Future Learning Design Podcast

A huge part of the shifts we want to see in schools and in education more broadly is more agency, choice-making and self direction for young people. There is an increasingly compelling story about why this is important for them, as well as for the kinds of challenges we're facing in local communities and national and global society. But sometimes what isn't highlighted is the impact of not having those things. What toll does it take on youth well-being and mental health? So this week I'm joined by renowned clinical psychologist and educator Dr Naomi Fisher to help me find out.Naomi is a clinical psychologist, author and EMDR-Europe Accredited trainer. She specialises in trauma, autism and alternative ways to learn. She has a doctorate in clinical psychology from Kings College London (Maudsley), a PhD in developmental cognitive psychology also from Kings College (IoPPN), and a degree in Experimental Psychology from the University of Cambridge. Naomi is also an alumni of UWC Atlantic College, Wales.Whilst in the NHS, Naomi worked in primary care and specialist trauma services in London, as well as neurodevelopmental services. She has worked for the Metropolitan Police and third sector organisations. She now works in private practice with adults, adolescents and children. She runs self-help webinars for parents on how to help their children with common mental health difficulties.Naomi is the author of several books on psychology, mental health and alternative education. She is the author of Changing our Minds: How children can take control of their own learning, A Different Way to Learn: Neurodiversity and Self-Directed Education, When The Naughty Step Makes Things Worse, The Teenager’s Guide to Burnout and What Can We Do When School’s Not Working?: An Illustrated Handbook for Professionals (with Abigail Fisher). Most of Naomi's books are beautifully illustrated by Eliza Fricker. Social LinksNaomi's substack, Think Again: https://naomicfisher.substack.com/Instagram - https://www.instagram.com/naomicfisher/?hl=en LinkedIn - https://www.linkedin.com/in/naomi-fisher-psychologist/Naomi's website: https://naomifisher.co.uk/

This week, we are celebrating 5 years and 193 episodes since going live with Episode 1 in April 2020!You can hear Tim's reflections, as well as clips from previous episodes with Marie Battiste (Ep154), Nora Bateson (Ep116), Roland Kupers (Ep 185), Wakanyi Hoffman (Ep 157), Carl Mika (Ep179), Nolita Mvunelo & Matias Lara (Ep190), Zineb Mouhyi (Ep184) and Zoe Weil (Ep171).Please share your own thoughts and reflections on the podcast guests, topics and future possibilities here: https://forms.gle/4nNEcw3QEopjf1W98Thanks so much for being a great supporter of the podcast... and here's to the next 5 years!

Are we educating young people as consumers? Have educational institutions become service providers in the consumer economy of educational products?  Or are we educating young people as citizens - of their local communities, nations and the planet? If so what does that mean for how we engage them in the  processes of living and working together, making meaningful contributions and learning important things as they go.  I'm not sure that that looks much like what we're currently doing in most schools around the world. Jon Alexander is on a mission to help a new story to emerge about how people all over the world are getting involved in 'citizening' - that is, thinking of citizen as a verb and a local participatory responsibility, rather than citizen as a noun that you claim rights to.Jon began his career with success in advertising, winning the prestigious Big Creative Idea of the Year before making a dramatic change. Driven by a deep need to understand the impact on society of 3,000 commercial messages a day, he gathered three Masters degrees, exploring consumerism and its alternatives from every angle. In 2014, he co-founded the New Citizenship Project, a strategy and innovation consultancy that aims to shift the dominant story of the individual in society from Consumer to Citizen. NCP’s client list includes The Guardian, the European Central Bank, and the European Journalism Centre. They have partnered with the BBC, Amnesty International, National Trust, the British Film Institute, Tate galleries, the National Union of Students, YouGov, the Centre for Public Impact, the Food Standards Agency and the Food Ethics Council. Jon is author of Citizens: Why the Key to Fixing Everything is All of Us - a book that seeks to reframe the moment in time we're living in as one of huge civic opportunity, not just crisis and collapse, and in doing so opens up a world of possibility for organisations and leaders across sectors and across the world.Links to Jon's work:Citizens (Book): https://www.jonalexander.net/How to Citizen, with Baratunde Thurston: https://stories.howtocitizen.com/formNew Citizenship Project: https://www.newcitizenproject.com/Jon's Four Thought lecture, BBC Radio 4: https://www.bbc.co.uk/programmes/b04md5b0Jon's NCP article on Three Post Covid Futures: https://medium.com/new-citizenship-project/subject-consumer-or-citizen-three-post-covid-futures-8c3cc469a984Jon on LinkedIn: https://www.linkedin.com/in/jon-alexander-11b66345/Baratunde on LinkedIn: https://www.linkedin.com/in/baratunde/

Manish Jain is a visionary educator and co-founder of Shikshantar and Swaraj University in India, dedicated to transforming traditional educational paradigms. He discusses the necessity of unlearning systemic biases ingrained in education and advocates for fostering independent, community-oriented learning. Jain highlights innovative concepts like Ecoversities, which celebrate local knowledge and emphasize experiential learning. He also urges a shift away from conventional schooling methods that undermine self-worth and creativity, promoting a more holistic approach to education.

Join Vanessa Terschluse, a sustainability advocate, Nolita Mvunelo, a champion for youth empowerment, and Matías Lara, a systems change expert from Argentina, as they dive into the vital role of young people in driving systemic change. They discuss the power of community collaboration and the necessity of educational reform to equip youth for today's challenges. The trio also highlights storytelling's impact in connecting individuals to urgent issues, and they inspire a collective youth movement toward meaningful transformation.

Alex Beard, Senior Director at Teach For All, explores the complexities of education worldwide, stressing the need for alignment with community values. He discusses the tension between structured and project-based learning, advocating for diverse educational approaches to foster collaboration over competition. Beard delves into lifelong learning, emphasizing how relational dynamics shape meaningful outcomes. He also reflects on the implications of AI in education, cautioning against its use without a shared vision for purposeful integration.

Otto Scharmer, a Senior Lecturer at MIT and Founding Chair of the Presencing Institute, shares profound insights on education's role in societal transformation. He discusses overcoming the 'illusion of insignificance,' empowering individuals to drive collective change against climate and inequality. Scharmer emphasizes the need for deep relational ties in social movements and critiques traditional educational frameworks. He champions embodied learning, suggesting that a supportive 'social soil' fosters creativity and engagement crucial for the leaders of tomorrow.

Bill Sharpe, a futures practitioner and author, explores how to navigate uncertainty in education and society. He contrasts cognitive and existential convenings, emphasizing the need for whole-person engagement amid public anxiety. Sharpe introduces the Three Horizons framework, showcasing its utility in recognizing present qualities and encouraging innovation. He advocates for visual facilitation to ensure inclusivity and trust in strategic conversations, while also promoting the democratization of futures tools for educators. His vision? Empowering young people to lead transformative dialogues.

As you will have heard on many previous episodes of the podcast, with Marie Battiste, Carl Mika, Wakanyi Hoffman, Vanessa Andreotti and others, understanding the ways in which our colonial schooling systems have propogated one particular way of knowing our world, and excluded and often violently suppressed many others is something that I care deeply about. For me, it has to be a key part of any transformative work that we do to, with humility and curiosity, to reorient education systems. But in order to do this, we need people who are able to gather and convene the critical conversations that put these ways of knowing in dialogue with each other. It is therefore the greatest honour to have Professor Catherine Odora Hoppers joining me on the podcast this week. For her entire career Dr Hoppers has been at the forefront of facilitating these vital conversations. In post-Apartheid South Africa, she designed and enabled the process that led to the first national policy on the recognition, development and protection of indigenous knowledge systems. Professor Catherine Odora Hoppers is a scholar and policy specialist on International Development, education, North-South questions, disarmament, peace, and human security. She is a UNESCO expert in basic education, lifelong learning, information systems and on Science and Society; an expert in disarmament at the UN Department of Disarmament Affairs; an expert to the World Economic Forum on benefit sharing and value addition protocols; and the World Intellectual Property Organisation on traditional knowledge and community intellectual property rights.She got a Masters and PhD in International Education from Stockholm University, Sweden. In South Africa, Professor Hoppers was awarded Professor Extraordinarius in 2019 at University of South Africa (Pretoria). She held a South African Research Chair in Development Education at the University of South Africa (2008-2018). Prior to that, she was a technical adviser on Indigenous Knowledge Systems to the Parliamentary Portfolio Committee on Arts, Culture, Science and Technology (South Africa) and led the Task Team to draft the national policy on Indigenous Knowledge Systems. She is a member of the Academy of Science of South Africa (ASSAf, 2002), and was a member of the Academy of Science Special Panel on the Future of Humanities (South Africa).She was the Goodwill Ambassador for Makerere University in Kampala Uganda; and Ambassador for Non-Violence at the Durban Universities’ International Centre for Non-Violence. In July 2015, she received the Nelson Mandela Distinguished Africanist Award from HE Thabo Mbeki for her pursuit of the total liberation for the African continent through the promotion of Indigenous Knowledge Systems of Education and in the same year, Prof Hoppers was awarded “Woman of the Year” by the University of South Africa, and was named as a “Leading Educationist” and was honoured in the Gallery of Leadership as the 63 most influential people who have shaped Unisa since its inception in 1873, in a permanent exhibition in Kgorong Building in UNISA. In 2017, Professor Hoppers received the distinction from UNESCO as an Honorary Fellow in Lifelong learning. She is the Founder and Director, Global Institute for Applied Governance in Science, Knowledge Systems and Innovations (https://www.giagsi-ug.org/the-faculty/). She held a Professorship in Education at Gulu University (Uganda) and is now the Canada Research Chair in Transdisciplinarity, Cognitive Justice and Education as part of the Pluralism Strategy Initiative at the University of Calgary (https://www.ucalgary.ca/pluralism/scholars-educators-researchers).She is the author of many important works including the book, Rethinking Thinking: Modernity's "other" and the Transformation of the University with the late Prof. Howard Richards.https://scholar.google.com/citations?user=qWEKG-QAAAAJ&hl=en

In this engaging discussion, Dr. Roland Kupers, a global advisor on complexity and resilience, argues for the essential inclusion of complexity sciences in education. He critiques traditional reductionist teaching methods and highlights their limitations in addressing modern challenges. The conversation touches on the importance of equipping young people with the skills to navigate complex societal and environmental issues. Kupers also discusses how societal norms shape behavior, using solar panel adoption as an example, and advocates for innovative educational frameworks to inspire deeper learning.