Many within each other
Communities / Networks
All/multiple stakeholders
Sustainable
Co-created Pragmatic
Inclusive
Diverse
Addressing multiple demands / intentions
Holistic
Ethical
Relational
Lifelong learning
Purposeful Development and growth
Serving individual and collective talent
Enabling economic opportunity
Enabling inclusivity / equality
Addressing local & global challenges
Universal wellbeing
Conscious evolution
Inner & Collective Transformation
Higher collective purpose
Sacredness of being
Joy
Table 2. Aspects of an ecosystem as defined by ecosystemic leaders
Whilst some definitions encompassed various The first and most common part of defining
elements identified below, none did all. The ecosystems culminates around their multi-
research showed that a learning ecosystem faceted nature which aligned strongly with
was perceived to be multifaceted in a way the normative definitions and drivers of
that is from both a people and process lens, ecosystems in the previous section. It is in this
co-created with the values developed and multifaceted way that interdependent multi
embedded, as well as purposeful, leading stakeholder relationships exhibit diversity as a
us into the realm of also defining what is multilevel, holistic, community centric ways of
education and learning. being. This is a dynamic way of evolving which
45
Multifaceted / Purposeful
multilateral
Way of
organizing
individual
and collective
learning
process
Cocreated
Figure 7. Three dimensions of a learning ecosystem
has many aspects that must be balanced and “A learning ecosystem, includes all
developed over time. The necessity of the the key stakeholders: young people,
multi stakeholder actors is truly a central part
educators, school leaders, employers,
of what makes a learning ecosystem multi-
government, media, investors etc who
faceted. Whilst previous education systems
were more focused on just the school and the are all invested in what I would call a
children themselves, looking at just a limited shared purpose, this is different from a
number of stakeholders, the limitations of this shared vision, as this could be different
approach were a defining factor for ecosystem but the purpose of why they’ve come
leaders when perceiving what an ecosystem is,
together is the same. Essentially, at a
compared to what it is not.
simple level an ecosystem is multiple
One way of describing the range of multiple stakeholders”
stakeholders needed in an ecosystems can
Vishal Talreja,
be to recognize both the “first-liner’ and Founder of Dream a Dream
“second-liner” institutions (an example, and
not a comprehensive list of all institutions, is
provided in Figure 8):
46
Learner centered system as

an interconnected network of
learning institutions
Employers
Parents
School
Univercity
Banks
Online Learner Community
platform
Club
Media
Regulators
Communities
of practice
Learning ecosystem is shaped by a

circle of “influencers” that are actively
involved in its development
Figure 8. An example of a multi-faceted structure of learner centered ecosystems
47
First liner institutions are organizations such but also at the environmental level, connecting
as: schools, universities, clubs, museums, to the things and places required to be multi-
communities and other various providers of faceted, such as technology, spaces or tools
learning experiences that directly interact needed. It is this way of operating and organ-
with a learner, ideally as an interconnected ising with intentional interconnectedness that
network, whilst seems to be one of the crucial differences
between the old system approaches and the
Second liner institutions are the “influ- new ecosystemic ones. When we do not pay
encers” that set out demands and operating attention to these relationships, it seems that
constraints for learning providers, yet do not we do not allow ourselves to operate in the
often engage in providing learning experi- fullest way possible for becoming and growth.
ences themselves.
The second key aspect is co-creation, integral
It must be remembered that it is not enough to designing and organising, involving the
to have diverse stakeholder relationships. role of all in learning design from children,
To move into a multifaceted, ecosystemic to educators to leaders. As we think about
dynamic we must foster intentional, inter- education, it is this contextual relationship
dependent relationships. As in nature, process that our ecosystem requires to flourish.
ecosystems are ever changing because of the Whilst previously an extremely siloed sector
interdependence of organisms of the same or fed into a belief of a linear progression in life,
different species and the nonliving (physical) this no longer mirrors the reality or complexity
elements of the environment. Seeking matter of our current and future required learning
and energy resources to sustain life, organisms opportunities to thrive. This might be best
in an ecosystem interact with one another described as liminal leadership, of which there
in complex feeding hierarchies of producers, is no expert but something all of us are and do,
consumers, and decomposers, which together points to the necessary collaboration required
represent a food web. It seems that a learning for mutual learning to co-create an emerging
ecosystem ultimately does not, and cannot future. Inextricably linked to the future of
exist without both the interaction and inten- earth, as shared by Nora Bateson, “advocating
tionality of connecting when bringing together for the delicate ecologies of life and humanity
the inclusive and diverse range of stake- is both an active and contemplative practice.
holders required. It is this collaborative nature Protection goes meta. Protection of me
of bringing well-rounded, complementary becomes protection of you, and protection of
skills, knowledge and expertise, as well as us includes protection of the ecology in which
resources and much more to connect the dots we both breathe.178”
and operate within the complexity required to
support the overall development of education. The co-creation processes to be truly ecosys-
temic should also be inclusive, diverse and
Ecosystems which connect deeply at their local equitable to the maximum extent possible, and
level, as well as understanding their work within in a sustainable way. This very much mirrors
a global movement and context allow also to the biological definitions we explored in the
see the power of interconnection and potential previous section, showcasing the balance of
stakeholder insights and partnerships. This is regenerative cycles. The learning ecosystem
not only happening at the organisational level leaders outline the need for use of co-creative
roles and leadership, collective knowledge
management and collective problem solving.
178
https://www.kosmosjournal.org/article/liminal-leadership/
This enables them to act consistently in elabo-
48
Introduction:
andThe
Emerging
Future of
Definitions
Learning
LRNG
One of the most significant and sophistical experi- a relationship bringing together SNHU, a national
ments to connect stakeholders across the in-school, university committed to expanding access to higher
out-of-school, and online learning experiences and education and transforming lives through flexible and
career opportunities is LRNG179. LRNG works with affordable degree pathways with LRNG who curate
multiple stakeholders, such as the local government, the experiences, resources, and people needed to
employers, the public library systems, community transform the way young people access and experi-
colleges, or other local partners to open the door to ence learning. Together, they can use their resources
new opportunities for residents and help close work and insights to build a city-based strategy to provide
gaps. Major national employers such as Amazon learning and work opportunities for everyone from
Web Services and Unity Technologies are joining high school students to working adults. This model is
in the effort, assisting in various ways with talent designed to address workforce needs and increase
development needs. LRNG’s goal is to enable young access to learning pathways for middle school-aged
people to define their purpose and find paths to students through working adults at little-to-no cost
success. Through partnerships with communities, using an urban ecosystem approach that focuses
corporations, educators and young people, LRNG on low-income populations. At a time when many
is trying to build an equitable future of talent for believe higher education inhabits the rigidly defined
the 21st century workplace that no longer leaves space between high school and the workforce, they
youth out because of their zip code. LRNG use an are redefining the boundaries and creating personal-
online platform which immerses young people in ized pathways that provide learners opportunities, at
connected communities of practice. It is through rich the right time, at the right place in their lives. They
playlists and curated content that youth earn digital use online and in person experiences combined into
badges that unlock opportunities like micro-schol- playlists that equip youth with tangible skills and
arships, internships and more. In 2018, Southern understandings that they can apply in academic and
New Hampshire University and LRNG, two of the career settings. The LRNG platform enables young
largest and most innovative education organiza- people to access both local and national opportu-
tions in the country, merged to build a learning and nities from their computer, smartphone or tablet.
workforce solution for cities and employers across Youth find and pursue their interests with mentors
the U.S. This shows an intentional, deepening of and peers, build new skills and habits wherever and
whenever they want.
177
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49
rating complex decisions, to perceive oppor- “[Ecosystems] serve for the idea for it
tunities and interests of each team member being alive and vibrant, so a learning
and to integrate them effectively, to work on
ecosystem definition is a community
a basis of win-win strategy. It enables reali-
of people that have diverse roles and
zation of the value of each participant, to
build productive horizontal connections and perspectives and are coming together
to create and launch changes on a local and to learn towards a common goal. Of
global scale. It requires competencies such as course the big difference with the
empathy, communicative intelligence, flexi- real ecosystem is that people agree
bility and negotiability, projecting intelligence,
to the role, but a natural ecosystem
skill to adjust tasks and areas of responsi-
doesn’t, so it’s crucial for my definition
bility with personal expertise, to listen and
hear each other, to act wholeheartedly, as well that people are agreeing and working
as completely new norms of interaction like towards a co-created learning goal.
equity and trust-based relations.
This is what makes learning ecosystem
There is a critical aspect of environmental and educational ecosystem different
and sustainable learning within the role of
in the sense that it’s a group of people
the learning ecosystem. As education is the
working towards a goal of learning
basis of our personal and collective worldview,
lifestyle and way of doing something, the process for themselves, or others,
way it affects the student or learner is much of course, as they are all learning
more important than the novelty itself. Based towards and providing learning
on the above mentioned observations and outcomes they’ve agreed upon. In a
insights from the interviews, a hypothesis
pure ecosystem of learning the goal
arises, that to form advantageous conditions
is learning in education which implies
of “living for the greater good” we should
foster development of new social scenarios, group learning as a way of achieving
which replaces artificial inflexible hierarchical that goal.”
systems ruled by thin elites, with low level
Victoria Haro,
of personal responsibility and commitment. Director of Academics at the
Then ecosystem will allow people or commu- Universidad Del Medio Ambiente
nities to correlate their values, intentions and
actions with global processes, to understand
and accept different individualities and inter-
personal relations, cultural and social models.
The diversity of their nature is so important in as system thinking, multiculturality, social and
co-creating the whole. We can then see and ecological intelligence, global mindfulness
define our place in the ecosystem, this variety which consequently we must learn to cultivate
is a progress factor, to create new meanings together.
and ideas at the intersection of different
worldviews and action models. It allows The third major aspect that defines a learning
many who have been excluded to share and ecosystem, particularly compared to other
create a place of acknowledgment to previous ecosystems, is its purpose. The primary
ignorances and injustices to our land and to purpose in this case was defined by organizing
fellow people. This requires such competencies learning, but it was also frequently shared that
50
Introduction:
andThe
Emerging
Future of
Definitions
Learning
Labatoria Social Medellin
Labatoria Social Medellin180 an ecosystemic exper- neurship intentionally collaborating and connecting
iment in Colombia that brings together leaders with funders and NGOS, as well as the media and
from different sectors to explore the city, observe, universities to be in a state of constant dialogue.
listen and talk. They seek to co-create strategies There is now a deep and important connection with
for the prevention of youth violence in the city second line actors, those within the community, such
born as a citizen initiative, with the support of the as youtubers or researchers, not just actors directly
Mayor’s Office of Medellín and with the execution with youth but other perspectives. They met every
of the EAFIT University and the Mi Sangre Founda- 2 weeks and share their learning online, they also
tion. They start from the premise that to change a meet once a month for a whole afternoon to share
problem it is necessary to suspend the usual ways of examples and making cooking together an integral
thinking and analyzing it, and make visits in which part of their connection. They’ve visited places, such
feeling becomes a key element to understand that as schools, youth offenders prison, cultural initia-
we are all part of the system we seek to transform. tives that use hip hop. The approach and dialogue is
The work began initially with Mi Sangre, where at deliberately very informal and organic, and they take
different levels they empowered young people as the time to walk through the neighbourhood, talk to
peacebuilders, as well as training teachers, parents their communities, as well as sharing insights on how
and head teachers to develop social and emotional to learn from the key question of how they can all
skills. Additionally, outside school they empowered work together to co-create and reduce violence and
young people to learn more about social entrepre- empower young people as leaders.
180
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51
“A learning ecosystem is every aspect

of the community that enables learning
to happen. On a narrow sense when
Interpersonal: conviviality with others,
someone is talking about how they
communities, learning with and from each
learn, they refer to courses/projects etc other, engaging in open, considerate, joyful
but they are also just as likely to refer action in order to enable collective wisdom
to youtube which also becomes part of
our learning ecosystem. An ecosystem
is all the parts that create learning
Trans-Species: ecosystemic listening to and
environment for an individual. But
acknowledgment of our interdependence and
then the collective learning ecosystem ultimate unity with nature and all living beings,
is a broader definition, it’s a learning our ability to live and co-evolve with all of the
community, who choose to interact with biosphere
each other in order to promote learning
at every opportunity”
Stephen Harris, Trans-Generational: evolutionary, integral,
LearnLife hearing the flow of what was, what is being
and becoming, finding ability to play one’s own
part in this dance181
the purpose also relates to other elements such
as universal wellbeing, inner and collective
transformation, ‘higher’ purpose, development
and growth, joy and the importance of raising “An education ecosystem is basically
evolving consciousness collectively. This differs an education that gets to the inner
from the normative definitions explored as it
core of personal transformation, it’s
truly relates to this specific type of ecosystem.
not a superficial type of education, not
Alexander Laszlo articulates this shift in just to acquire skills but to go directly
purpose towards education serving thriv- to what is transformative. It’s aiming
ability and fostering empathy for a wisdom- at an education system that provides
based society. It includes the following four education to people that changes them
integrated dimensions of thriving:
innerly, to discover themselves and
their potential, their relationship to
other people, nature, obligations they
have, joy in sharing things. That type
of education would make for a good
Intra-Personal: Inner flourishing, listening system.
to self, cultivating knowledge of self, intuition,
empathy, sense of authenticity and aliveness, Gabriel Camara
and ultimately leading a happy, healthy and
fulfilling life
52
Based on the insights from the literature and community to foster individual and
drawing upon the definitions shared across collective capacity.
the interviews a working definition of learning
ecosystems was developed. c. They have three purposes, dedicated
to co-creating thrivable futures for
a. Learning ecosystems are webs of people, places and our planet (see
interconnected relationships organ- section 2.3)
ising lifelong learning.
Some of the critical changes that the new
b. They are diverse, dynamic and paradigm encompasses are presented in
evolving, connecting learners and Table 3.
Industrial Education Learning Ecosystems
Institution-focused education driven by Learner-focused education driven by experi-

cognitive learning and passivation of ence based forms of learning and proactive
learners (e.g. lecturing or memorizing) learner engagement (e.g. project- or play-based
learning)
Education prepares learners for professional Lifelong learning blended at the personal, social
level and professional levels
Learning occurs within specialized learning Learning occurs across networks of specialized
institutions (e.g. schools or colleges) and non-specialized learning providers and
venues (e.g. workplaces and public spaces)
Learning is organized in a limited number of Learning is organized as a personalized learning

pre-set “trajectories” through standardized “journey”, occurring individually and in various
“batches” most often grouped by age and “peer” groups
gender
Educational system is often disconnected Learning ecosystem is interconnected with, and

from the needs of economy and society, co-created by, various stakeholders within the
driven by its own standards and practices economy and society
Educational system is predominantly Learning ecosystem is governed through an

governed by national governments interaction of intentionally diverse and inclu-
sive local and global stakeholders, including
businesses, social movements, local and online
communities
Table 3. Comparison between industrial and ecosystemic education and learning
53
1. The
2. Introduction:
Purpose of
The
Learning
Future of
Ecosystems
Redes de Tutoría
Over the past 20 years, Redes de Tutoría182 has mistakes within the supportive learning community.
sought to transform students and teachers by Another important aspect of Redes de Tutoría is
developing tutorial relationships and harnessing the the way that families and the wider community are
power of one to one dialogue. Instead, tutees enjoy included within the tutorial networks. As a result
greater autonomy and choose what interests them of this, school and education have moved into and
most from a selection of inquiry-based projects become part of the local community. One teacher
called ‘Temas’. Supported by individualized guidance can transform a group of students who, in turn,
from the teacher, students build on their prior knowl- transform the community. The dynamic has changed
edge with self-directed study. Once their study is and education is more social and available to all.
completed, students reflect on their learning before Paradoxically, fringe public schools are becoming
presenting their Tema to the class. The presentation the harbingers of change. The event that most
not only builds confidence and self-esteem but also ambitiously projected tutorial practices into the
creates a shared learning culture within the class- public school realm was a visit to a one-room rural
room. Peer learning and mentoring is an essential middle school by the national Mexican Undersecre-
element of the Redes de Tutoría approach. Students tary of Education in 2008. Impressed by 21 students
are empowered to be both learners and teachers. indistinctly teaching and learning under the direction
Following the completion of Tema, tutees become of a single teacher, the Undersecretary saw it fit to
tutors and are trained to support others who choose promote the practice among willing teachers working
to study that topic. Through analogies, examples, in similar school situations. Interest in Redes de
and questions, teachers and tutors guide the tutees Tutoría grew rapidly following the release in 2013
to find their own answers. Within this pedagogy, of a moving documentary, which demonstrated
the process is more important than the answer and the power of the Redes de Tutoría approach. Now
students are often encouraged to try to find more schools across Mexico have adopted the technique
than one solution to a given problem. Students feel and it has spread to be used in vulnerable communi-
valued and more willing to take chances and make ties in South America and Southeast Asia.
182
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54
“It’s more defined for its features and ones, while also containing smaller ones with
geometry than a definition by itself , which they exchange matter, energy and infor-
mation. Whilst it is required to map learning
but maybe it could be an environment
ecosystems for co-design, development and
in which the actors can get the most
growth, this makes their boundaries in many
value, learning and practices and actors ways difficult to describe and in essence will
can be recognised and the environment, be ever-changing. We can do our best to define
in which at the same time, actors can ecosystems but it is not possible, at this stage,
develop their leadership and scale to capture or encompass possible learning
ecosystems happening within and across each
their vision easily, maybe is for me the
other exactly due to the dynamic nature, within
difference between an ecosystem and a
which large quantities of matter, energy and
platform or a program or other things information flow, locally and globally, offline
in education.” and online, as well as in many ways that are
not yet understood or even comprehensible.
Ismael Palacín,
Director of Fundacio Jaume Bofill Learning enables society and culture to evolve,
as an environment where people act and
live their lives, and through which reality is
perceived and constructed. Therefore, when
Whilst this exploration has gone some way we are defining ecosystems the very least we
in furthering insight across the education can do is to encompass the combination of
ecosystem community on what it is, ultimately the multiple variants and characteristics that
it is important to remember that learning are required for it to truly be an education and
ecosystems, as with biological, natural or social learning ecosystem, as opposed to more tradi-
ones, can be defined at a given place and/or tional methods.
functional scale but are nested within larger
181
https://www.researchgate.net/publication/325132603_Education_for_the_future_The_emerging_paradigm_of_thrivable_education
55
2.3
scale. Across this collection there are innova-
tions at different stages of this journey, yet a
much smaller proportion are working ecosys-
temically to create change. Those who have
Purpose of
typically shared their story of evolving and
see their work very much as part of the whole,
Learning
want to understand the interconnection and
relationships between their work and how they
Ecosystems
can improve the ecosystem for all. These goals
are very much, “intrinsic” goals with a deep
desire to help make the world a better place185.
Throughout this research ecosystem leaders Yet they come up against many difficult
consistently underscored that today’s complex challenges, recognising that change depends
problems cannot be solved by segmented/ on sufficient relationships and collective and
siloed approaches. They see the negative connective intelligence systemic aspects
outcomes focusing on competition has resulted of organisational change. As recognised by
in and become drawn to understanding how we Stephen Sterling in his work186 on educating
might operate within and improve the complex for sustainability, significant challenges are
systems in which we evolve. They recognise understood and accommodated within the
that “being in the world is more than living norms of the existing system, rather than
on it, it demands an ecosystemic approach, changing the system to be congruent with the
the construction of a new social fabric, as challenge. Complex systems theory, like that
new structures emerge in the socio-cultural researched by Donella Meadows in Thinking in
learning niches and develop critical capacities Systems, shows us how humans find it partic-
to operate changes in the system.”183 Many ularly difficult to make decisions that decrease
of these leaders are motivated to work on output, compared to increasing input187.
ecosystemic projects having begun their work Meadows talks about this through stocks and
on a singular theme or area in education, for flows and how we seem to focus more easily
example how to improve life skills for young on stocks than on flows, particularly what
people, and will create a program or organi- flows in, over what flows out. Let’s consider
sation to address this. They often realise that, this in relation to her bathtub (Figure 9) and
if they are successful in doing so of course, that oil examples.
whilst this has made some improvement in the
world, to have greater impact and improve the “We sometimes miss seeing that we can fill
lives of more children they need to scale. At a bathtub not only by increasing the inflow
HundrED184 for example, they highlight many rate, but also by decreasing the outflow rate.
examples of specific innovations in education Everyone understands that you can prolong
that are improving education for impact and the life of an oil based economy by discov-
183
https://www.researchgate.net/publication/255961837_Building_a_New_World_An_Ecosystemic_Approach_for_Global_Change_Devel-
opment_Design
184
https://hundred.org/en
185
https://s3.amazonaws.com/academia.edu.documents/9212803/1996_kasserryan_pspb.pdf?response-content-disposition=in-
line%3B%20filename%3DFurther_examining_the_American_dream_Dif.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Cre-
dential=AKIAIWOWYYGZ2Y53UL3A%2F20191104%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20191104T144658Z&X-
Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=75d96a8d620a27d4a8aef286133ee8f077722489b54db8f09-
ff42fb9ad7f74be
186
https://eric.ed.gov/?id=ED464791
56
Water in tub
Inflow Outflow
Figure 9. Managing inflows and outflows in a “bathtub” system188
ering new oil deposits. It seems to be harder and incentive structures is more critical than
to understand that the same result can be the specific individual motivations192.
achieved by burning less oil. A breakthrough in
energy efficiency is equivalent, in its effect on This is particularly important to note as
the stock of available oil, to the discovery of a teachers, as well as many others working
new oil field—although different people profit across the education space are not the ‘issue’
from it.” and cannot be “fixed” by looking solely at
individual issues. Take teacher dropout, for
Ecosystem leaders are taking the time to example, which is often cited as an issue in
understand this problem and are deeply education. This is not because the teachers
motivated in addressing it, having usually are inherently uninterested in education or are
experienced the problem with the education seeking monetary gain or reward somewhere
system themselves in relation to their projects else but that they feel totally unmotivated by
and work, or they are perhaps coming from a the effects of the system on the profession
systems background. Working on improving itself. This is a symptom of a wider, ‘wicked’
learning and education in particular is also problem across the ecosystem where a lack of
another important motivator for our ecosystem time, space etc. has occurred due to a freefall
leaders: it is recognised that at its best it can in quantitative metrics required as the ‘top
develop incredible opportunities, experiences level’ seek to understand why and how children
and qualities for a person, such as questioning, today are learning in relation not only to each
innovation and creativity, as well as enabling other in a local context but also the wider world.
us to recognize the powerful forces that drive Instead of realising that to improve the quality
unsustainable living and develop self-confi- of learning itself teachers need time to build
dence and organizational skills189 190. What many relationships and focus on their own learning
are experiencing however is that education is growth and development in order to bring this
often doing the opposite, particularly normal- back into their school, we’ve seen an increase
ising the acceptance of unsustainable living as in the amount of time required to complete
being normal; and passivization of people to additional tasks given that are disconnected
wait for others to take action.191 Our ecosystem from the above.
leaders realise that the quality of institutions
187
188
189
https://capacitybuildingnetwork.org/article3/
190
https://www.researchgate.net/publication/255961837_Building_a_New_World_An_Ecosystemic_Approach_for_Global_Change_Devel-
opment_Design
191
https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf
192
https://www.oecd.org/site/progresskorea/globalproject/43463081.pdf
57
Contributors to this research also recognise and improvement in a dynamic equilibrium.

that problem solving implies dynamic and Considering the responses from our interviews,
complex configurations and are seeking to find the education and learning ecosystem seems
optimal ways of doing this at different scales to provide a multitude of purposes which are
around the world, often integrating an ecosys- applicable at three different levels to incor-
temic approach not only in education but also porate individual and collective needs through:
in technology, environment, wellbeing, health, the personal, place and planetary levels. The
politics, business and so on for mutual support personal level focuses specifically on improving
Purpose Elements
Personal Personal Find purpose and meaning

Self care Develop love of lifelong learning
Personal well being Learning outcomes
Sustain personal income Heart/Head/Hand
Connection to community and world Develop agency
Develop unique value Become changemaker
Place-Based Foster skills and opportunities Provide support

Create talent and teams Networks of support
Enable lifelong learning Healthy democracy
Encourage potential for all Reveal community wisdom
Innovation Transform local community
Create changemakers Achieving group defined learning
Work collaboratively outcomes
Collective wellbeing
Planetary Increase systemic changes Cultivate process of healing

Create collective capacity for trans- Universal well being
formation Link together different ways of
Cultivate consciousness becoming
Connective and collective intelligence Harmonize digital & human
for collective wisdom & growth Recognition of unique purpose and
Guide development of countries / capabilities of humans
continents/world Improve equity, inclusivity & diversity
Skeleton/nervous system of global
civilisation
Table 4. Aspects of Personal, Place-based and Planetary purposes nominated by ecosystemic leaders
58
Planetary
Place
Personal
Figure 10. Personal, Place and Planetary Purposes
59
aspects such as individual growth and self care,

whilst the place focuses on the development of
local community and the learning opportunities
within it, to be defined within their context, 2. Overarching motivation. In the inter-
and the planetary focuses on our connection to connection to a wider planetary movement
wider global needs of the world. towards universal wellbeing at the global
scale ecosystem leaders see themselves as
In regard to a local or place-based purpose of connected to a part of a larger movement.
an ecosystem, the work of ecosystem leaders is
primarily driven pragmatically by actual needs,
local challenges and opportunities, that are
rooted in local or regional context and history.
Ecosystems are purposeful, and so their impact
has to be self-evident for all key stakeholders: 3. Personal motivation. Their work is also
a boost in vocational skills that address the innately connected to them and their devel-
needs of local economy and close the skills opment, they want to organize learning and
gap, a growth in the capacity of teams that are education for themselves so they can live in
able to create technological innovations and the world this way.
startups, a shift in the mindset of citizens that
creates greater community action and reduces
the environmental footprint. In order to attract Adriane Robke’s student and consultant at the Network
the necessary funding and engage the support Weavers193 motivation is clear, believing that
of institutions and the public, ecosystemic
projects need to deliver value to the majority “our current cultures and mindsets
of their stakeholders. Inherent motivations to endanger life on earth. The challenges
organize ecosystemically include: we face are highly complex, wicked
problems. These problems cannot be
solved alone. Collaboration is a must,
yet effective collaboration is still too
1. Immediate motivation. That working rare. This is my motivation to weave:
ecosystemically will serve the immediate building bridges so we change the
local issue, a deep need that is seen by their
world together.”
community, industrial partners, economy,
requests of population. This need is infinitely And why does he want to specifically do this?
rooted in the context and culture of a specific
place. “In short: Because I love life. Like all of
it. The challenges, the opportunities, the
valleys and mountains. I cannot stand
the trajectory that we destroy life on
earth. And with it the chance to create
and enjoy the beauty that is within and
around us. So I take responsibility. I
193
https://www.spreading-inspiration.com/
194
https://books.google.co.uk/books/about/Mythologies.html?id=wsGDVdYoRA4C&printsec=frontcover&source=kp_read_button&redir_
esc=y#v=onepage&q&f=false
60
get courageous. I do what needs to be learning opportunity. We see parallels in the

done to serve Earth Community in this field of psychology and neuroscience, for
particular point in time.” example, where studies on compassion self
compassion can result in fewer depressive
These testimonies show in essence the fluidity of the symptoms, less negative emotion, emotional
thread between the personal, place and planetary and resilience and more positive emotion198.
the clear motivations woven throughout. There has been a rise in schools, projects and
work shifting towards practices built around
each person, not around a sample portrait
Through the above we see the beginnings of “standard learner”, as is still typical for
of a unifying narrative that binds purpose, formal education199. Usually a person is made
motivation, and actors within ecosystems to fit the standard. This is not aimed to raise
together in common cause. The role of unifying awareness of self and others, or to value the
narratives, stories, or myths as highlighted by differences, working out solutions based on
scholars such as Roland Barthes194 and Joseph cooperation instead of competition. Moving
Campbell is to shape our collective under- towards learner centric education enables self
standing of the world and our place within directed, more autonomous approaches. It is in
it.195 This applies not only to our ancestral this direction that many educators and leaders
stories but to our modern myths, the stories are utilizing these ways to change the face of
we believe in today and are motivated by are education today so it’s unsurprising that this
shaping our society. The idea of myth creation was highlighted as one of the most important
has been extensively applied in organizational purposes of ecosystemic education. Other
management and marketing196 and suggests examples of these pedagogies that strive for
that storytelling and culture creation is critical deeper learning to facilitate learner centric
in creating shared purpose and aligning shared approaches are: place-based learning200,
values.197 Part of the work therefore of co-cre- learning-by-doing201, student-led learning202,
ating learning ecosystems is to create new outdoor learning203, blended learning204 or
narratives that center the personal, place and experiential learning205. Whilst most elements
planetary purposes.
At the personal level we must find ways to “We’re all ingredients in the system so
develop our love and ability to learn throughout the way in which we are creating the
life, as well as develop our personal capacities change is critical to the change we are
and abilities to connect with each other on
trying to create.”
this mission. If we don’t start with ourselves as
the learner we lose an opportunity to connect Daniel Ford,
with the essence of an authentic and useful Forum for the Future
195
https://books.google.co.uk/books/about/The_Power_of_Myth.html?id=2GOIGuh5GJ4C&printsec=frontcover&source=kp_read_
196
https://www.jstor.org/stable/2778293
197
https://belonging.berkeley.edu/notesonaculturalstrategy?mc_cid=d2fbc76dd4&mc_eid=bd552e09ab
198
https://self-compassion.org/wp-content/uploads/2015/12/SC.SE_.Well-being.pdf
199
https://www.tandfonline.com/doi/abs/10.1080/87567555.2012.752338
200
https://journals.sagepub.com/doi/abs/10.1177/003172170208300806?journalCode=pdka
201
https://www.researchgate.net/profile/Richard_Felder/publication/279589632_Learning_by_doing/links/559aa7cb08ae793d13820e03/
Learning-by-doing.pdf
202
http://web.mit.edu/jrankin/www/pbl/steele.pdf
203
http://www.outlab.ie/forums/documents/the_value_of_school_science_review_march_2006_87320_141.pdf
204
http://www.click4it.org/images/a/a8/Graham.pdf
205
http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf
61
1. The
2. Introduction:
Purpose of
The
Learning
Future of
Ecosystems
Enrol Yourself
Enrol Yourself organizes Learning Marathons, a 6 and access to Enrol Yourself community activi-
month peer-led learning accelerator designed to ties such as an annual ‘Enrol Camp’ retreat. Enrol
integrate into life alongside work. It is a space to Yourself operates in a decentralised way, training
tackle a specific professional, personal or societal hosts to develop agency and co-facilitation in their
challenge of importance, tackling it as a live project, methodology, giving them access to their toolkit and
to add real value to a person’s life and/or portfolio. resources, then supporting them to take the respon-
The opportunity consists of a dozen peers who are sibility and autonomy to start things up in their local
also working on something that motivates them. area. Their peer-led learning approach relies on
Pooling ideas, skills, experience, perspectives and ecosystemic principles, there is no one teacher that
momentum works to create a rich ‘soil’ that fuels provides information and participants have to learn
growth. It is an interdisciplinary learning environ- to navigate the resources of the peer group. They
ment, fit for upgrading 21st Century capabilities like also partner with other organisations to underpin
collaboration, complex problem solving and continual learning experiences that they wish to initiate
learning. A host, trained in the Enrol Yourself or host. They intentionally empower facilitators,
philosophy and approaches, is there to guide, not to coaches, educators and people organizers to be able
lead and participates alongside trainees through a to host learning journeys wherever they are. They are
carefully crafted 6 month Path that provides struc- creating a ‘grow your own’ lifelong learning system
ture and accountability to keep momentum, whilst where power is far more distributed and the system
harnessing the collective potential of the group. as a whole is therefore far more responsive and
Participants also have access to the wider combined emergent. In this way they have created a system
network of the group and associated connections, better suited to the rapid changes that are being
brought and will continue to be brought this century.
62
of this approach and pedagogy are not ‘new’ for four years, identifying interests, figuring
and have been advocated for at least a century out how they learn best and what motivates
by the likes of Dewey, Piaget, Montessori and them. Parents and families are also actively
Vygotsky, it is their incorporation which moves involved in the process, helping to shape the
us towards more learner-centric, ecosystemic student’s continuation of learning. Secondly,
learning. real-world internships are a key part of this
approach as the learner and advisor work
Adults who can both share their learning and together to find exciting opportunities best
learn themselves, becoming more personal to suited to their interest. The result is an increas-
the student, require an increasing diversity ingly learner-centered experience, where
of options, coming back to some of the students are actively invested in their learning
early biomimicry terminology explored when and feel challenged to pursue their interests by
defining what an ecosystem is. Laura Hay, a supportive group of educators, community,
one of our ecosystem leaders working at experts and family members.
Ashoka, shares that “the purpose is to create a
dynamic and holistic infrastructure for growth Zhara Davidson, Founder of Enrol Yourself, for
and development throughout our lives and example shared that
provide a more diverse learning experiences
too, way more than you could find in the typical “[the purpose of the ecosystem]
classroom.” All of which should go beyond that depends on the learner, my assumption
typical “phase of learning, to develop our own would be that an ecosystem approach
sense of need and purpose” further highlighted
vs traditional would allow for purpose
by Katherine Prince another fellow researcher
of education ecosystems at Knowledge- to be more variable dependent on the
Works206. individual learner, to take pathways
according to own needs and purposes.
The reality of making learning personal in the I think this is a better use of resources
current state of 30+ students seems difficult
and to do so inclusively.”
and extremely daunting, especially when
teachers are tasked with preparing students
for standardized tests and set learning At the place-based level we must find ways to
outcomes. So, while the positives of person- develop our connection to each other within
alized education are undeniable, implemen- our locality, identifying local needs, as well as
tation can seem impossible without the right the ways we can serve them and gain oppor-
support. As the learning system is in a state of tunities. When we remain solely insular we are
transition Big Picture Learning207 schools are not acting ecosystemically towards supporting
striving to close the gap between the current the benefit of more equitable, diverse or
reality above and ecosystemic approaches. relational solutions. As shared by Sarason,
They have created, and continue to evolve, “Learning is a process that takes place in
a personalized education approach through an interpersonal context, in which powerful
advisors leading around 15 learners each, factors like motivation, understanding,
whom they form personalized relationships affection, reflection and the like, are always
with. Each learner stays in the same advisory present. Of the many factors that intervene
and modify the process, the strength of willing
206
https://knowledgeworks.org/
207
https://hundred.org/en/innovations/big-picture-learning
208
http://www.daneshnamehicsa.ir/userfiles/file/Resources/5-1)%20Change/INTRO_%20Revisiting%20The%20Culture%20of%20the%20
School.pdf
63
to learn may well be the most fateful.208 At churches all around Rome. When the students
the place based level too it is important to were given time off, instead of shopping and
recognise that, as Vishal Talreja shares “each visiting cafés the students headed back to the
ecosystem can define its own shared purpose. churches — to learn more. Whilst this game
It’s important that the ecosystem defines it itself is not transforming the ecosystem at a
so the shared accountability comes in.” Previ- high level, it is a clear example of ways at the
ously, education systems have been defined individual and local level learning can instantly
at a top level and led by predominantly higher hold greater purpose and transcend traditional
level institutions or governments, as opposed educational boundaries of the classroom into
to allowing for greater autonomy whilst the real-world. As Jean Boulton points out that,
joining and sharing a wider set of ecosystemic “change really only happens locally... therefore
principles at the place-based level. There has it is necessary to familiarize the learner with the
been a rise in Place-Based education which connections that are most local, or proximate,
is rooted in seeing the local place as the to the learner. This provides the learner with
classroom which can nourish and feed both an opportunity to connect what is meaningful
the leader and the community. Skill devel- to them to that which it is dependent upon.”211
opment is rooted in aspects like inquiry-based
and design thinking development as learners
see local needs and are able to work collec- “The purpose of the learning ecosystem
tively and intentionally to solve them together is that everyone can and should think of
in real-world scenarios.209
themselves as a learner and educator,
to add value to each other. The pur-
With this notable recognition of our developing
a connection to place, we start to see projects pose would be to reveal all the amazing
developing on the micro level that allow for knowledge, wisdom and abilities in a
greater learning outside the classroom recon- community and find a way to connect
necting back to the city, nature and beyond. and learn from each other. That you
An example of this would be Seppo a platform
don’t have to have a PhD or be an ‘ex-
originating in Finland210, which gets children
pert’ to offer something to a learning
excited about learning through games in the
real world while developing group work skills, ecosystem. Just like a natural ecosys-
media literacy, critical thinking, and digital tem, an ant is just as important and
storytelling. The teacher can set the game we need to recognise that we all play a
in or out of the classroom, usually going out critical role.”
into the city centre, parks or even a museum.
The teacher communicates with the students Joshua Schachter,
Founder of Community Share
using Seppo and follow them on a map using
GPS enabling physical activity as part of the
learning experience. The idea for Seppo was
born when high school history teacher Riku The purpose of a learning ecosystem is also
Alkio was visiting Rome on a field trip with to unite networked stakeholders in an evolving
his students. The students created “Amazing process of learning and positive development
Race Church Edition” which took them to that supports us to create desired futures at
209
https://www.gettingsmart.com/wp-content/uploads/2017/02/What-is-Place-Based-Education-and-Why-Does-it-Matter-3.pdf
210
https://seppo.io/en/
211
https://books.google.co.uk/books/about/Embracing_Complexity.html?id=YlUbCgAAQBAJ&printsec=frontcover&source=kp_read_
212
https://journals.sagepub.com/doi/abs/10.1177/0002716203260082?journalCode=anna
64
Introduction:
andThe
Emerging
Future of
Definitions
Learning
ImagiNation Afrika
Since 2007 ImagiNation Afrika has developed may become informal learning centers for children
programs which have expanded paradigms around in an effort to support and build the capacity of
learning, around play, and around what African other public spaces to address and include children.
child-centered spaces look and feel like. They do Imagination Afrika also believes that the environ-
this through exhibitions, programs and playspaces, ment is the third teacher, and that public spaces play
promoting a culture of critical thinking and how a role in a child’s development and promote the use
children perceive themselves and their abilities to of authentic and natural materials that reflect and
contribute to the economic and social well-being of validate the world of children. They are committed
their culture and context. The organization’s core to advocacy and communications by partnering with
values of thinking globally and acting locally have leaders in education, health, nutrition, and media
allowed it, in conjunction with local partners, to to become advocates for child development and
create and maintain spaces that spark imagination children’s rights to play and thrive, as well as actively
through activities and hands-on learning for more creating and sharing ecosystems by facilitating
than 8,000 children. They create tools and training connections between local, regional and global part-
through a center for the dissemination of parenting ners to support mutual learning, mentoring and prac-
and teacher resources and research, particularly tice. They have weaved together multiple aspects to
for babies and young children engaging the cultural improve lives at the individual and collective level,
and social factors that support positive parenting whilst holding the thread of the planetary connection
reinforces positive child development. Through at the heart too through partnerships and programs
design and products they model how public spaces which all learn and feed into each other, from the
practical design to the media spheres.
65
1. The
2. Introduction:
Purpose of
The
Learning
Future of
Ecosystems
OpEPA
Luis Camargo, Founder of OpEPA213 in well as reaching the entire system of science
Colombia, over 20 years ago started recon- education with teacher training and easy-to-use
necting children and youth to nature one on one. manuals that help educators make in-school
He thought this was the most powerful way to learning more relevant to their students’ daily
transform individuals. After several years and lives. OpEPA supplements better teaching with
100,000 students it was evident, if they wanted easy access to nature and has created the “eco-
to scale they needed a different approach. They bus,” a fleet of traveling science and nature
looked into nature and realized the main reason study centers parked in school lots throughout
for wealth, resilience and adaptability in nature Colombia. They combine simple science tools
came from the interactions and interdependen- of the eco-bus with pristine nature and trained
cies that defined the ecosystems. Recognizing professionals to facilitate the learning process.
this made them start taking an ecosystemic While partnerships with public districts have
approach focusing on the interjection of indi- proven effective so far, Luis Alberto taps into
vidual change and learning ecosystems; with Vicky Colbert’s network of hundreds of progres-
this expanding the concept of environmental sive Escuela Nueva214 schools to accelerate
education into a holistic nature-based approach his spread throughout Colombia. There is also
to educational transformation. This purpose an excursion component to this work, trips
responds to the ecological planetary crisis. that can take many forms, ranging from a day
OpEPA’s mission is to reconnect children and to a month in length and from simple hikes to
youth with the Earth so that they act in an envi- intense wilderness experiences. But they all
ronmentally sustainable manner. Through this share one common tie, a pedagogical method
reconnection, children and youth may become that draws deep ties between participants
agents in reducing environmental degradation and the world around them. OpEPA staff work
and promoting a more sustainable genera- closely with youth to examine nature while
tion of decision makers. OpEPA has promoted simultaneously questioning their everyday
the Children and Nature Movement focusing interactions with the environment and their
on breaking the cycle that produces Nature place in the world’s ecosystem. These experi-
Deficit Disorder. Whilst OpEPA cannot bring all ences ultimately aim to produce what Luis calls
of Colombia’s urban youth into nature, instead the “magic moment,” when a young person is
they bring nature to Colombia’s youth. Through suddenly and profoundly struck by a new sense
agreements with local districts, there are direct of his or her role in nature and society. Partici-
services, interactive on campus and off campus pants break existing paradigms and simultane-
classes for students taught by OpEPA staff, as ously create space for new and lasting para-
digms to form.
213
https://opepa.org/
66
an individual, collective and systemic level,

connecting to our planet. Educators are
increasingly more aware of their pivotal role
in connecting character development212 to
individual wellbeing; to the values, attitudes
and wellbeing of the societies in which we live
and to the wellbeing of other species and our
planet. It is a state of going with the flow rather
than against it, that each element of personal,
place-based and planetary wellbeing is wholly
Whether classroom- or wilderness-based, interconnected and interdependent. As a
OpEPA’s environmental education programs response we see a rise in projects that either
begin by sparking a connection between young directly focus on improving our connection to
people and nature. Luis Alberto sees that this nature or are deliberately incorporating ways
interest can only be sustained through concrete to be more regenerative and reflect the laws
opportunities for action, but he also recog- of the natural ecosystems.
nizes that providing these opportunities is not
OpEPA’s core competency. So OpEPA draws Whilst the three purposes help us to envisage
on a menu of follow-up programs created by the particular aspects that are important at
other organizations, each giving young people these levels, it is also important to note that
leadership roles and the chance to take the they are still extremely loose boundaries
initiative in improving the environment around (Figure 11). As an individual we might be
them. He has, for example, established partner- able to consider our personal growth at the
ships with Eco-Clubs program and the Austra- centre, for example a child or a facilitator,
lian Clean-up-the-World Campaign to provide but the development of our local, community,
OpEPA participants the opportunity to put their place-based ecosystem alongside the global
environmental leadership to practice. Berto- community and connection to planetary needs
lini has trained OpEPA staff to manage and all feed into each other simultaneously. What
guide youth through the creation and execu- is useful about this framing is that it highlights
tion of their own environmental ventures while the purpose of the ecosystem often lies in
OpEPA has engaged young leaders in their own its ability to interact at the boundaries of
initiatives by launching Colombia’s arm of the ourselves, interconnected and interdependent
Clean-up-the World Campaign. These three at multiple levels. To explore an exercise using
major components of OpEPA’s work education, our PPP tool go to Appendix 3 to map your
excursions, and action allow development at own learning ecosystem and the relationships
the personal, place and planetary levels of the between these three levels.
ecosystem. There is also a focus on equity, as
OpEPA works in all types of school districts, Whilst not everyone we interviewed may have
including affluent, and plan outdoor adventures used the specific categorisation of personal,
for groups with mixed socioeconomic back- place and planetary levels, these three
grounds. critical levels are referenced as key levels
that were addressed as key to the purpose
of an ecosystem. That to only think or focus
on one or two is not truly ecosystemic, even
if stakeholders are working together towards
improving learning. They might be closer to
ecosystemic ways of working, but it does not
67
fully encompass the aspect and purpose of which they become empowered to
it as a whole. The connection between these live for universal wellbeing. This
aspects allow it to act as a ‘self evolving
nested idea of personal wellbeing,
organism’ as long as we acknowledge the inter-
which means my physical well being/
connectedness and its influence “by empow-
ering all actors that they are part of it and can mental wellbeing and my spiritual and
improve together” shares Zineb Mouhyi from emotional wellbeing and then above
WISE. Increasing interconnectedness and its that is societal well being, such as
influence at a personal, place and planetary social relations, work, money, economy,
level requires truly ecosystemic approaches.
political and then above that is
planetary wellbeing, for example other
“I think it’s [purpose] is an urgent species, soil, air, water, wellbeing of
need to create or grow learning climate. The idea is that to optimise
ecosystems which have a specific this complex idea of universal wellbeing
focus on empowering everyone in you need everybody to make their best
that ecosystem to live for universal contribution to optimise it, so people
wellbeing. An ecosystem for me need to be aware of and equipped and
can start at the smallest level, an inclined to do that.”
individual person’s learning ecosystem Ross Hall,
and everyone has one. My learning The Weaving Lab
ecosystems are, for example, parents,

peers, religious leaders and teachers,
school admins, policy makers etc. not “Healing is my first thought for the
just those who directly influence but ecosystems purpose. It currently has
those also at the backend too, the radically fragmented knowledge,
indirect influences. I think the urgent culture, communities and ecosystems
need we now have as a species and that we need to be entering into
a planet is to draw attention to these a phase of recognising the unique
learning ecosystems, at the smallest purpose and capabilities of humans,
level locally up to global. The learning given the existential threat of
ecosystems are nested within each automation that is looming large
other and overlapping and might on every horizon. It is time for us to
overlap if we share the same friends/ really consider how it is that we are
leaders etc. My conviction is that we cultivating our own abilities and the
need to draw out and draw attention processes of healing which requires a
to and strengthen these learning more integrated mind and how we can
ecosystems for every individual so we be regenerating the health systems
all have the best possible chance of which have been radically disintegrated.
having learning experiences through We have all kinds of needs for our
larger context, healthy systems,
214
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68
Develop global
interconnection
to planet
Develop
personal
growth
Develop
community
whithin
place
Figure 11. Interaction between the three levels of personal, place and planetary purposes
participatory and comprehensive as

thinkers, designers and participants to
heal systems which lend themselves to
optimal functioning and potential”
David McConville,
Buckminster Institute
69
70
3
Conditions for
Ecosystemic
Learning
71
3. Conditions for Ecosystemic Learning
3.1
projects, as compared to projects organized
in other paradigms.Based on respondents
insights culture in this context reflects values,
beliefs and attitudes, environment, rituals and
Enablers
rhythms, and relationships. The values shared
by our ecosystem leaders can be woven into a
kind of cultural manifesto of enabling condi-
tions.
Big Change, a charitable trust supporting
changemaker communities in education, The culture of our ecosystem should enable
recently supported the release of Innovation continuous opportunities for improvement
Unit’s Reimagine Education Together research, and change, in a way that is disruptive and
exploring the conditions which do enable adaptable to support creativity and innovation.
education ecosystems. They recognise, based This in turn builds capacity, resilience and
on a number of case studies, the vitality of an appetite for growth. Yet, this should be
multiple stakeholders being invested in and balanced with iterative learning and additive
part of the learning process as a primary change, ensuring sustainable development to
starting point, but also that it must include a support efficiency and accountability in new
broader set of outcomes which share many ways so there is still a clear sense of solidarity
different projects that demonstrate ecosys- alongside flexibility, remixing the old with
temic qualities. These are outlined as its: the new. The culture should infuse sensitivity
transformational purpose, long-term success, and pleasure, energising and stimulating all
collective responsibility, agency, empow- in intellectually challenging, active and social
ering local action, ongoing learning and ways whilst remaining true and alert to place
support, governance as facilitators, and a and context. It is also critical in this process
commitment to ongoing development through of development we become more inclusive and
review, adaption and scale. It is a balancing diverse, interdependent and open, which will
of individual and collective requirements of require a growing consciousness and mindset
personal and community development projects shift, building trust and deep relationships,
within the context of new forms of leadership
and reaching more people in doing so.
“One of the most fundamental aspects
We see a lot of these critical components is the discussion about the purpose and
reflected in our ecosystem leaders insights. what we’re trying to do. It centres the
The four main factors which arose through
discussion to whatever the north star
the interviews can be categorised as CORE for
change. This stands for: Culture, Organisation, is. I have my own definition and most
Resources and Execution. The sub-categories people I imagine is fairly similar but
of which can be further broken down within the up to the individuals in the localities to
table below. have those discussions themselves. It
clarifies and empowers everybody who
Culture was highlighted as vital for learning
are actors in that locality to be part of
and education ecosystems enabling. Even
with all other elements present, it is culture the process”
that holds the “essence” of ecosystemic Sean Slade,
ASCD
72
Culture
Unifying mission of trust
A vision of change or call to action that is bigger than
any single organisationm but which allows space for
each to make its own.
Representative
alliance
Actively engage with
players of diverse disci-
plines, building on the
energy of the willing and
grappling with the chal- Co-ownership Experimenta- Networked
lenges of sceptics. tion & active growth
Favour action over endorse- Create a disciplined culture Grow through networks
ment, all actors have a of continious learning, aligned by values, supported
purposeful role based on their experimentation that by communities of practice
strengths and assets. comtinues throughout the and scaffolded by shared
journey, not just in the tools and frameworks
design phase.
Servant
leadership
Leadership in service of
change and in service of
others, empowering others
to be leaders in their own
right.
Flexible governance
Long-term stewardship of the vision combined with the
flexibility, patience and permission to experiment and
evolve.
Figure 12. Summarizing the Big Change model in reimagining education215
215
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73
Enabler Clarifying questions Elements
Culture What are the cultural factors Values

that support the ecosystemic Stories & Myths
patterns of behavior and organi- Rituals & Rhythms
zation? Relationship & Communication
Norms
Organizational What are the rules, protocols, Local contexts

Principles & organizational structures and Key stakeholders
Structures agreements that enable the Ecosystem governance models
development of the ecosystem? Distributed leadership
Agency/Personalisation
Feedback loops
Resources What are the critical resources Funding

of the project? Space
Tools/Equipment
Technology
Team/People
Skills/Capacity
Execution Which methods and practices Inclusive Planning/Design

help execute the project in Prototyping
ecosystemic way? Collaboration / Co Creation
Action Oriented Research
Engaging Storytelling
Table 5. CORE — key enablers of learning ecosystems as identified by ecosystem leaders
building shared purpose as we become increas- the local and global context. The qualities and
ingly participatory with all stakeholders in the principles behind and within the organising,
community bringing visibility and ownership to alongside a deliberate approach to commu-
this positive, interwoven transformation. nication is critical. This reflects the power
of the collective, no longer affording leaving
What are the enabling organisational social engagement up to chance. The qualities
principles that support culture building of organisation highlight the importance of
and beyond in this ecosystemic context? hyperlocalism and cultivating a local identity
Ecosystem leaders share that this requires a to understand how all spaces in a region work
shift to enable lifelong learning rather than together to support learning and development
fractured learning and to actively build in consciously. This may seem in contrast to their
processes for greater agency and personali- mission in expanding education to involve
sation, as well as distributed leadership within multiple components and an opportunity
74
3.
1. Conditions
Introduction:
forThe
Ecosystemic
Future of Learning
Community Schools network
The Coalition for Community Schools network216 students attend school consistently; students are
has organized resources ecosystemically, estab- actively involved in learning and their community;
lishing the model of a community school which is families are increasingly involved with their chil-
both a place and a set of partnerships between dren’s education; schools are engaged with families
the school and other community resources. Its and communities; students succeed academically;
integrated focus on academics, health and social students are healthy — physically, socially, and
services, youth and community development and emotionally; students live and learn in a safe,
community engagement leads to improved student supportive, and stable environment, and communities
learning, stronger families and healthier commu- are desirable places to live. Most people think of
nities. Community schools offer a personalized schools today as serving a single purpose: a binary,
curriculum that emphasizes real-world learning and analog-system of delivery — teachers teach and
community problem-solving. Schools become centers students learn. Community schools are more akin
of the community and are open to everyone — all to smart phones. Schools and communities connect,
day, every day, including evenings and weekends. collaborate, and create. Children and families have
This is a deeply ecosystemic approach to education, an array of support from community partners right
using public schools as hubs. Community schools at their school. Communities and schools leverage
bring together many partners to offer a range their shared physical and human assets to help kids
of supports and opportunities to children, youth, succeed. Community schools contain a host of oppor-
families and communities. Partners work to achieve tunities and supports built-in that give students and
these results: Children are ready to enter school; parents all the tools they need to learn and grow.217
216
http://www.communityschools.org/aboutschools/national_models.aspx
217
http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx
75
1. Conditions
3. Introduction:
forThe
Ecosystemic
Future of Learning
Learning
RSA, City & Guilds and Cities of Learning
The RSA218 and City & Guilds219’s Cities of learning and skills progression. Data-driven tools
220
Learning programme is an ecosystemic model in the platform capture and provide insights on
for cities and places to design and deliver lifelong the development of learners’ knowledge, skills and
learning and skills in a way that allows them to be capabilities, and the impact of learning and progres-
guided by the needs of their local economies and sion, allowing city leaders, employers and education
people. Cities of Learning connects and amplifies providers to better address local social, civic and
different forms of formal and informal learning and economic needs and promote lifelong learning.
training provision that exist across a place, and Open badges can be issued by a range of stake-
creates valuable new progression pathways for holders across a locality, and enable the recognition
learners into further learning, employment or civic of learning and skills to respond to local priorities
opportunities via a system of digital open badges. and labour market needs. In 2017 the RSA and City
The model addresses skills gaps, talent pipelines, & Guilds collaborated with Greater Manchester,
and provides a framework for effective place-based Brighton and Plymouth to test and prototype the
initiatives to facilitate economic growth as well Cities of Learning approach. Support from Further
as strengthen civic pride and identity. The Cities Education Trust for Leadership, Ufi Charitable Trust
of Learning model is orientated around three key and City & Guilds has allowed the RSA to continue
design principles: new local civic leadership with a its work with Plymouth and Brighton to roll out pilots
collective vision for learning and skills; mobilising and evaluate the approach over 2019/20. These
diverse networks of learning and skills providers, and first pilots will be targeted at 14 to 25 years olds.
connecting different learning opportunities via open Plymouth is building pathways around its strong and
badges and a digital online platform. The platform entrepreneurial civic, social enterprise, and STEM
is underpinned by the concept of a ‘learning spine’ sectors. In Brighton, Our Future City, which combines
which provides a scaffold for structuring place based culture, arts, enterprise, education, community and
learning across different providers, and forms the public leadership, is a leader in pathways design
foundation for new badge-based learning path- across the learning network.
ways. It also provides a new, common language for
218
https://www.thersa.org/
219
https://www.cityandguilds.com/
220
https://www.thersa.org/cities-of-learning
76
to learn at different paces but in this new Gregory Bateson221, Buckminster Fuller222 and
paradigm the city or locality becomes a living their modern followers such as Daniel Wahl223,
lab of change. All of this progression is and and Joe Brewer224.
should sit within the development of current
systemic structures, evolving and practicing On the practical level of resources, it requires
ecosystemic and complex systems regener- funding, people with skills and capacity at
ative design and thinking, such as the work of the individual and collective levels, space to
do it, and the right technology, with tools and
equipment being key. Ecosystem leaders in
“Establishing an effective culture particular strongly highlighted the importance of
and set of working practices is flexible funding, moving towards a more collab-
orative, non-competitive mode which moves
really important — one of high trust,
towards new metrics and long-term visioning.
openness, co-leadership and ownership,
While the committed, long-term, and flexible
where experimentation is valued, funding can be a dream for many, in reality it
and successes are jointly shared. is very uncommon. Many ecosystem projects
Cultivating that sense of common have to instead rely upon a mixed stream of
mission and purpose which drives the funding that comes from multiple sources and
addresses multiple goals of many stakeholders.
work forwards, especially given the
Even though it becomes an additional challenge
sustained level of energy required over
for the leadership team to align the interests of
often a long period of time. Developing these various funders, it also becomes a way of
ecosystems is labour intensive, and integrating the plurality of forces into a co-cre-
poor culture can stymie, frustrate and ating community within an ecosystem.
drain energy and motivation.”
From the funder perspective (as well as from
Rosie Clayton,
the standpoint of other critical stakeholders)
Cities of Learning, RSA
it is important that the ecosystemic project
defines, measures, analyzes, and works on
“We make sure we find an exciting way improving its “metrics of success”. However, it
to convene! When we share we make is important that these metrics are represen-
tative of the multifaceted multi-stakeholder
it fun and exciting and different. We
nature of the ecosystem — and also take
find new ways for those to key actors
into consideration the immediate benefits as
to connect from a different level, as well as longer term impact on the ecosystem.
well as to understand and have an There is a tendency of short term or narrowly
opportunity for personal transformation defined metrics to distort and even destroy
and learn from a different place from the ecosystemic nature of otherwise compre-
hensive projects — and this is a risk to be
the inside out”
taken into consideration. Both the success
Catalina Cockduque, measurement and the ecosystem “business
Mi Sangre models” require further deep exploration
beyond the scope of this research.
221
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222
https://www.bfi.org/
223
https://www.danielchristianwahl.com/
224
https://evolution-institute.org/profile/joseph-brewer/
77
There is also an evolved sense of roles/people “Within the new roles we need an
involved such as facilitators or weavers who entrepreneurial mindset but with
will be explored more deeply in a later section
open, fresh, new ways of creating
of relationships and ecosystem leaders. This
partnerships that are interdependent”
is something which extends beyond the realm
of what we have previously perceived as Valerie Hannon,
‘education’ as we recognize that learning is Innovation Unit
something which happens everywhere, for all

of us. This shift shows that we need to find
ways to collaborate in multilayered and multi- “We actually believe that a thriving
faceted way highlighted in the definition. This ecosystem is an ecosystem that
shift in mindset contributes to the evolution of
really supports children’s learning and
how, what, and where we learn. Not only are our
development. We do look to see change
approaches to learning evolving but so to are
our tools and learning technologies evolving in cultural spaces, ones that are better
such as Kumu225 for ecosystem mapping or able to develop programs, spaces and
Play Verto226 for easy, playful feedback surveys. pedagogical materials that support and
take into account children, for example
With so much at stake, balancing the multi-
when planning transport and design,
layerness of ecosystem enablers it’s critical
how can all these spaces really work
that we also pay attention to the way this is
executed, exploring the role of reflection and together to really support learning and
feedback, particularly collective embodiment development consciously? It’s really
of these practices and storytelling. We must that shift of becoming conscious of
continue to find ways and share how we can: our impact. So many of us think “I’m
not in education so I’m not part of
1. Embody the CORE at the personal
an educational system” but when you
level
say “We’re a learning ecosystem and
2. Co-create and shape the CORE at the research shows that we are constantly
place-based level learning, from 0-5 and 0-3.” We know
our environment and experiences have
3. Align the CORE to our wider
the number 1 impact on our brains. So
planetary needs
how do we as society break these down
and ensure everyone is accountable?”
Karima Grant,
Founder of ImagiNation Africa
225
https://kumu.io/
226
https://www.playverto.com/
78
3.
1. Conditions
Introduction:
forThe
Ecosystemic
Future of Learning
METTA-LEARNING
METTA-LEARNING227 is an Argentinian learning practices of wellbeing. They do this across the three
ecosystem project founded by Vivir Agradecidos as a levels to allow for interdependence and co-arising
think, link and do tank with a vision to create a more opportunities across the ecosystem at the grass-
stable and peaceful learning environment in which root, top down and accompanying processes. This
students and teachers unfold their full potential ensures awakening in each community the interest
for the good of all. The mission is to foster trust in and capacity to construct their own educational
life, human dignity, grateful living and wellbeing in plan to reach their highest human potential, helping
community in the education sector. The think aspect current top down organizations to support initiatives
focuses on generating scientific research to evolve from the ecosystems that empower communities to
and develop the vision. They work transdisciplinarily accomplish their new educational goals. In addition
particularly across psychology and neuroscience, they ensure there are external resources, such as
since April 2019 they have worked closely with the professional/counseling, to support the community in
Secretary of Educational Evaluation in Argentina accomplishing their new education objectives.
on the reform of the National Evaluation Report.
They have particularly focused on the topic of At the time of the writing of this report, the project
School Climate as an entry point for the inclusion of successfully consolidated a community of 13 pioneer
wellbeing and human dignity in education initiatives Evolutionary Learning Communities (ELCs: five
throughout the country. private schools, one public school, three education
service providers, three education non-profit foun-
The link aspect of their work focuses on commu- dations, and one governmental education innovation
nity building to network with other new paradigm network).228 Together, these comprise the pilot
learning communities. The goal is to create synergy Evolutionary Learning Ecosystem (ELE) as a proto-
among them which they do through mapping initia- type and initial impulse to seed the emergence of
tives, modeling synergy and using connecting tech- an autopoietic ELE that grows organically. These
nology such as Kumu and Facebook. They have devel- ELCs have begun to explore common potentials by
oped connective intelligence by presenting the entire sharing resources, values, educational objectives,
ecosystemic project on their website, collecting and and an emergent holistic worldview that interweaves
sharing information and characteristics of projects, their shared understanding of what it means to be
as well as setting up technological platforms for human in today’s fast-changing world. By using the
interaction, all at the local, regional and global levels. two main technological platforms for mapping their
This enables connection first at the face to face relationships and fostering synergies among them,
level, among culturally similar initiatives, and then respectively, the ELCs have begun to take agency in
among and between culturally different ones. Then at the co-creation of actionable ideas that will benefit
the third level, they are focusing on developing well- the entire ELE while simultaneously benefiting the
being projects that awaken interest in and provide various ELCs, themselves. The result of this process
support for education initiatives that incorporate is an emergent interbeing: the collective “edunaut” of
thrivable education.
227
https://ecosistema.metta-aprendizaje.com/
228
https://youtu.be/JhamwroldAE
79
3.2
How to evidence learning so that multiple
stakeholders can interpret the results
How to design, develop and quality assure
professional and other roles
Hindrances
How to balance consistency and scale with
diversity and localism
How to ensure sustainable funding while
diversifying governance
If ecosystem organisation is emerging as our How to augment the role of jurisdiction in
potential new future then we must ask ourselves creating the space, incentivising, enabling
why isn’t everyone doing it already? What and creating appropriate regulatory229
hinders the positive intent of these and many
other leaders in developing and becoming part In our research we found that there are
of thriving learning ecosystems? As shared in two major areas of hinderance: relational
the latest IU and GELP reports some key issues and structural with further sub-categories
they found faced by pioneers of the learning identified within these two groups.
ecosystem have previously been identified
as struggling to know ‘how to’ organize the Relational relates particularly to the personal
following: skills, abilities and mindsets required to do this
work at the level of self, but of course deeply
connects to local and global communities.
Structural relates to the organisational norms
and practices which hold progress back at the
local and global levels:
Hinderance Subcategory Elements

type
Relational Inability to estab- Lack of ability to reach consensus

lish collaborative Poor connections
relations Mistrust
Lack of collaboration
Authoritarianism
Current circum- Lack of openness

stance/personal Narrow mindedness
capacity Lack of imagination/reimagination
Lack of courage
Lack of consciousness
Lack of awareness
Clashing personalities
Egos
Authoritarianism
Lack of resilience
Low wellbeing
No joy
80
Structural Strategic/decision Not enough explicit vision building

making deficiencies Lack of spokesperson for vulnerable
Lack of neutral parties
Lack of diversity
Poor processes for agency & decision making
Lack of informed & available evidence
Organizational Poor management & governance structures

management defi- Poor role clarifications
ciencies Slow pace of change
Misaligned assessment
Unknown how to provide consistency at scale
Outdated prizes/challenges
Low/ misaligned incentives and motivations
Resource deficiencies Lack of time, space & energy

Inflexible and lack of funding
Lack of sustainability and regeneration
Necessity of ‘high profile’ stakeholders
Structural support for Poor collaboration processes & connection of

collaboration deficien- services/stakeholders
cies Too much competition/punishment
Poor trust building exercises & activities
Table 6. Key hindrances of learning ecosystems as identified by ecosystem leaders
“We need to understand how to move Where is the synergy to connect? How do
towards having really vibrant and well we create syntony so what I do augments
expressed syntony, alignment, how are what I’m doing and others without a
we using this sense and how it lives in whole lot of energy it requires to work the
your body and being able to know when way we are at the moment so we are not
we are tuned. We can think of it like a drained?”
bicycle with spokes where you have to Alexander Laszlo,
turn the spokes to get rid of wobble, Director of Development at the
Laszlo Institute of New Paradigm
the idea of spinning together. Asking Research
the question of are we well aligned with
ourselves and are we together on that.
229
March 2019 GELP Israel Convening Report: Anticipating the Future - Leading Education Transformation and https://www.wise-qatar.org/
app/uploads/2019/05/wise_report-rr.1.2019-web.pdf
81
Contributors to this research noted that at the difficulty ecosystem leaders who contributed
relational level there is a lack of time, space to this research highlighted was the perceived
and learning that allows for necessary skills, need to have ‘high’ profile stakeholders as
values, and mindsets to develop. A lack of trust partners or promoters of their work, and that
was the most commonly identified hindrance needing to gain this mostly performative
to creating ecosystems. At the organisa- recognition “distracts from the work on the
tional level it was noted that current societal ground”. Furthermore, another major area of
norms do not support sustainable or regen- hinderance noted by contributors is a systemic
erative development at the ecosystem level. level of burnout for educators and change
The difficulties in relational elements imply agents, which is particularly common in the
that ecosystem leaders and collaborators fields of social justice230 and education work231.
(being the highly diverse set of stakeholders
required) need greater support in developing Creating new spaces of neutrality for stake-
their personal skills and abilities. Vishal Talreja, holders to come together for shared learning
highlights, for example that “There is a lack of may provide opportunities for stakeholders
recognition that we don’t know how to collab- to develop the needed capacities to address
orate. We are sitting on an assumption that the hindrances to ecosystemic learning. Cities
we know how to do it, we do not invest enough of Learning at the RSA and Educatió 360 at
time into the process of trust building”. Further Fundació Jaume Bofill232 for example have
backed up by Stephen Harris who believes the noted that when neutral spaces are created,
two main hindrances lie very much within this this allows for people from all perspectives
relational element that “One, teachers have and areas across learning and education to
never been taught emotional intelligence. release any previous power structures or
Universities teach people to become control hierarchy that may inhibit them from collabo-
agents within a group of people, to be super- rating as effectively as possible. Educatió 360
vised and checked which is antithetical to a do this by scaffolding the coalition, bringing
positive relationship. They need to learn how
to have positive functional relationships and
these need to be in place before you move “There is a lot of stress on the financial
forward. Secondly, teachers have never been pressure to achieve outcomes we know
taught to collaborate. They think they can but less about and are just starting to delve
in fact they cannot, which is not their fault
into. We expect outcomes for young
but they have not been trained. Those who
teach MBAs do so in collaborative teams but people to improve quite quickly but
we do the opposite in teaching. How can they financial resources help make it happen
become agents of change and collaborate and when we don’t see the changes
when they can’t do it themselves?” It seems quickly we give up on things. Not
that we need to reimagine and recreate
having the type of long-term approach
personal development opportunities for
to developing an ecosystem is really
educators and educational stakeholders alike
so we can support those leading education challenging, you’re without the capacity
systems or initiatives to foster change for the to deliver”
benefit of others and the planet. Another key
Gina Cicerone,
Fair Education Alliance
230
http://www.edchange.net/publications/Burnout-education.pdf
231
https://eric.ed.gov/?id=ED194464
232
https://www.fbofill.cat/educacio360
82
3.
1. Conditions
Introduction:
forThe
Ecosystemic
Future of Learning
Citymart
Citymart’s platform and business is the distillation many other organizations. So what does this look
of the fifteen-year journey of Citymart Founder like in practice? The City of Dallas needed a new
and CEO Sascha Haselmayer and his team. Sascha way of collaborating. With Citymart’s help, the Dallas
applied design thinking from his architectural discovered new methods of engaging employees and
training to reach a simple insight: every procurement stakeholders in addressing the urgent needs of its
is an opportunity. fragmented social care system. The city started by
Today, over 130 cities have adopted Citymart’s crowdsourcing ideas from its employees and local
tools and methods, now provided through Citymart’s service providers to better understand the opportuni-
digital platform. Citymart’s work has been globally ties and challenges facing its new office of Commu-
recognized by Ashoka, Bloomberg Philanthropies, nity Care. Through Citymart’s market intelligence,
the Knight Foundation, the Rockefeller Foundation, tools, and expertise, Dallas gained a clearer vision of
the U.N. Global Compact Cities Programme and what needed to be done.233
Citymart model 234

How Dallas Improved the Coordination and Quality of its Social Care Services
The Opportunity Develop Action Areas

In 2017, the City of Dallas created a new office of Citymart analytics helped facilitators and participants of
Community Care to provide social support services to a workshop decide on six priority areas for action: Neigh-
people in financial need. City Hall wanted input from borhood Communication, Health & Wellness Inclusion,
city employees and care providers to help guide this Food & Nutrition, Employment & Education, Literacy &
new office and needed a digital platform that could Skills Training, and Better Service Delivery.
help them manage this engagement. Dallas chose Citymart drew on its database of 26,000 solutions for
Citymart to create an ideation challenge that would cities to provide market intelligencem best practice and
help them bypass traditional processes and engage financing models to inform policy, strategy, and budget
community care stakeholders in addressing issues plans for the new Community Care office.
within the community care system.
Unifying mission
The Ideation challenge 1. Citymart helped Dallas get clear mandate for its new
Dallas invited 38 organizations to participate in the office and generate ideas for improving service delivery
challengeand develop strategies for tackling the from actual stakeholders
fragmented community care system. Citymart enabled 2. Citymart enabled the city to effectively promote the
Dallas to manage participants, share relevant informa- challenge and streamline the data collection and analysis.
tion, and standartize responses. 3. 60+ submissions and ideas will serve as valuable
For participants, Citymart provided speed and better resources for the Community Care office’s planning and
quality through in-platform market intelligence and budget proposals.
guidance to craft their submissions. Within a week, 4. Citymart made it easy to use market intelligence
Dallas recieved 63 submissions. throughout the process.
233
https://www.citymart.com/our-history
234
https://www.citymart.com/success-stories-1/how-dallas-improved-the-coordination-and-quality-of-its-communi-
ty-care/2019/10/22
83
together many different leaders across a city “You are right in your assessments. The
through activities of support such as helping lustre and hubris some have aspired to
people to understand local policy opportunities
while endorsing acts so heinous against
to empathising deeply with the language of
children, elders, everyday people, the
educators and teachers who work with children
and young people. The ultimate focus is on poor, the unguarded, the helpless, is
finding the best way to connect learning at the breathtaking. Yet, I urge you, ask you,
local level, using different tools for different gentle you, to please not spend your
stakeholders in context relevant ways but spirit dry by bewailing these difficult
ultimately inviting all to work collaboratively
times. Especially do not lose hope.
to advance shared learning.
Most particularly because, the fact is
The enablers and hindrances mentioned that we were made for these times.
above partnered with increasingly complex Yes. For years, we have been learning,
challenges facing humanity as outlined in this practicing, been in training for and just
report underscore the embedded patterns waiting to meet on this exact plain of
facing educational leaders and learners alike
engagement… Ours is not the task of
and the need for an alternative approach
fixing the entire world all at once, but
to both learning and leadership in the 21st
century. In order to create the conditions for of stretching out to mend the part of
ecosystemic learning we must address both the world that is within our reach. Any
the relational and structural barriers that small, calm thing that one soul can do
our current systems promote. This shift will to help another soul, to assist some
require nothing less than the healing of our
portion of this poor suffering world,
broken systems and the rekindling of human
aspiration to include and foster a love and care
will help immensely. It is not given to
for all life. In the words of Dr. Clarissa Pinkola us to know which acts or by whom, will
Estes: cause the critical mass to tip toward an
enduring good…” 235
235
https://www.awaken.com/2017/01/dr-clarissa-pinkola-estes-we-were-made-for-these-times/
84
a. Learning ecosystems are webs of

interconnected relationships organising
lifelong learning.
b. They are diverse, dynamic and evolving,
connecting learners and community to
foster individual and collective capacity.
c. They have three purposes, dedicated to
co-creating thrivable futures for people,
places and our planet
85
will do
86
4
Ecosystemic
Leadership
& Learning
87
4. Ecosystemic Leadership & Learning
4.1
While the above table is not exhaustive of the
kinds of leadership styles emerging around
the world, it does point to an evolution in how
we lead together, the role of leadership, and
Ecosystem
new ways of organizing to support collabo-
rative forms of leadership. Furthermore, these
Thrivalists
“bright spots” of emerging leadership point to
diverse approaches in how we learn together
through co-creating change, innovation, or
addressing challenges together. Weather
This research has been dedicated to exploring it’s through dialogue, prototyping, or princi-
the process of co-creating learning ecosystems ples-based approaches people around the
and understanding the work, inspirations, world are experimenting with diverse ways
and competencies required to develop them. of leading together that foster new ways of
Around the world there is a wide spectrum of learning both individually and collectively.
emerging approaches to leadership that share
common ground as it relates to affecting local The above mentioned shift from industrial/
and global positive change. Table 7 below assembly-line learning to ecosystemic learning
highlights some of the core elements of requires a seismic shift in both learning and
evolving approaches to leadership and some leadership. In order to transition toward
of the key individuals/communities who are learning that fosters multi-stakeholder and
shaping this shift. collective mutual benefit we need to evolve
Leadership What is it? Principal Authors

Type
Liminal236 Mutually alert care and attention to Nora Bateson

the wellbeing of all people and ecolog- Stephen Tierney
ical systems. Emphasis on relational
characteristics, which cannot be bound
to an individual, organization, nations,
religions, or institutions rather the
liminal between actors.
Hosting is a participatory and process Art of Hosting Global Community,

Hosting237 oriented way of engaging in meaningful Toke Møller, Margaret Wheatly,
conversations that lead to impactful Mark McKergow
work that matters.
A servant-leader focuses primarily on Robert K. Greenleaf, Ken Blanchard,

Servant238 the growth and well-being of people Stephen Covey, M. Scott Peck, Ann
and the communities to which they McGee-Cooper & Duane Trammell,
belong, shares power, puts the needs Larry Spears, and Kent Keith.
of others first and helps people develop Frederic Laloux, Samantha Slade,
and perform as highly as possible. Sociocracy 3.0
88
Horizontal, Networked, collaborative, and shared Frederic Laloux, Samantha Slade,

Teal, Agile 239
leadership approaches to organizing Sociocracy 3.0
and co-creating projects, organizations,
and initiatives that support continuous
evolution, learning, and the prototyping
of solutions, products, or services
Systems Understanding and addressing complex Peter Senge, The Academy For
and adaptive opportunities and challenges Systems Change, Bela Banathy,
Systemic 240
within systems, influencing leverage Alexander Laszlo
points toward desired outcomes, and

working toward the long term evolu-
tionary viability of systems.
Dee Hock
Chaordic241 Chaordic Leadership is both a manage-
ment style, and a system of organiza-
tion characterized by the harmonious
blending of both order and chaos princi-
ples where neither is dominant (e.g.
competition and cooperation).
Transforma- Where a leader works with teams to James V. Downton

tional identify needed change, creating a James MacGregor Burns
vision to guide the change through
inspiration, and executing the change
in tandem with committed members of
a group.
Regenerative242 Working together to co-create a world Giles Hutchins & Laura Storm243
where purpose, people, planet and John Hardman244
Daniel Christian Wahl245
profit collectively thrive. A world built on
regenerative principles, interconnec-
tion, and co-design
Table 7. Various paradigms indicating the emerging model of leadershi
236
https://www.kosmosjournal.org/article/liminal-leadership/
237
https://www.skillsforcare.org.uk/Documents/Leadership-and-management/well-led/Day-2-17/Leader-as-Host-article.pdf
238
https://www.greenleaf.org/what-is-servant-leadership/
239
http://www.nwlink.com/~donclark/leadership/horizontal.html
240
https://www.virtualstaffcollege.co.uk/wp-content/uploads/strategic_interviews_complete.pdf
241
https://www.meadowlark.co/the_art_of_chaordic_leadership_hock.pdf
242
https://www.regenerators.co/
243
https://www.regenerativeleadership.co/
244
http://integralleadershipreview.com/archive-ilr/archives-2010/2010-10/1010Hardman.pdf
245
https://www.amazon.co.uk/dp/B07NDJS87V/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1
89
the ways in which we learn and lead together. by and large that foster continued de-human-
Literature in the business field, for example, izing, future-limiting, and win/lose dynamics
explores the need for “ecosystem CEOs” who that harm all life and reward the continu-
engage in continuous learning to address ation of these dynamics. In the face of these
multiple, connected and complex dynamics persistent and paradoxical dynamics we
which requires new practices and relationships, need leadership approaches that model the
through which the focus of leadership moves intelligence of nature, that foster cultures of
from the individual and individual success to the collaborative learning, and are guided by life
collective and collaborative mutual benefit.246 affirming visions of the future.
From this perspective, ecosystem leaders are
characterized by “agility, a fail-fast mentality, Many of the contributors to the research in
and unassailable trust. They are created for a this report point to the vanguard learning
number of reasons, such as testing new ideas, and leadership development approaches of
innovating around products, delivering across The Presencing Institute as exemplary of the
new channels, and finding alternative ways to kinds of individual and collective capacity
collaborate — all in order to develop a win-win building that is needed to evolve the ways
situation for the partners, one that will allow we address the challenges and opportunities
them to meet — and stay ahead of — the we face in the world today. The Presencing
demands of their stakeholders.” 247 Institute248 has, for example, developed a
leadership program which “aims to activate
Based upon the evolving nature of leadership the co-shapers of a new global movement
as described above, and the dire need for (and action research university) one that
leadership practices to evolve as indicated by integrates science, technology, consciousness,
global socioeconomic and political dynamics, and profound societal change to bridge the
ecosystem leadership is emerging as a potential major ecological, social, and spiritual divides
pathway to unlearn, reimagine, and relearn of our time.” 249 Building upon its core change
how to both learn and lead together as we theory, Theory U250 the Presencing Institute
co-create life affirming futures together that fosters spaces for learners to “lead from the
work for all peoples and our biosphere home. emerging future” and illuminates alternative
The following table exacerbates the contrasts pathways that we can take along the journey
and differences between “industrial leadership” of evolving how we learn together.
and “ecosystem leadership” in order to highlight
how these differing approaches to leadership
might impact how we learn together. “What I try to do is make the networks
work together and to have and propose
The above contrasts can be helpful beyond the tools for the shift of consciousness.”
pejorative tone toward industrial leadership
when we take into account that in general
Noemi Paymal,
most leaders, wherever they are placed in Pedagooogia 3000
our institutions, organizations, or systems are
more often than not seeking to make a positive
difference in the world for their communities
and families. It is our human systems rather,
246
https://www.russellreynolds.com/en/Insights/thought-leadership/Documents/Beyond%20the%20Corner%20Office%20_Leadership%20
in%20a%20Multi-Company%20Ecosystem.pdf
247
https://www.russellreynolds.com/en/Insights/thought-leadership/Documents/Beyond%20the%20Corner%20Office%20_Leadership%20
in%20a%20Multi-Company%20Ecosystem.pdf
90
1.
4. Introduction:
Ecosystemic The
Leadership
Future of
& Learning
Еcosystem leadership is emerging as a

potential pathway to unlearn, reimagine,
and relearn how to both learn and lead
together as we co-create life affirming
futures together that work for all
91
Industrial Leadership Ecosystem Leadership
Hierarchical, top down power structure and flow. Networks and communities working and learning
Focus on people being human resources and together. People are valued at the individual and
people rely on linear structure and analytical collective level, as interdependent contributors.
logic. Communication is typically focused toward Communication is typically active and deep
downloading and transmitting data and informa- listening, enabling vulnerability with questions
tion. and storytelling.
Command and control with an authoritative In service to life, shared agency and transparent
approach to relationships. Fear, manipulation and authenticity relationships. Collaborative, co-facil-
demanding compliance. Encourage separation, itative, enabling, wisdom and humor. Culture of
segregation, & self-centeredness. integration, empathy, & compassion.
Closed and guarded information policy. Fear of Sharing information and data to improve the
failure leading to short sighted and short term quality of creativity and learning. Fostering
planning. experimentation with a long-term view priori-
tised.
Representation of workplace or community is Representation of workplace or community is

often homogeneous. diverse.
Competitive: win — lose Collaborative: win-win
Table 8. Contrasting industrial and ecosystemic leadership models
Moving toward synthesis, based upon the From this perspective the changemaker is at
perspectives and experience of those contrib- the heart of the process of evolving learning
uting to this research and our own prototyping ecosystems. Based upon the experience of
in the field we have identified a variety of the ecosystem leaders interviewed for this
roles and competencies ecosystem leaders research the central aspiration of change-
play when cultivating learning ecosystems makers in this context is purpose-driven, to
as well as the roles played by diverse actors “be the change they want to see in the world”
within learning ecosystems. Based upon these for their communities and the world. Change-
findings, there are five major categories makers in learning ecosystems seem to act
presented below within a spectrum of what as multifaceted instigators of a variety of
we call gardening and weaving in evolving competencies: sensemaker, connector, story-
learning ecosystems. teller, and designer. Some focus predominantly
on the sensemaking aspect as their contri-
248
https://www.presencing.org
249
https://www.presencing.org/programs/marketplace/presencing-advanced-program-ecosystem-leadership
250
https://www.presencing.org/aboutus/theory-u
92
Mapper Researcher
Explorer Thought leader
Sensemaker
Creating new ideas Gardener
Disruptor
Illuminator Shapeshifter
Cheerleader Paradigm shifter
Promoter Value adder
Campaigner Prototyper
Advocate Teacher
Influencer Capacity builder
Spreader
Storyteller Changemaker Designer

Communicating and Being the change Designing
engaging systems
Facilitator Ecosystem designer

Convenor Process designer
Space holder Learning designer
Trust builder Reframer
Access builder Strategizer
Curator
Connector
Enabling relations
Weaver
Relationship builder Steward

Networker Quiet leader
Intermediary
Figure 14. Learning Ecosystem Roles/Competencies as identified by leaders
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1. Ecosystemic
4. Introduction: Leadership
The Future &
of Learning
Learning
GELP
GELP (Global Education Leaders Partnership)251 is tors, including a “Roadmap to Education Transfor-
a powerful alliance of global education leaders who mation,” which guides system leaders in the evolu-
are seriously committed to transforming the practice tion of their educational transformations to create
of education and to develop the personal skills they actionable plans. Other tools include the Elements
need to lead that transformation. The partnership for System Transformation map, which helps leaders
operates as a “network of networks” for people in visualize the steps and planning needed to advance
the education sphere, as well as those involved in towards transformation, and Redesigning Education:
business, politics, the entrepreneurial world, and civil Shaping Learning Systems Around the Globe, which
society. More than just a space for discussion, GELP highlights GELP’s global members as they journey
created and utilized numerous useful tools for educa- towards the education systems they need and want.
251
https://www.gelponline.org/
Emerge
Emerge254 are an independent, non-profit media We are interested in three kinds of transformation;
platform sowing the seeds of a new civilisation, they the self, society and emergent systemic properties
share a mix of articles, podcasts, videos, as well as of these two together — we are alchemists, or
showcasing alternative learning spaces and events in societal chefs.
an accessible way. Emerge’s principles are: We recognise that how we perceive and know
and represent the world has revolutionary poten-
We hope to sow the seeds for a new civilisa- tial — we are artists.
tion — we are farmers or gardeners. We seek complex integration of diverse bodies of
We are observing and helping to give birth to a new theory and practice — we are epistemic freedom
civilisation — we are midwives. fighters.
We want a more-conscious society — we are alarm We want to support innovative forms of spiritual
clocks or zen teachers. practice and inquiry that better connect us to the
We seek to co-create a more conscious society — we challenges of our time — we are conveners and
are collaborative innovators. hosts.
We love powerful and beautiful communica-
tion — we are drum rolls and content curators.”
254
http://www.whatisemerging.com/
94
bution to the ecosystem, which might be in The above mentioned competency areas
the form of generating new ideas. This could are bound by the two overarching elements,
also look like a social entrepreneur who has “gardening” and “weaving”, which focuses on
a great shapeshifting ability as they are often the cultivation of learning ecosystems and
on the ‘frontline’ developing relationships and the relationships between ecosystem actors
figuring out the best way to add value to the (see further explanation below). As depicted,
entire ecosystem. We can contrast this with developing ecosystems requires a multitude
the storyteller which may come in the form of abilities and skill sets and the ability to
of activism, research or communication roles, flexibly support individuals to “wear many
where the emphasis is on connecting and hats” and/or foster collaboration between
promoting the new paradigm (which of course diverse role relationships. Oftentimes
overlaps, like all, with the sensemaker, change- ecosystem leaders work concurrently on
maker, designer and connector). many different projects across the ecosystem
and the roles and competencies they develop
It has been noted that ecosystem storytellers evolve with the focus of their work. The role
have a particularly unique role in the devel- of leadership in learning ecosystems seem to
opment of learning ecosystems. As mentioned be an evolving process of both responding to
above in section 2.3, the stories and myths needs, shaping a shared future vision, and
we tell ourselves play a huge role in how cultivating the space for the collaborative
we perceive and act. Mythologist Joseph relationships required for multi-stakeholder
Campbell, in The Power of Myth, defined the learning and mutual benefit.
function of mythology as “the provision of
a cultural framework for a society or people Through this research it has been noted that
to educate their young, and to provide them actors within the emerging practice of ecosys-
with a means of coping with their passage temic learning have found it challenging to
through the different stages of life from birth name the role or roles they play. Throughout
to death.”252 A myth then is woven into the this report we have referenced research
very fabric of a culture, our relationship to our contributors as “ecosystem leaders”. Other
environment, and how we learn. The narratives names for this work that were either
we perpetuate and create shape the character considered for this report or are seen in the
of our shared understanding of life and our field include ecosystem animator, ecosystem
roles within our communities. Storytellers in catalyst, or ecosystem stewardship. Part of
learning ecosystems play the role of caring the challenge it would seem in naming and
for and shaping the narratives, the stories, the narrating this emerging practice is that rather
emerging myths of our learning and leadership, than reframing or repurposing existing terms
illuminating the possible and affirming the there is something emerging that wants to
desired future potentials. Activate the Future253 be articulated as suggested by the inter-
by Jen Andersson, is an example of retelling secting elements of learning ecosystems.
narratives by sharing insights from research Ecosystems are not shaped from the outside
and projects that are focused on themes such but rather from within, ecosystems are not
as systems thinking, creativity and innovation “led” by one actor, they are symbiotic and
and regenerative leadership. collaborative, and through the practice of
co-creating learning ecosystems we seek to
252
https://www.amazon.co.uk/Power-Myth-Joseph-Campbell/dp/0385247745
253
https://medium.com/activate-the-future
95
cultivate shared learning and leadership. With learning ecosystems. The work of ecosystem
these perspectives centered and based upon thrivalists is to foster learning and impact
this research thus far we would like to propose that goes beyond survival or subsistence
that the shared work of co-creating learning toward thriving for all. Ecosystem Thrivalists
ecosystems is best encompassed through new are the weavers and gardeners of learning
language, we suggest the term Ecosystem ecosystems, working toward fostering the
Thrivalist. symbiotic mutually beneficial relationships and
competencies that enable learning ecosystems
Ecosystem Thrivalists we believe are the life to thrive.
affirming leaders who serve and support the
capacity building of learners and leaders within
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4.2
Weaving a Web
Across conversations with learning ecosystem
leaders we found that overwhelmingly the
most mentioned response to what types of
relationships or collaborations help education
ecosystems flourish is trust. The role of trust
of Relationships
is a critical aspect when building new relation-
ships. Research shows that when authenticity
and empathy are present, trust increases.258
The qualities described as key to building
In the longest longitudinal study on happiness trusting relationships are given insight in the
it was found that close relationships, more table below. Francis Frei, trust expert, shares
than money, fame or any other factor, are what that the most common difficulty in building
keep people happy throughout their lives.255 Not trust is that we do not believe we are ‘in it’
only are they important for overall well being, with and for the other person, we are missing
but we can learn ‘better’ and ‘more’ when we a deep sense of empathic connection. This
are happy too.256 Studies have also shown should come as no surprise in our VUCA world
that at the traditional teacher-student level, when carving out time, space, energy and
for example, the strength of the relationship attention is increasingly difficult. Questions
equates to the positive success of the child surrounding authentic and human partnership
on both an emotional and traditional test and relationship can arise, particularly if
scores.257 So it seems that the role of relation- we think to the context of leaders within an
ships is central not only to our happiness ecosystem who often have many people vying
but also to what it means to be a learning for their attention where different power
ecosystem, its purpose and how we enable dynamics can also be at play.
these conditions. How we relate to ourselves
and others allows us to not only co-create and
collaborate effectively, but also to cultivate “Sometimes we put interests/mission
the vital connections required in our lives. On together and expect that they will
a deeper level than that, we understand that collaborate naturally but you can forget
a multitude of aspects, which can be culti-
that if you don’t trust you can’t challenge
vated, feed into our ability to connect with
others and build meaningful relationships. You one another. We need to put the human
might wonder are meaningful relationships so at the centre of the relationships to
important to working together? Is this really have deeper conversations”
important? Shouldn’t we be focusing on making
Zineb Mouhyi,
this happen? Yet we see in both research and
WISE
our interviews just how central this ability is on
a fundamental level so we can work together,
as well as a deeper profound level related to
our health and wellbeing. We can examine the
quality of the relationship itself desired, as
well as how we might create this in practice.
255
https://www.adultdevelopmentstudy.org/
256
https://natberryblog.wordpress.com/2013/02/17/are-happy-students-successful-students/
257
https://link.springer.com/article/10.1007/s10648-011-9170-y
258
https://www.ted.com/talks/frances_frei_how_to_build_and_rebuild_trust/discussion#t-214088
97
Qualities Elements
Deep Authentic Adaptable

Connection
Trustworthy Transparent Fun/Joyful
Collaborative Syntherny Open
Meaningful Empathic/Compas-
Emotional sionate
Respectful Playful
Personality Reliable Playful Committed

Friend Stillness Communicative
Confident Soft Ego Generous
Passionate Growth Mindset Positive
Empathic/Compas- Adaptable Supportive
sionate Fun/Joyful Humble
Empowered Learner
Communication Rich dialogue Reflective

Deep listening Non-violent
Constructive Open
Table 9. Aspects of relationship-building within ecosystemic projects as shared by leaders
There are many recommended ways of Ecosystem leaders need to build rich, diverse
overcoming these difficulties of building relationships to support their development.
trusting relationships within ecosystemic This is an emerging field of work and insights
projects. For example, Brene Brown highlights are growing on how to best learn how to both
the critical component of vulnerability and how transform ourselves for personal development,
this is a key to building trust with others259. as well as transform the connection with others
Her research and now widely streamed talk and the group for collaboration. Though it is yet
on Netflix ‘Call to Courage’ shares with us to be commonly understood or mastered, at this
simple tools and techniques we can use to be point in history we have a unique opportunity to
vulnerable in effective ways, especially in times experiment on a global scale with what works
of misunderstanding or conflict. For example, well and in what situations, finding a way to put
the compelling verbal technique of ‘the story into practice theory on a wider scale to share
I’m telling myself is’ allows us to see that all insights as part of the ecosystem development
situations are ultimately just a narrative and a reflection and journey. In the future, through
projection of what we ourselves perceive. It is continued experimentation and prototyping
in building this understanding of ourselves, and we will explore further language and frame-
then others, that we can begin and continue to works to explain if and when we feel trust and
connect.
259
https://brenebrown.com/
98
1.
4. Introduction:
Ecosystemic The
Leadership
Future of
& Learning
Change the Script, Autens
At the macro level Vishal Talreja organizes an listening to others to build empathy in moments of
event called Change the Script which is designed strength and vulnerability in understanding their life
around the core principles of creating safe spaces journey. It is in this that we begin to trust. Whereas
for engagement, deep listening and validation. It in comparison at the micro level with teachers in the
also intentionally incorporates use of play and art to school Lene Jensby has created a powerful workshop
engage and facilitate the group journey. One of the tool through Autens for collaboratively designing
workshops ran for all participants at the conference and redesigning learning environments based on how
is called ‘River of Life’. The idea is that you use the children learn, while transforming the shared peda-
river as a metaphor for life, beginning with creative gogical practice through a playful, creative method
visualization of your life and the key moments that that mimics great project-based learning. One
shaped it through stories, conversations, narratives innovative teacher might improve their classroom
etc. Following this visualization you can draw the key layout and culture, but this is unlikely to have a long
moments in your life (at least 5) based on the river term impact on the learning culture of the school,
metaphor, for instance, you can draw a waterfall to for lasting impact and meaningful change, the whole
represent a failure or a bridge to represent support school community needs to play an active role in
systems, whatever feels right to you. Following this changing the culture and design of learning spaces.
creation, you find a partner to share and listen to The workshops have a dual, inter-related purpose: to
each other’s stories. In using this process of creative create design solutions for specific learning spaces
visualization 1) the river as a metaphor 2) artist visu- and to strengthen a shared learning culture with
alization 3) sharing and listening a space of safety, a very high sense of ownership and empowerment
empathy and care is created. Participants are now in among teachers. They have successfully facilitated
a deeply reflective place which also helps them build this workshop both in Denmark and across the world
empathy for themselves and their journeys, alongside with over 2,500 educators and these workshops have
influenced the daily school life of at least 19,000
students.
99
why. An increased intentionality around this “When I started my social enterprise

could potentially lead to deeper and greater I concentrated on direct service
relationship building processes that facilitate
interventions. Once I discovered the
trust as a precursor to change work.
concept of collective impact, through
We can look to the kinds of experiences and ecosystemic engagements I shifted
environments that do currently exist in the strategy and enjoyed the challenge of
ecosystem to enable this to happen that we weaving alongside others who shared
can learn from. Ecosystem leader Vishal Talreja similar impact goals. Essentially, I am
reminds us that “I think at the first level, it’s
now able to play a role in a wider pool
a marathon, not a 100 meter race. When you
of impact leaders dedicated to tackling
look at traditional gatherings, you come in
and after 2 days you want more interaction. the root causes of the issues we used
We’re not giving enough time and space for to design programs for. It’s through the
trust building, for collaboration, to create an understanding and engagement of every
experience of what trust looks and feels like actor within a ‘system’ we have been
with people who are not known to each other.”
able to change that system. The journey
In this work, time and space may sound like a
continues…”
luxury, but the reality is that we cannot afford to
not create space and time within our learning Michael Sani,
journeys for trust building when we understand Founder of Play Verto and Bite the
Ballot, Collaborator of The Weaving
how important trust building is to the relation-
Lab
ships and connections which are the life energy
of learning ecosystems.
“Everyone shapes the world. Everything
An organisation working at various levels both we do has consequences, and every
building, and then nurturing webs of deep
consequence causes a response.
and purposeful relationships, is The Weaving
Our wellbeing is permanently in flux,
Lab260. Their work focuses on advancing the
practice and profession of weaving learning unfolding from moment to moment
ecosystems for universal wellbeing. This through every single human action
leadership practice requires a different set of and reaction. Thus, we need to help
skills and ways of being than many classical everyone understand their influence on
leadership styles, and builds upon the idea
the world — to discover and use their
and importance of liminal leaders in today’s
agency for making a better world. We
world. Weaving is an approach to leadership
that relies less on hierarchical authority and need to empower everyone — from
centralised control, and more on curating the most marginalized to the most
circles, hosting conversations, and building privileged — to make a positive
trusted relationships. It involves taking the contribution throughout their lives
lead but, equally, empowering others to step
and leave the world in a better state
forward and take the lead. Weavers talk
than when they entered it. We need to
about moving from ego to eco. Weaving is a
complex and nuanced discipline that involves empower everyone as a changemaker”
shepherding people from highly diverse insti- The Weaving Lab’s Framework for
tutions, roles, backgrounds and perspectives Change
100
into meaningful collaborations that have

systemic impact. The Weaving Lab is made up
of ecosystem leaders from around the world.
Being the new system: Being self-aware,
A major aspect of weaving for The Weaving empathic, present & open; Being purposeful &
Lab involves both developing communities proactive; Being reflective, possibility-minded,
and teams of teams whilst, at the same time, thoughtful & wise; Being resourceful, creative
also centering self-development. Weavers & playful; Being authentic, vulnerable, coura-
know they are part of the system, not outside geous & resilient
of it, and know that to transform the system,
they must also transform themselves. They
outline the process of growing yourself, and
your teams, and your wider ecosystem, as a
continuous process of: Learning: Being adaptable, growth-minded
& curious; Identify community learning objec-
tives & methods; Facilitating flows of learning
throughout your community; Monitor, evaluate
& apply learnings to evolve community purpose
Aligning: Aligning a community to a shared & practice.261
purpose, values and incentives; Growing a
diverse community; Nurturing dynamic, trusted
relationships. “One of the most important tools for
ecosystem development in education is
twitter. It really allows people to come
together organically based on what
Collaborating: Creating the conditions for those interests are, allows for everyone
collective action; Co-creating teams of teams; to participate, it’s open and you can
Maintaining direction & momentum of teams share and participate and interact so
& projects; Fostering innovation and commu- things really grow. For me it’s a very
nication across teams.
useful, trusted network of friends
globally, it’s one of the most powerful
tools I’ve come across.”
Lene Jensby,
Acting systemically: Understanding Director of Autens and Global
systems and systems change; Reading and Schools Alliance
sensing your ecosystem; Creating impact

in your ecosystem; Measuring progress &
financing your ecosystem.
260
https://weavinglab.org/
261
https://www.thegcl.org/weaving-academy/
101
This approach also outlines a shift towards and Learnlife to mesh, meld and develop
the network-based education we referenced ecosystemically. Much of their work focuses
earlier on in the report (Section 1.2). The goal on field building, as well as facilitating experi-
of networks is to break out of silos and expand ences and workshops with a variety of organi-
collaboration, build connections for systems zations in and outside the traditional field of
change, connect to new people and resources, education to further weaving as a concept
produce and spread innovation, as well as and practice. Furthermore, luminaries like June
increase reach and influence. These kind of Holley are instrumental in this field; she has
approaches can work best for complex/wicked been developing weaving as a network across
problems, including issues that influence the all domains through the Network Weavers262
current education system, such as structural since 2013. Their work draws upon a network
racism and income disparity. Organizations like of consultants who develop resources such as
The Weaving Lab are modelling this by trying research projects, workshops, tools, communi-
to develop learning ecosystems for universal cation, mapping, coaching and more helping
wellbeing, currently collaborating with Ashoka, practitioners weave networks263.
Roundglass, Network Weaver, Katapult, WISE
262
https://networkweaver.com/
263
https://blog.kumu.io/building-intentional-networks-that-drive-impact-part-1-90a7271c7a2a
102
4.3
different climate so I can grow different plants.”
The role of ecosystem gardeners is particularly
noticeable outside the Euro-Atlantic world. In
places such as Western Europe or the United
Gardening
States for example, there is a saturation of
siloed and disconnected institutions and in this
Ecosystems
context the main role of an ecosystemic leader
is to connect and align, or to weave together,
various players. However, in many regions of
the world, such as Latin America, Africa, Russia,
Another way to understand the work required or the Middle East, there is more impoverished
to cultivate thriving learning ecosystems is institutional landscape, what some call “insti-
that of ecosystem gardening. Gardening, tutional voids”264 and ecosystem leaders have
beyond the metaphor, is a practice of culti- to take a more proactive role in cultivating the
vating symbiotic complex living systems, and landscape before activities such as weaving
the work of cultivating learning ecosystems are a priority. One can think of an analogy with
requires working with and learning from nature the “rhythms of life”, the cycles of change in
and its wisdom, evolving our systems and day and night and the change of our seasons.
evolving ourselves. In the words of Masanobu Evolving projects and initiatives within an
Fukuoka “The ultimate goal of farming is not ecosystem, e.g. platforms, competitions,
the growing of crops, but the cultivation and rankings, and accelerators, when introduced
perfection of human beings.” 264 In this context, into a system, start to influence the whole
learning ecosystems are the “garden or farm” system. Here, an ecosystem gardener works
in which we cultivate healthy conditions for with what is possible, guiding the evolution
learning to flourish, both for individuals and of an ecosystem towards more desirable
in communities. This includes seeding oppor- outcomes.
tunities, propagating projects, cultivating
thriving ecosystems, and cultivating our capac- Around the world there are many tradi-
ities as learners and leaders. tions and movement’s, including Indnigenous
wisdom traditions, and Traditional Ecological
Ecosystem Gardeners create new ways of Knowledge mentioned previously, that are
learning and being in the world, both for dedicated to uniting gardening and farming
themselves and their local and/or global via the modeling of the wisdom of nature with
community. This can take many forms such as the development and evolution of the self, our
tools, processes, events, accelerators or art. collective intelligence, and our relationship
They often create technological platforms to to the ecosystems that are our homes. To
connect this work bringing visibility to change highlight a few of many examples from around
in the digital sphere so they can connect with the world:
more people, and evidence their impact to
the community and funders. We see leaders Permaculture: a global design movement,
using this language and talking about their provides shared ethics of Care for People,
work through the gardening metaphor. Ismael Care for the Earth, and Care for our Future
Palacín shared for example that “if we create as design parameters within which practi-
new rules people can garden their ecosystems, tioners can design and create mutually
for example in my garden I will create a beneficial garden, farm, or social systems.
264
https://onestrawrevolution.net/
103
1. Ecosystemic
The Future &
of Learning
Learning
Gardening, beyond the metaphor, is

a practice of cultivating symbiotic
complex living systems, and the work of
cultivating learning ecosystems requires
working with and learning from nature
and its wisdom, evolving our systems
and evolving ourselves. In the words of
Masanobu Fukuoka “The ultimate goal of
farming is not the growing of crops, but
the cultivation and perfection of human
beings.
104
Nature Farming: a farming movement Ecosystem Gardeners cultivate ways of

from Japan, suggests John Phillips the learning and being in the world, both for
founder of Gardening For Peace265 seeks themselves and their local communities and
to create agricultural ecosystems that are our global community that are inspired by
in harmony and balance with nature and living systems. This can take many forms such
that gardening itself is an opportunity for as tools, processes, events, accelerators or
spiritual awakening. art. They often create social and technological
infrastructure and platforms to connect this
Biodynamic Farming: integrates work bringing visibility to change in the digital
ecological approaches to developing farm sphere so they can connect with more people,
systems with communities (education, and evidence and share their impact, successes
cultural practices, mysticism, astrology) and learning’s. We see leaders using this
language and talking about their work through
Biomimicry: a design approach that the gardening metaphor. Ismael Palacín
models and harnesses the intelligence of shared for example that “if we create new
nature as a way of addressing the the grand rules people can garden their ecosystems, for
challenges within human society example in my garden I will create a different
climate so I can grow different plants.” The
Each of the above approaches highlight that role of ecosystem gardeners is particularly
humanity has creative agency in how we relate noticeable outside the Euro-Atlantic world. In
to each other, Earth, and the ecosystems places such as Western Europe or the United
within which we live. Gardening then becomes States for example, there is a saturation of
a practice of learning with and from nature, siloed and disconnected institutions and in this
natural cycles, the inherent intelligence of our context the main role of an ecosystemic leader
Biosphere and co-creating and participating in is to connect and align, or to weave together,
the unfoldment of living systems. Gardening various players. However, in many regions of
learning ecosystems in part then is a practice
of remembering that we come from Earth and
are a part of the living, evolving processes of “Many of the tools we have developed
life, that we can intentionally cultivate learning and adopted are strongly inspired by the
processes enlivened and modeled after the maker culture and the coding culture,
intelligence of Life. In the words of Buddhist
inspired by the common languages
monk Thich Nhat Hanh:
coders make and share. They have their
“We need to change our way of thinking and project but they collaborate and in
seeing things. We need to realise that the which they have low cost transactions
Earth is not just our environment. The Earth to collaborate — the recognition is
is not something outside of us. Breathing with
better, it’s not money or power, it’s
mindfulness and contemplating your body, you
the recognition of you peers and your
realise that you are the Earth. You realise that
your consciousness is also the consciousness prestige in that ecosystem — this really
of the Earth.” reflects on the future of culture of
systems.”
Ismael Palacín,
Director of Fundacio Jaume Bofill
105
“My opinion is that the main purpose the world, such as Latin America, Africa, Russia,
is to be a kind of organic, leverage of or the Middle East, there is more impoverished
institutional landscape, what some call “insti-
changemaking in the world. If we’re
tutional voids”266 and ecosystem leaders have
speaking about tomorrow and a future
to take a more proactive role in cultivating the
world and our kids and their kids and we landscape before activities such as weaving
want to change it we should change it are a priority. One can think of an analogy with
through education. If we want to make the “rhythms of life”, the cycles of change in
this shift and change sustainable, we day and night and the change of our seasons.
Evolving projects and initiatives within an
should make it in ecosystem mode,
ecosystem, e.g. platforms, competitions,
we might be gone but it’s alive and
rankings, and accelerators, when introduced
developing e.g. gardening and tree into a system, start to influence the whole
planting which will grow for a long time. system. Here, an ecosystem gardener works
If I plant it now it’s not even for me or with what is possible, guiding the evolution
my children, the level of complexity of of an ecosystem towards more desirable
outcomes.
ecosystems is similar to the level of
complexity of challenges we have as
Gaby Arenas finds ways to blend the old with the
human beings and we have complicated new in her ecosystem gardening approaches,
and complex challenges we face and our sharing “the purpose of an ecosystem is to
solutions and answers to these issues create a safe space to foster the skills and
should be comparable with complexity opportunities. If you are having a learning
process only in the school, you are missing
so we don’t just find a simple solution
a lot of the learning process which happens
that doesn’t work anymore. It’s a outside, for example in the museum, playing in
paradoxical challenge, on the one hand the park or supermarket. Yet, when everyone
we have to create this complicated, is aware of this you can create opportunities
complex ecosystem with this kind of to enable this which works for young people
collective mind and thinking inside it, and adults to foster opportunities and develop
skills in a better and more holistic way.” It is the
yet on the other hand we have to be
connection of these elements, with different
aware of this thinking system whilst purposes that “help people to have local action
being part of the system. It’s really a concretely to want to do something where you
paradoxical challenge of how to be are but know you’re all connected across the
aware, to understand our mind/body globe” as Noemi Paymal explains. Very much in
complexity and being part of it. Not just tandem with Gaby’s point, she reminds us that
“if it’s local you forget the rest but if you only
about thinking it’s about perception and
do the global or network level you’ve forgotten
feeling, hard to feel something if you’re the base and grassroot but we need both. It’s a
part of thinking.” formula to have both, to learn and have ideas
and creativity, this is why I love it!” Compared
Alena Surikova,
to weaving or relationship building work, the
co-founder of the Metaversity in
Russia process of “gardening” can be much more
intentional and deliberate about the design of
a given learning ecosystem. Gardening within
learning ecosystems, similarly to organic
106
gardens requires “pruning” or “weed out” “This approach to learning and

of life-limiting, or in this case learning-lim- leadership is a prototype of living
iting dynamics. In the context of learning
practices of the emerging future
ecosystems this might mean addressing
through creating learning opportunities
limiting beliefs that foster unhealthy forms
of competition or changing resources flows that cultivate the “seeds of
within learning ecosystem to foster shared tomorrow”...“Ecosystem gardeners”
benefit rather than prioritizing “winner takes plant, cultivate, shape, harvest and
all” mentalities. regenerate educational projects,
learning communities, experiences
As described above, ecosystem gardening is
and trajectories within complex living
multifaceted and ecosystem actors do not
work in isolation, they must mobilize, connect, educational ecosystems.”
and cultivate the many elements and relation-
ships within the ecosystems they work. As
described in the 2018 Global Education
Futures report Educational Ecosystems For
Societal Transformation, this is the work of
ecosystem gardening:
265
http://www.gardeningforpeace.com/
266
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ecosystem leaders to catalyze or build up
4.4
necessary institutional infrastructure to close
the gaps in the institutional landscape. This is
done by providing seed funding and free office
space to early stage projects, or creating
Ecosystem
training programs on coding that help local
populations engage in the IT sector. Similarly,
Acceleration
MIT runs a program called the Regional Entre-
preneurship Acceleration Program (REAP) that
supports teams of entrepreneurial ecosystem
leaders, usually a mixed group of government,
An important question that some ecosystem business and social leaders, in developing
leaders are exploring is whether ecosystem ecosystems of their own. These high-profile
development can be accelerated, much in the groups come from all over the world, ranging
same fashion as technological startups or from Iceland and Singapore to Lagos and
cultural innovations who benefit from accel- Lima, for a two-year process that allows them
eration programs. Given the scope and the to build up a sustainable model of supporting
scale of the necessary changes in education technological innovation at the local scale
systems around the world, and the urgency of through policies and strategic interventions268.
global challenges, there may be great value in
further exploring how to accelerate the devel- In education, similar programs have been
opment of learning ecosystems. However, we accomplished in recent years. The Weaving Lab
should also be mindful that ecosystemic initia- program269 as mentioned previously has been
tives are very different from a typical startup, conducted in 2018 to support 25+ ecosystem
due to being a multifaceted, co-created, and leaders in developing their professional and
organically emerging endeavour. “Normal” leadership capacities, as well as providing
acceleration methodologies that focus on support and peer guidance to projects run
improving the product, streamlining processes, by these leaders. Earlier, in 2010-15, Global
and attracting investments, are falling short Education Leaders Partnership270 conducted a
of adequate tools that support complex and program that helped develop regional teams
multi-directional dynamics of ecosystems. of policymakers and educators who developed
regional or local learning ecosystems. In 2019,
However, in the field beyond education, a a national scale Ecosystem Accelerator has
number of successful educational programs been conducted in Russia by Global Education
already exist that support acceleration of Futures for 70+ members of 11 regional
innovation and entrepreneurial ecosystems. leadership teams across the country. Each
The Founders Institute, one of the most team has designed a 3-year multistakeholder
successful acceleration programs in Silicon roadmap that develops and weaves together
Valley, has created a worldwide communi-
ty-based process for acceleration of entrepre-
neurial ecosystems267. By focusing on a range “The ecosystem on a very practical level
of institutions required to support ideation, should be able to sustain its processes,
development, and growth of successful
so we need a system that is first and
Photo: flickr.com/photos/tetsu-o/
technological startups, they encourage local

foremost a playground”
267
https://fi.co/canvas_template
268
https://reap.mit.edu/about/ Mila Popvich,
269
https://weaving.changemakers.com/ Founder, EVOLving Leadership
270
https://www.gelponline.org/
108
1.
4. Introduction:
Ecosystemic The
Leadership
Future of
& Learning
Yakutia regional learning ecosystem
The team of leaders from Yakutia, led by Vladimir program was very pragmatic: it helped the team
Solodov and Anatoly Semenov, can be seen as an build up a system of metrics that allowed it to see
example of a regional ecosystem that has notably the dynamics of the entrepreneurial ecosystem,
benefited from the acceleration. Yakutia is the and to create some strategic interventions such as
largest single jurisdiction in the world (larger than increased provision of capital to early stage startups.
Argentina), and it is the region with the coldest The focus of the GEF program was on introducing
temperatures on all inhabitable Earth, with almost all the “human element” and working with the talent
of its territory covered with permafrost. Population and the culture of the region. The team started to
is scarce, and people usually live in small villages create its “unifying story” of the ecosystem building
near rivers, separated by hundreds of kilometers. It upon traditional yakut mythology. It connected the
is the home to the indigenous population of yakuts needs of the emerging IT sector with institutions
that comprise half of the population, and a number that work with talented youth, and started to create
of other indigenous groups, and still keep shamanic a “polygon of the future”, an experimental space near
rituals as a part of local government procedures. the capital of Yakutia where young people can design
However, since early 2010s a vibrant ICT sector and prototype a future “way of being” in this unique
started to develop in the area, already creating a area, technology-enriched (e.g. intense use of solar
number of globally recognized startups in transpor- energy and hydroponic agriculture) yet also derived
tation, mobile gaming, and more. Yakutia team has from traditional ways of living. Finally, the team has
joined MIT REAP cohort in 2018, and later joined self-identified themselves as “ecosystem leaders”
GEF Accelerator in early 2019. The focus of the MIT and committed to help launch a new learning & inno-
vation ecosystem in one of the cities in Yakutia, the
coal mining city of Neryungri.
109
1. Ecosystemic
The Future &
of Learning
Learning
Teaching ecosystemic leaders with an ecosystem simulator
A simulator has shown to be a successful way of employers, parents, or NGOs. The main challenge of
training leadership teams in complex simulation players is to “raise” learning ecosystem by initiating
of the real world, by simulating them in virtual new educational programs, projects, and policies
environments. The Simulizator / SKOLKOVO team (“gardening” the system) as well as building connec-
has created multiple simulators to train corpo- tions between providers and creating communities
rate leaders and education system administrators, of innovators (“weaving” the system). Players have
including University Simulator, College Simulator to address the variety of glocal challenges such as
(jointly with ILO) and Regional Educational System improving local economy, adapting to new technolog-
Simulator. Simulators are turn-based strategies ical innovations, reducing inequality, or overcoming
played by teams of leaders during 4-8 hours of simu- regional environmental crisis. They also have to take
lation, taking into account 1000-1500 parameters care of their own personal thriving as without their
own wellbeing, they cannot contribute sustainably to
The Ecosystem Simulator, as created by Pavel that of the place nor planet.
Luksha and Simulizator team in 2018, models a
process of creation of a learning ecosystem on the To support the work of this simulator, as well as a
regional scale. The model integrates the knowledge standalone introduction, we create an experience
of over 20 ecosystemic projects around the globe to introduce the concept of a learning ecosystem in
(also represented in this study) — and constantly groups or events through an Ecosystem Board Game,
updates based on feedback from simulator “runs” a simplified simulation that models how leaders
with teams of leaders. It is the first simulator that collaborate to create learning ecosystems for the
captures the ontology of the emergent and evolving region to address challenges and to tap into its
field of practice in a digital model. . possible success factors. In both the simulator and
the board game, strategic coordination is required to
Players take the roles of different ecosystem leaders, succeed. The board game is free to use and can be
playing as local government, schools, universities, downloaded from the GEF website.
110
1. You add capacity here 3. because you are sending more work to the bottleneck
2. but performance here only gets worse 4. and the system throughput goes down because of
added capacity
Figure 15: Understanding the bottleneck in the process (by Tiago Forte272)
regional learning, innovative and entrepre- discussed in Section 1.3). For instance, one of
neurial ecosystems. Among other initiatives, the teams has identified as the limiting factor
participants have commenced new forums, the lack of meeting spaces that would allow
educational innovation competitions and the hosting of large industrial gatherings.
cross-regional STEM education associa- Accordingly, even though the area is rich with
tions, all of which serve to develop learning talent, startups, and technological companies,
ecosystems at the regional and cross-regional when companies grow big enough they have to
scale. move away because the area does not attract
a sufficient number of corporate clients and
A useful approach to gardening has emerged in partners. Another team understood that they
the GEF Ecosystem Accelerator. The accelerator work in a very dispersed area with many small
team and participants used the idea of villages and don’t have a community space
“acupuncture projects” that have maximal where children from all over the area could
systemic impact with minimal effort or cost. come together for STEM education camps
Originally, this approach was coined by Jaime and longer programs, and so the development
Lerner, a great Brazilian urbanist, with the of technological skills in their territory is
concept of “urban acupuncture”271. To find the inhibited. Youth skills fostering competitions
areas for acupuncture projects, participants and local forums have been identified among
applied the ideas from Goldratt’s Theory of the acupuncture activities that could catalyze
Constraints: that it necessary to identify and the development of learning and educational
work on components of the process that limit innovations in other areas.
the capacity of the whole system (see Figure
15). In the case of learning & innovation
ecosystems, they are multi-stakeholder,
multilayered systems organized around the
processes of developing innovations, entrepre-
neurial startups, and technological talent (as
271
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272
https://medium.com/praxis-blog/theory-of-constraints-106-the-five-focusing-steps-741f1b770bf1
111
4.5
is to maintain indefinitely the dynamic status
quo. Eventually, some ecosystems can face
external disruptions (e.g. the rise of new
education technologies or major changes in
Ecosystem
the economy and job markets) or even serious
internal contradictions (e.g. a change in the
Lifecycles
generation of ecosystem leaders). Then they
either enter a downwards dynamics of the
decline and death, or they can begin redefining
themselves and be reborn or (self-)renewed
Like any complex and organically developing from within. For business ecosystems, these
entity, ecosystems pass through various stages of a lifecycle have been explored in the
and distinct phases of their existence. There seminal paper by James Moore (Figure 17).
is a period of nascence or birth where an
ecosystem only starts to emerge, there are a The empirical analysis of Local Learning
limited number of players (or founding partic- Ecosystems by the Innovation Unit has
ipants) who are present at this stage, links revealed that the majority of existing learning
between them are weak, the common vision ecosystem cases exists at earlier stages of
only just begins to emerge and joint activities birth (hypothesis & visioning, and catalyzing
are scarce. This period is followed by a stage of & initiating phases) and growth (dynamic
growth or expansion, when many more players experimentation and mainstreaming phases).
start to flow into the system, and many more During each of these stages, the system
joint projects and initiatives emerge. At some fluctuates between ways of organizing that
point, the inflow of new players and opportu- are more emergent and those require designed
nities drops, as the system goes into a plateau, structure and action (Figure 18). Since none of
or maturity stage, which often assumes that a the projects scrutinized has gone through the
certain type of leadership is achieved. Within maturity and self-renewal stages, they are not
a mature ecosystem a system of relationships fully covered in the model.
is much more stabilized as its main challenge
Figure 17. Stages of business ecosystem lifecycle as suggested in (Moore, 1993273)

High
Birth Expansion
Self-
Leadership Renewal
Maturity
Low
Evolution time
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112
Emergent Dynamic Experimentation

E.g. LRNG are establishing new governance
and new programmers to meet emergent
challenges as they grow from an original
Hypothesis and visioning city to 16 different cities, as the learner
Hypothesis and visioning: E.g. LenPolyGraph- base grows and partners (and cities) join
Mash has a high potential vision and some very and drop out.
good conditions, but a lack of immediate prog-
ress in terms of behavior change.
Catalysis and initiating Mainstreaming of sustaining

E.g. Swinburne are initiating multiple E.g. Kuopio Cultural Pathways have
programmers and engeging multiple become mainstreamed into schools
partners to create change. All momentum in kuopio, serving to enhance and
Designed remains with them. expand the existing formal educa-
tion experience.
Figure 18. Innovation Unit’s learning ecosystem lifecycle model
GEF ran an Ecosystem Accelerator in Spring The four stages of a lifecycle (birth-growth-ma-
and Summer 2019 to develop ecosystems turity-death) are classical stages. We invited
in practice. As part of this work the partici- the GEF Ecosystem Accelerator participants
pants of the program explored the prospects to explore the evolution of ecosystem leaders
of ecosystem development at various stages tasks and approaches across these various
of the ecosystem lifecycle. In previous phases. Table 10 indicates how the main
sections of this report we have mostly scruti- leadership challenge lies in redefining models
nized approaches derived from the practical of governance and communication at different
experience of learning ecosystem leaders. stages, as well as the types of competencies
However, it is important to note that the and attitudes required. While every stage
majority of their projects still exist in stages indicates governance approaches and compe-
of early or active development. Therefore tencies that become critical at this stage, it
it’s important to explore, in the form of a should be seen as also a cumulative list, that
collective hypothesis, how can the leadership those from earlier stages are either built upon,
and collaborative roles and challenges evolve embedded or also included dependent on the
as the ecosystems continue to develop on its ecosystem.
cycle. We share the insights below as an early
finding to provoke further collective explo-
ration of the elements of the ecosystem life
cycle in learning and beyond.
113
Stage of Main Challenges for Models of Governance Leadership Team Compe-

the Life Ecosystem Leaders & Communication tences & Attitudes
Cycle
Birth Begin the process of Initiation Proactive behavior, courage,

ecosystem creation Building the founding readiness to act
Identify & involve the founding members group Openness, tolerance &
members of the community Discussing and aligning visions readiness to cooperate
Set up common goals Mapping opportunities Trust building and collabo-
Catalyzation ration
Searching for ways to collab- Negotiations and partnership
orate building
Visionary & charismatic
leadership, ability to engage
Growth Engaging & weaving together Creating and telling stories Design thinking, project
the critical mass of the Designing roadmaps designing and planning
ecosystem Creating protocols for commu- Community building,
Design structures/ processes/ nication & collaboration cross-team partnerships
protocols that unite the Prototyping & experimenting Creativity, imagination and
ecosystem Finding resources for imple- play
“Show traction” with real mentation
achievements & initiatives Coordinating and connecting
the community horizontally and
vertically
Creating/analyzing “digital
footprint”
Building the critical mass
Scaling up
Maturity Increase unity and connections Standardization/template Systems thinking

Optimize and streamline design Maintaining unity
processes Platform building Understanding and sharing
Encourage influx of new Unifying initiatives other leaders’ stories
projects and ideas from within Challenging status quo Fairness in distributing
and outside Maintaining opportunities for resources & opportunities
experimenting Letting the way: mentoring,
Competitions & acceleration readiness to encourage &
programs support other leaders’ initia-
Using data/measurement to tives
optimize/renew Reflection tools
Introducing/activating new
processes & projects
Death or Recognize the dynamics of Disseminating stories/ Creativity in finding new ways
rebirth dying — let go or relaunch knowledge of being
Reusing/recycling resources Knowing when to leave/close
Archiving/storing artifacts the project
Relaunch (if possible) Letting go
Being grateful
114
The next table (Table 11) highlights the various system that we aim to catalyze. We must
types of infrastructure that is typically required remember that we need to let go of limiting
at every stage of ecosystem evolution. We look ways of being that may have been used in the
at the technological, institutional, physical, past. The concept of unlearning, for example,
and financial infrastructural resource that is is becoming a popular one for this reason. The
required to develop learning ecosystems. latest WISE event was focused entirely on
bringing different stakeholders in education
As learning ecosystems evolve, so should to explore this together.274 Ecosystem leaders
learners, learning institutions, and ecosystem must evolve to become a positive force of
leaders themselves. Our challenge is to collective evolution.
remember that we are dealing with these
various phases of development of a complex
Birth / Technological Partners Physical Funding

initiation infrastructure institutions infrastructure
Birth / Social media, chat Informal communi- Coworking spaces Grants

initiation groups ties Free public areas/ Crowdfunding
Calendar / group Clubs cafes
work planning Universities
Crowdfunding Community centers
platforms
Growth New media Government devel- Learning hubs Business angels/VCs

platforms opment agencies Prototyping spaces Government funding
Assessment Marketplaces & labs
platforms (e.g. Startup accelerators Technoparks
badges) Corporations
Maturity Integration platforms Local & national Office spaces Loans

AI / data analytics government Public spaces (incl. Equity
Knowledge Large companies, parks & roads)
management esp. in ICT sector
Sectoral councils
Trade unions
Death or Archives Libraries Memorials/ Grants

rebirth museums/rituals
Table 10. Leadership challenges, governance & team competence models across the ecosystem lifecycle
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116
5
Rising
Momentum
117
5. Rising Momentum
5.1
Emerging
Principles
Principle 1: Ecosystems respond to a
need, not a whim.
For Learning
Ecosystemic initiatives are founded on
interrelationship and integrity. They address
Ecosystems
a deep need that exists in a community.
They constantly seek ways to generate more
variety, more opportunities, more impact in
a more efficient way (e.g. in terms of cost, or
This report outlines the growing emergence speed of delivery, or speed of adaptation).
of learning ecosystems as a praxis around
the world. Based on the insights of research Principle 2: Ecosystems emerge and
contributors we understand learning exist at the connection of personal,
ecosystems to be intentional webs of relational local (place-based) and glocal
learning which are dynamic, evolving, and (planetary) dynamics, needs, and
enable greater diversity when fostering purposes.
lifelong learning opportunities. The purpose Ecosystems are not only a way of organizing
of learning ecosystems are to offer pathways human learning, but also a pathways for
for learners to actively co-create thrivable (non-violent and collaborative) societal and
futures for people, places and our planet. As planetary transformation.
we have seen, the shift towards an ecosystem
approach is not only happening in learning and Principle 3: Ecosystems foster systemic
education, but across many fields of human impact.
endeavor. Ecosystem approaches allow us Ecosystem, by virtuwe of their multi-stake-
to shift our ways of learning, thinking, being holder and interdisciplinary nature create
and acting together toward collaboration and “ripples” of change and innovation that
interdependence. In education, this is a shift include and transcend local systems to include
toward a more interconnected and complex adjacent systems over multiple time frames,
way of learning that reflects the increasingly short, medium and long term which translates
complex future we live in today. The following into both broad and deep impact.
principles are offered as organizing principles
that can support creating the conditions for
ecosystemic learning.
The following principles are offered as a guide

for catalyzing learning ecosystems and are
a starting point from which to evolve as our
understanding of learning ecosystems grows:
118
1. Introduction: The
5.Future
Rising of
Momentum
Learning
Principle 4: Conscious choice of Principle 7: Whole being development.

economic models. Ecosystems seek the appropriate balance
There is usually a need to understand between, and integration and conservation of,
and evolve the ecosystem in an economic successful pedagogical approaches and the
context. It should aim to (a) Prioritize models diversity of learning experiences and environ-
that make the ecosystem and its actors ments to provide holistic education.
economically sustainable in the long term;
(b) Whenever possible, reduce those market Principle 8: Future-fit adaptive
distortions that adversely affect diversity education.
and equity; (c) Align incentives to promote Ecosystems foster all key technological,
sustainable and regenerative models. social, cultural and environmental transfor-
mations by providing relevant content and
Principle 5: Shared power and gover- learning methodologies. They also provide
nance. spaces for collaborative prototyping for
Organising learning and education resources future models of technology, economy,
are a matter of societal, collective choice society, and culture within learning contexts.
and design so management should be decen- The content and the context of education
tralised to the lowest appropriate level must help develop meta- and existential
and involve stakeholders of all disciplines competencies to adapt to future challenges
and relevant sectors of society. Whenever and to (re)learn quickly whenever needed, as
possible, and applicable to context, diversity, change is inevitable.
inclusivity and equity of ecosystem structures
and functionings should be one of the main Principle 9: Education that supports
priorities of the ecosystem approach. wellbeing.
Ecosystems equipe all with knowledge and
Principle 6: Learning on every level. practices to take care of personal, and
Ecosystems must evolve within the limits collective, physical and mental health and
of their functioning but provide whenever wellbeing and create an environment that
possible lifelong learning opportunities, prior- ensures the personal health and wellbeing
itising not only the individual learning journey, of every member and overall health of the
but community, collective and planetary levels community and planet.
in the online and offline spheres.
119
5. Rising Momentum
The principles can be put into practice as the ecosystem approach is emerging we
we explore the questions of how might this cannot ‘measure’ its benefits as of yet, but
type of approach to living, working and being based on our research it follows that if these
bring transformation at three levels. We can principles were followed and adapted to local
explore in ways such as draw upon mapping learning ecosystems contexts we could expect
our own personal, planetary and place-based to see their purposes fulfilled, as identified by
ecosystems (PPP Appendix 3.), as well as how our ecosystem leaders, at the following levels:
to enable our organisations become increas-
ingly ecosystemic (CORE Appendix 4.) Whilst
a. Improved self care and wellbeing

b. Connection to self, local community and wider world
c. Increased individual value, purpose and meaning
d. Personal sustainable income generation
Personal e. Greater mastery through lifelong learning pathways
f. Passionate changemakers
g. Holistic growth
h. Establish significant connections with nature and living systems
a. Enable potential for all

b. Foster skills and opportunities for all
c. Develop diverse lifelong learning experiences
d. Create networks of support
Place-based e. Reveal collective wisdom feeds community
f. Engage with democracy and citizenship
g. Facilitate changemakers
h. Enhance innovation
a. Increased systemic changes to overcome collective challenges

b. Recognition of unique purpose and capabilities of humans
c. Linked together different ways of becoming
d. Greater equity, inclusivity & diversity
Planetary e. Cultivation of processes of healing
f. Unlocking of universal wellbeing
g. Developed collective consciousness
h. Evolved connective and collective intelligence for collective wisdom & growth
i. Creation of the skeleton/nervous system of the global civilisation
120
5. Rising Momentum
There are many different ways anyone at any
5.2
age, in different stages can take steps towards
cultivating ecosystemic learning. Some steps
can affect all of us, such as improving your
ecosystemic, interconnected worldview, whilst
others can be tackled by only certain stake-
Co-creating
holders275, whilst some may focus on devel-
oping our personal capacities in communi-
the Practice
cation and collaboration. This journey invites
us all to explore opportunities for building
of Learning
relational and collaborative learning, to act
or practice embodying ecosystemic learning
Ecosystems
through experimentation and prototyping,
and finally to lead and co-create communities
and projects that cultivate local and global
learning ecosystems. The list below offers
some possible action steps for some typical
roles within learning ecosystems:
Explore: Act: Lead:

Learn about new methods Deepen relationships by Begin your own community of
of teaching and ecosystemic exploring and developing practice to connect learning to
educational practices using ways to deepen your connec- local place, opportunities for
276
resources such as ASCD , tions with co-workers and personalisation and passion,
Teachers, WISE, Innovation Unit, Ashoka, the community. Begin conver- rhythms and rituals, develop-
Educators, HundrED, Brookings Institute, sations in your own learning ment towards emerging new
and Edutopia. Engage yourself in institution about a possibility facilitation styles.
Innovators: change oriented courses, e.g. to cultivate your own learning
TheoryU.lab MOOC. Engage in ecosystem. Understand needs
training to become a facilitator of your learners and your
of conversations and innova- community partners. Proto-
tion labs in your own institution type collaborative formats and
or community. Map your own learning communities.
personal, place and planetary
ecosystem (see PPP approach
Appendix 4).
Map your actual and possible Bring and model the cultural Cultivate the conversation
partners with tools such shift within your own organiza- between leaders in your area
as group map, mural, miro tion using the CORE ecosystem or your sector how to become
and kumu, learn about new enablers. Intentionally expand more ecosystemically oriented.
Organiza- leadership styles such as teal the diversity of relationships Prototype your own ecosystem
tional organizations and holocracies, of your organization and begin acceleration processes, and
Leaders: and develop your own capacity weaving the community around develop the capacity of your
in community building. it. team to organize ecosystems.
121
5. Rising Momentum
Explore: Act: Lead:
Map your learning needs and Start building your own Organize a peer-to-peer
your own ecosystem (See learning circle or community learning event (e.g. a confer-
PPP Appendix 3.). Explore the around the topics you like. ence, a camp, or a game) for
current and long-term interests Engage in collaborative activi- your friends or your commu-
Young and demands of your peers and ties within your ecosystem that nity. Help others to map their
People, your family that can become would connect people from ecosystem, and co create a
Parents, your partners in learning. many circles and organizations, local map online with tools
Families: Understand opportunities for such as learning festivals. such as LocalWiki.
your learning that exist in your
local area — and those that
might exist nationally, globally,
or online. Engage in a course
on “learning to learn” (e.g. the
one by Barbara Oakley).
Learn about new models of Create long term approaches Share and showcase benefits
funding that allow the support to funding projects that with other funding bodies.
277
to ecosystemic projects . emphasize the relationship Create sectoral dialogues
Funders: Understand your preferred building within your own on new models of impactful
ways of measuring success in ecosystem and cultivate your funding.
such comprehensive projects own community of impact.
with multidimensional impact. Create opportunities for
partnerships and alliances
that will distribute the power
and resources within your
ecosystem more efficiently and
equitably.
Find out about new models of governance for complex education systems (e.g. the OECD work on
this topic278). Engage grassroot leaders and embrace multi-stakeholder oriented approaches to policy
making. Build authentic relationships, spanning party lines. Cultivate long-term purpose oriented
Policy
communities of practice that can stand behind policies you institutionalize.
Makers:
Explore and create research-informed ways to understand the emerging field of learning ecosys-
tems. Help better understand ecosystem ontology and methods of measuring ecosystems. Consider
Researchers: the impact of your research on various types of players within ecosystems, and support pathways
for transition for various stakeholders, including funders, policy makers, organizational leaders, and
others.
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the-ecosystem
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122
5. Rising Momentum
5.3
possibilities is a much more aligned way of
navigating the complex dynamics before us.
Learning ecosystems modeled after organic
complex adaptive systems aim to offer learning
Final Reflections
pathways that are congruent with our 21st
century complexifying context. The journey of
creating learning ecosystems requires courage F
and stamina, it asks much from us and our
In the words of Buckminster Fuller “Out of my communities, and it invites work that can
general world-pattern-trend studies, there span generations. This report has outlined the
now comes strong evidence that nothing is indicators of learning ecosystem’s emergence
L
going to be quite so surprising or abrupt in in the field, their purposes, the elements a
the forward history of man as the forward that can enable and currently hinder them e
evolution in the educational processes.”279 as well as the roles and leadership required m
Our hope is that the work of those featured to cultivate them at the personal, place, and p
in this report illuminates the emerging praxis planetary levels. In the face of ecological,
of learning ecosystems as a radical shift in social, economic, and cultural challenges and C
how we learn and lead together in the 21st opportunities, we need ecologies of learning p
century advancing the evolution of education that foster collective benefit and evolu- b
and learning. “Each unique wave on the ocean tionary viability. The enthusiasm with which c
is created by the coming together of the research contributors shared their successes C
swell, resulting sometimes from storms that and failures in the continued work of co-cre- a
happened days before and thousands of miles ating learning ecosystems suggests to us that r
away.”280 Whilst at times it may seem that learning ecosystems may provide pathways of c
embracing ecosystemic learning makes our hope and possibility for the future of learning.
S
work more complex and challenging, in fact The future is ours to co-create.
f
embracing complexity281 and embracing future
n
Jessica Spencer-Keyse Pavel Luksha Joshua Cubista
Moscow / London / Toronto, January 2020
279
https://books.google.ca/books/about/Education_Automation.html?id=JSeOPgAACAAJ&redir_esc=y
280
https://www.opendemocracy.net/en/opendemocracyuk/embracing-complexity-towards-fairness-sustainability-and-happiness/
281
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123
1. Rising
5. Introduction:
Momentum
The Future of Learning
We understand learning ecosystems

to be intentional webs of relational
learning which are dynamic, evolving,
and enable greater diversity when
fostering lifelong learning opportunities.
The purpose of learning ecosystems
are to offer pathways for learners to
actively co-create thrivable futures for
people, places and our planet.
124
Afterword
By Victoria Haro,
Co-founder & Lead Weaver University of the Environment: Mexico (UMA) & Co-founder The Weaving Lab
This report represents a learning ecosystem Diversity is more easily proposed than
researching itself. The resulting framework has achieved. By ordinary paradigms, it may be
two characteristics I find particularly valuable: uncomfortable for a school to be transparent
with mistakes or doubts with parents, students
a) It was created by identifying patterns in the and authorities. Moving to sharing responsi-
reflections of practitioners experimenting bility, co-designing, and thinking on nature as
with the ideas behind the framework. Hence, partner, is a journey. Moreover, many views
the Learning Ecosystem Principles proposed today are closed to diversity, proclaiming that
are not an ideological construct, but rather everyone should live basically in the same
the description of a pattern arising from way, whether that means following the same
practice. religious beliefs or eating habits. Indeed,
diversity tends to be more of a counterculture
b) It offers a set of specific and simple appli- experience than it seems. Permitting diversity
cation experiments, with an open invitation implies accepting more complex agreements
to co-create the framework further. and solutions, as well as decision processes
In service to co-designing conditions for based on evidence rather than ideology.
thriving learning ecosystems, I would like to
share some key ideas and questions I believe
are useful to bear in mind while experi- Learning
menting with the framework 282. Becoming a learning ecosystem implies having
explicit and systematic processes to identify,
reflect and share how to better reach and live
Diversity for a common purpose. An ecosystem is not a
Calling a project, an organization or community learning system by default: learning requires
an ecosystem, emphasizes diversity as well design. It also requires time and organi-
as the inclusion of nature. Firstly, this means zation. And lots of joyful patience. Humans
appreciating the need for diversity in order and their organizations are always learning –
to widen the scope of roles, perspectives but efficient, interconnected learning requires
and interactions that increase the resilience, process, documentation, measurement, and
creativity and critical revision of the system. above all, collaborative reflection time. We
Secondly, it implies inviting any actor that has are still figuring out what does a learning
a relevant influence on the system’s goals. For community process really entail. What should
example, inviting parents, students and educa- our expectations be? How do we create the
tional authorities alongside teachers to reflect time for it? What processes work and are fun
upon the learning process of a school. Thirdly, and effective? How do we make it as simple as
it calls for involving nature, beyond the human possible and still significant?
species, not only as beneficiaries of our efforts,
but also as members of the system. In what
creative ways may they be represented? How 282
The footnotes of this afterword share some thought-provoking
can we learn from them? readings related to the concepts being referenced.
125
Afterword
Interrelated wellbeing In terms of the scope of the learning

The learning ecosystems framework proposes ecosystem movement or field, it appears
as meta-purpose the interrelated wellbeing of important to envision a world where every
self, community and nature. What wellbeing family, neighborhood, school, organization,
means is of course at the heart of each community, industry and government is a
ecosystem’s research, but the crux is in the learning ecosystem for interrelated wellbeing;
interrelations between the personal, social and but it is just as important to be comfortable
planetary dimensions. How does my wellbeing with the goal of a world where (some) learning
really connect with other’s wellbeing? If I walk ecosystems simply exist in a resilient, inter-
in the forest for meditation, is this promoting connected and evolving way. This is already a
the wellbeing of nature too? How do we challenging aim.
develop deliberate practices for interrelated
wellbeing?
Risks
A learning process for interrelated wellbeing There are many interesting challenges for
in an organization may begin, for example, learning ecosystems to thrive, but I would
by asking its respective members what are like to address four risks that seem especially
their wellbeing practices for self, community important. They refer to broad cultural
and nature. Then invite them to find inter- phenomena within the context where learning
connections. Afterwards, the community can ecosystems are emerging. They have a double
collaborate to find patterns of practices and feature: they are risks to be avoided, but also
relations, revealing the wellbeing culture of represent cultural references that must be
the group. This then permits the organiza- transformed if we are to aim for a world of
tion´s community to better its practices, peace and learning – or at least bubbles of it. I
intentionally, thereby coevolving its culture. believe the learning ecosystem movement is a
This experience at UMA has brought powerful powerful means for this.
results and changes through the awareness of
how weak the interconnection of our wellbeing a) Superficiality in learning:
practices tends to be. Many of our formal learning processes are
full of superficiality: ephemeral memorization,
de-contextualization, false consciousness.
Impact, scale and scope Learning ecosystems however require a
All of the above implies that a central invitation culture of deep inquiry and reflection. This
of the learning ecosystems framework is to is not only about transcendental and fun
direct more energy into relationships and processes. There is another, less noted
learning. Whatever energy we are investing in point: there is no clear way to identify if our
these two realms, the invitation is to exper- knowledge on a subject is superficial except
iment with investing more. Maybe radically by submitting it to continuous and rigorous
more. Not only in relationships and learning testing through individual and collaborative
inside our ecosystem, but also with other inquiry as well as evidence gathering. Evidence
ecosystems. The latter is an invitation to is not necessarily technical data that can only
make a stronger bet on impact and change be gathered by specialists, but also encom-
happening through networks of ecosystems, passes experience and information gathered
and not through individual organizations. This through ‘simple’ (i.e. not expert) ways. This
calls for directing attention to connections scientific approach fine-tunes our systemic
rather than to scale: growing relations instead understanding, but more importantly, it inhibits
of growing organizations. To become weavers. the declaration of unfounded (or not carefully
126
Afterword
thought) propositions. The power of the scien- among scientists is elevated into a dogma,
tific approach as an antidote for superficiality when non-intellectual experience is deemed
is frequently undermined by the view that it invaluable in principle, or when scientific
is the business only of scientists, that it has endeavor is constrained by dogma to certain
produced an extractive relation to the world, axioms or areas of inquiry –in short, when a
that it only addresses material phenomena or true scientific approach ceases to operate285.
that it is divorced of intuitive or experiential
processes283. However, none of these claims c) Fear as incentive:
has to do with the scientific method itself, but Fear is an expected consequence of looming
rather with a materialistic, expert-isolated, socio-environmental crisis. Fear may be an
unethical and non-integral application of it effective catalyst of action; however, action
(which is, to be sure, quite extended)284. emerging from fear without understanding is
prone to fanaticism. It is worrisome that fear is
Moreover, the scientific process entails some being used in many instances (unintentionally
helpful features which are often misunder- and intentionally) as a medium for social and
stood. For example, it implies a skeptical environmental awareness and action286. The
attitude whereby all knowledge is held as a use of fear as a catalyst for action does not
hypothesis (not immovable truth) that may be honor human dignity and sets the ground for
overthrown at any time by new evidence or a manipulation. Fear is often transformed into
better hypothesis. A true scientific approach anger, and this nurtures dogmatic thought. On
also welcomes diversity and dialogue. Indeed, the other hand, fear may also be a paralyzing
its very essence is to promote different views. force. Recently, fear of the world in general
Learning ecosystems could train and expand a and of wilderness in particular, have been
‘citizen’ scientific approach that fosters deeper detected as a rising problem, particularly
knowledge as well as freedom, since it implies in children (ecoanxiety and biophobia287).
that no recourse to the faith of an estab- Learning ecosystems should take care of
lished dogma is accepted as valid, skeptics are avoiding fear as motivator or seed, as well
always welcome, and no argument is held to as explicitly addressing and discouraging the
be above the test of evidence.   general culture of fear, so that the endeavor
for interrelated wellbeing is possible. This
b) Worldview fanaticism: does not imply evading problems face-to-face,
Fanaticism is a behavior involving uncritical zeal which is a requirement if we are to solve them.
to impose worldviews, actions and lifestyles It just means not using fear to make them
on others. It totally impairs learning, diversity visible; for example, though exaggerating
and evolution, whilst promoting violence. The phenomena to call attention288.
human cultural tendency towards fanaticism,
religiosity, and self-righteousness is strong276
and should be taken seriously in any learning
283
Acosta, Alberto (2013). “Extractivism and neo-extractivism”, pp
61-87 in Beyond Development: Alternative Visions from Latin
ecosystem design, particularly when directed America.
to interrelated wellbeing. The development 284
Sheldrake, Rupert. (2013). Setting Science Free From Materialism.
New York: Explore
of reflective practices and the incorporation 285
Tormey, Natacha (2017). Cults: A Bloodstained History. USA:
of a scientific style in learning experiences Fonthill Media
help weaken fanaticism, but it needs to be
286
Adam Klein (2017). Fanaticism, Racism, and Rage Online:
Corrupting the Digital Sphere. USA: Springer
addressed explicitly to avoid any concepts of 287
Yu-Kang Lee Et al (2017). What Sells Better in Green Communica-
wellbeing being imposed on others, as well as tions: Fear or Hope? Journal of Advertising Research, December.
288
Cegarra, Laura (2017). “Extending Environmental Ethics through
to undercut its advance in the world. Moreover,
Fear”. Harvard University-Sustainability.
‘scientific fanaticism’ is also possible. This for 289
Ulrich, Roger. (1993). “Biophilia, biophobia, and natural landscapes”,
example happens when a majority opinion pp. 73-137 in The Biophilia Hypothesis, Island Press.
127
Afterword
d) Disregard or undervaluation of the human Opportunities

species: There are also many rich opportunities to
Learning ecosystems value the human harness in the general context of learning
potential for promoting interrelated wellbeing. ecosystems emergence. Again, I will refer
However, there are some views that endorse to four I see as particularly special. They all
a negative and contemptuous perspective of have the potential of firing the ecosystem
humans. For example, the view of humans movement with available and free energy.
as virus and parasites of Earth289, the view
of humans as irremediable destroyers, or the a) Cultural appropriation of interdependence:
view of Nature being better off if humans The concept of interdependence is gaining
went extinct290. These views may promote unprecedented cultural ground, providing
practices where human wellbeing is not highly fertile soil for learning ecosystems, which are
valued, and also have psychological costs to all about collaboration and interconnection.
our self-esteem as humans, sometimes even Several cultures have developed a deep under-
promoting inter-generational hostility by standing of interdependence (as some Native
convincing children and adolescents that older American tribes, for example291), and some
generations have failed them. philosophical traditions have highly sophisti-
cated theories of it (the Buddhist traditions,
These views disconnect humans from compre- for example292); what is unprecedented is how
hending ourselves as part of a species in widespread this idea is now becoming, due to a
evolution, seeking adaptation to changing heightened understanding of ecological inter-
conditions. Instead, it infuses us with a dependence and biological evolution. Grasping
consciousness-undermining process of guilt the phenomenon of interdependence is funda-
and anger. The evolutionary view, in which mental to understanding what is to be human,
the human species is seen as immersed in as well as foundational for appreciation of
continuous adaptation-learning processes other humans, other species and the rest of
through time and history, strengthens human nature. This is all essential to the emergence
dignity and creativity, and thereby fosters the and cohesion of learning ecosystems.
possibilities of conscious cultural evolution. An
explicit evolutionary view therefore seems to be b) Internet as a network blueprint:
useful and appropriate for learning ecosystems. The internet makes possible that individuals
Note that this view does not imply justifying and learning ecosystems exchange information
those who intentionally have harmed others. Its and experiences, thereby increasing possibil-
outlook is at a species and cultural level. ities of adaption and survival, both for ourselves
and other species. This is an unprecedented
opportunity. Moreover, the very structure of
the internet, resilient and self-emergent with
millions of connected nodes of information,
is a blueprint for the formation of a global
290
John C Briggs (2017), Emergence of a sixth mass extinction?
Biological Journal of the Linnean Society, Vol. 122, Issue 2, pp web of learning ecosystems. To fully seize
243–248 this opportunity, learning communities and
291
Pauly, Daniel (2014). Homo sapiens: cancer or parasite? Ethics in
Science and Environmental Politics. Vol. 14: 7–10 individuals must increase the quality of the
292
Knight, Les. The Voluntary Human Extinction Movement: http:// learning experience that internet facilitates.
www.vhemt.org/
Indeed, the internet is such a new feature of
293
Verbos, Amy & Humphries, Maria. (2013). A Native American
Relational Ethic. Journal of Business Ethics No. 123. our society that there is still a feeble culture
294
Bhikkhu, Thanissaro (2016). We Are Not One: Interdependence is of scientific inquiry and dialogue helping distill
not what you (and many others) may think. Tricycle: The Buddhist
Review. and organize the enormous amount of infor-
mation to which we now have access. We
128
1. Introduction: The Future ofAfterword
Learning
need to foster methodologies to differentiate Additionally, neuroscience and contemplative

valuable information from propaganda, misin- traditions have recognized the plasticity of
formation and half-truths. This capacity need our brain and its continuous ability to learn
not be left to specialists but can be built into and be transformed294. This expels the idea
the consciousness of all members of learning that we are born with a determined and
communities. The creation of online systems unchangeable level or quality of intelligence
of collaborative inquiry is crucial to maximize (as IQ tests pretend to measure295), or that
creative innovation and research. Projects like we have the capacity to develop only some of
Wikipedia have proven that there is enormous our dimensions but not all of them. Learning
will from ordinary citizens to participate in ecosystems can connect to the holistic devel-
the generation of public knowledge. Thus, opmental aspiration, as well as apply it to the
platforms designed for collaborative inquiry research of interrelated wellbeing: what could
within a ‘citizen’ scientific process would imply be a holistic development of a community or
a valuable evolution of human collaboration. of the planet?
c) Cornucopia of alternative learning systems:

As this report has shown, there is a notorious A vision of future
growth of alternative educational systems The possibility of a world full of intercon-
generating diverse proposals for meaningful, nected learning ecosystems that share the
non-hierarchical, systemic learning processes. common interest of interrelated wellbeing
These are all useful references for learning across diverse cultural, religious, economic
ecosystems. So although we are still exploring and political paradigms, is invigorating and
viable (and joyful!) ways to make an ecosystem encouraging. It also seems our best bet as
a learning system, there is an abundance of a conscious cultural evolutionary strategy.
possible processes that are being documented Learning ecosystems that foment creativity
and enthusiastically shared293. Learning and diversity while promoting accords are
ecosystems may harness this growing culture, essential if we are to thrive. Diverse universes
experimenting with methods and tools of of inquiry where differences are resolved
the alternative schools, while emphasizing through evidenced-based processes have a
diversity and interrelated wellbeing, as well as good probability of emerging if superficiality,
moving the learning ecosystem model outside fanaticism, fear and undervaluation of the
of schools and into organizations, neighbor- human species are forestalled; as well as if
hoods, cities and governments. we harness and enhance the awareness of
interdependence, the internet blueprint for
d) Interest for more holistic lifestyles: human networks, the abundance of alternative
The joy, need and possibility for developing learning processes, and the interest for holistic
integrally our human emotional, intellectual, lifestyles.
spiritual, artistic, social and physical dimen-
sions, has been strengthening as new human A human mind, as a system of connected
development and learning models raise the neurons, is already a learning system
value of holistic development for our wellbeing. where creativity and diversity may flourish
while simultaneously resolving differences.
This neurological system also somehow
295
HundrED: Hub of global education innovations: https://
hundred.org/en
permitted the emergence (or expression) of
296
Harth, Ed. (2018). The Feuerstein perspective on the consciousness. One can only wonder at the
modification of cognitive performance, in Focus on
potential of a larger, emergent system of
Exceptional Children 15(3).
297
Kamin, L. J. (1974). The Science and Politics of IQ. “neurons” in the form of learning ecosystems
Potomac, Maryland: Lawrence Erlbaum Associates. around the globe.
129
About the Authors
Pavel Luksha
Pavel Luksha is a global thinker, change catalyst, and facilitator working with
systemic social innovations in education, business, social entrepreneurship,
culture, and urban development. Pavel is the founder of Global Education
Futures initiative, he is the Professor at Moscow School of Management
SKOLKOVO and at the Technological Institute of Buenos Aires (ITBA), the
Education Partner of Global Venture Alliance, and a co-founder of Weaver
Labs, Voice of Youth initiative, and Living Cities movement. Pavel sits on the
Supervisory boards of the University 20.35 and EcoClass, on the Advisory
boards of Whittle Schools & Studios and Laszlo Institute for the New Paradigm
Research, and in the Expert Council of the Russian Agency for Strategic Initia-
tives.
He is the founding member of the UN Working Group on the Future of Capital,

and the cofounder of Future Skills R&D Alliance of WorldSkills International.
In 2015, he was the Chair of BRICS Skills Development Working Group, and
also is an expert of the International Labor Organization on Lifelong Learning.
He is the co-author of the Rapid Foresight methodology used by thousands

of futurists and practitioners across the world, and in 2012-15 has been the
program director of a globally unique Foresight Fleet, and also co-founded
“Boiling Point” future co-creation spaces (currently in 41 cities across Russia).
In 2009-13, he worked in technology innovation management education,

authored SKOLKOVO-Rosatom program that received EFMD Excellence in
Practice Award, and co-founded Russian R&D Directors Club. He also initiated
and catalyzed NeuroNet initiative which since 2014 has become the major
Russian R&D+i consortium in brain research and neural technologies.
Contact Information:
He is the lead author of numerous Global Education Futures reports, including
Email pavel.luksha@gmail. “Educational Ecosystems for Societal Transformation” (2018), “Future Skills:
com How to Thrive in a New Complex World” (2017), “Global Education Futures
Phone / WhatsApp / Agenda” (2014) (all available at www.globaledufutures.org), and the “Atlas of
Telegram: +79853337942
Facebook: www.facebook.
Emerging Jobs”, one of the most detailed global compendiums of new and
com/luksha emerging jobs (available at www.atlas100.ru/en) — works that have catalyzed
LinkedIn: https:// systemic innovations in Russian education system and in several emerging
ru.linkedin.com/in/pluksha
economies.
Pavel is a poet (published two books), an artist, a photographer, and an avid

traveler. He is married and is a father of three daughters. He currently lives
in Moscow, Russia.
130
About the Authors
Jessica Spencer-Keyse
Jessica Spencer-Keyse is a transdisciplinary researcher, facilitator, writer, and

artist co-creating learning ecosystems for thrivable futures. She identifies as
a multipotentialite, but has particular experience within and across learning,
ecosystems, education, psychology, youth, arts and innovation worldwide.
She most recently produced two qualitative pieces of research, with Global
Education Futures, the one above and another which shares insights on how
schools and educational institutions can evolve and develop as learning organi-
zations in collaboration with Whittle Schools and Studios and HundrED. Prior
to this, she developed processes and frameworks to understand education
innovations for impact and scalability at HundrED, interviewing 200+ of the
most inspiring innovators of holistic learning worldwide. She sought insight
from all stakeholders in this processes, an advocate for about inclusivity and
diversity, highlighted in the Every Child to Flourish research report she wrote
showcasing the voices of nearly 400 young people worldwide on what they
feel needs to urgently improve in education, featured in Forbes as a ‘stand
out’ piece for this reason.
She is a deeply passionate individual, currently focused on developing

authentic, playful, relationships and embodied experiences for transformative
learning. She does so at three levels: 1) one-to-one learning coaching experi-
ences, particularly supporting those looking to overcome trauma from their
education 2) regenerative research and 3) facilitating connective experiences
in multiple stakeholder environments to support individual and collective
Contact Information: growth, healing and societal evolution. She is currently immersed in a learning
journey in London, exploring and facilitating with 12 other wonderfully
Email: jspencerkeyse@ curious humans, courtesy of Enrol Yourself. Other community learning include
gmail.com;
Twitter & Instagram: @
supporting and working with The Weaving Lab, an approach to leadership
jspencerkeyse; that relies less on hierarchical authority and centralised control, and more on
Website: www.jessi- curating circles, hosting conversations and building trusted relationships, as
caspencerkeyse.com
well as Challenge 59 and Sisterhood for whom she is on the Trustee Board.
She is also intensely connected to dance, 5rhythms, poetry, journaling and
meditation as practices which nourish herself, to nourish her work.
131
About the Authors
Joshua Cubista
Joshua Cubista is the Dean of The Social Innovation Institute in Toronto,

Canada and as a global citizen has traveled, lived, and worked in 30+ countries
including Japan, Canada, U.S.A, Europe, Mexico, China, and Kazakhstan,
including diverse Eco-villages and Human Potential Education centers around
the world.
Joshua is an international experiential designer, facilitator and strategist

focusing on personal, social, and systemic leadership capacity building. He is
the author Prototyping Our Future: Social Labs For A Sustainable, Regener-
ative & Thriving Future, a co-author of the Global Education Futures Report:
Educational Ecosystems For Societal Transformation, and of Systems Change
Education In an Innovation Context.
Joshua is the founder of Evolution Lab, a design atelier offering experiential

and experimental prototyping and innovation processes for organizations,
communities and multi-stakeholder groups. Additionally, Joshua designed
the Permaculture For Systemic Change course at Prescott College, and is a
co-founder of Global Education Futures.
Joshua holds a MSc. in Strategic Leadership Towards Sustainability from

BTH in Sweden, a B.A. in Sustainable Community Development and Integral
Psychology from Prescott College, as well as being a Global Sustainability
Fellow with The Sustainability Laboratory, and a Fellow with the Institute
For Sustainable Social Change at Prescott College, The Academy of Systems
Change, and The Biophilia Foundation.
Contact Information:
Through his work Joshua designs and facilitates a wide range of initiatives
Websites: Joshuacubista.com including university courses, leadership and human potential trainings, confer-
socialinnovationinstitute.org
LinkedIn: linkedin.com/in/
ences, celebrations, purpose driven organizational change and sustainable
joshuacubista/ community development projects. Joshua’s work unites human potential,
collaborative leadership, and systems approaches to co-creating optimal
responses to the complex opportunities and challenges of the 21st century.
132
Ecosystem Thrivalists we believe are
the life affirming leaders who serve and
support the capacity building of learners
and leaders within learning ecosystems.
The work of ecosystem thrivalists is to
foster learning and impact that goes
beyond survival or subsistence toward
thriving for all.
133
Gratitudes
We would like to extend our deepest gratitude movement, and in particular Alexey Fedoseev,
to Moscow School of Management SKOLKOVO, Dmitry Zemtsov, Mikhail Prosekin, Andrey
and the Head of SKOLKOVO Education Siling, Yulia Gudach, Oleg Grinko, Alexey Gusev,
Development Center Olga Nazaykinskaya in Kirill Soloveychik, Liana Kobzeva, and Levan
particular, for providing the opportunity and Tatunashvili, and leadership teams from 11
funding for this research. We also express regions of Russia, for their active participation
sincere thanks to SKOLKOVO team members and collaboration in the Global Education
Olga Shakuro, Elena Ponomareva and Petr Futures (GEF) Ecosystem Accelerator
Tutaev for supporting the research process held during Spring and Summer 2019. Also thank
and providing ideas for understanding the you to Mikhail and Daniil Kozharinov, Oksana
work of ecosystem leaders. This would not be Glazunova, Irina Bryuzgina and other members
possible without the active, authentic partici- of the Ecosystem Accelerator team who
pation of educational leaders and researchers, helped co create and conduct the accelerator
particularly the 38 learning ecosystem projects and develop its theoretical foundations. Petr
and people who shared with us the privilege Tutaev and his Simulizator team have also
of learning their stories, dreams and motiva- worked hard to design learning ecosystems
tions allowing us to gain deep insight into the accelerator, while Dmitry Zabirov and his
complex and multifaceted work of ecosystem Kazan team helped create the amazing
organizing. Your work is inspiring and trans- ecosystem board game, both of which helped
formational, so much of what we know can strengthen our ideas for this report. Also,
be possible for this new emerging education another great thank you to Lika Chekalova
paradigm shines from your guiding light. who participated in the early stages of this
research and drafted some of its texts. We
We would like to extend great appreciation also are also grateful for our collaborators at the
to The Weaving Lab and Ashoka Foundation, Global Education Leaders Partnership and
particularly Ross Hall, Noa Lodeizen and Nick the cofounders, Valerie Hannon and Anthony
Graham (co-founders of The Weaving Lab) for Mackay, for their continuing commitment
creating a wonderful international community to the subject of learning ecosystems, and
of ecosystem weavers, hosting events and opportunities for many insightful conver-
leadership educational experiences for them, sations and collaborations over the years.
and for developing a number of ideas and The recent 2019 report by Valerie and her
frameworks together with us on the nature team at the Innovation Unit, “Local Learning
of ecosystem organization. We would also Ecosystems: Emerging Models”, has served as
like to thank the Russian Agency for Strategic one of the inspirations and the springboards
Initiatives, NTI Platform, NTI STEM Clubs for own work.
134
Gratitudes
We deeply thank the global network of Global We believe the emerging practice of learning
Education Futures collaborators, advisors, ecosystems around the world represents a
and sponsors who have provided us support profound shift in how we learn together in
over the years. Specifically we would like to the 21st century and beyond. We dedicate
thank co-founder of GEF, Alexander Laszlo, this report to the flourishing of all people,
whose current work in Argentina with Vivir the places we live and learn together, and our
Agradecidos foundation on cultivating multi- planet.
scale learning ecosystems is an exemplary
manifestation and a prototype of frameworks
presented in this report. As well as Anneloes
Smitsman, Gaby Arenas, Vishal Talreja, Jan
Owen, Zineb Mouhyi, Valentina Ramen and
Alexander Asmolov for your inspirational work
on learning ecosystems around the world and
your contributions to this report. We have
been fortunate enough to gain feedback
from an ever diverse group of ecosystem and
education thrivalists for whom we thank for
their thoughtful and important feedback on
earlier drafts of this report, some of which we
have already mentioned: Erin Blanding, Luis
Camargo, Lika Chekalova, Michael Crawford,
Daniel Ford, Jordi Díaz Gibson, Karima Grant,
Valerie Hannon, Alexander Laslzo, and George
Pór.
And, as always, we thank our families, friends,

communities and dear partners for their
patience, love and kind support that allows us
to continue our work in the world.
135
Appendix
Appendix 1
tunities to work through books, webinars,
conferences, consulting services, online
learning, video, community, teacher leadership
Contributors and advocacy. ASCD is dedicated to creating
meaningful partnerships with organizations
Short profiles written by contributors that support our core mission in championing
who were interviewed and/or shaped educators who support the whole child.
insights in this report: Contact: Sean Slade: http://www.ascd.org/
Default.aspx,
AkademPark
What does your organisation/s do: An Ashoka — Changemaker
ecosystem organizer for the learning and Education & Social Innovation
innovation ecosystem inside Akademgorodok, Communications
a scientific town in Novosibirsk State What does your organisation/s do:
University, Siberia Division of the Russian Ashoka is the world’s oldest and largest
Academy of Sciences, and many hitech network of social entrepreneurs — a peer
companies in ICT, biotech, new materials, and community of visionary Ashoka Fellows 3,500
other industries, and many other institutions. strong worldwide and growing — whose
Where are they based: Novosibirsk, system-changing innovations solve
Russia deep-rooted social problems. Ashoka learns
How is this organisation ecosys- from the patterns in their innovations, and
temic?: It weaves connections within a local mobilizes a global community to build a world
ecosystem, brokering relationships between where everyone is a changemaker.
education, research, innovation, and culture Where are they based: HQ is in Arlington,
at the local level. As an operator of Novosi- Virginia USA but we have offices & programs
birsk Boiling Point coworking space, it also in over 90 countries around the world.
constantly hosts events and activities that How is this organisation ecosystemic?:
connect all parties within the ecosystem Ashoka takes a systems approach to change
together — innovation competitions, learning and collaborates with innovators across the
festivals, meetups and more. social innovation and education ecosystem
Contact: Levan Tatunashvili, https://www. to transform people, ideas, institutions,
youtube.com/watch?v=_j5Os7-zJGE culture and policy. We partner with a network
of organizations to help shift mindsets and
reshape how we learn, work, and live together
ASCD (including schools, universities, corporations,
What does your organisation/s do: citizen sector organizations, media, and other
ASCD empowers educators to achieve excel- influencers).
lence in learning, teaching, and leading so Contact: Laura Hay: [email protected] /
that every child is healthy, safe, engaged, [email protected]
supported, and challenged. Ashoka Global: https://www.ashoka.org/ /
Where are they based: USA Twitter: @Ashoka / Facebook: @AshokaORG
How is this organisation ecosystemic?: Ashoka USA: https://ashoka-usa.org/ / Twitter:
Take a multilayered, multi-stakeholder @AshokaUS / Facebook: @AshokaUSA
approach to impact having created oppor-
136
Appendix
Autens; Global Schools Alliance porary applications of Fuller’s approach

What does your organisation/s do: published in BFI’s website, monthly email
Autens specialises in 3rd Millennium learning, newsletter, and on-line books; audio and video
schools and learning spaces. We work collab- archives; and Dymaxion Artifacts, BFI’s online
oratively on visionary projects transforming store featuring educational tools.
or rebuilding schools to embrace and support Where are they based: USA
all kinds of children growing up in the global How is this organisation ecosystemic?:
world of today. Our programs combine unique insight into
The Global Schools’ Alliance was formed global trends and local needs with a compre-
in 2012 by progressive schools worldwide hensive approach to design by facilitating
because they realized that while the convergence across the disciplines of art,
world is rapidly changing, education and science, design and technology, drawing
schools are not. The GSA wants to change attention to and supporting the best
that. Member schools are amongst the examples of whole-system thinking, and
highest rated schools in their respective offering resources and educational platforms
countries — ranging from preschools to high that inspire the next generation of design +
schools — and have agreed to bring their science practitioners.
experience and knowledge to work together Contact: David McConville & Kurt Przybilla
to improve the standards of education https://www.bfi.org/
globally. GSA connects child-focused
innovators with like-minded educational insti-
tutes around the world by sharing research, CommunityShare
support, and peer critiques with the goal of What does your organisation/s do: We
revolutionizing education and institutional- engage a network of community individuals
izing child-centered learning. and organizations and educators throughout
Where are they based: Denmark; Interna- a region to support place-based, real-world
tional learning opportunities in schools and commu-
How is this organisation ecosystemic?: nities.
Autens has a wide network of other consul- Where are they based: Tucson, Arizona
tancies, designers, architects, engineers, USA and expanding to new regions
teachers etc that we collaborate with, inten- How is this organisation ecosys-
tionally multistakeholder. temic?: The focus of our work is on building
Contact: Lene Jensby: [email protected] relationships and reweaving social, intel-
https://www.globalschoolsalliance.org/ https:// lectual, creative and cultural capital across
www.autens.dk/english/ socioeconomic, geographic and institutional
lines in a region. Ecosystems are based on
relationships.
Buckminster Fuller Institute Contact: Joshua Schachter: team@commu-
What does your organisation/s do: For nityshare.us, www.communityshare.us
30 years, BFI has served the international
network of Fuller-inspired innovators through
the maintenance of a comprehensive Infor-
mation Clearinghouse on R.B Fuller, including
a detailed inventory of the practices and
principles informing Fuller’s approach to
design innovation; articles featuring contem-
137
Appendix
Culture Design Labs Partners for Youth Empowerment is a global

What does your organisation/s do: organization dedicated to unleashing the
Culture Design Labs work is a dedicated creative power of youth and adults. We
effort is made to (1) identify a systemic social provide training and support for organi-
challenge of great urgency and importance; zations and individuals who work with
(2) bring together the requisite knowledge youth—educators, youth workers, social
from many different fields; (3) design of service professionals, and mentors. Using our
group collaboration processes to apply this proven Creative Empowerment Model, adults
knowledge to the problem that has been learn to lead transformative programs that
identified; and (4) setting up appropriate empower youth with critical life skills. We are
systems for monitoring and analysis to a Washington State-based non-profit and we
inform, shape, and guide the change effort. have charity status in the UK.
Where are they based: Rancho Margot, Where are they based:
Costa Rica Dream a Dream — Bangalore, India
How is this organisation ecosystemic?: Partners for Youth Empowerment — Seattle,
Culture Design Labs focuses on pathways USA
to transit through the planetary environ- How is this organisation ecosystemic?:
mental crisis, by working with bioregions Dream a Dream is building a movement
that become hosts of learning and cultural to equip millions of young people from
innovation ecosystems. The lab creates vulnerable backgrounds with Life Skills to
bioregion based prototypes, one of which is overcome adversity and thrive in the 21st
Regenerative Costa Rica Hub. century. Dream a Dream has a 3-pronged
Contact: Joe Brewer, https://www.patreon. strategy, to empower young people with
com/joe_brewer critical life skills.
1) Two direct intervention programmes run
as innovation labs: The After School Life Skills
Dream a Dream; Partners for Programme (ASLSP) and the Career Connect
Youth Empowerment Programme (CCP). The ASLSP engages over
What does your organisation/s do: 5,000 students each year in schools across
Dream a Dream is a registered, charitable Bangalore where facilitators host weekly
trust empowering children and young people after-school sessions developing life skills
from vulnerable backgrounds to overcome using sports and arts. Though the young
adversity and flourish in the 21st century people learn football and creative arts, facil-
using a creative life skills approach. Currently, itators utilize these mediums to develop life
they work with 10,000 young people a skills. Sessions focus on teamwork, managing
year through two innovation labs — After emotions, problem solving, overcoming diffi-
School Life Skills Programme and Career culties, and leadership, among other skills.
Connect Programme; have trained over 2) Dream a Dream has codified the Life
7700 teachers/educators from 206 partners Skills Approach and replicated it through the
impacting over 192,500 children and young Teacher Development Programme (TDP),
people and have impacted over 1 Mn which is specifically aimed at enabling
children through the Happiness Curriculum educators to empower young people with
in partnership with the Delhi Government. life skills. The strategy is to transform the
Dream a Dream is building a movement to environment around the child, with the
transform and repurpose education that will teacher being the key influencer. When a
help each child learn to Thrive. teacher, a key influencer in the young person’s
life, plays the role of a caring and compas-
sionate adult, children engage actively
138
Appendix
in learning, they feel inspired, and they health and education professionals, from more
transform. than 50 countries, We invite everybody to be part
3) Transforming the ecosystem by investing of this extraordinary journey, generating inner
in a) Evidence building through research, b) and outer changes, elevating our consciousness
Building a collaborative impact network to and manifesting transformation in Education.
create an urgent, larger and louder voice Where are they based: Andorra, Argentina,
pushing for ‘Re-imagining Education’ and c) Australia, Austria, Bolivia, Belgium, Brazil,
Transforming government systems. a) Our Bulgaria, Canada, Colombia, Croatia, Cuba,
research publications can be accessed on our China, Chile, Dominican Republic, Ecuador, Egypt,
website which include an academic paper on Germany, Ghana, Guatemala, Greece, France,
the Life Skills Assessment Scale, Mapping Finland, India, Italy, Israel, Japan, Jordan, Kenya,
Life Skills in India Report, A white paper Lebanon, Morocco, Mexico, Nepal, New
for OECD (Unpublished), Project Thrive and Zealand, Paraguay, Peru, Portugal, Romania,
further research underway in 2019. b) We Russia, Syria, Sweden, Switzerland, South Africa,
are creating a collaborative impact network Spain, Taiwan, Turkey, Venezuela, the United
and building urgency by hosting an annual Arab Emirates (Dubai and Abu Dhabi), the United
conference, called Change the Script (CTS) Kingdom, the United States and Uruguay.
for the past five years. In this conference we How is this organisation ecosystemic?:
bring together diverse stakeholders, gain a Educatiooon 3000 unites and empowers
deeper understanding of the adversity, and educators from South America, Middle East, Asia,
explore a range of solutions and approaches and the rest of the world to embrace holistic
by global organizations. The conference is learning and work ecosystemically. In particular,
a great platform for learning, sharing and its work in Bolivia and Latin America connects
understanding. c) Partnership with Delhi new pedagogies, new curriculum, and new archi-
Government to introduce the Happiness tecture to establish networks of learners and
Curriculum in 1,024 Delhi Government teachers for the 21st century learning.
Schools, impacting over 1 million students. Contact: Noemi Paymal: noemi.paymal.
Dream a Dream is the primary anchor organi- [email protected], https://www.educa-
zation in the design, coordination, training tiooon3000.info/
and implementation of the curriculum.
Contact: Vishal Talreja vishal@
dreamadream.org Enrol Yourself
https://www.facebook.com/vishal.talreja What does your organisation/s do: Enrol
https://twitter.com/vishaltalreja Yourself equips 21st Century adults to grow
https://www.linkedin.com/in/vtalreja/ themselves, together. We reimagine lifelong
www.dreamadream.org learning through the Learning Marathon, our
6 month peer-led learning accelerator. We
train local hosts who initiate and facilitate the
Educatiooon 3000 Learning Marathon where they are. We also
What does your organisation/s do: partner with organisations to deliver learning
We are co-creating a Comprehensive Multi- experiences and tackle learning and development
cultural Education that promotes Culture of challenges.
Peace and Solidarity, it is time to transform Where are they based: Our HQ is in London,
Education worldwide. We form an organic but we’ve launched the Learning Marathon in
grassroots team of enthusiastic individuals Birmingham and Bristol. Edinburgh and Sofia are
and non-profit organizations, we are a group next.
of volunteers, mainly teachers, parents, youth, How is this organization ecosystemic:
We operate in a decentralised way, training our
139
Appendix
hosts in our method, giving them access to to create holistic learning experiences for
our toolkit and resources, then supporting leaders of all types.
them to take the responsibility and autonomy Contact: Mila Popovich
to start things up in their local area. Peer-led
learning relies on ecosystemic principles
because there is no one teacher that provides Fair Education Alliance;
information and participants have to learn International Cultural Youth
to navigate the resources of the peer group. Exchange
We have also started to partner with other What does your organisation/s do: The
organisations to use our experience and Fair Education Alliance is a coalition of over
resources to underpin learning experiences 100 organisations working together to drive
that they wish to initiate or host. We wish to lasting change at a local and national level.
empower facilitators, coaches, educators and We monitor the gap between the most disad-
people organizers to be able to host learning vantaged children and their wealthier peers,
journeys where they are. In other words we and use our collective voice and resources to
want to give life to a ‘grow your own’ lifelong end educational inequality. Our vision is of
learning system where power is far more an education system where no child’s educa-
distributed and the system as a whole is tional success is limited by their socio-eco-
therefore far more responsive and emergent. nomic background. This is a world where
In this way we might have a system better disadvantage no longer determines literacy
suited to the rapid changes that are being and numeracy rates at primary school,
brought and will continue to be brought this GCSE attainment at secondary school, the
century. emotional wellbeing and resilience of young
Contact: Zahra Davidson www.enrolyourself. people, participation in further education, or
com / twitter: @EnrolYourself / insta: @ university graduation.
enrol_yourself Inter-Cultural Youth Exchange (ICYE UK) is
an international volunteering charity working
in the field of intercultural learning and youth
EVOLving Leadership; World development. Established in 1993, we work
Academy of Arts and Science with a network of local partners to organize
What does your organisation/s do: overseas NGO placements throughout Latin
EVOLving Leadership maximizes the potential America, Africa, Asia and Europe. We also
of individuals, businesses and communities arrange provide placements in the UK for
for superior performance and return on international volunteers to support local
conscious contribution (ROC). We are ushering charities here, meaning ours is a truly unique
a new era of business and social leadership. cultural exchange!
Developing an understanding of global social Where are they based: UK
evolution and the various forms of leadership How is this organization ecosystemic:
needed to accelerate progress in all fields of The reasons for this educational inequality
society. Currently developing and modelling are not simple, and lie in an intricate web
Global Leadership in the 21st Century in of social issues. Addressing such complex
collaboration with UN Office in Geneva. problems will take more than one institution,
Where are they based: USA/Globally one organisation, or even one government.
How is this organisation ecosystemic?: We believe that by working together, learning
EVOLving Leadership embraces ecosystemic from each other, sharing evidence and
philosophy of empowered learning and works amplifying our efforts through our networks
we can drive change more quickly. We have
built a multistakeholder alliance, made up of
140
Appendix
businesses, charities, and educational bodies Fundació Jaume Bofill

from across the country, each of whom has What does your organisation/s do: A
signed up to work towards achieving the five funding think & do tank focused on educa-
Fair Education Impact Goals, which follow tional next challenges. We develop research,
the educational journey of a child from programs and coalitions to achieve best
primary school through to higher education educational policies and practices to reach
and employment. We work together to tackle equity & quality education for all. We are
educational inequality at a local and national based in Barcelona and focused in our
level. We monitor the gap between the most country but working in partnerships and
disadvantaged children and their wealthier networks worldwide. For 20 years, I have
peers, and use our collective voice and been creating, managing, assessing and
resources to end educational inequality leading community-based innovative social
Contact: Executive Director, Gina Cicerone programs for children & families rights:
and CEO, Sam Butters gcicerone@fairedu- school achievement, community inclusion,
cation.org.uk, https://www.faireducation.org. training and work inclusion, migrant people.
uk/ Board member in several foundations related
to third-sector research and social inclusion
networks.
Forum for the Future Where are they based: Catalonia, Spain
What does your organisation/s do: How is this organization ecosystemic:
Forum for the Future takes a systems Our foundation used to be a social and
approach to complex sustainability community funder and at the same time a
challenges. We do this by convening transfor- strong research and policy-advice think tank
mational collaborations to drive change, by in many social and educational issues in our
partnering with organisations to help them country. We develop policy advice, research,
lead by example, and by building a global programs and multistakeholder coalitions to
community of pioneers and change makers. improve educational policies and practices
Where are they based: London, UK that overcome inequalities. We have realized
How is this organization ecosys- that inspiring new horizons, research and
temic: Forum specialises in taking a systems policy advice doesn’t drive innovation by
approach, understanding that the challenges itself. In recent years, we have been moving
we are facing are complex, interconnected our approach from education reform to
and constantly changing. This means we help ecosystem innovation , more committed with
individuals and organisations understand change and focused on a few big challenges.
their role in creating change in the systems We have moved towards innovation, system
they operate within, and seek to build collabo- transformation and focusing on a few
ration between different actors in any system, short-term (3-5 years) and mid-long term
working off the assumption that no single educational challenges to make a bolder
organisation has a monopoly on the truth and impact. We ask ourselves about how could we
it is therefore critical to understand different catalyze and support an innovation ecosystem
perspectives to work together towards in our country. We are now working in this
change. new strategy: connecting leaders, change-
Contact: https://www.forumforthefuture.org makers and innovators, identifying and
@Forum4theFuture scaling programs, creating alliances and
platforms to build and catalyze ecosystems
and spread and share innovation, empower
the emerging generation of activists, leaders
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Appendix
and changemakers with skills and tools, have specific projects in this level such as
driving advocacy campaigns that engage the Medellín social , this also runs through
activists with new challenges. all the other levels of intervention, as we
Contact: Ismael Palacín, https://www.fbofill. continuously connect children and youth with
cat/ @ismaelpalacin relevant actors in their ecosystems.
Contact: Catalina Cockduque: ccock@funda-
cionmisangre.org www.misangre.org
Fundación Mi Sangre instagram: @fmisangre facebook/misangre-
What does your organisation/s do: fundacion twitter/fmisangre—
Fundación Mi Sangre’s purpose is to activate
ecosystems and develop capacities in order
to allow new generations to be protago- Fundacion TAAP, Aid Live
nists in the creation of a culture of peace in Foundation, Ashoka
Colombia. What does your organisation/s do:
Where are they based: Medellín, Fundacion TAAP uses the arts, educational
Colombia. innovation and learning through games to
How is this organization ecosystemic: promote more peaceful environments for
FMS’s work is based on a systemic approach families, schools and communities in Latin
at multiple levels (see picture attached): At America and the world, such as Chile, Mexico,
the first level, We aim to foster individual Uruguay, the United States, United Kingdom,
changes working with children and youth France and Qatar.
at risk, with the participation of principals, Aid Live is an organization formed by a group
teachers and families. This is typically of social development specialists with more
done in school settings (formal education than 10 years of experience working with
systems). At the second level, we aim to communities in Venezuela and Colombia, who
bring about community changes with youth will be responsible for ensuring the proper use
at risk, this is done by developing their life of resources and the impact of projects such
skills and sparking in them the interest to be as Venezuela Live Aid.
community leaders and build peace in their Where are they based: Colombia
territories. At the third level, we search for How is this organisation ecosys-
changes in society, with young people who are temic?: We connect and stimulate a range
leading peacebuilding initiatives to mobilize of stakeholders, children, parents and the
others and influence the public agenda, and wider community to change how they think
we connect them with other youth leaders about violence and come up with communal
who are mobilizing and impacting their solutions to eradicate it. The approach is
communities through the REDAcción de transdisciplinary, rooted in neuroscience,
Paz, a national network of young peace- art, pedagogy, development communication
builders. Lastly, at the fourth level, we aim and learning through play and art and
to bring about changes systemic changes by personal development is just as important
aligning and fostering collaborations with as the community response to local and
other public and private agents (NGOS, local global needs. TAAP also delivers training
government, private companies, academia, programmes to governments, companies
community based organizations, media, and and NGOs. These are designed to help these
other partners who in one way or another actors promote the use of creative problem-
influence the experience of young people. It solving, empathy and localised strategies
is important to mention that although we to reduce violence in their communities.
We actively promote learning ecosystems
142
Appendix
through:training of social leaders, devel- years and mental health.

opment and management of public and Where are they based: UK, Australia, New
private projects, formulation of public policies Zealand
and co-creation of projects with international How is this organisation ecosys-
networks of social and educational. temic?: Supporting evolution of the learning
Contact: Gaby Arenas de Meneses, https:// ecosystem through original research and
venezuelaaidlive.com/, https://fundaciontaap. program development.
com/en/home/ Contact: Valerie Hannon https://www.
innovationunit.org/
ImagiNation Afrika
What does your organisation/s do: KnowledgeWorks
Works for the development of the whole child What does your organisation/s do:
by creating child-centered public spaces, KnowledgeWorks helps co-create the future
partnering with institutions that nourish child of learning alongside education stakeholders
development and by accompanying parents by exploring the future of learning; growing
and communities, ultimately building an educator impact by helping schools and
ecosystem that allows children to thrive and school districts transition to personalized,
lead in the 21st century. competency-based learning; partnering with
Where are they based: Senegal, Africa state and federal policymakers to align policy
How is this organisation ecosystemic?: in support of that approach to learning; and
We work across different actors in the creating an evidence-base for student-cen-
ecosystem surrounding children in particular: tered learning.
journalists, educational institutions, health Where are they based: Cincinnati, Ohio, USA
workers, parents and municipal government How is this organisation ecosystemic?:
to weave a better ecosystem for children 0-5. Through its strategic foresight work, Knowl-
Contact: Karima Grant: imaginationafrika. edgeWorks has since 2009 explored possi-
org; [email protected], bilities for education systems to transition
toward vibrant learning ecosystems that
enable all learners to thrive. Through its
Innovation Unit integrated body of work, KnowledgeWorks
What does your organisation/s do: aims to catalyze sustainable, systemic change
Innovation Unit is a social enterprise based in 7 states, transforming learning environ-
in the UK, Australia and New Zealand. We ments and outcomes for one million students
work internationally, applying disciplined by 2025.
approaches to develop new solutions and Contact: Katherine Price: knowledge-
create impact at scale. We are outcomes and works.org, [email protected], @
impact focused. We work with our partners katprince, @knowledgeworks, https://www.
and clients to deliver tangible and measurable linkedin.com/in/katherineprince/, https://www.
changes they, and we, want to see in the linkedin.com/company/knowledgeworks-/,
world. Through our projects and ventures we https://www.facebook.com/KnowledgeWorks.
identify, create and scale evidence-based org/
solutions, mainly focused on: children’s social
care, learning & schools, healthy lives, early
143
Appendix
LearnLife this provide students with the opportunity

What does your organisation/s do: to collaborate with one another on a shared
Learnlife are building an open ecosystem for ground.
a new lifelong learning paradigm alongside Where are they based: St.Petersburg,
existing education systems. Research was Russia
undertaken that looked at many highly How is this organisation ecosystemic?:
regarded ‘best practice’ examples of LenPoligrafMash (LPM) is mostly used as
innovative schools from around the world. a whole-system prototype to connect
In collaboration with thought leaders for innovators in engineering, academia, and
learning, we are developing new learning businesses, including incubators. The long
elements, learning spaces and learning term goal is to create an ecosystem that
technologies that are responsive to the transforms and raises interested students
inspirations, needs, and challenges of today’s who have used the space into entrepreneurial
children and future generations to come. experts and teams who create educational
Where are they based: Barcelona, Spain, projects for aspiring STEM students.
expanding to Germany and Africa Contact: Kirill Soloveychik
How is this organisation ecosystemic?:
We are building an open ecosystem for a new
lifelong learning paradigm alongside existing Lego Foundation
education systems.Research was undertaken What does your organisation/s do:
that looked at many highly regarded ‘best The LEGO Foundation aims to build a future
practice’ examples of innovative schools in which learning through play empowers
from around the world. In collaboration with children to become creative, engaged, lifelong
thought leaders for learning, we are devel- learners.
oping new learning elements, learning spaces Where are they based: Denmark
and learning technologies that are responsive How is this organisation ecosystemic?:
to the inspirations, needs, and challenges of The LEGO Foundation aims to build a future
today’s children and future generations to in which learning through play empowers
come. children to become creative, engaged, lifelong
Contact: Stephen Harris, http://stephen- learners. They support programs and create
harris.me/ https://learnlife.com/ @stephen_h original research which enables the devel-
@wearelearnlife opment of learning ecosystems.
Contact: Halima Begum https://www.
legofoundation.com/en/
LenPoligrafMash
What does your organisation/s do:
LenPoligrafMash’s focus is on young people Metta-Learning project of
interested in technology and entrepre- Vivir Agradecidos; Laszlo
neurship, and aims to create first-hand experi- Institute for New Paradigm
ences for school children, university students, Research; EARTHwise Centre;
and young adults that will allow them to take University of the Planet/Global
action and create technologies based on real Education Futures
world challenges. They collaborate with extra What does your organisation/s do:
curricular education providers and universities 1. Design and implementation of an Evolu-
who use the co-working space for government tionary Learning Ecosystem as part of the
endorsed STEM competitions and hackathons Metta-Learning project of Vivir Agradecido
that tackle real-world challenges. Events like based in Argentina. 2. Creation of a praxis
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Appendix
framework on New Education Paradigms as systems thinking and systems education. To

part of R&D+i work at the Laszlo Institute enable this we conduct educational events
for New Paradigm Research based in Italy. 3. and courses, create and conduct games -
Design and delivery of Thrivability Education http://edupr.ru/igry, train teachers in holistic
programmatic offerings as part of the development http://edupr.ru/ped and support
EARTHwise Centre based in Mauritius. 4. the activities of the community — the
Design of the University for the Planet (U4P) educational ecosystem, for this we carry out
as part of the Global Education Futures (GEF) Warehouses of Uma http://edupr.ru/sklad_
initiative based in Russia. uma, cooperate with business, universities,
Where are they based: see above. NGOs and participate in international cooper-
How is this organisation ecosystemic?: ation. We also have a short online ‘navigator’
Focusing on the Metta-Learning project, we course to help people identify their learning
seek to cultivate wellbeing in educational needs and what they need to get there.
institutions through the application of new Where are they based: St Petersburg,
knowledge (mainly from the neurosciences) Russia
and the rediscovery of timeless wisdoms for How is this organisation ecosys-
how these institutions of learning function temic?: The fields of activity work at three
in relation to themselves and others. By levels: communities, a pedagogical base of
working in them and together with them, we education for all and educational ecosystems.
promote the development of higher human Metaversity is a complex combination of
capacities that lead their members to live various educational projects, individuals,
in greater harmony and balance. We do this organizations with an educational component,
through an interactive process that cultivates which generally give a systemic effect on
wellbeing in educational institutions. Our education, while not being something created
work helps the adults in them to unfold their by a directive.
highest human capacities (such as presence, Contact: Oleg Muromtsev & Alena Surikova,
compassion, perspective, gratitude and trust http://ishipo.ru/main
in life). We accomplish this task by offering
content in partnership with other members of
the Learning Ecosystem, and by developing New Model in Technology and
institutional processes that promote a culture Engineering
that supports human dignity entitlement in What does your organisation/s do:
schools. NMiTE — New Model in Technology and
Contact: Alexander Laszlo https:// Engineering — is an initiative backed by
ecosistema.metta-aprendizaje.com/; https:// government, educators, and industry, to
www.laszloinstitute.com/; https://www.earth- transform engineering education in Britain.
wisecentre.org/; [email protected] Located in Hereford, NMiTE aims to secure
university status and become Britain’s first
wholly new, purpose built UK university in 40
Metaversity years.The NMiTE project is crucial to Britain’s
What does your organisation/s do: future. Engineers are key to mastering major
Metaversitism is both a specific organi- world challenges — from sustainable food
zation and a principle of organization. For production to cybersecurity to Artificial Intel-
the organization to be an ecosystemic ligence and more — but the UK is critically
“metaversity”, three principles are used to short of them.
implement in its work: micro-competen- Where are they based: Herefordshire, UK
cy-based approach, holistic development, How is this organisation ecosystemic?:
145
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Talking a multistakeholder approach to devel- Where are they based: UK/Australia

oping technology and engineering linked to How is this organisation ecosystemic?:
real-world transdisciplinary challenges. Creating and supporting research in the
Contact: Michael Stevenson, https://nmite. development of the learning ecosystem.
ac.uk/ Contact: Natalie Day: natalieday4@gmail.
com, https://www.educ.cam.ac.uk/centres/
pedal/, https://www.uow.edu.au/
OpEPA
What does your organisation/s do:
OpEPA works in three main areas (education, Play Verto and Bite the Ballot
communication for regeneration and public What does your organisation/s do:
policy advocacy) that seek to contribute to Play Verto is a holistic approach to data led
the construction of a society connected to the decision making. Using play as a catalyst
Earth, which can access and appropriate use for community engagement we are able to
of knowledge, tools and actions that reduce collate rich insights on what the community
human impact on the planet and forge a think and feel related to key issues. The
regenerative and participatory model of daily crucial element is the data — we ensure it
action. goes back into the hands of the community
Where are they based: Colombia so they can become active and engaged at a
How is this organisation ecosystemic?: grassroots level but we share the data with
OpEPA’s approach to nature-based education decision makers to drive the conversation
follows regenerative and life system and add pressure to key outcomes needed
principles weaving non-conventional actors systemic change.
and learning environments into learning Where are they based: UK and Portugal
experiences that foster ecosystemic and How is this organisation ecosystemic?:
regenerative mindsets based on interde- Play is a great way to bridge gaps in tradi-
pendence and Interrelations (within living tional hierarchies and data is incredibly
systems) and the re-establishment of healthy difficult to ignore if all voices are activated
relations with one self, others and nature. to participate. Identifying key issues and
Contact: Luis Camargo https://opepa.org/, solutions from wider society and supporting
[email protected], @opepa them to build capacity and drive local change
is one key factor. The other is ensuring
data is flowing through the key design
PEDAL (Centre for Research makers and institutions so that they act
on Play in Education, Devel- on taking root causes to issues highlighted
opment & Learning)/University by the community. I do this in a variety of
of Wollogong ways — both social entrepreneurial and
What does your organisation/s do: Our intrapreneurial — Weaving key elements of
mission is to conduct academic research into the specific ecosystem to ensure greater
the role of play in young children’s lives and accountability, more diverse engagement and
to inform wider practice and policy. PEDAL collective decision making.
is located in the University of Cambridge’s Contact: Michael Sani, @michaelsani www.
Faculty of Education, and was launched in playverto.com
October 2015 with funding from the LEGO
Foundation. PEDAL is part of the Psychology,
Education and Learning Studies Research
Group at the Faculty.
146
Appendix
Redes De Tutoria Social Innovation Institute

What does your organisation/s do: What does your organisation/s do: The
Over the past 20 years, Redes de Tutoría has Social Innovation Institute support’s practitioners
sought to transform students and teachers and community changemakers to address the
by developing tutorial relationships and root causes of systems-level problems by devel-
harnessing the power of one to one dialogue. oping new skills and ideas, making stronger
The Redes de Tutoría approach moves connections, exploring and creating learning and
away from the traditional classroom where impact pathways. Building on core competencies
a teacher delivers standard content for all central to doing this work, we focus on culture
students to work through at exactly the same building, understanding systems, collaboration
pace. They intentionally involve multiple and storytelling for people and planet.
stakeholders in the community-centric Where are they based: Canada
process, such as the government, teacher, How is this organisation ecosystemic?:
student, parent levels to ensure this benefits One of our premier initiatives is the collabo-
all. rative national development of Social Innovation
Where are they based: Mexico, Singapore, Canada, an ecosystem of social innovation
USA, Thailand and systems change practitioners organized
How is this organisation ecosystemic?: regionally who share the common purpose of
The process can and only does proceed by advancing learning and impact in their commu-
the inner thrust of empowered teachers and nities, regions, and across the country. The
students –their parents included—and, in primary function of the ecosystem is to support
parallel, by the good judgment and perceived practitioners to wayfind, build capacity, and align
benefit of enlightened politicians and admin- for action.
istrators. Contact: Joshua Cubista, Dean
Contact: Gabriel Camara: gcamara45@ [email protected]
gmail.com, https://redesdetutoria.com/, https://socialinnovationinstitute.org/
[email protected]
Universidad del Medio Ambiente

Royal Society for the Encour- (UMA -University of the
agement of Arts, Manufac- Environment)
tures and Commerce (RSA) What does your organisation/s do: UMA
What does your organisation/s do: was founded in 2009 in Valle de Bravo, Mexico,
Think tank and social change organisation as the first university campus in Latin America
Where are they based: UK, USA specializing in socioenvironmental studies in
How is this organisation ecosystemic?: diverse disciplines and offering a project-based
Using research and insights to develop and education specially designed for collective-change
implement new ideas, around a model of agents. Our purpose is to form learning commu-
change called ‘think like a system, act like nities able to foster personal and socioenviron-
an entrepreneur’. Cities of Learning is the mental regeneration through codesigned projects
first whole place, whole system (ecosystem) that focus on bringing forth potential.
programme. UMA currently offers seven master degrees
Contact: Rosie Clayton @RosieClayton @ (sustainable architecture, green MBA, environ-
thersaorg www.thersa.org mental law, sustainable tourism, agroecology,
socioenvironmental projects and education for
sustainability) and is developing bachelor and
doctorate degrees. Our programs have an inter-
disciplinary, systemic and pragmatic vision based
147
Appendix
on a biocultural ethic. We explore autonomous and a range of ongoing programs WISE is

learning processes based on experiences, promoting innovation and building the future
outdoor exploration, collective intelligence, of education through collaboration.
personal development, action research and Where are they based: Doha, Qatar
critical scientific thinking. How is this organisation ecosystemic?:
Where are they based: Mexico We take a multistakeholder approach by
How is this organisation ecosystemic?: bringing in conversation to many different
UMA is a diverse community of Spanish- sectors and have 100+ nationalities present
speaking collective-change agents from at the WISE event. We also create intentional
Mexico and Latin America that are inter- learning loops between programs, research,
ested in bringing forth socioenvironmental and advocacy.
regeneration and that come from an array of Contact: Zineb Mouhyi https://www.
professions, ages, cultures, ideologies, and wise-qatar.org/ twitter: @wise_tweets
socioeconomic conditions. UMA endeavors to instagram: @wiseqatar
set conducive conditions for students to form
learning communities that bridge diversity
towards a common purpose. This is explored World Academy of Arts and
both at the level of the university as a Science, (+ many more here)
learning community for sustainability, as well What does your organisation/s do: The
as in the project process followed by students, World Academy of Art and Science (WAAS) is
where diverse key stakeholders are brought an international non-governmental scientific
together in a systemic codesign context. organization, a world network of individual
Contact: Victoria Haro vhs@umamexico. fellows elected for distinguished accom-
com.mx, https://umamexico.com/ @ plishments in the fields of natural and social
umamexico sciences, arts and humanities. The Academy
strives to promote the growth of knowledge,
enhance public awareness of the social
Unearthed consequences and policy implications of that
What does your organisation/s do: growth, and provide leadership in thought
Unearthed focuses on ecosystemic Coaching, that leads to action.
Facilitation and workshop design Where are they based: International
Where are they based: USA How is this organisation ecosystemic?:
How is this organisation ecosystemic?: The Academy serves as a forum for reflective
We work with organizations and institutions scientists, artists, and scholars dedicated
that are trying to build global communities to addressing the pressing challenges
and to do so we follow ecosystemic principles confronting humanity today independent
Contact: Romina Faulb (previously Ashoka) of political boundaries or limits, whether
[email protected]; https://www. spiritual or physical — a forum where these
unearthedllc.com/ problems can be discussed objectively,
scientifically, globally, and free from vested
interests or regional attachments to arrive at
WISE solutions that affirm universal human rights
What does your organisation/s do: and serve the common good of all humanity.
WISE is an international, multi-sectoral WAAS is founded on faith in the power of
platform for creative thinking, debate and original and creative ideas — Real Ideas with
purposeful action. WISE has established itself effective power — to change the world.
as a global reference in new approaches to Contact: Garry Jacobs, http://www.
education. Through both, the biennial Summit worldacademy.org/
148
Appendix
Appendix 2.
Tools A learning ecosystem map
can be used to:
2.1 PPP Mapping > Collaborate directly with other stakeholders for
your own personal, organizational, community or
This learning ecosystem mapping tool is for planetary change
anyone who wants to understand, explore > Explore new approaches or sources of learning
and visualize their learning ecosystem. It’s an to improve personal, organizational, community or
exercise to support you in mapping you current planetary based needs
personal learning practices, how you learn > Identify where changes are needed, and what
within and from place, as well as how you are effects they might have
learning to support current planetary needs
and crisis. This process helps you to identify
your current state as a learning being in this
universe and the interconnection between the
personal, place and planetary levels and can be Why use this tool?
applied to an individual, team or organization. Creating a learning ecosystem map helps you
to understand how learning serves yourself,
your local place and the wider planet. It also
What is a learning ecosystem helps you identify the ways you learn, the
map? types of approaches you take and the inter-
A learning ecosystem map illustrates the connection and relationships between them.
different approaches and current practices
of learning in your learning ecosystem, as You can use your map as a practical tool to
well as how these different practices inform visualise your learning ecosystem to explore
each other. It consists of all the elements of new possibilities, make sense of what you
your learning experiences, and how you serve currently like to learn or focus on learning
yourself, other people, communities and the and why, as well as show emerging ways you
planet by doing so. could increase or share the value of particular
aspects of your learning ecosystem.
Your learning experiences are made up of
aspects such as: self taught knowledge based The mapping process prompts you to consider
approaches (e.g. reading/online courses), social different ways of learning, relationships,
learning (e.g. feedback at work, from friends, areas of interest and ideas in your learning
through community, coaching, mentorship), ecosystem, and can generate useful sensem-
project-based (e.g. work or personal related, aking for ranging from your own personal care
such as research, crafting, building a bike etc.), to learning differently at work or with peers, as
classes, events and workshops (e.g. dance, well as how you can support your own under-
language), artistic, wellbeing and spiritual standing of our wider planetary needs.
practices (e.g. journalling, meditation, prayer,
poetry).
149
Appendix
How to use this tool

You could also recreate your map using
Materials mapping visualisation software, such as Kumu.
You will need a large sheet of paper (ideally
A1 size) or a whiteboard. Use sticky notes and Map your personal learning.
coloured pencils or pens. Map your place-based learning.
Map your planetary learning.
Method E.g An individual’s learning ecosystem
Using the instructions draw your map onto
your paper or whiteboard. You can either work
on your own, or in a group with other actors in
your learning ecosystem. It may be useful to
use a workshop setting with a facilitator.
Dependent on the focus of your learning

ecosystem map it may take between 15
minutes and two hours to draft the ecosystem
map. If it is a large group across an organization
you may need to gather two or three rounds of
feedback afterwards to ensure a shared under-
standing of the learning ecosystem. Once you
are happy with your draft map, take a
photograph for reference. An example of an ecosystem
mapping.
Before beginning this exercise it is recom-
What next? mended that you spend some time exploring
You can use your learning ecosystem map to and thinking about the ways you learn before
communicate your current understanding of organising into these themes to create a map.
how and where you learn to serve and in service
with yourself, your place and the planet. Alter- 1. Map your personal learning ecosystem
natively, at the level of your organization, your (ways you learn to support your thrivability)
place, and the planet.
2. Map your place-based learning ecosystems
You could repeat the experiment, especially (ways you learn in your locality for thriv-
as the personal level, on a monthly basis to ability)
explore how paying attention to your learning
ecosystem can help you understand how you 3. Map your planetary learning ecosystem
learn and what you might want to learn next, (ways you learn to support the planet’s
as well as connecting with your community. thrivability).
Developing the map will reveal where the 4. Draw arrows between the relationships
different levels of your learning ecosystem where there is clear overlap across the
could evolve and will help to communicate ecosystems to notice the interconnection
these opportunities. you have.
You can also photograph your map and share An organization’s learning ecosystem
it on social media using #LearningEcosys-
temMap.
150
Appendix
2.2 CORE Mapping
1. Map your strengths in each section using 3. Use this process to identify how you might
the Learning Ecosystem poster of the table go about improving each aspect and set
in section 3.2. Map the strongest around intentions of how you might overcome each
towards the centre of the mid point. You one. You could then identify if the blockage
could use one colour of post stick notes to requires the roles of gardening or weaving
do so. leadership to guide your development.
2. Now map your weaknesses or hindrances

in each box, you can map the hindrances The question to what extent is intended to lead
around the edge to form a second layer. you to reflect on either the success/enabler
You could use a second colour of post stick or current weakness/hindrance each element
notes to do so. plays in your ecosystem development.
Culture Organization /
- governance
Values that drive project
Who and how makes decisions
whithin organization and larger
network
+
+
Resources Execution
Funding, infrastructure, How work, collaboration, discussion

tools - and learning are organised?
151
Appendix
Guiding questions for Culture Guiding questions for Organi-

Map the words in bold zational Principles
Map the words in bold
To what extent do you have a strong set of
co-created practices that embody your To what extent are you mindful of localised
values & norms through elements such as contexts serving community, place-based
evolving guiding principles, visions and shared needs?
language?
To what extent do your governance struc-
To what extent do you have a have rituals tures demonstrate distributed leadership,
and rhythms to develop bonding and trust? modelling values and inviting criticism?
To what extent do you have authentic multi To what extent do you foster personal agency
stakeholder relationships within and across and opportunities for learning experiences
the community from parents to businesses, and development?
governance to nature?
To what extent do you catalyze and nourish
To what extent do you make time and space emerging ecosystemic dynamics toward
to prioritise personal and collective evolution, adaption, resilience, diversity,
wellbeing? mutually beneficial relationship and cyclical
approaches?
Have you cultivate interconnected and inter-
dependent relationships at the in person
and technological levels?
Guiding questions for
To what extent do you work in an Resources
environment that enhances culture, paying Map the words in bold
attention to elements such as space, lighting,
sustainability and design? To what extent do you have long-term,
value based funding from multiple stake-
To what extent does your space and holders to ensure longevity?
environment that deeply consider the
intended experience/s and project, paying To what extent do you have inclusive and
attention to elements such as design, space, diverse teams where possible regarding
nature, light, sound, smell? This is especially skills, gender, race, culture etc.?
important for non-neurotypicals.
To what extent do you use tools and
To what extent do you use engaging story- equipment that are sustainable and
telling that collaboratively reshapes narra- regenerative, treading as lightly on
tives around emerging ecosystems and the earth as possible in regards to their
societal change? footprints?
To what extent do you use technology to

increase connection, not disconnection?
152
Appendix
To what extent do you ensure their are

Guiding questions for feedback loops on research and
Execution processes, ensure that all feel heard and
Map the words in bold have the space to safely share their concerns?
To what extent do you approach planning To what extent do you increase visibility
and design based on the emerging and promote the journey of your
principles of learning ecosystems to ecosystem so others can learn from you,
include mapping your actual and possible support you and celebrate your successes?
partners with approaches such as constel- This could look like online webinars to
lation mapping and tools such as group map, workshops to online media.
mural, miro and kumu?
To what extent do you cultivate the conver-

sation between leaders in your area, or your
sector, on how to become more ecosystemi-
cally oriented?
To what extent do you prototype your

own ecosystem acceleration processes and
projects?
To what extent do you foster ecosystemic

facilitation through collective collaboration
through play, trust building exercises, encour-
aging decision making, open mindedness and
innovation?
To what extent do you ensure there are clear

roles even though they may span different
elements?
To what extent do you create neutral spaces

for multiple stakeholders to evolve together?
To what extent do you incorporate research

and analysis in the way that best makes
sense for your ecosystem project dependent
on its stage? This could look like participatory
action research or an in-depth ‘academic’
longitudinal study.
153
Photos used in this report are taken by the authors from
the https://unsplash.com/
@emmagossett @unstable_affliction @ggiqueaux
@joey_csunyo @acharki95
@hellocolor @dnevozhai @markusspiske @antogabb
@reiseuhu @timmossholder @victor_g @terminath0r
@curioso @cappilot @dinoreichmuth @guillepozzi
@benxcurry @garciasaldana_ @chuttersnap @upmanis
@drmakete
Progressive education, as the practice
of freedom, enables us to confront
feelings of loss and restore our sense of
connection. It teaches us how to create
community
bell hooks
learningecosystems2020.globaledufutures.org

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What approaches to learning are discussed?

What approaches to learning are discussed?

Learning

Основной вариант логотипа

For more information and to explore opportunities

Preface: Learning Together

Introduction: The Future of Learning 1

1. 1.1 21st Century Challenges and Opportunities 2

The Purpose of Learning Ecosystems 35

2. and Emerging Definitions

Conditions for Ecosystemic Learning 71

Ecosystemic Leadership & Learning 87

4. 4.1 Ecosystem Thrivalists 88

Rising Momentum 117

5. 5.1 Emerging Principles for Learning Ecosystems 118

About the Authors 130

How can we build a culture that facilitates learning, How

Ecosystems that create conditions as the Innovation Unit, Global Education

bring their specific biases to this work shaped

This report is intended to engage readers,

Automation and Industry 4.0

High Risk/High Potential Threats of Planetary

in the long-term (including the Sustainable VUCA world

Characteristics:The situation has Characteristics:The challenge is

predicted, but the volume or nature of it hard to understand; knowledge about it is

Characteristics: Casual relationships Characteristics: Despite a lack of other

- How well can you predict results of your action +

Figure 1. Definition of VUCA17

Learning for the future work

Learning and education can be a

nature-based learning environments66 across courses have made acquisition of knowledge

Personalized Educational Technology.

read & write, time-management or teamwork;

also an emerging phenomenon spotted in the effective services to teachers, schools,

express oneself. In relation to adult learning

soothing way to get something new. This has

SINE Waves103 facebook group you can join

Global Connections. While knowledge-based assessment of

Intersectional theory, first coined by Kimberlé

Hunter- Early Civilizations Industrial Hybrid Networked

Figure 2: Evolution of models of governance140

Shared vision Diversity

Figure 3: “Paradoxical” qualities of ecosystemic organization

Transport The transport industry is moving

Smart technology can help address many transpor-

developing services so all players in the transport

Figure 4. Ecosystemic organization of

Social Innovation Ecosystem

& expertise Government

Figure 5: An example of how multilayered ecosystems are interdependent at an

society and culture, by definition, Learning from ecosystems then is not an

The most important factor that every

Figure 6. NASA image of Sahara dust carried to Amazon basin

self-survival. (Two great examples of hosts

Ecosystems circulate resources and “An economic community supported by a foundation

same dynamics as a driver of social life and

Ecosystem in Biology Ecosystem in Society