Captain of the Rescue Boats

The person who walks around while the Titanic is sinking, and calmly begins rearranging the deck chairs, organizing the evacuation, and gets everyone off the ship before it sinks becomes, by default, the future captain of the rescue vessel in the North Atlantic.

That person also becomes a new Noah.

Here is a list of 26 icebergs (non-exhaustive, your list (and mileage) may vary) where, as the Titanic ship of state known as global society collides with them and begins to sink, you can be the default captain of the rescue ships later:

  1. Climate change
  2. Fear of change
  3. Growing use of A.I. based technology
  4. Biodiversity disappearance
  5. Lack of sufficient explanations that people can understand for necessary changes
  6. Financial systems collapse
  7. Refusal to be held accountable
  8. Developing world debt
  9. Connection economy of the Internet
  10. Rethinking of Labor Value
  11. The electrical grid in the postmodern world
  12. Lack of access to creation on the Internet
  13. Lack of courage in individuals to take risks
  14. First world educational system
  15. Scarcity of emotional labor
  16. Child abuse and victimization
  17. Lack of true, courageous statesmanship
  18. Human trafficking
  19. Increased spiritual hopelessness among the old
  20. Increased spiritual hopelessness among the young
  21. Lack of self-efficacy
  22. Growing ability to hide from what matters
  23. Thinking harder about the answers to binary questions
  24. Lack of interest in self-awareness
  25. Lack of ability to emotionally care
  26. The increasingly intractable nature of conflicts

There are other ones out there as well. There’s no lack of icebergs. There is, however a lack of people calmly prepared to be captains in future rescue boats.

What Does Your Perspective Look Like When You Change Your Mind

What does your perspective look like when you change your mind?

Mindsets are based in the accumulation of identity, meaning, life experiences, and assumptions that each of us make about how the world, and the systems in it, should work.

Mindsets are also backed up by the accumulated cruft of judgments, frames, attributions, and other cognitive “ticks” that people exhibit in their thinking and behavioral choices.

Many of the aspects of mindsets are considered by individuals to be fixed: they are what they are and there’s little point in attempting to change them.

Some of the aspects of mindsets are considered by some individuals to be changeable: they can be grown, can shift, can be made to serve a person rather than the other way around.

Changing your mind can come in many forms: through seeking new knowledge, through taking on new challenges, through deciding what not to do, or even through seeking forgiveness and reconciliation with another.

The journey from here to there is important. But not nearly as important as it is for you to tell us what it looks like from that new perspective.

[Podcast] Earbud_U, Season Five, Episode # 5 – Marcus Mohalland

[Podcast] Earbud_U, Season Five, Episode # 5 – Marcus Mohalland, Co-Author, Silly Nomads

[powerpress]

The nature of literacy in a digital world has changed.

Here’s a story:

I went to the New York Library last year and looked at a Gutenberg Bible. The Bible was clearly a book. You could tell just by looking at it.

The fact that I could tell it was a book is the beginning of understanding the nature and depth of literacy. The fact is, the Internet is changing the nature of literacy and my guest today, Marcus Mohalland has some things to say about that.

He’s using children’s books, connections to the education system, and his unique life story to impact how children get literate and remain so, in a world of screens, and options for distraction.

The nature of books we understand. When I went and looked at the Bible, I understood exactly how to read it, comprehend it, and how to disseminate information contained in it to others.

But we are at the beginning of the digital revolution right now.

What will we be saying in 700 years while standing at a virtual display in a virtual New York City Library, while staring at a mobile phone with Internet access from 2017?

Marcus and his co-author Jan are looking to maintain and grow the fundamentals of understanding that literacy is based on, through re-establishing the fundamentals of reading and comprehension with a generation whose attention spans might be waning.

Check out Silly Nomads for your children (or the children of people you know) and connect with Jan and Marcus in all the ways that you can below:

Silly Nomads Twitter: https://twitter.com/NomadsSilly

Marcus Mohalland on Facebook: https://www.facebook.com/marcus.mohalland

Marcus Mohalland LinkedIn: https://www.linkedin.com/in/marcusmohalland/

Silly Nomads Book Website: http://mohallandlewisllc.com/home

Silly Nomads Facebook: https://www.facebook.com/sillynomads

Random Acts of Criticism

The fact of the matter is, there is more content to read and interpret now than ever before in the course of human history.

Due to the ubiquity and persistence of Google in particular, and the internet in general, more people have more to read that ever before.

The problem is not that audiences have suddenly become alliterate, illiterate, or even semi-literate. The problem is not that there is an abundance of writing: good, bad, ugly and indifferent. The problems isn’t even in the declining power of the critic to influence and push a set of ideas.

The problem is that the act of criticism has always inherently been based upon an assumption of scarcity: both in content and in opinion.

Gatekeepers of all kinds exist to inform audiences about that which is “good” and about that which is “bad.”

But in a world where everyone can ignore the critic (or choose to revoke the critic’s power through denying them permission to influence a choice), the act of criticism has to shift from one of determining and enforcing a regime of quality to the act of educating, advocating and taking a position.

And defending it.

Of course, the critic should read, watch, listen or otherwise take in the content that they are seeking to critique. But if they don’t, then the audience owes them little in the way of attention and credibility.

Otherwise, the critic is no different than a member of the audience—albeit one with more reach, but not more impact.

Collecting Data Points

Caring enough to notice the presence of patterns, trendlines, and data points is hard.

Knowing what patterns, trendlines, and data points to pay attention to, what patterns, trendlines, and data points to prioritize, and what patterns, trendlines, and data points to ignore until later, is hard.

Collecting patterns, trendlines, and data points, is hard—and sometimes boring.

Telling other people about patterns, trendlines, and data points, and convincing them that these areas have importance in their lives, their futures, and their children’s lives is hard—and sometimes disheartening.

There’s a lot of talk about patterns, trendlines, and data points, big—and otherwise.

But much of this talk is meaningless without the courage to follow-through on implementing responses—rather than reactions in the moment—to the information that you are confronted with.

Such confrontations don’t have to lead to conflicts.

They often do.

But not because of the presence of the data points, the patterns, and the trendlines, but because of the feeling that something integral was missed by somebody, who should have known better, and should have told everyone involved.

It’s hard to be the change that you want to see in the world.

I’d recommend starting that process by caring enough to notice, then to persuade others, then having the courage to act.

Seeing is Not Believing

Many times, at the intersection between human behavior and true innovative change, seeing is not believing.

Or maybe that’s hearing…

This often happens when the information we are confronted with about a coming future, doesn’t match with the information we have chosen to believe in the immediate present, about how our current situation should (or ought) to come to pass in the future.

When there is a gap between the information of the future (unbelievable) and the information of the present (believable) human beings choose to believe the information in front of their faces, no matter what the evidence to the contrary.

This happens even more acutely in groups, where the thinking of the team can be pushed, developed, molded and influenced, by reinforcing considerations that were original in the past; in spite of changing current circumstances.

More and more, the hard work of the future lies in having the self-awareness and courage to adjust your mindset when information comes in that is contrary to what you previously thought.

However, this can be daunting if you’re emotionally committed to building a business based on this information, building a family based on this information, or even building a culture or society.

Little things that seem big (changing your mind in the face of future information) are similar to the rudder of a ship: They seem small and obvious to do, but in reality, they result in the entire ship massively changing course.

Course changes aren’t nearly as hard as mindset changes.

The Magic Bullet Store is Out of Business

Very often, during a conversation, an email exchange, or following a workshop, the question of “Now what?” comes to the forefront.

Usually in talking about motivation, morale, or in creating the conditions that will make our workplaces better, a participant in the conversation will desire advice on how to get people to care more.

The response is that the magic bullet store is out of business.

And it has been for a while.

The real issue is that the current systems we have for education of our children (school), getting money to adults in an exchange for labor (work), and in taking care of both the Earth (capitalism) and the people on it (healthcare), grew up over the last 100, 200 or 500 years.

And no amount of hand-wringing (“It’s just terrible that this is happening?”), or desiring it to be better (“Can’t we all just ‘get along’?”) is going to change those systems in real, meaningful ways in the world we are currently living in.

The systems as designed are the problem.

Who organized the systems and what they believed is a problem.

The outcomes that benefit a few people philosophically, emotionally, and even spiritually is the problem.

The response to this is not to get mad, give up, or just ignore the problems in the systems and hope that they go away.

Or that someone else will come along and save us from ourselves and put everything “right.”

The response is to act to put your own hands to the levers of the systems in the sphere of influence that you can control (family, work, community, finances, social life, etc.), and begin to intentionally, purposefully, and deliberately push the levers of change.

And to do so with winsomeness, kindness, and grace.

But to do it tenaciously.

Persuasion, conflict management, active listening, responding to advance the conversation rather than to advance yourself, engaging without judgment to pull allies to your side—these are all skills that can be learned, taught, and passed on hand-to-heart, generation-to-generation.

Until we are thriving in the systems that we want to have, individually and corporately.

If the prospect of doing even 1% of that is too daunting for you as an individual inside of your sphere of influence, then you should be asking not “Now what?” but “What is it that I really want to accomplish in this limited life I have now?”

Fortunately for all of us, we were born at the beginning of a revolution in human affairs, human systems, and human motivations.

And all revolutions are scary and destructive before they are enlightening and hopeful.

Look for work first, and the hope will come.

Skills

In every training, workshop, seminar, or presentation, there are participants who don’t want the stories, the philosophies, or the underlying data.

They merely want the skills.

The bullet points that will allow them to plug-in to a situation or conflict, and make it turn out in the most optimum way possible.

For them.

Unfortunately, the skills that they are seeking to learn are not the ones we need to acquire for success in the work world of today—and tomorrow.

How do we determine what skills we do need be learning, though?

A good rule of thumb is to observe carefully the patterns of behavior that you’re engaged in that may not be getting you the outcomes you think that you deserve.

Once that observation is complete, then act to change those patterns of behavior. Get a conflict accountability “buddy.” Gather with others who have overcome the patterns of conflict behavior that you have overcome and share your stories.

And lastly, engage with your new skills by making some tough choices. Some of them will not be easy, particularly if they involve family, friends, or workplaces that are toxic, not supportive of your change process, or that wield power over you in subtle (and not so subtle) ways.

And once you’ve partially gotten through this path to learning skills that are based in what we do need more of (empathy, courage, moral clarity, responsibility, and accountability) then write about what you’ve done and the path that you’ve walked to get to where you are now.

We need more people writing, making videos, and recording podcasts, about how they’ve actually learned the skills that work, rather than more fluff about the spectacles that entertain.

At that point, and only at that point, will the listicle dragon be slain.

The Model Doesn’t Work Without Content

The model doesn’t work without a base of content.

And since quality is subjective (it always has been) and quantity is overwhelming (it has been ever since Google pushed the argument of search to its logical conclusion), the only considerations in online learning that matter are the ones based on the efficacy of the content you’re offering.

But, when building a model for online learning, too many educational institutions are trapped in the Industrial Revolution conception of content, consisting of lectures, tests as performance measurements, grades as a “stick,” accreditation as the “carrot” and conformity as the ultimate goal.

The Industrial Revolution education model works well with accreditation (“Will this get me my degree?”) and supports the creation of graduates with minds that aren’t focused on the skills that matter for the future (“soft” skills) and instead are focused on reinforcing doing things that no longer have much value to organizations:

Like hiding from responsibility and accountability.

Like placing blame when a project or initiative fails.

Like competing in a race to the bottom on price.

Like sacrificing personal ethics for a public paycheck.

Like working for organizations and in industries where professional decline is considered the “norm.”

If the model for your educational organization’s online learning experience doesn’t feature robust, peer-to-peer learning opportunities (projects), “speed to market” dashes (short time frames), high quality student participation (we don’t take everybody because we are neither “massive,” nor all that “open”), and technology as an assistive tool rather than a crutch (email as a messaging service rather than a time waster) then your model of online education and learning will resemble every other model of online learning currently available.

And then you’ll attract exactly the kind of students that you have attending your brick and mortar institution.

But maybe that’s the audience and consumer your educational organization wants to attract, recruit, retain, and ultimately graduate.

But if it is, please be clear on that focus in your organizational head when building the content model for your online learning experience.

Finding Your Tribe

Social tools allow us to connect with other people now more than ever before through three important ways:

Education.

Entertainment.

Edification.

Finding the people who believe in your message, who desire to be educated, or who want to be entertained, is easier now more than ever.

Of course, it’s easier now more than ever, for the noise of a thousand million voices to drown out—not the finding of others who want to communicate with you—but to drown out the ability to connect in a meaningful way with others who need the connection.

Organizations have always sought to use communication connection tools to push agendas, send messages, and to ensure conformity.

But it’s easier now more than ever, for those organizations—governments, churches, political organizations, bureaucracies—to be circumscribed by the individual in search of connection rather than spectacle.

The hardest things during this 4th revolution in human communication are not going to be finding your tribe, or cutting through the noise, or battling against the forces of conformity.

The hardest things are going to be as follows:

Starting.

Continuing.

Ending.

And every system that we have set up from our last revolution (the Industrial one) that remains in this one, was designed to squelch, manipulate, or channel in “socially appropriate ways” starting, continuing, and ending.

So, get to finding your tribe.

Go start.