In the education sector I see curriculum and many aspects of pedagogy falling under the ‘change’ agenda, whereas I see how people engage with each other and how they develop their capacity for meaning making as falling under the ‘transformation’ agenda.
Read MoreThe research shows that moving from the Expert level of meaning-making to the Achiever level – that is now the level required to be conventionally successful in our society - typically requires a ‘disequilibrating event’ that is personally salient and that this happens within a supporting environment.
Read MoreIt was Jean Piaget who uncovered the stages of meaning-making that children move through as they develop.
If you show a child two glasses, one tall and thin, the other short and fat, and ask which one holds most water, a 5-year-old will always say the taller one – even when you show them that you have poured the same amount of water into each glass.At 5 years old we ARE our perceptions.
Read MoreWe can practice engaging fully with people whenever we are in the presence of someone else which in the modern world – for most people - will be most of the time that we are awake less the time that we are doing our own, detailed work that needs focus.
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