We might view life as a resume, of building a set of experiences and response and accomplishments, but perhaps it would be more appropriate to view it as a lesson plan. The learning/teaching model can be applied to many out of classroom experiences. You might break down objectives into curriculum development, lesson plans, etc. For example, if you are looking for collaboration, you might develop lesson plans and activities to support this goal, as well as engage others as mentors and teachers and students in this process. You might have a goal of going to an event the finding/evaluating of collaborators.
When you are trying to communicate with people, essentially you are trying to teach them and/or yourself. For example, we told a relative about a bus that would take her near our house and would simplify our getting together. We were told her about it repeatedly and apparently the advice did not stick, as there was never any interest shown in the activity. Then, during one discussion the same idea came up only I supplied a scenario that when she took the bus to our community she would be more easily see our son, a goal she and we shared. It seemed like she responded to the idea a lot more positively; in fact, it seemed like she was hearing the suggestion for the first time. This points out how we might use scenarios in our day to day communications, which are all teachable moments.
We might expand this scenario example to a point that merges the goal of the two parties in an exchange: “A good day is when you learn/teach twice – once for today and once for tomorrow” or “once for yourself and once for someone else.”
This can become an example of turning events into curricula activities, not in the sense that these activities have to be evaluated or graded, as we can't evaluate the validity of our actions on an indifferent or unresponsive audience, but in the sense that we have a curricula of engagement/love or other objective. This allows us to integrate and merge events into a holistic medium and view our out of school/work time within the context of learning and improvement.
We can adopt a number of other learning strategies to enhance our interactions with ourselves and our environments. We might be reading on an event before we attend it; we might use simulation as a way of evaluating our learning, as in creating a video/audio/text of our skills/expectations/motivations for an event before doing it and then referring to it later, as evidence of learning and/or growth.
This model also allows us to go to an event or read/experience something not just for the inherent/expected content but as a way to relate to people; expand contacts; related knowledge to other spheres. It is a more sophisticated way of experiencing an environment that may or may not be comfortable -- of moving from an "uninvited guest" to an engaged guest or some other metaphor. Moving to inclusion with a curriculum of engagement.
John Maynard Keynes said his fear was that, at some point, much of humankind would have to cope with the problems of abundant leisure and little work and they would not be prepared for it.
When you are trying to communicate with people, essentially you are trying to teach them and/or yourself. For example, we told a relative about a bus that would take her near our house and would simplify our getting together. We were told her about it repeatedly and apparently the advice did not stick, as there was never any interest shown in the activity. Then, during one discussion the same idea came up only I supplied a scenario that when she took the bus to our community she would be more easily see our son, a goal she and we shared. It seemed like she responded to the idea a lot more positively; in fact, it seemed like she was hearing the suggestion for the first time. This points out how we might use scenarios in our day to day communications, which are all teachable moments.
We might expand this scenario example to a point that merges the goal of the two parties in an exchange: “A good day is when you learn/teach twice – once for today and once for tomorrow” or “once for yourself and once for someone else.”
This can become an example of turning events into curricula activities, not in the sense that these activities have to be evaluated or graded, as we can't evaluate the validity of our actions on an indifferent or unresponsive audience, but in the sense that we have a curricula of engagement/love or other objective. This allows us to integrate and merge events into a holistic medium and view our out of school/work time within the context of learning and improvement.
We can adopt a number of other learning strategies to enhance our interactions with ourselves and our environments. We might be reading on an event before we attend it; we might use simulation as a way of evaluating our learning, as in creating a video/audio/text of our skills/expectations/motivations for an event before doing it and then referring to it later, as evidence of learning and/or growth.
This model also allows us to go to an event or read/experience something not just for the inherent/expected content but as a way to relate to people; expand contacts; related knowledge to other spheres. It is a more sophisticated way of experiencing an environment that may or may not be comfortable -- of moving from an "uninvited guest" to an engaged guest or some other metaphor. Moving to inclusion with a curriculum of engagement.
John Maynard Keynes said his fear was that, at some point, much of humankind would have to cope with the problems of abundant leisure and little work and they would not be prepared for it.
Mortimer Adler spoke to Studs Terkel about the importance of our using free time as one of society's greatest challenges in the 1960s. This should accelerate at one point and obviously should include people that can not work or are retired.
As technology continues to grow, it might turn out that the highest and best use of our time will be spending our free time in productive work of a different kind -- consuming and thinking. The ability to use our time productively outside of traditional work will be possible as automation reduces the need for many different professions and activities.
One way of integrating continual learning into activities is to analyze situations/physical locations in terms of what problems they are designed to solve and how effectively they resolve tensions inherent in solving those problems. Can take this same logic towards analyzing curriculum -- what problems/challenges is it trying to solve and how effective is it in doing so.
We can also understand how individuals respond to different demands on their time as they age and get closer to retirement with life changes along the way. There will often be the move towards redefining wealth in terms of time available for choice activities as well as the ability to create and nurture ideas, both your own and others. This will reflect a movement away from the need to use time and abilities to create income/salary and professional growth in terms of title advancement.
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