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Leren van de Cultuur Historie

KaosProjects is een ontdubbeling van KaosPilot dat begon in Denemarken

Het is een netwerken van lerende 'enter-preneur-ende mensen van alle leeftijden, culturen en sferen.

Benader de toekomst langs 'wat nodig is'. De pogingen om daar aan te voldoen zijn te zien als Trends. Vind ze en doe er (wat) aan mee.
Behoeften: Dromen - Bevestiging - Vriendschap

Wij zijn aan het pionieren deze jaren en onderzoeken of wat men daar leerde ook voor ons geldt. De school heeft uitgedokterd dat er een aantal factoren zijn die een beslissende rol spelen in het scheppen van een positieve (?), creatieve (?) en productieve (?) omleving voor stagiaires, enter-preneurs en kaos netwerkers. Zoals:

1) Heldere doel beschrijving. When the students at the KaosPilots are given a project assignment it's essential that the goal is defined, so they know what the project's success criteria are based on. Maar er moet wel ruimte voor eigen aanpak en keuzes zijn opdat de mensen zelf hun route naar succes vinden.

2) Accurate terugkoppeling op uitvoering. Again and again we've seen how good it is for the student's learning if the staff give an accurate, concrete and fast evaluation of their performance. In the situation itself direct feedback can seem brutal, but if the only goal is making the student better at what they do the news is usually happily received.

3) Een (on)balans van uitdaging, vermogen en kunde. Actually there should be a small 'im' in front of balance. Because even though it's important that the assignments the students are given are finely tuned to where they are in their education, we've discovered that presenting them with tasks slightly more difficult than what they think they're capable of works time and time again.

4) De ruimte en gelegenheid om te experimenteren - ook wanneer het mis gaat! If as an educational institution you expect students to find surprising new solutions then you have to let them know that it's (more than) ok to make mistakes. Because if you're in an experimental field that (maybe) has new answers and solutions to the problems we face today ... yeah, well you've entered a minefield of potential false steps. It can't be any different. On the other hand you have to establish a policy for learning from your potential mistakes. Or as Dee Hock (see VISA) once told us: Het is ok om mis te grijpen onder de volgende condities:

a) Wanneer je capabel bent om de misgreep te identificeren.
b) Wanneer je de verantwoording ervoor wilt nemen.
c) Wanneer je er van wilt leren en als laatste:
d) Wanneer nodig je het een volgende keer anders aanpakt.

5) De gelegenheid om het te doen als eigen project. The assignment should be designed so the students have the opportunity to reinterpret it in their own world and on the basis of their own experience. If the assignment is too rigidly designed to give the students freedom to move they'll lose their creative commitment to the project.

6) De gelegenheid om zaken uit te vinden die van werkelijk belang zijn. All too often we only scrape the surface of an issue. Which is hardly inspirational. But all of us have had the experience of suddenly reaching down - or across - to a truly crucial issue or problem. A question that opens up instead of closing down. A question that develops the resources and talents of the students working with the assignment. A short cut to identifying the fundamental questions and issues is to ask the following: If this issue is a symptom of something, what's the cause? When you've identified the cause repeat the question: If this issue (the cause you've just identified) is a symptom of something, what's the cause? Ga door met vinden langs de trapleer van symptoom/oorzaak tot je niet verder kunt. And by the time you've got there the chances are you'll have grasped an issue that's really worth using energy on.

7) De gelegenheid om multi-cultureel en in een cross-disciplinaire context te werken (cultuur en sfeer binding). Every time the school's students have worked with students from other educational institutions it's been highly motivational for the KaosPilot students. The reason is simple: It's often not until they meet the competence of other students that the students at the KaosPilots realize and define their own unique competence. We see it all the time with the 'guest' students our own students work with. Plus there's a fair portion of girl meets boy involved ... which is not to be sneezed at!

8) De gelegenheid om te (be)spiegelen. Something that's almost become a mantra for the staff and students at the KaosPilots (especially when there's no time for it). If a reflection pit-stop en route and qualified feedback when the project's finished aren't established as priorities a lot of the students' learning evaporates. Both for them and the education. At the very best this learning becomes silent knowledge. But that's not enough for an educational institution like the KaosPilots. And time and time again we've seen that concluding feedback generates new energy and motivates the students to move on to their next assignment.

(Check out Energy Curves)

9) De mogelijkheid om te debatteren - een natuurlijke consequentie van de eis van een reflectie pit-stop en samen-vattende terugkoppeling. But it's also a natural part of exploring issues that really matter. Because all of us want to have our world of ideas challenged.

10) De mogelijkheid om originele keuzes te maken en beslissingen te nemen. Nothing is quite as de-motivating as having your wings clipped just as you were soaring to the peak of your potential - presenting a project client with a brilliant solution. If you smother a project with a 'lowest common denominator' blanket in advance you can (almost physically) feel the energy drain from participants. Although we might as well point out that original choices and decisions are not the same as extravagant choices and decisions. Vaak zijn de meest oorspronkelijke en relevante beslissingen/keuzes/oplossingen klein, voordelig, verrassend ... voor zware, dure, complex problemen.