Superorganisms and solidarity

    I haven’t gone enough into Buddhism to understand whether what is described in this article by Richard D. Bartlett constitutes as secular version of it, but from my limited knowledge, it would appear so.

    That’s not in any way to downplay the important insights that Rich brings to the fore in his writing. For example, asking the question about group dynamics when some or all of the group drinks strong coffee. Or wondering what the largest group is that can hold a single conversation.

    Fascinating stuff, and firmly in the realm of philosophy of conviviality and solidarity. One to return to.

    I want you to see your self as a superorganism. And I want you to see the superorganisms that you are part of. I want the perceived boundaries of your self to leak.

    I want you to see how your agency is not a tidy black box contained inside the envelope of your skin, but distributed in a network, intra-penetrating with other people. I want you to feel the incorporeal beings steering your choices, and I want you to learn that you can steer their choices too.

    […]

    Just as a we can see the distinct layers of “cell”, “tissue” and “organ” at the micro-scales, I want you to see the distinct layers at the macro-scale. I want you to see that a group of 5 people is a distinct superorganism with distinct competencies. A group of 150 people is another species of superorganism, it can do other things.

    You may be thinking to yourself, what the fuck are you talking about Rich? I can’t explain it, you have to see for yourself. Maybe I can give you some instructions to help you see like a superorganism.

    Source: Seeing Like a Superorganism | Richard D. Bartlett

    Decentralised organising

    I update the WAO wiki page on how we make decisions today and used a graphic inspired by Richard D. Bartlett.

    He, in turn, added the page to a 'handbook of handbooks' for decentralised organising.

    a mega list of handbooks and toolkits

    for groups working without top-down management

    from social movements to workplaces

    open source for anyone to read, update, share

    Source: The Handbook of Handbooks for Decentralised Organising

    Educational institutions are at a crossroads of relevance

    One of the things that attracted me to the world of Open Badges and digital credentialing back in 2011 was the question of relevance. As a Philosophy graduate, I'm absolutely down with the idea of a broad, balanced education, and learning as a means of human flourishing.

    However, in a world where we measure schools, colleges, and universities through an economic lens, it's inevitable that learners do so too. As I've said in presentations and to clients many times, I want my children to choose to go to university because it's the right choice for them, not because they have to.

    In an article in Forbes, Brandon Busteed notes that we're on the verge of a huge change in Higher Education:

    This shift will go down as the biggest disruption in higher education whereby colleges and universities will be disintermediated by employers and job seekers going direct. Higher education won’t be eliminated from the model; degrees and other credentials will remain valuable and desired, but for a growing number of young people they’ll be part of getting a job as opposed to college as its own discrete experience. This is already happening in the case of working adults and employers that offer college education as a benefit. But it will soon be true among traditional age students. Based on a Kaplan University Partners-QuestResearch study I led and which was released today, I predict as many as one-third of all traditional students in the next decade will "Go Pro Early" in work directly out of high school with the chance to earn a college degree as part of the package.

    This is true to some degree in the UK as well, through Higher Apprenticeships. University study becomes a part-time deal with the 'job' paying for fees. It's easy to see how this could quickly become a two-tier system for rich and poor.

    A "job-first, college included model" could well become one of the biggest drivers of both increasing college completion rates in the U.S. and reducing the cost of college. In the examples of employers offering college degrees as benefits, a portion of the college expense will shift to the employer, who sees it as a valuable talent development and retention strategy with measurable return on investment benefits. This is further enhanced through bulk-rate tuition discounts offered by the higher educational institutions partnering with these employers. Students would still be eligible for federal financial aid, and they’d be making an income while going to college. To one degree or another, this model has the potential to make college more affordable for more people, while lowering or eliminating student loan debt and increasing college enrollments. It would certainly help bridge the career readiness gap that many of today’s college graduates encounter.

    The 'career readiness' that Busteed discusses here is an interesting concept, and one that I think has been invented by employers who don't want to foot the bill for training. Certainly, my parents' generation weren't supposed to be immediately ready for employment straight after their education — and, of course, they weren't saddled with student debt, either.

    Related, in my mind, is the way that we treat young people as data to be entered on a spreadsheet. This is managerialism at its worst. Back when I was a teacher and a form tutor, I remember how sorry I felt for the young people in my charge, who were effectively moved around a machine for 'processing' them.

    Now, in an article for The Guardian, Jeremy Hannay tells it like it is for those who don't have an insight into the Kafkaesque world of schools:

    Let me clear up this edu-mess for you. It’s not Sats. It’s not workload. The elephant in the room is high-stakes accountability. And I’m calling bullshit. Our education system actively promotes holding schools, leaders and teachers at gunpoint for a very narrow set of test outcomes. This has long been proven to be one of the worst ways to bring about sustainable change. It is time to change this educational paradigm before we have no one left in the classroom except the children.

    Just like our dog-eat-dog society in the UK could be much more collaborative, so our education system badly needs remodelling. We've deprofessionalised teaching, and introduced a managerial culture. Things could be different, as they are elsewhere in the world.

    In such systems – and they do exist in some countries, such as Finland and Canada, and even in some brave schools in this country – development isn’t centred on inspection, but rather professional collaboration. These schools don’t perform regular observations and monitoring, or fire out over-prescriptive performance policies. Instead, they discuss and design pedagogy, engage in action research, and regularly perform activities such as learning and lesson study. Everyone understands that growing great educators involves moments of brilliance and moments of mayhem.

    That's the key: "moments of brilliance and moments of mayhem". Ironically, bureaucratic, hierarchical systems cannot cope with amazing teachers, because they're to some extent unpredictable. You can't put them in a box (on a spreadsheet).

    Actually, perhaps it's not the hierarchy per se, but the power dynamics, as Richard D. Bartlett points out in this post.

    Yes, when a hierarchical shape is applied to a human group, it tends to encourage coercive power dynamics. Usually the people at the top are given more importance than the rest. But the problem is the power, not the shape. 

    What we're doing is retro-fitting the worst forms of corporate power dynamics onto education and expecting everything to be fine. Newsflash: learning is different to work, and always will be.

    Interestingly, Bartlett defines three different forms of power dynamics, which I think is enlightening:

    Follett coined the terms “power-over” and “power-with” in 1924. Starhawk adds a third category “power-from-within”. These labels provide three useful lenses for analysing the power dynamics of an organisation. With apologies to the original authors, here’s my definitions:

    • power-from-within or empowerment — the creative force you feel when you’re making art, or speaking up for something you believe in
    • power-with or social power — influence, status, rank, or reputation that determines how much you are listened to in a group
    • power-over or coercion — power used by one person to control another

    The problem with educational institutions, I feel, is that we've largely done away with empowerment and social power, and put all of our eggs in the basket of coercion.


    Also check out:

    • Working collaboratively and learning cooperatively (Harold Jarche) — "Two types of behaviours are necessary in the network era workplace — collaboration and cooperation. Cooperation is not the same as collaboration, though they are complementary."
    • Learning Alignment Model (Tom Barrett) - "It is not a step by step process to design learning, but more of a high-level thinking model to engage with that uncovers some interesting potential tensions in our classroom work."
    • A Definition of Academic Innovation (Inside Higher Ed) - "What if academic innovation was built upon the research and theory of our field, incorporating social constructivist, constructionist and activity theory?"

    Paywalls and Patreon

    I was part of the discussion that led to this post about Medium’s paywall. Richard Bartlett, whose work with Enspiral, Loomio, and decentralised organising I have huge respect for, has been experimenting with different options to support his work:

    Last year I wrote about my dilemma: I have an ethical commitment to the commons, and I want to make a living from my writing. I want to publish all my creative work for free, and I am at my most creative when I have a reliable income. In that story I shared my long history of writing on the web, and my desire to free up time for more ambitious writing projects. Since then I have made a bunch of experiments with different ways of making money from my writing, including Patreon, the Medium Partner Program and LeanPub.

    Patreon, which I've started to use for Thought Shrapnel, seems to be working out well for Bartlett, however:

    To earn a full salary from Patreon, I would need many more supporters, requiring a marketing effort that starts to feel like begging. The gift economy is lovely in theory, especially because there’s no coercion: contributions are voluntary, and there is no punishment for readers who choose to not contribute. But when I interrogate these dynamics at a deeper level, I’m less satisifed.

    In my point of view, social capital is subject to the same accumulative and alienating dynamics as financial capital. It’s even more dangerous in some senses, as the transactions are impossible to track, so it is much harder to redistribute accumulations of wealth.

    Personally I redistribute 10% of my income to other Patreon creators who I think are doing more important and less fundable work than me: street poet David Merritt and anarchist authors William Gillis and Emmi Bevensee. At least this is a gesture to remind myself that the social capitalist is no more woke than the financial capitalist.

    Frankly, as a producer, the clean transaction of buyer and seller just feels better to me. It feels good to produce something of value and have that value acknowledged by somebody purchasing it.

    It's a post worth reading in its entirety, and I don't want to include any more than three quotations here. Suffice to say that Bartlett has found Medium's paywall approach useful for discovery but actually find Leanpub the best option:

    So, the trickle of income from Patreon feels nice, but I don’t want to self-promote more than I already am. Medium’s paywall is a promising income stream, but I risk losing the audience I care most about. So far it feels like publishing on LeanPub hits the sweet spot between revenue and ethics. So I’m considering that my next experiment could be to package up my existing blog posts into a kind of “best of” ebook that people can buy if they want to support my writing.

    I'd suggest that a 'paywall' is always going to be problematic. The reason I allow people to support my work is that some people just have more spare money than other people (for whatever reason) and/or some people like supporting things they value financially.

    At the moment, I release microcasts as a supporter-only perk. However, given that Patreon allows ‘early access’ another approach would be to set everything on a delay. I’m still, like Bartlett, weighing up all of this, but for now Patreon seems like a great option.

    Source: Richard D. Bartlett