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This Concept Map, created with IHMC CmapTools, has information related to: NORTH EAST STRATEGY conscious choices, From colonial to modern times social learning has been characterised by the suppression of indigenous horizontal and generational modes of knowing. In its place were brought vertical knowledge, the overdependency on professional experts, like teachers, doctors, lawyers, academics and politicians. Indigenous knowledge has become hidden or lost and local experience rendered unimportant. This is true, particularly for the impoverished and marginalised – indeed this dependency on the knowledge and capacities of others higher up the social hierarchies, has been a key instrument of impoverishment and marginalisation. Core to our intention and purpose must be assisting people to ask their own questions, to develop their own theories for themselves from their own and each others’ experiences, in processes of horizontal learning. Without this independence of learning and thinking, any notion of indigenous self-governance or healthy social interdependence, indeed of authentic freedom, is impossible A PROVOCATIVE PROPOSITION I AGREE WITH, PHEeST ANALYSIS Political;Historical;Economic;e-ducational;Social;Technological Global/ National and State trends outside our sphere of influence BUT directly impacting on the delivery of our strategy pheest analysis The brutal truth of " What is -IS!!" locally PHEeST ANALYSIS + pheest analysis = KEY DRIVERS informing strategy options CONSCIOUS CHOICE OF A DESIGN FRAMEWORK “If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow Transformative Change – Through Crisis and Unlearning “The truth is that our finest moments are most likely to occur when we are feeling deeply uncomfortable, unhappy, or unfulfilled. For it is only in such moments, propelled by our discomfort, that we are likely to step out of our ruts and start searching for different ways or truer answers.” M. Scott Peck social beings entering into tense or contradictory relationships with their world, prompted by shifts in external political, economic, cultural or environmental contexts UNLEARNING POWER RELATIONSHIPS AND PRACTICES THAT UNDERPIN THE CRISES., PHEeST ANALYSIS Political;Historical;Economic;e-ducational;Social;Technological Global/ National and State trends outside our sphere of influence BUT directly impacting on the delivery of our strategy pheest analysis The brutal truth of " What is -IS!!" locally PHEeST ANALYSIS + pheest analysis = KEY DRIVERS informing strategy options APPRECIATE THE CONTEXT FOCUS NORTH EAST STRATEGY, PHEeST ANALYSIS Political;Historical;Economic;e-ducational;Social;Technological Global/ National and State trends outside our sphere of influence BUT directly impacting on the delivery of our strategy pheest analysis The brutal truth of " What is -IS!!" locally PHEeST ANALYSIS + pheest analysis = KEY DRIVERS informing strategy options CONSCIOUS CHOICE OF A DESIGN FRAMEWORK “If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow Projectable change – Working with a Plan “Without leaps of imagination, or dreaming, we lose the excitement of possibilities. Dreaming after all, is a form of planning.” Gloria Steinem “In the physical world, one event can directly cause another. For instance, an earthquake can cause a tsunami. But in the human world... the issue is not whether causes and effects exist in some ‘real world’ but whether humans act as if they do. To that extent, causes do not precede effects, but follow them: after an effect is noticed, a cause is sought.” Dennis List In a situation that needs changing we can gather enough data about a community and its problems, analyse it and discover an underlying set of related problems and their cause, decide which problems are the most important, redefine these as needs, devise a set of solutions and purposes or outcomes, plan a series of logically connected activities for addressing the needs and achieving the desired future results, as defined up front, cost the activities into a convincing budget, raise the funding and then implement the activities, monitor progress as we work to keep them ontrack, hopefully achieve the planned results and at the end evaluate the Project for accountability, impact and sometimes even for learning. INCREMENTAL /COMMAND & CONTROL /TELL, PHEeST ANALYSIS Political;Historical;Economic;e-ducational;Social;Technological Global/ National and State trends outside our sphere of influence BUT directly impacting on the delivery of our strategy pheest analysis The brutal truth of " What is -IS!!" locally PHEeST ANALYSIS + pheest analysis = KEY DRIVERS informing strategy options CONSCIOUS CHOICE OF A DESIGN FRAMEWORK “If the only tool you have is a hammer, you tend to see every problem as a nail.” Abraham Maslow Emergent change – “We make our path by walking it. “We do not grow absolutely, chronologically. We grow sometimes in one dimension, and not in another; unevenly. We grow partially. We are relative. We are mature in one realm, childish in another. The past, present, and future mingle and pull us backward, forward, or fix us in the present. We are made up of layers, cells, constellations.” Anais Nin Less conscious emergent change. This kind of emergent change tends to occur where there are unformed and unclear identities, relationships, structures or leadership, under shifting and uncertain environments, internally and externally, with no crises or stucknesses being evident and being unfavourable for conscious development Projects. Being less conscious it may be less predictable, more chaotic Emergent change is paradoxical, where perceptions, feelings and intentions are as powerful as the facts they engage with. Bush bash without a compass ? Conscious meandering? A LEARNING PARADIGM, From colonial to modern times social learning has been characterised by the suppression of indigenous horizontal and generational modes of knowing. In its place were brought vertical knowledge, the overdependency on professional experts, like teachers, doctors, lawyers, academics and politicians. Indigenous knowledge has become hidden or lost and local experience rendered unimportant. This is true, particularly for the impoverished and marginalised – indeed this dependency on the knowledge and capacities of others higher up the social hierarchies, has been a key instrument of impoverishment and marginalisation. Core to our intention and purpose must be assisting people to ask their own questions, to develop their own theories for themselves from their own and each others’ experiences, in processes of horizontal learning. Without this independence of learning and thinking, any notion of indigenous self-governance or healthy social interdependence, indeed of authentic freedom, is impossible A PROVOCATIVE PROPOSITION I AGREE WITH, From colonial to modern times social learning has been characterised by the suppression of indigenous horizontal and generational modes of knowing. In its place were brought vertical knowledge, the overdependency on professional experts, like teachers, doctors, lawyers, academics and politicians. Indigenous knowledge has become hidden or lost and local experience rendered unimportant. This is true, particularly for the impoverished and marginalised – indeed this dependency on the knowledge and capacities of others higher up the social hierarchies, has been a key instrument of impoverishment and marginalisation. Core to our intention and purpose must be assisting people to ask their own questions, to develop their own theories for themselves from their own and each others’ experiences, in processes of horizontal learning. Without this independence of learning and thinking, any notion of indigenous self-governance or healthy social interdependence, indeed of authentic freedom, is impossible A PROVOCATIVE PROPOSITION I AGREE WITH