Sometimes, there are things to understand and know that aren’t necessarily agreed with by society. There are beliefs, ideas and activities that don’t make sense to a lot of people. As an advocate, I’m not compelled to do what others think I should; instead, I follow my heart and mind and take inner guidance on where I’m at and where I’m going.
This article explores what youth empowerment is, what it does, and why it matters.
Taking Away Youth Power
Reflecting on more than 20 years of working with children and youth across the United States, I realize that I have seen a generation of youth who constantly strive, constantly achieve and constantly exceed society’s wildest expectations of them.
However, young people are doing this with the barest minimum support from society-at-large. We barely fund the schools they attend; we scrape up just enough money for low-income young people; we routinely profiteer off locking up youth who offend the law in order for private companies to make money off them; and just as soon as we can, society throughs young people into war, college or the workplace in hopes that they’ll make it all on their own.
We barely fund the schools they attend; we scrape up just enough money for low-income young people; we routinely profiteer off locking up youth who offend the law in order for private companies to make money off them; and just as soon as we can, society throughs young people into war, college or the workplace in hopes that they’ll make it all on their own.
Social Responsibility
I’m of the firm belief that our society should take responsibility for the decisions we make. All of the experiences of children and youth today are not the fault of their families or the fault of young people themselves.
Instead, they are the outcomes of our society as a whole. Childhood homelessness? Society. Childhood hunger? Society. Failing students? Society. Abused young people? Society. Youth offenders, dropouts, child prostitutes, child slaves, child labor, all of this? Society.
However, it is not just the actions of young people that society is responsible for; it’s also the feelings and beliefs of young people. As a society, we drive children and youth to think and feel the ways they do. That means that when young people feel distrust, apathy, despair, depression, hopelessness, hurt, anger, frustration and any feelings that make adults uncomfortable, its not just their job to “pick themselves up by their bootstraps” and make themselves feel better. Society must take responsibility for what we’ve done.
Transforming Power
I want to change this crummy situation. I want to see things be radically different for children and youth today than ever before. After more than 20 years working in education, social services and government to promote the health, welfare and empowerment of young people, it is my responsibility to demand more.
While there are many, many ways to get that done, I believe one of the most responsible and genuine ways to transform our society is by enfranchising every child everywhere with the right to vote in every election all of the time.
Given the right and responsibility of the vote, children and youth can begin to hold society responsible for the attitudes, actions, beliefs and outcomes that it has routinely dumped on young people for thousands of years. One of the constructs in our society has been to see young people merely as adults-in-the-making, rather than seeing them as full humans right now. As voters, adults will not be able to deny the capabilities of young people; they won’t be able to deny the validity of young people; and they won’t be able to deny the power of young people AS young people, which is what they’ve always done.
All youth, everywhere, all of the time should have the right and responsibility to be empowered today.
To say that schools are changing right now is a gross understatement.
Between technological, social and cultural transformations happening right now across the U.S., there are new trends becoming apparent everywhere, schools included. This paper puts the massive changes happening throughout the education system into context to help readers understand what’s happening, and why its happening.
Lots have said it, many see it, but few have called it out: for a century, our education system has revolved around ego. As we become an evermore interdependent and transparent society, this is inherently at odds with the future. This article explores the former EGOsystem of education and identifies an emerging ECOsystem taking its place. It also shows what the future might look like.
An EGOsystem of Education
When I first started working in education 15 years ago, I discovered quickly that educators in schools are most often the ones who school worked well for. After barely graduating from high school and taking eight years to get my BA, it was glaringly obvious to me that I was surrounded by former star students and others whose learning styles, socio-economic statuses and cultural backgrounds were being perpetuated by the system. This formula generally holds true for politicians who make educational policies as well as social service staff who support student success outside of schools.
These students often go on to work in schools as teachers and administrators; in districts as administrators; and in state education agencies as program directors, assessment officials and curriculum experts. They are successful in their careers, embraced by their institutions, and generally, reveling in the ways things are. If they are aware of how things are going for students who are most often failed by schools, they see these learners from a position of noblesse oblige, looking down on them from on high.
The system that created these workers has engendered particular school cultures that ensured succeeding generations of familiarity. Despite technology and social changes of many sorts, in many schools, learners who time travel from a century ago can find similar patterns of teaching, classroom management and testing. This is because the education system revolves around the ego, which is a person’s sense of self-importance or self-esteem.
Four Phases of Transition
Educators have relied on fulfilling their sense of self-importance and building their self-esteem through their work for more than 100 years. Through my studies, I have seen four phases in America’s education system.
1) The Control Phase
Initially relying on a high control environments, schools were initially places where teachers controlled students. The Control Phase looked like this:
Teachers could literally physically abuse students for not complying with their every intention.
Students who innately complied with teachers were awarded with increased amounts of autonomy and access to learning opportunities.
Educators sought to wrangle authority from communities and parents by illegitimating self-education and learning from life.
Education policymakers make child labor illegal at the same time legal and cultural systems were created to ensure government authority over learning and teaching.
The Control phase radically dismantled community-based and home-based learning opportunities, secured the function of a controlled curriculum, and imposed the meaning of grades and scores on students.
Voters supported this model enough to enable schools to emerge as a dominant force in society.
The Control Phase relied on the EGO of educators, as it enabled teachers to control large groups of students with minimal enforcement.
Administrators were able to control massive groups of students with few teachers, and were capable of ensuring teachers success through compliance.
The Control Phase served to break down the EGO of students in order to ensure students would learn what educators wanted them to. Academic honor societies were available only to the highest achieving students and student governments were almost nonexistent.
This phase displaced young people from their positions in communities, positioning them as dependents of schools for their learning. It attempted to strip students of self-leadership in order to secure the role of adults as leaders in learning and teaching.
All of these factors weighed together to create an EGOsystem in schools dependent on control. This phase evolved towards the Competition Phase. People who benefited from the Control Phase of American education saw the transition towards the Competitive Phase as logical, predictable and favorable progress.
2) The Competition Phase
With time, schools became high command environments that relied less on forcefulness and abrasion and more on leveraging authority for outcomes. During the Command Phase, schools looked like this:
Students were compelled to participate in classes because of government orders and nothing further.
The Competition Phase sought to essentialize schools by making graduation diplomas requirements for workplaces.
Conversely, during this phase post-high school opportunities were minimalized for non-graduates.
Voters initially supported this approach because they saw that when more people succeeded at schooling, more people succeeded in their careers; more successful careers led to more successful communities, which led to better schools.
In the Competition Phase, pragmatic acceptance reigns as students, educators, administrators, policymakers, politicians, parents and voters become acclimated and accustomed to the EGOsystem that has formed within the education system.
As schools became judged for their success according to graduation rates, students EGOs were recognized as helping motivate academic vigilance. This phase saw the widespread prevalence of honor societies and student governments in order to satiate those EGOs.
With the decreased emphasis on teacher EGO in the classroom, this phase saw the emergence of powerful teacher unions that ensured the authority of educators.
Student connections outside classrooms were ignored or seen as irrelevant to teaching, learning and leadership in schools.
This phase positioned students as the subjects of teachers, securing the hierarchal relationship between adults and students in schools.
All of these factors weighed together to create an EGOsystem in schools reliant on competition. This phase evolved towards the Connection Phase. People who thrived in the Competition Phase were threatened by the transition towards the next phase and saw it as the devolution of schools.
3) The Connection Phase
When social change insisted, schools modified their approach to include connection between students, among educators, within the curriculum and throughout the education system. During the Connection Phase, schools looked like this:
Rigorous demands imposed on schools coupled with decreased school funding led to increased attempts to ensure community connections with schools.
Cross-curricular approaches to teaching and learning were recognized as essential in some areas.
Student connections outside classrooms were recognized and mass amounts of homework were assigned to utilize out-of-school time.
Students work and family responsibilities outside school time were dismissed.
The EGO of students becomes central with honor rolls, honor societies, extracurricular clubs and other student voice and student leadership clubs being perceived as elite or otherwise disconnected from mainstream student populations.
The EGO of educators is struggling due to having diminished authority throughout the education system.
In the Connection Phase, placing self above all others is the norm. opportunists have the most authority as they maximize connectivity in order to ensure their personal gain.
The EGO of education policymakers is peaked from their increased authority over educational outcomes and avenues.
The EGO of education textbook, assessment, preparation and advocacy organizations is peaked from their influence on education policymakers.
Voters become resentful from subsequent generations going through failed phases of American education and stop supporting schools with levies and pro-public school advocacy.
This phase fosters a sense of independence with an awareness of the larger whole.
All of these factors weighed together to create an ECOsystem in schools contingent on connection. This phase evolved towards the Collaboration Phase. People who benefited from this phase saw the emergence of the Collaboration Phase as a relief from the pressure of connection and competition.
4) The Collaboration Phase
Today, we’re in the midst of moving from EGOsystems towards ECOsystems of education. This movement is happening through collaboration fostered by technology, social change and other evolution that holds great possibilities.
Connectivity is recognized as key to successful learning, teaching and leadership with all partners recognized for their potential, purpose and power.
Students are recognized as full partners in learning, teaching and leadership throughout education.
While technology was initially frowned upon, connections among students outside of school time became an imposition on classrooms. Educators were essentially required to recognize student connections outside of schools and the effects they have within schools.
In the Collaboration Phase, placing self above others is becoming increasingly unacceptable as more people identify with the whole.
Students who work and have family responsibilities are recognized for the legitimacy and authority of their learning outside school time, and receive high amounts of support to ensure their successful academic growth.
Academic learning, liberal arts and community living skills are recognized with equitable authority throughout the lives of young people.
The EGO-driven era of education ends as learning is recognized and embraced as a community-wide, lifelong endeavor for all people everywhere all of the time. This leads to the ECOsystem of education.
Voters reinvest in education because of the re-asserted vitality of schools in the health and well-being of democratic society.
This phase nurtures a sense of increasing interdependence with strong awareness of the effect of individuals on others.
All of these factors weighed together to create an ECOsystem in schools revolving around collaboration. This phase is currently evolving and emerging. Everyone in society should benefit from the emergence of the Collaboration Phase and will embrace the ongoing evolution of learning, teaching and leadership.
The emerging ECOsystem of education is harder to see than previous phases. From my work in schools and throughout communities over the last 15 years, I have seen some aspects of it becoming apparent. Following is an exploration of some patterns that are becoming apparent.
An ECOsystem of Education
Right now, there’s a new picture of schools that is coming into focus. Across the horizon of testing, standardization and the school-to-prison pipeline are learning, teaching and leadership opportunities for all people everywhere in which love prevails and pessimism stops. With beautiful balance between critical thinking, cultural uplifting and participatory infrastructure, learning mirrors life in a balanced, holistic way that honors difference, embraces hopefulness and builds through equitable partnerships among everyone involved, regardless of their ages.
When considering the ECOsystem of education, its important to remember what constitutes an ecology. An ECOsystem consists of the interdependent and interacting components of a learner’s environment. There are living elements like teachers and other students throughout, and non-living elements like the building, computers and textbooks. Air and light cycles through an ECOsystem, as well as talking, music and paper ripping. Material elements also cycle through an ecosystem via cafeterias, heating plants, and other pathways.
New Realities
As the ECOsystem of education continues to emerge, we will need new guideposts to know where we’re at. In the 300+ schools I have consulted over the last decade, the following three trends represent the new realities in education. These can serve as guideposts to ensure students, educators, administrators and others are on the right track to ensure the healthy, whole, successful and sustainable transition underway.
New Learning
While more students opt to learn from home, more schools rely on BYOD and tablets-as-textbooks, and classrooms integrate more with communities, schools will have fewer and fewer options for retaining students in desk chairs. Instead, they will be forced to embrace disruptive learning technologies of all sorts, including experiential education, service learning and integrate CTE that positions elementary and middle school students in applicable, pragmatic problem-centered learning to address real world challenges.
With more adults actively infusing throughout the school day as both co-learners and co-leaders with students who are transforming communities, the role of student will be actively redefined. No longer the plaything of classroom tyrants, students will be recognized for their essential role in the American democracy as the foundation and implementation of lifelong civic identity and engagement. Students of all ages will freely co-learn, co-teach and co-lead communities in quintessential learning communities that are infused with vigor, vim and vitality.
New Teaching
By actively taking control of the things they want to learn, students are actively moving from being the passive recipients of teaching towards becoming active partners in learning and leadership. Each individual student will develop and implement their own course of learning from their youngest years in schools. Learning about their roles as active learning partners, they will also assume more responsibility throughout their communities for teaching their elders. In turn, today’s teachers will continue towards become learning coaches and facilitators to the willing. Students will gain full authority through true interdependence, and communities will become fully integrated throughout their local education systems.
New Leading
The effect of dispersed learning and teaching are already rippling throughout the education system. Technology is actively pushing students out of the forced irrelevance of age- and interest segregated classrooms and towards their broader communities, while schools have to reach deeper towards their local communities in order to cover budgets. This is drawing students towards meeting real community needs through authentic leadership and away from falsely important student governments. In turn, this is forcing schools to reconsider engaging those students in educational leadership. In the ECOsystem of schools, education uses all members of the community in order to drive, transform and sustain learning. Students become researchers, planners, teachers, evaluators, decision-makers and advocates throughout communities, which in turn recognize their legitimacy as contributing members of society.
This rekindles community investment in education, which further enriches the educational environment. Racial inequities are eagerly addressed by communities, and the school-to-prison pipeline is dismantled. Every student creates their own learning plan with strategic systems of learning supporting their implementation. Restorative justice engenders new cultures of respect, trust and ability throughout schools, while nutrition, school buildings, athletics and other activities become safe supports for learning and teaching. All of this happens through new leading.
Forward
As schools move forward through the phases, a natural ECOsystem of learning will emerge. There is a growing awareness of this transformation. Some people see a complete destruction of traditional, EGO-driven schools, while others see an ongoing evolution towards ECOsystems of learning, teaching and leadership. If we deliberately identify the systems supporting education, we can make this shift intentionally.
As the entirety of the system moves forward, there will be resistance and denial. People who’ve upheld the first and second phases will resist the inevitably of this transformation, while others who’ve embraced the third and fourth phases might actually deny the need for the system to move forward. Those who resist and deny are actually representing the EGOsystem of education that has become entrenched by the powers that benefit most from the EGOsystem. However, truncated by the inevitable transformation fostered by ongoing social change, its inevitable for the EGOsystem to die.
In order to move it forward, its important for educators, students and others to make an honest assessment of where their own personal expectations lay; where their schools’ realities are; and what the gap is between those two areas. Schools will never do more than we are willing to do in them. If a person is young, then its imperative to establish genuine expectations for their own experience. This comes through reflection and critical thinking. If a person is older, its vital to engage in critical self-analysis as well as self-engagement in a project for school improvement. For anyone, its important to get active. Research what exists right now. Work with others to plan for alternatives. Teach people about options, no matter what age you are or they are. Evaluate and critically examine what exists, what could exist and what the gap is between those two spaces. Get involved in decision-making wherever there’s an opportunity, including on committees, in forums and in other spaces. Finally, everyone must advocate for the future of schools and the emerging ECOsystem of education. This has to be brought forth on purpose, and the only way to do that is to encourage individuals, organizations and communities to move towards the ECOsystem on purpose. Advocate for that.
Learning is a beautiful, nature and evolutionary approach towards expanding our human potential. The ECOsystem of education moves us towards powerful possibilities for all students everywhere all the time. You should come with.
I have to admit something: for all of my life, I have tried to make a living following my passion. My experience in the fields of human motivation and civic engagement have shown me I’m not alone, and that there’s an emerging economy of passion. Here I reflect on my experience, and share some of the markers of this new economy.
“…[L]ife is too fleeting, too restrictive and too short to do work that doesn’t reward the soul.”
My Passionate Journey, So Far
When I was 14 years old, I realized that youth empowerment enlivened my soul. Over the next decade, I worked with in a dozen nonprofits striving to empower young people through mentoring, teaching, facilitating and supporting communities, families, schools and other places where children and youth spent all their time. I did this work in many roles: tutor, mentor, ropes challenge course facilitator, adult living skills teacher, naturalist, youth center director… Sometimes I volunteered; oftentimes I got paid.
Immediately after 9/11, I decided I wanted to teach others how to make a living following their passions, too. Reflecting on the struggles my family faced while I was growing up and watching the horrific events of that fateful day unfold on TV, I immediately decided that life is too fleeting, too restrictive and too short to do work that doesn’t reward the soul.
Up until that point, I met and was inspired by a lot of people following their dreams, making a difference, and living as fully and wholly as they wanted. Reflecting on those people and examining my own experiences, I found a series of patterns emerge and recalled powerful lessons. Absorbing research and literature on passion, engagement and empowerment, I found some vital points I wanted to teach.
In the 15 years since, I’ve worked to help people live their passions. I’ve spoke at more than 100 conferences worldwide and facilitated many workshops with countless young people and adults. All of them have shown me one thing: An economy of passion is emerging that is changing the world right now.
“We already have everything we need… All these trips that we lay on ourselves, the heavy-duty fearing that we’re bad and hoping that we’re good, the identities that we so dearly cling to, the rage, the jealousy and the addictions of all kinds – never touch our basic wealth. They are like clouds that temporarily block the sun. But all the time our warmth and brilliance are right here. This is who we really are. We are one blink of an eye away from being fully awake.” – Pema Chödrön
Markers of an Emerging Economy
I believe an economy of passion is emerging around the world. With more access to more knowledge than ever before, more people are cultivating the skills, habits and beliefs they need to live their dreams. This isn’t exclusive to wealthy white people in the Western hemisphere, either; instead, communities of color and the Global South are leading the way. Maybe that’s because they’ve never left this economy.
My experience and studies have shown me there are five major markers of this emerging economy of passion: Jobs of Passion; Population Sustainability; Nodes of Passion; Intergenerational Equity; and Obvious Interdependence.
Jobs of Passion—In order to establish an economy, there has to be an exchange of goods and services for value. Jobs of passion allow people to follow their dreams, empower their interests, and engage their networks. There are no limits on what is a “job of passion” either: A gas station attendant can be equally passionate about their work as a visual artist. What matters are individuals’ self-perception of their work, and how they feel about their jobs. In the emerging economy of passion, people will have jobs they are excited, interested and fulfilled by.
Population Sustainability—Economies of Passion can work because of the longevity of interactions; the healthy relationship between production and consumption; and the ongoing interest of individuals within it. These factors sustain populations where people are passionate about what they do, why they do it and what difference it can make. When an Economy of Passion has population sustainability, it can feed upon itself, grow its boundaries and engage people more effectively.
Nodes of Passion—Practical, purposeful places where individuals can connect, engage and empower each other are key to Economies of Passion. Whether happening in workplaces, community centers, schools, or someone’s garage, nodes of passion engage like-minded people with common passions in collective action that can benefit groups and individuals. Beyond that, there are no parameters for nodes of passion. They can be online spaces or happening in realtime; they can be singularly focused or represent a multiplicity of interests.
Intergenerational Equity—Young people and adults are gradually moving beyond historically negative, belittling relationships by establishing thoughtful, mutually respectful and empowering partnerships that benefit everyone involved. Economies of Passion require this intergenerational equity in order to engage, sustain and expand on positive things happening right now in communities. Intergenerational equity allows children, youth, young adults, adults and seniors to establish foundations for healthy, positive and empowering passions throughout an individual’s lifetime while providing sustained engagement for all members of a community.
Obvious Interdependence—While people are increasingly understanding the interdependent nature of society, many don’t understand that our emerging Economies of Passion completely necessitate interdependence. Because of this, it becomes startlingly obvious throughout all facets of these economies, including each marker mentioned above. Jobs of passion require interdependence in order to exist and sustain; Population sustainability relies on interdependence, particularly as transparency and mutuality are made apparent; Nodes of passion require all hands on deck as individual own the collective good, and; since Intergenerational equity cannot happen in a vacuum can’t exist without attentiveness towards relationships, it is essential for younger and older people to rectify the imbalance of their interactions today.
These are the major markers of the emerging economy of passion for many reasons, not the least of which being that they are the most repeating factors I’ve discovered through my work. Other markers include Environmental Well-Being; Accessible Passion-Based Education; Apparent Culture; and Expansive Opportunities.
Experiencing an Economy of Passion in Action
In November 2014, I sat calmly with some friends in the São Paulo Museum of Modern Art in Brazil. Invited there to speak at an education conference, my hostess took me to a beautiful park to share her community’s emerging Economy of Passion. It was there in the museum that she shared with me the power of The Tree School.
Located in the southern Bahia state of Brazil, this dynamic learning space was created by two local nonprofits, one working in Brazil and the other in Palestine. In each community, young people, adults and seniors were provided space to learn with each other. They were given access to tools and knowledge, provided with time and space, and granted explicit permission to follow their hearts and dreams.
As I sat in the São Paulo Museum of Modern Art, I was a member of a circle of Brazilian students who generously translated the conversation to English for my sake. They told me about the baobab tree whose rootball was suspended above the circle and is pictured above. It was a metaphor for the inherent connection between nations where Africans were enslaved for the benefit of Europeans, and the baobab trees that grew where those slaves were originally from.
As I learned more about this school, I saw all the markers of an Economy of Passion become more obvious:
The people facilitating The Tree School were living their passion while the people learning there were finding theirs;
The groups who benefited over the years ensured future students would continue coming;
The Node of Passion wasn’t actually the physical space, but instead the entire community where the learning happened;
At the heart of all actions was Intergenerational Equity, where a 60/40 split of authority and ability often fluctuated as needed;
Everyone involved was knowledgeable, committed and felt strongly about the ways they relied on each other for their creativity, well-being and sustainability.
As The Tree School and my professional experience have taught me, the emerging Economy of Passion will provide opportunities for everyone to establish sustainable connections to their hearts and minds, and to share those connections with the people around them and beyond them.
“No matter who we are, where we are or what we’ve done, we all have passionate possibilities for the future.”
Changing the World with Passion
Everyone can access the Economy of Passion, and increasingly, more people are whether they know it or not.
As we establish more access to more interesting things that grip our hearts and minds, many of us are enlivening parts of ourselves that were rocked to sleep by today’s consumerist economy. Too many people have become too reliant on other people doing things for them and doing things to them, and we have allowed ourselves to become more passive and less passionate everyday. We don’t have to live that way.
Instead, we can activate our personal passions by identifying what matters to us most, naming that out loud, and giving ourselves the time and space we need to activate, captivate and motivate our own attention. By doing this, we can become active masters of our lives who nurture and infuse the emerging Economy of Passion.
If you’re interested in becoming an active player in the future, embrace the markers I’ve outlined here and work to acknowledge the emerging Economy of Passion in your community. No matter who we are, where we are or what we’ve done, we all have passionate possibilities for the future. The Economy of Passion will engage those as soon as you become engaged. Can your future wait?
I believe that we can each change the world. I believe we can all change our lives, too. After all, it’s a DIY life. Here’s why.
We have to look at the details.
The real challenge of changing the world and changing our lives is to learn to see nuance and acknowledge subtleties in ourselves, in others and all the way around us. In a society that is constantly dumbing us down, we are all becoming increasingly polarized society within ourselves and with other people.
Its a DIY life because we have to look at the details. The systems that want to control us would like us only to look at big pictures and ignore the little things. They anesthetize us with sitcoms and reality tv, paint gigantic swaths of misinformation on the nightly news and internet, and bombard us with too many Facebook friends to actually care for any of them. Looking at the details leads us to caring for the little flower petal pictures made by young kids, hold hands with old relatives, and be kind to strangers on the streets. Little things matter, and living a DIY life teaches us that.
We have to see beyond black and white.
More and more, everyone seems to believe in A/B, either/or, black/white, us/them thinking through reductionism and isolationism. Anyone wants to make a decision for themselves or prove a point to others will just follow the formula taught to us by today’s media:
Be dichotomous and show only two sides to the issue.
Demonize people you disagree with and make sure they know how much you disagree with them.
Point fingers and alienate others whenever possible.
We have to learn to see the colors beyond the outlines drawn for us by other people. It’s a DIY life because of the greys, blues, yellows and awesomeness all around us. We miss those in between areas when we rely on the world to paint our pictures for us. We can miss the in betweens, the both/ands, and the we/us thinking that is inherent in an interdependent world.
We have to hold out hope.
Great ideas routinely die in the hearts of brave and strong people because of this formula, at home, in businesses, across communities, throughout organizations and all around our society. Politics are rotten inside the Beltway, in state houses, and in city halls because of that thinking. Talk shows and the news are generally terrible because of it.
In each and every moment lies hope for the universe and eternity. This DIY life can teach each of us to let go when its time, and hold on when we’re supposed to. It embraces sustainability and eschews disposability by seeing more broadly than just this moment, this place, in this specific way. We have to hold out hope no matter what is going on in the world around us, and that hope won’t come from outside of us; it comes from within. The real hope is for you, and that’s why it’s a DIY life.
We have to accept responsibility.
For almost 20 years, I have taught people to see that we are all part of the problems AND the solutions in our world. We are all responsible for the status of the world today. Whether or not we’re conscious of it and accept it, we are ALL responsible for the world today and we ALL act on that regardless of our best intentions.
It’s DIY life because nobody else can effectively drawn a plan for your life that you have to follow. Your mind belongs only to YOU, and you are the ultimate person responsible for what goes into it and comes out of it. Accepting responsibility means owning up to your station in life, embracing it and moving forward boldly towards who I am and what I’m doing. My station in life isn’t complete, isn’t finished and doesn’t mean that I cannot change. Instead, its the opposite – it means that I’m unfinished, my life is a process, and this is a journey we’re on, not a destination.
We have to begin with ourselves.
Only after recognizing the subversive ways our own hearts and minds have been manipulated can anyone begin the work of dismantling the powerfully oppressive hegemony of injustice throughout our society. Only after recognizing our own fallibility can we challenge our culpability, and only after challenging our culpability can we call others to the carpet. Trying to do it before that makes us hypocritical at best. At worse, it makes us the worst offenders.
Learning to look within, be within and change within ourselves can be a scary, frustrating and obtuse process. That’s why it’s DIY! No human on Earth comes to their born day with a guide prepared to be implemented. Society constantly urges us to rely on large, impersonal engines designed to command and control our movements, actions and thoughts. Beginning with ourselves is the opposite of that; the rewards are boundless.
Then we have to change the world.
When we’ve confronted ourselves, then we can confront others. Then we can take action for social change. Then we can try to change the world. But it all goes back to what old Gandhi said: Be the change you wish to see in the world. It’s a DIY life because the world isn’t waiting for you to change it, and you cannot wait on the world to change. Instead, as you accept responsibility for yourself and lean into DIY, you’ll discover there’s an inevitability to engaging with the world around you and working to transform it, either accidentally or on purpose.
I have learned that we have to change the world because the world we see around us reflects the world within us. When we’re not satisfied with who we are, how we are we cannot be satisfied with the world and how it is. The converse is true, too: When we change ourselves, the world around us has to change because of that change within us. If it doesn’t change, we have to change it. That’s the nature of being human!
Live your DIY life as fully, wholly and meaningfully as you wish. Embrace it! And take action steadily knowing that you can be the change you want to see in the world!
Over the last six months, I have written more than a dozen articles about youth engagement in the economy. For the first time, I’ve compiled them into a publication and added some important information. A Short Introduction to Youth Engagement in the Economyis a guide addressing youth employment, youth entrepreneurship, youth training, youth banking, youth programs, school classes and other activities. Covering the most forward-thinking about economic youth engagement, this publication is for employers, youth workers, teachers, and others committed to building the economy through youth engagement. Learn more by downloading it today, and share it with your friends, colleagues and networks!
The book is essential for Freirians; first-time readers of his work want to go to the original, and then onward. Eventually, come back to this book and you’ll appreciate its depth a lot.
Freire examined his own career consistently, revisiting his beliefs as often as some people change socks. This book was written a quarter century after Pedagogy of the Oppressed, with the purpose of reliving the experience of writing it. He examines his own experiences, offering some of the personal story behind his society-changing critical theory. This book is for people who’ve read the original and want to know more, particularly from a humanizing perspective.
The other week I published 16 Capacities to Change the World. So many of you responded so awesomely to it, that I have been thinking over each item carefully for the last week. Today, I’m going to elaborate on each point and add some more to the list.
I call these items “capacities” because they provide definition to our vessel in life. They determine what we can do, who we can be, and where we are. Each of us is absolutely limitless in our capacities. The following attributes are what I’ve experienced and observed are useful when working to change the world.
The Original List
You’ll remember that the list included these items: Change Management; Humility; Collaboration & Teamwork; Conflict Management; Decision-Making; Diversity & Cultural Competency; Coaching; Motivating & Empowering; Personal & Professional Goal Development; Knowledge Management; Problem-Solving; Training & Facilitation; Verbal & Written Communication/Public Presentation; Personal Engagement; Compassion; and Systems Thinking.
Expanding Capacities
In the original list I was originally considering the skills that a person needed in order to be a successful change agent; you’ll see that I began to add on the dispositions I know are important at the end.
The 18 expanding capacities are Challenge; Focused; Deliberate; Facilitate; Release; Listen; Simple; Action; Help; Amaze; Driven; Funny; Bold; Learning; Openness; Community; Passion; and Humility.
Humility: Despite all the things I may have accomplished in the past, there will always be challenges ahead. No matter what happens, I want to always respectful towards everyone. I love to celebrate my successes, but not in an arrogant or boastful way. I believe in a quiet confidence because in the long run my character will speak for itself. I strive for humility.
Passion: What keeps me going? It’s passion for engaging people. I’m inspired because I believe in what I am doing and where I’m going – even when I don’t know where that is! I don’t take “that’ll never work” for an answer. A lot of people tell me that the Engagement Revolution will never happen; imagine if I had listened to them so far! I have a positive and optimistic attitude because I have open eyes and am inspired by everyone around me. I am passionate.
Community: I want to build community, not just colleagues. I serve children, youth, adults, and organizations by removing obstacles and enabling people to succeed on their own terms. The best decisions and ideas are made by people who take action, and I want to foster action among people. I collaborate with people and organizations to address the challenges in their worlds. Beyond that, I watch out for my community and care for others. I work together and play together with my community because our bonds go beyond the typical consultant/coach/trainer/speaker relationship. I work to build community.
Openness: I am an open book. My availability and vulnerability can lead to creating strong relationships built on trust and courage. I can use these strong relationships to accomplish so much more than I can otherwise. It’s not easy getting there! I strive to always act with integrity, be compassionate and loyal, and try to be a good listener. At the end of the day it’s not what I say or do, but how I make people feel that matters the most. I cares about others, both personally and professionally. Peeling away the layers, I work to be open.
Learning: I work to S-T-R-E-T-C-H myself both personally and professionally. I see the differences between being stuck in a rut and moving through a groove. I know everyone, including me, has more potential than we ever realize. I work to constantly unlock that potential, both in myself and the people I work with. I will never “get it right,” and that’s a reality I gladly accept. The only way I can solve new problems that arise is by learning and growing myself to meet them head-on. I am learning.
Bold: I am bold and try not to be reckless. I’m not afraid to make mistakes because that’s one way I learn. I take appropriate risks and I encourage others to take risks too, and I use my risks to make better decision. I believe gut feelings. Everyone can develop gut feelings about decisions as long as they are open to new ideas and can allow failure to happen.
Funny: I have a sense of humor, and I know it’s good to laugh at myself frequently. Living shouldn’t be drudgery or toil. I can fun and be goofy even when there’s work to get done, and I get lots done. Being a little goofy requires being a little innovative, and I am always looking for a chance to fully engage in my life and bring out the fun and goofy side of it.
Driven: I constantly change and embrace it with open arms. I never accept status quo and I’m always thinking of ways to change processes, perspectives, and opinions, hopefully for the better. Without change, I can’t continue to be useful to myself or other people. I am driven.
Amaze: I think anything worth doing is worth doing to amaze. To amaze, I differentiate myself by doing things in an unconventional and innovative way. I go above and beyond the average level of action to create an emotional impact on people and organizations and to give them a positive story they can take with them the rest of their lives. I seek to amaze.
Help: Help is a key word for me. I offer it and ask for it often. Often, I can’t do everything required in a project, so in a large part, part of my livelihood is helping others do their projects successfully. I am not expected to know all the answers, but I know where I can go to find them, and I share that with others. I help myself help others.
Action: I avoid the risk of not trying and the regret of wishing I had done something. When I was young, I knew that it would be far more haunting to live with the regret of having not followed my instincts than to have followed my gut and failed. I have lived in action and done risky things. I see my ideas when I have them and make note of them. That’s why I always have a notepad. If I think an idea is compelling, I go after it. We live life only once, and we all die too soon. I always try. I take action.
Simple: More and more, I realize the power of simplicity. Since I am in the business of ideas, I want to share them as effectively as I can in our complex world. I do that by being simple. It takes more mental space for me to create something simple or communicate something complicated in basic terms, but ultimately, that’s what people want. I don’t need to explain everything the first time around. I need to facilitate the best tailored learning experience for you and your organization or community. I always need to break down knowledge into easily digestible, clear statements and actions. I work hard for simplicity.
Listen: I speak by listening. Instead of rushing to come up with a quick reaction to what someone has said or done, I listen to them. When the time is right, I respond with knowledge. When I was younger, I assumed that the world was more interested in me than I was in it, so I spent most of my time talking. I was generally under-informed, I shared whatever I thought, I tried to be clever, and I thought about what I was going to say instead of listening to what someone else was saying to me. I have learned to slow myself down and engage rather than debate. I take time to really listen to what people say, and I try to learn from everything I hear. I listen to people.
Release: I have to release everything I do when it’s done, and just let it go. Instead of trying to figure it out, I just let it be and accept that it is what it is, nothing more or less. It doesn’t determine my worth, others don’t validate my choices, and my contributions never go unnoticed, even if it seems like it. I release what I do when it’s done.
Facilitate: I provide appropriate support to learners. I do not train people, because we don’t do tricks or routine work. Instead, I adapt and contrast, modify and transform. I encourage learners through questions and activities that build confidence, stretch understanding, and foster engagement in learning. I facilitate learning.
Deliberate: I regularly stop to check my intentions and affirm my actions, so that what I’m doing actually reflects who I am. If I’m not aware of why I do what I do, I am disconnected from what matters to me. If I’m disconnected, I’m ineffective. Staying aware of my intentions and being deliberate allows me to guide my work with purpose, and challenge myself when its time. I am deliberate.
Focused: I work to change the world, no matter what I’m doing. I do not look for fame or fortune, and I reject greed and deceit. Instead, I constantly look for opportunities to serve others, and I share my energy and efforts as often as I can. I see the ripple effect in everything I do, not just the flashy or huge things. I know every action in my life sets off an entire cascade of responses whose overall impact is huge, and I know this is true for others, too. I am focused.
Challenge: When a I get too attached to the way things are, I lose the the greatest freedom of all: the freedom to fail. Without feeling like a failure, I don’t have to assume that a slight misstep is a deep plunge into the abyss. Instead, I step forward to challenges and see them each as an opportunity to innovate using a smart idea or strategic thinking. When I’m stepping up to challenges, I accept that failure is going to happen while I’m growing. Ultimately, I won’t become a better person because of how I respond to success, but instead, what I do with failure. I accept the challenge.
The entire list of capacities to change the world is now: Change Management; Humility; Collaboration & Teamwork; Conflict Management; Decision-Making; Diversity & Cultural Competency; Coaching; Motivating & Empowering; Personal & Professional Goal Development; Knowledge Management; Problem-Solving; Training & Facilitation; Verbal & Written Communication/Public Presentation; Personal Engagement; Compassion; Systems Thinking; Challenge; Focused; Deliberate; Facilitate; Release; Listen; Simple; Action; Help; Amaze; Driven; Funny; Bold; Learning; Openness; Community; Passion; and Humility.
Respond to these capacities in the comments section below and let me know what you think!
There are a lot of people who want to change the world. However, many get frustrated because they don’t know what it takes.
After more than a decade of teaching people around the world how to do it, I’ve decided to share this list of key skills, abilities, knowledge, and dispositions. They’re based off my life as I’ve worked for social justice, and they are what I’ve seen consistently in my mentors, heros, and students. These capacities make the difference between people who talk about changing the world and people who actually change the world.
14 Capacities to Change the World
Change Management—Successfully move people, leadership, and constituents through transitions and times of change.
Humility—Develop and maintain a modest view of your own importance in public and personal perspectives regarding your efforts.
Collaboration & Teamwork—Build and sustain the necessary group and cross-group cohesion and operations needed to maintain success.
Conflict Management—Identify and successfully navigate conflicts and problems from an operational, day-to-day perspective.
Decision-Making—Discern how, when, where, and why to make decisions, and how to help others make decisions, both on a micro- and meta-level scale.
Diversity & Cultural Competency—Acknowledge, embrace, and enable all sorts of differences as powerful motivators and assets.
Coaching—Guide, transition, and mentor others through their daily professional and personal challenges without attempting to teach or lead them.
Motivating & Empowering—Meaningfully engage others in consistent, substantive, and sustainable ways?
Personal & Professional Goal Development—Recognize your own goals and their relevance to your position, as well as help others do the same.
Knowledge Management—Using diverse ways of identifying, developing, sharing, and effectively using the knowledge of communities, individuals, and organizations to change the world.
Problem-Solving—Effectively, consistently, and realistically identify, address, critique, and re-imagine challenges.
Training & Facilitation—Successfully identify and meet the needs of people through group training and individual learning.
Verbal & Written Communication/Public Presentation—Engage the public through customer service and imaging.
Personal Engagement—Foster your own connection to the work you’re doing, maintain that connection, and sustain the relevance of the work you’re doing throughout your own life, as well as help others do the same.
Compassion—The ability to establish and foster empathy with people and places outside of your own personal or professional sphere.
Systems Thinking—Seeing how small things that seem separated can create big things through complicated interactions.
If you’re really interested in these capacities, send me a message for my free self-assessment tool. I also provide training and coaching in each of these capacities for groups and individuals.
Let me know what you think in the comment section below!
Who are we as individuals if we are not changing the world?
Who are we as a people if we are not changing the world?
There are many animals that are caught up in the nuances of altering their environment, transforming their thoughts, and modifying their actions. However, how many creatures do we know that do all three at the same time? Changing the world seems to be what makes us human.
A lot of people seem to believe they don’t have a role in changing the world. As I grow older, I see many of my friends relax into complacency, trusting that everything works “fine” or becoming completely oblivious to the situations in the world that need to change.
I have personally experienced the struggle of living in more dire circumstances where my basic needs weren’t met. In those times, changing the world seems to be the farthest thing away from your mind, as you become fixated on your next meal, keeping the electricity and water running, wearing sufficient clothes, if only to deal with your personal security, money, health and well-being, or illnesses. After that, according to Maslow’s hierarchy of needs, you start thinking about your family, friends, and intimate relationships.
After your relationships with others, you start considering your self-esteem and self-respect, including strength, competence, mastery, self-confidence, independence, and freedom. However, after each of those needs are met, a person can become self-actualized, capable of doing anything a human can. At this point, they live by the reality that what a person can do, they must do.
Maybe everyone is living under the guise that they’re needy and without wholeness in their lives. Maybe, according to Maslow, there are few fully self-actualized people in the world actually realizing their ability and the necessity of changing the world. Each of us can do something, anything.
Someone once said, “Service is the rent we pay for living,” and maybe the secret to our full humanness is doing things for others besides yourself, no matter who you are or what relationship you have with the world around you. Our humanness- including the joy, struggle, certainty, confusion, daily living, and fantasies we all have- is the center of who we are and what we do. It is us!
Who are we as individuals if we are not changing the world?
