The flip side of provocation (of bridges and walls)

ScanccyyySometimes a word catches me and unravels. And that is what happened with ‘provocation’. A little of the detail. I met with Julian Stodd and colleagues from Sea Salt Learning the other day. Julian handed me a copy of =Q@L[equal], a magazine with the tagline ‘provocative writing for a more equal world’ – see picture. Julian writes:

=Q@L[eqaul] is a collection of ideas: a provocation and call to arms. It’ a space to reflect, to challenge.

To me there are two sides of the coin, one good the other bad:

  1. The bridge: We say or write something that jars, perhaps it is at the edge or beyond accepted wisdom. This leads to a shift in thought, there might be a striking moment as the person reconciles an experience they have had with that new perspective. Even the provocateur can be moved as they see their idea taken up in new ways; together both parties see the world differently, even slightly. And from this transformation and novelty emerges.
  2. The wall: The other side is problematic. Here we provoke others and in doing so we build walls (quite literally if we are to believe what we hear from the US Presidential Elections). Words of provocation are said and opinions become entrenched, it prevents ideas developing, it fails to build bridges of understanding. We cannot see or imagine the world differently beyond our own self interest.

The wall creates ‘otherness’, a separation between people from which identity grows often at the expense the marginalised that have little power or voice. This is a powerful dynamic that once started can be hard to stop.

The bridge on the other hand is fragile. It requires nurturing and an attention to the dynamics between people. We need to test and understand our own movement of thought and those around us as our ideas emerge. We need to accept that there will be misunderstanding and friction, but this is an opportunity for further conversation and deeper understanding. In other words, to strengthen the bridge.

It seems to me that people are becoming all too keen on building walls without looking to history to see the consequences. By the time we realise it might be too late to stop. Building bridges is hard, we need to be challenging of ourselves and other around us.

Details of =Q@L[equal] can he found here.

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The ‘bus test’ for our academic work

Bus

Source: Wikimedia – Arriva436

Several weeks ago I was asked to review an academic paper that was to be presented at a leading management conference. I read the title and it made no sense to me whatsoever. It was only half way through the abstract that I got an inkling. Towards the end of the introduction I had got it, just. And once I had waded through the paper and read it again it said something that was interesting and relevant. The authors were playing a tightly woven game with a small group of fellow researchers interested in a focused area of organisational life using a particular methodology.  Now I appreciate we all have our shorthand, jargon and people we want to impress. That said we must be mindful of the ultimate beneficiaries of our efforts –people who are struggling to make sense of their organisational lives.

In my review I made the following comment: ‘If your paper was left on a bus and picked up by a busy manager what would they make of it?’ In other words, how might it shine a light on their practice, which may at times may seem unfathomable to them.

So I propose a test, which I will call ‘the bus test’. Before we send of our papers and books off for review we should hand our efforts to someone facing the areas of research we are interested in. They should at least be able to understand the title and abstract. Better still that they can relate to what has been said. That is not to say that they should agree, but at least they should be able to form an opinion from which a conversation could occur. Only then can the authors dive into their focused arguments, literature and methods.

As an aside, much has been has been said about Open Access in academia where citizens have the right to have access to research material. To my mind this is a part of a similar debate particularly in the field of leadership and management.

Putting the student at the centre of their learning (what a novel idea)

A few days ago I had an email from a friend of mine, Laura, asking me to do a video describing my ‘learning curve’ on a self-managed learning (SML) MBA programme I completed some 10 years ago. My video along with a few others was to be used to introduce the concept of SML to a client she was working with as part of a leadership development programme.

By way of explanation SML is an approach to personal development where the individual decides: what their learning needs are in light of what you want to achieve; how you might go about finding this out; the study that will be needed; and, the evidence required. In qualification programmes this is written down and formally assessed that it is of the right level for the award, for example Masters level. All of this is carried out as part of a learning set supported by an experienced facilitator. This approach was pioneered by Ian Cunningham and others in the 1990s.

In filming the video, which I have attached, it occurred to me how increasingly important it is to put the individual central to their learning, particularly in an ever uncertain and complex world where learning to learn becomes vital. That sounds obvious, but look at most universities or colleges. Courses are laid out with their learning outcomes, methods of assessment, duration, curriculum content, the amount of time with the tutor, reading lists and so on; all arranged into a number of modules, which are mostly compulsory. Does this sound like the learner is at the centre of their learning? Or is it a product of an education production line? And then there are more subtle aspects. In the production model the lecturer is seen as delivering their knowledge whilst the learner is there receiving and absorbing the insights only to digest and repackage them as part of an assignment. However if the learner was at the centre of their education they would be creating that knowledge with that lecturer and others in a way that was meaningful and challenging to them.

What I have described may not suit everyone and there is an important role for education as we currently know it. But it seems increasingly important to look for additional approaches to education particularly where those individuals are having to learn flexibility and take personal responsibility for their learning in a changing and complex world.

Cunningham, I., Bennett, B., & Dawes, G. (Eds.). (2000). Self managed learning in action: putting SML into practice. Gower.