The New Group of World Servers Journal celebrates and shares
the stories of those who are working to change the collective dream and
build a new world in which our essential oneness is recognized -
and the common goal is the Common Good.



"My purpose is to create.
In that process I find stillness and rhythm,
my teacher and passion. 

Artist Autumn Skye Morrison

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May 2013

Transforming 21st Century Education

This was a fascinating issue to explore. The main thing that can be said about education in the beginning of the 21st century is that the world is changing so quickly that we can really only talk about trends. We are still dealing with a deeply entrenched dinasaur of a system that was created for the needs of the 18th and 19th century world. The changes that must happen (and in some small pockets are happening) are so radical that they strike fear into the hearts of many school boards and parents, and so rather than making the changes needed they dig in more deeply and stick with the "tried and true".

One of the methods of change employed by the determined innovators among us, is to build the new systems alongside the old - in a way that they can actually be utilized by courageous and creative teachers from within the old system. Even though teachers are required to live up to certain "standards" (the dreaded Standards Testing...)- in many school systems they are given a great deal of creative license as to HOW they achieve these goals. Innovative principles and teachers are finding ways "within the system" to try many new and creative techniques for helping our kids achieve "wholeness" and competency in this era of rapid change.

A realization is evolving among far thinking educators that in order to thrive as a 21st century adult you must be able to look at "whole systems" creatively and imaginatively, to collaborative effectively, and be resilient and adaptable. Getting information from books (which may already be out of date when you read them) and memorizing material that may be irrelevant by the time you graduate, no longer makes sense. The job you get when you graduate may not exist yet and the job you trained for may have disappeared. So we need to learn how to learn - how to teach ourselves ongoingly throughout our lives. Our new understanding of the neuroplasticity of the brain shows that we are ALWAYS capable of re-wiring our brains and learning new ways of doing things. So we needn't be fearful that we may not be able to make the changes needed.

One of the most important effects of this rapidly changing world is the stress that is put on our kids to "keep up". It's possible that the epidemic in certain parts of the world of ADHD in children is due to the constant stimulation of all types of media and of the pressure to stay on top of all the new technology and information. Kids today spend huge amounts of time in front of and interacting with some form of digital media and very little quiet time alone or in nature. This is causing a multitude of physical, emotional and mental problems, that make learning and growing into a balanced "whole" adult more challenging.

It is the trends that focus on addressing these issues that I bring to you in the May Journal, trends that are positive and far-reaching, and have, no doubt, sprung forth as a natural result of our need for balance.

I hope you enjoy exploring them as much as I did...


Barbara Allen

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Gibbs Elementary School - The Worm Story - By Betty LaDuke

Gibbs Elementary School: The Worm Story

From a mural by Betty LaDuke

A part of the Dreaming Cows Mural Project for Heifer International

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"The best news about the educational buzz surrounding the 21st-century skills is that creativity, collaboration, critical thinking, self-direction, problem solving, and global awareness are taking center stage in education."

from Teaching Children Dance, Third Edition by Theresa Purcell Cone, Stephen Cone

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Teacher Appreciation Week 2013: May 6th – 10th

Teacher Appreciation Week May 6-10

A quote from an article called

The Value of a Great Teacher

from Keith Yancy blog Counterpoint

"Most people can think back on a special teacher that made a difference in their lives — a teacher that inspired them, that showed kindness, understanding and even discipline when they needed it most. A teacher whose passion and enthusiasm took learning beyond a scripted text and brought learning to life in a way that was unforgettable.

Most people remember such a teacher. I’ll be damned if I’ve ever heard anyone reminiscing about a textbook.

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The Missing Dimension of the Education Debate

 by Patricia Jennings
Art - "Shift" by Coleen McIntyre

Shift by Coleen McIntyreThe national debate on how to improve our education system is very vibrant and visible these days. It focuses on salient issues like testing, teacher pay and job security in a difficult economy, and other mounting stresses on teachers and students. Half of new teachers leave the profession in their first five years. 30% of high school students don't graduate. 5,000 schools serving about 3 million students are considered failing by federal standards.

These are objective facts of life in American education, and we know them all too well. But there is another equally important dimension of education largely missing from the national debate: the inner one.

A growing body of research and field practice indicates that working on a more inward level -- using secular, accessible techniques ranging from mindfulness to yoga to reflective writing -- may hold the key to coping with these stresses more successfully, lowering attrition rates and ultimately improving education outcomes. Educators and researchers are exploring the use of contemplative or mindfulness-based approaches to teaching and learning to reduce stress, enhance classroom climate, and help students calm their bodies and minds, open their hearts and focus their attention.

This emerging field of contemplative education is a secular, evidence-based one, drawing on new research in neuroscience, cognitive science and developmental science, and adapting practices from contemplative traditions in secular ways that can work for teachers and classrooms. It is complementary with, but distinct from, social and emotional learning (SEL). It can support SEL by reinforcing social and emotional competencies both teachers and students need to succeed.

Today many children come to school with nervous systems unprepared to learn. Our modern lifestyle contains huge doses of real and/or imaginary violence, constant media exposure, general busyness, and high pressure that constantly triggers the fight-flight-freeze response, stimulating our limbic systems, washing our minds and bodies with stress hormones. This can have long-term effects. Thanks to contemporary neuroscience, we now know that exposure to situations that trigger emotional reactivity during development changes the way our brain and body respond to future stressors. It's like a thermostat that's been turned up too high.

This makes it very tough for kids to learn. When our limbic system is hyperreactive, it's difficult to engage the prefrontal cortex and therefore difficult to absorb and process new information. But contemporary neuroscience has also discovered "neuroplasticity," the principle that our brains can change and grow at almost any stage of life depending on how we use them. We have the potential to profoundly change the way bodies and minds function at any age, but especially during development.


Patricia JenningsDr. Patricia (Tish) Jennings is the director of the Initiative on Contemplation and Education at the Garrison Institute and research assistant professor in Human Development and Family Studies and the Prevention Research Center at Penn State University.

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Excerpt from

Nurturing Deep Connection

by Rachael Kessler

Art - "Contemplation" by Betty LaDuke

Contemplation by Betty LaDukeSoul Defined

Let's begin with a definition of soul-- not from a religious treatise but from an experience palpably felt in classrooms, in meetings principals hold with faculty or in meetings administrators have with their teams.

When soul enters the room, we listen in a new way. We listen not only to what is spoken but also to the messages between the words--tones, gestures, the flicker of feeling across the face. When soul is present in education, attention shifts. We concentrate on what has heart and meaning. Questions become as important as answers.

....In a classroom, school or district where the soul of education is welcome and safe, deep connection allows masks to drop away. Colleagues begin to share the joy and success they once feared would spur competition and jealousy. They share the vulnerability and uncertainty they feared would make them look weak in front of peers and superiors. And they rediscover meaning and purpose in their collective responsibility for the children.....

Restoring Sweetness

Ultimately, infusing soul into leadership is about serving our students. Or as Janice Jackson, former deputy superintendent in Boston, puts it: "the imperative to deal with the inner lives of children while we develop their intellects."

It was the blossoming of wisdom, peace and leadership I saw in students when we honored this hunger that inspired me almost 20 years ago to leap into this once taboo territory of the spiritual dimension of education. I was spurred on by the self-destructive and violent behavior that persists when a spiritual void in youth leads to alienation, meaninglessness and despair. To bring this experience of soul to the students in our schools, we need a chain of trust, reflection and meaningful connection that begin with superintendents and moves down to those who more directly honor these in students. In the process of weaving this "soul chain," we will begin to redress the alarming losses signified by our national principal shortage and high teacher dropout rates.

Without soul, without authentic and meaningful connection between and within people, between learning and our lives and longings, we will continue to lose our school and classroom leaders....

We can restore sweetness to learning. I'm not talking about the saccharine sweetness of "ac-cen-tuate the positive and e-lim-inate the negative." The sweetness of soul in education is about the joy of playing and learning together, of celebrating our gifts and triumphs. But it also includes the sweet poignancy of feeling our grief together as a community, or of discovering through authentic, openminded dialogue the ally inside the colleague or parent we were afraid would thwart us forever. While many forces threaten to put our schools on a diet of sawdust, we also can choose from a menu of principles and practices that offer an alternative that in more nourishing. The collected insights in this issue reflect a growing body of wisdom in educational leadership.

Without sacrificing accountability, without undermining quality, school administrators today can choose to cultivate in their own leadership and those they lead a host of practical strategies that allow us to genuinely nurture each other in the process of building school communities where learning can thrive and teaching can, once again, be a calling.


Rachael Kessler - Founder the PassageWorks Institute and author of The Soul of Education.

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“Schools kill Creativity” with Sir Ken Robinson

Editors note: his wonderful video presentation is the most watched TED talk of all time (2013), with almost 16 million views to date! It's well worth the 20 minutes, if you haven't seen it yet.



"He makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity and challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

He is an English author, speaker, and international advisor on education in the arts to government, non-profits, education, and arts bodies. He was Director of The Arts in Schools Project (1985–89), Professor of Arts Education at the University of Warwick (1989–2001), and was knighted in 2003 for services to education."

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Drink Water by Toni Truesdale

"Drink Water"

Illustration for Healthy Kids NM, Department of Health
Artist Toni Truesdale

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“One can’t believe impossible things.”

“I daresay you haven’t had much practice,” said the Queen. “When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.”

Lewis Carroll, Alice’s Adventures in Wonderland

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 African children - Betty LaDuke
..."As we let our light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence actually liberates others."

--Nelson Mandela, from his 1994 inauguration speech.
Courtesy of Intelligent Optimist Magazine online

Photograph of African children courtesy of Betty LaDuke

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What is Mindfulness?

The need for mindfulness in our schools is clear...

student practicing mindfulness“Mindfulness means paying attention in a particular way; on purpose, in the present moment, and non-judgmentally.”

Jon Kabat-Zinn

...The Need for Mindfulness
The need for mindfulness in our education system is clear. Stress levels in students are high; pressure from within the school system as well as from parents for increased test scores takes a toll on both students and teachers. There are increasing numbers of suspensions and dropouts; kids are disengaged from school and don’t even want to be in school to learn. Many problems schools face are the inability of students to focus or control their impulses, stress and anxiety in both students and teachers, and a lack of connection between students and their school community.

Research on Mindfulness
Studies of mindfulness programs in schools have demonstrated a range of cognitive, social, and psychological benefits to both elementary and high school students.

The organization Mindful Schools, based in Oakland, California, and highlighted in Room To Breathe, has brought mindfulness to over 18,000 students and 750 teachers since its inception in 2007. Their programs include teaching mindfulness directly in classrooms or to the school staff who teach mindfulness to their students. Mindful Schools’ data teacher evaluation data indicate that 92% of teachers personally benefited from the program, 84% believe that their students calmed more easily, and 81% believe that their students benefited. In addition, 84% of students reported that they would use mindfulness in the future, 61% claim they can focus better in class, and 53% said mindfulness helped them make decisions.

For more information about learning mindfulness or bringing it to your school please visit

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Room to Breathe

a trailer for the movie

Room To Breathe is a surprising story of transformation as struggling kids in a San Francisco public middle school are introduced to the practice of mindfulness meditation. Topping the district in disciplinary suspensions, and with overcrowded classrooms creating a nearly impossible learning environment, overwhelmed administrators are left with stark choices: repeating the cycle of trying to force tuned-out children to listen, or to experiment with timeless inner practices that may provide them with the social, emotional, and attentional skills that they need to succeed. The first question is whether it’s already too late. Confronted by defiance, contempt for authority figures, poor discipline, and more interest in “social” than learning, can a young mindfulness teacher from Berkeley succeed in opening their minds and hearts?

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Deeper Learning: Highlighting Student Work

January 3, 2013

By Ron Berger of Expeditionary Learning from the Edutopia Blog
Student art - photo credit Ron Berger

Student self-portrait - Photo credit Ron BergerI travel with a heavy suitcase. Over my 35-year career as a public school teacher and educator at Expeditionary Learning, I have been obsessed with collecting student work of remarkable quality and value. I bring this work with me whenever I visit schools or present at conferences and workshops, because otherwise no one would believe me when I describe it.

The student work in my giant black suitcase is exemplary -- beautiful and accurate, representative of strong content knowledge and critical thinking skills -- but it's not from "exceptional" students. It does not come from gifted and talented classrooms or from high-powered private schools. It's the work of regular students in typical schools around the country. The difference is that these students' teachers have helped them develop the skills and mindsets necessary to produce work of exceptional quality, and have built classroom and school cultures in which exceptional work is the norm.

When I work with educators around the country and pull this work out of my suitcase, it changes the vision of what is possible when students are allowed, compelled and supported to do great things. The quality of the work itself is a game-changer. The fact that most of it comes from urban schools in low-income neighborhoods leaves most audiences astonished. Every time I present this work and discuss it with teachers and school leaders, I'm reminded that the choices we make about how to use time in school are often the enemy of quality or value. Our patterns in leading classrooms are so ingrained that we do not even realize when we are making poor choices. Consider my own experience...


Ron BergerRon Berger is Chief Program Officer of Expeditionary Learning. He has authored two books: An Ethic of Excellence and A Culture of Quality.

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Austin's Butterfly

Ron Berger tells the story of how 1st grade students at ANSER Charter School in Boise, ID, helped Austin take his drawing of a butterfly through multiple drafts toward a high-quality final product.

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A New Design For Education

This interesting video was recently created by the Farmington and Spring Lake Park school systems in Minnesota as an innovative collaboration. They worked with Anthony Weeks, who is a documentary filmmaker, illustrator, and writer based in San Francisco, CA.

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Excerpt from

Opening Contemplative Mind in the Classroom

by Tobin Hart, Ph.D

“Opening the contemplative mind in schools is not a religious issue but a practical epistemic question... Inviting contemplative study simply includes the natural human capacity for knowing through silence, pondering deeply, beholding, witnessing the contents of consciousness and so forth.

These approaches cultivate an inner technology of knowing and thereby a technology of learning and pedagogy without any imposition of religious doctrine whatsoever.

If we knew a particular and readily available activity would increase concentration, learning, well-being and social emotional growth, and catalyze transformative learning, we would be cheating our students to exclude it.

Long dormant in education, the natural capacity for contemplation balances and enriches the analytic. It has the potential to enhance performance, character and the depth of the student's experience."


Tobin Hart, Ph.DTobin Hart, Ph.D - University professor, psychologist, founder of ChildSpirit Institute and author of “The Secret Spiritual World of Children” and“From Information to Transformation: Education for the Evolution of Consciousness.”

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Excerpt from

Nourishing Soul in Adolescents

by Rachael Kessler

Kids in deep discussion together"From Fear to Dialogue—
From Standoff to Collaboration

 ...If we are educating for wholeness, for citizenship, and for leadership in a democracy, spiritual development belongs in schools. Just imagine if every student in the United States were provided a safe place to sit with a small group of their peers and reflect on their lives . . . to share the questions that trouble or confuse or mystify them . . . to find support for their pain or joy . . . to discover the solace that comes in silence . . . to be challenged to respect those who appear to be fundamentally different from them."

From article by Rachael Kessler "Nourishing Soul in Adolescents:
Integrating Heart, Spirit, and Community in Youth Work"

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Students working on project in nature"When students work together to become an authentic community, they can meet any challenge with grace, with love, and power--even wrenching conflict, prejudice, profound gratitude, or death. This is the soul of education."

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"Students who feel deeply connected don't need danger to feel fully alive. They don't need guns to feel powerful.  They don't want to hurt others or themselves. Out of connection grow compassion and passion-- passion for people, for students' goals and dreams, for life itself. "
More quotes from The Soul Of Education by Rachael Kessler

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Seven Gateways To the Soul of Education

Seven Gateways to the Soul of Education Mandala1. The yearning for deep connection describes a quality of relationship that is profoundly caring, is resonant with meaning, and involves feelings of belonging, or of being truly seen and known. Students may experience deep connection to themselves, to others, to nature, or to a higher power.

2. The longing for silence and solitude, often an ambivalent domain, is fraught with both fear and urgent need. As a respite from the tyranny of "busyness" and noise, silence may be a realm of reflection, of calm or fertile chaos, an avenue of stillness and rest for some, prayer or contemplation for others.

3. The search for meaning and purpose concerns the exploration of big questions, such as "Why am I here?" "Does my life have a purpose? How do I find out what it is?" "What is life for?" "What is my destiny?" "What does my future hold?" and "Is there a God?"

4. The hunger of joy and delight can be satisfied through experiences of great simplicity, such as play, celebration, or gratitude. It also describes the exaltation students feel when encountering beauty, power, grace, brilliance, love or the sheer joy of being alive.

5. The creative drive, perhaps the most familiar domain for nourishing the spirit in school, is part of all the gateways. Whether developing a new idea, a work of art, a scientific discovery, or an entirely new lens on life, students feel the awe in the mystery of creating.

6. The urge for transcendence describes the desire for young people to go beyond their perceived limits. It includes not only the mystical realm, but experiences of extraordinary in the arts, athletics, academics, or human relations. By naming and honoring this universal human need, educators can help students constructively channel this powerful urge.

7. The need for initiation deals with rites of passage for the young -- guiding adolescence to become more conscious about the irrevocable transition from childhood to adulthood. Adults can give young people tools for dealing with all of life's transitions and farewells. Meeting this need for initiation often involves ceremonies with parents and faculty that welcome them into the community of adults.

© The Soul of Education: Helping Students Find Connection, Compassion, and Character at School (ASCD 2000) Rachael Kessler

© Copyright 2001-2005 PassageWays Institute, Inc.
2355 Canyon Blvd. Suite 104, Boulder, CO 80302

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Excerpt from

Love and Knowledge: Recovering the Heart of Learning through Contemplation

by Arthur Zajonc

Photograph of children of Calcutta by Betty LaDuke

Children of Calcutta by Betty LaDuke...”as a scientist, any attempt to relate knowledge to love feels like an enormous breach of etiquette; it is very bad form, especially so in a public setting such as this. But I have come to conclude that the fear I have felt when broaching this topic was based on particular institutional forms and forces that have ultimately worked against our fundamental human interests. So please join me in setting aside your suspicions and hesitancies, and explore with me the possible relationship between knowledge, love and contemplation.

If I were to ask: What should be at the center of our teaching and our students’ learning, how would you respond? Of the many tasks that we as educators take up, what, in your view, is the most important task of all? What is our greatest hope for the young people we teach? In his letters to the young poet Franz Kappus, Rainer Maria Rilke answered unequivocally:

"To take love seriously and to bear and to learn it like a task, this is what [young] people need…. For one human being to love another, that is perhaps the most difficult of all our tasks, the ultimate, the last test and proof, the work for which all other work is but a preparation. For this reason young people, who are beginners in everything, cannot yet know love, they have to learn it. With their whole being, with all their forces, gathered close about their lonely, timid, upward-beating heart, they must learn to love."

Need I say it? The curricula offered by our institutions of higher education have largely neglected this central, if profoundly difficult task of learning to love, which is also the task of learning to live in true peace and harmony with others and with nature.

We are well-practiced at educating the mind for critical reasoning, critical writing, and critical speaking, as well as for scientific and quantitative analysis. But is this sufficient? In a world beset with conflicts, internal as well as external, isn’t it of equal if not greater importance to balance the sharpening of our intellects with the systematic cultivation of our hearts? Do not the issues of social justice, the environment, and peace education all demand greater attention and a more central place in our universities and colleges? Yes, certainly…”


Arthur Zajonc and the Dalai LamaArthur Zajonc, Ph.D - President of the Mind and Life Institute and emeritus professor of physics at Amherst College until 2012. He directs the Center for Contemplative Mind which supports appropriate inclusion of contemplative practice in higher education. Author of The Heart of Higher Education with Parker Palmer and Meditation as Contemplative Inquiry: When Knowing Becomes Love.

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Excerpt from
Last Child in the Woods
by Richard Louv
from the Introduction

“The future will belong to the nature-smart—those individuals, families, businesses,
and political leaders who develop a deeper understanding of the transformative power
of the natural world and who balance the virtual with the real.
The more high-tech we become, the more nature we need.”

Girl Sketching in MeadowOur society is teaching young people to avoid direct experience in nature. That lesson is delivered in schools, families, even organizations devoted to the outdoors, and codified into the legal and regulatory structures of many of our communities. Our institutions, urban/suburban design, and cultural attitudes unconsciously associate nature with doom—while disassociating the outdoors from joy and solitude. Wellmeaning public-school systems, media, and parents are effectively scaring children straight out of the woods and fields. In the patent-or-perish environment of higher education, we see the death of natural history as the more hands-on disciplines, such as zoology, give way to more theoretical and remunerative microbiology and genetic engineering. Rapidly advancing technologies are blurring the lines between humans, other animals, and machines. The postmodern notion that reality is only a construct—that we are what we program—suggests limitless human possibilities; but as the young spend less and less of their lives in natural surroundings, their senses narrow, physiologically and psychologically, and this reduces the richness of human experience.

Yet, at the very moment that the bond is breaking between the young and the natural world, a growing body of research links our mental, physical, and spiritual health directly to our association with nature—in positive ways. Several of these studies suggest that thoughtful exposure of youngsters to nature can even be a powerful form of therapy for attention-deficit disorders and other maladies. As one scientist puts it, we can now assume that just as children need good nutrition and adequate sleep, they may very well need contact with nature.

Reducing that deficit—healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it. The health of the earth is at stake as well. How the young respond to nature, and how they raise their own children, will shape the configurations and conditions of our cities, homes—our daily lives...


Richard LouvRichard Louv is chairman emeritus of the Children and Nature Network
and author of The Nature Principle: Reconnecting With Life in a Virtual Age and Last Child In The Woods: Saving Our Children from Nature-Deficit Disorder.

Photo of Girl sketching in meadow by Kenny Ballentine

courtesy of the Children & Nature Network

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Boy smelling Chocolate Cosmos

 "Teaching children about the natural world should be treated as one of the most important events in their lives"
Thomas Berry, "Dream of the Earth"
from the Hooked on Naturewebsite

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"If we want children to flourish, to become truly empowered, then let uschild and elder hugging a tree allow them to love the earth before we ask them to save it. Perhaps this is what Thoreau had in mind when he said, "the more slowly trees grow at first, the sounder they are at the core, and I think the same is true of human beings."
David Sobel, Beyond Ecophobia

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Excerpt from

Wanted: A 21st Century Education

by Marie Bjerede
courtesy of the Getting Smart organization

Well into the 21st century, we are still trying to get a handle on what a 21st century education really is – both the question of what young adults really need to know and be able to do and the question of the best way to help them get there. I first encountered this issue as a high-tech executive when coaching talented engineers through a series of workplace myths.

Young engineers tend to come out of school with a mindset that the only truly valuable contributions are individual contributions. In a workplace where nearly all projects require collaboration among colleagues, they are prone to sitting at their desks working on a problem for weeks when a few quick conversations could have the problem solved in hours. Even when coached to seek help, they still feel as though they are somehow “cheating.”

It is also common for young engineers to believe that real problems have only one right answer and that they will get the best “grade” from a supervisor if they come up with it. But that supervisor is more likely to value the engineer who can work with a team to bring up multiple possible solutions, discuss trade-offs and choose one of many imperfect solutions to a complex and constrained real-world problem. Some young adults flourish in this environment – others feel a deep unfairness that the rules have suddenly been changed.

Skills Needed In the Modern Workplace

kids with various digital devicesIn his book, The Global Achievement Gap, Tony Wagner lays out seven “survival skills” that are needed in a modern workplace: Critical thinking and problem solving; collaboration across networks and leading by influence; agility and adaptability; initiative and leadership; effective oral and written communication; accessing and analyzing information; and curiosity and imagination. There are many ways to slice and categorize modern skills, but this is a pretty good description of what young adults need to know and be able to do in today’s workplace. The bar has been raised tremendously since the mid-20th century when strong domain-specific skills such as software design, accounting, or automobile manufacturing were enough. In an increasingly networked world, no doubt the bar will continue to rise and in ten years new skillsets that we haven’t yet identified will be the ones that differentiate the best from those who “merely” have the skills enumerated by Wagner.

Marie BjeredeMarie Bjerede is a writer, speaker, and champion for education transformation. With her wireless communication background, she's now challenging technical, economic, social, and systemic obstacles to brining personalized learning to every student.

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I can't resist adding this wonderful RSA Animate with Sir Ken Robinson, because it includes some interesting ideas and data not included in his TED talk.

RSA Animate - "Changing Education Paradigms"

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Mission Statement:
Our intention is to inspire the conscious co-creation of a loving and sustainable relationship with the planet and with one another, in a world that works for us all.

Who we are:
Barbara Allen - Editor. Barbara lives and gardens near the Rogue River in southern Oregon.
Tom Carney - Publisher. Tom lives and writes in southern CA and in Portland, OR. He is the author of "The New Consciousness" and of a monthly journal of esoteric commentary called Thoughtline.

What is NGWS?
NGWS stands for New Group of World Servers. The Journal and website are a service project of Arcana Workshops, a non-profit meditation training group in the Los Angeles area. 

How to contact us
Send questions, stories, ideas or comments to:
Barbara at

Logo art courtesy of
Bryon Allen/