Learning for Transition

[email protected]@samglv.com-

Social-Architects-of-Meaning-

Suppor<ng-all-ini<a<ves-that-enhance-an-integrated--world-through-wiser-being-and-bolder-ac<ons…- 1-


Why-did-we-say-yes:--common-purpose…-

•  Our-movie…-

2-


SAM:-Social-Architects-of-meaning--

•  With-the-SAM-ini<a<ve,-we-want-to-be-a-development*community*that-prototypes-and-gives-form-to-collabora<ve-challenges-for-the-future-to-coGcreate-meaning-

•  Sam-has-been-founded-by-Lieven*Callewaert*&-Pascal*Van*Loo-in-2011-to-connect-communi<es-and-organisa<ons,-aiming-to-enhance-and-support-societal,-ecological-and-economical-transi<ons-

•  Connec7vity*and*connectedness,-some-of-the-basic-values-of-Apprecia<ve-Inquiry-were-the-inspira<on-for-us-to-give-ground-to-the-ini<a<ve.-

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Learning-for-Transi<on-

--

“Learning(for(Transi-on:((Lessons(learnt(from(a((

Community(of(Prac-ce(on(Transi-on(

Management(in(Flanders((Belgium)”--

4-


Tender-from-the-Flemish-Government:-goals-

•  To-connect-the-“frontrunners”-on-‘transi<on-in-the-field’-into-a-learning-community-

•  To-gather-the-“grounded-theories”-on-transi<on-from-these-people-in-the-field-

•  To-create-a-connected-community-that-forms-the-basis-to-further-spread-the-transi<on-work-within-Flanders-


Transi<onal-field-in-Flanders:-huge-variety-of--ini<a<ves,-people,-background…-

Transi<on-within-the-agro-and-food-

business--

Community-of-Prac<ce-

-Transi<on-in-Flanders-

Energy-transi<on-

Plan-C:-transi<on-on-material-use-

Sustainable-living-and-building-

?-

?-?-

?- Stef-

Ilse-

Michael-

Merijn-

Walter-

Ilse--

Jan-

Dirk-

Frank-

?-

Silence-and-inner-peace-

Erik-

?-

?-?-

?-

?-

?-


Transi<on-steps-to-take-into-the-project-

•  What-kind-of-field-and-support-is-needed-to-create-the-richt-flow-within-the-projects-itself?--

•  How-to-coGcreate-a-new-vision-on-society-on-what-we-want-as-“a-group”?-

•  How-to-develop-a-common-transi<on-approach-for-Flanders,-giving-space-for-all-differences-present?--

Primary-transi<on-Every-project-is-dealing-hard-with-its-own-challenges-

Secundary-transi<on-

A-suppor<ve-network-around-the-projects-and-the-commun<y-

?-


The-road-ahead…-?-

Transi<on-plan-

Cultural-transforma<on-

Leadership-transforma<on-


COMMUNITY-OF-PRACTICE-----------------

Phase-1:-“-community-of-knowledge”-ME-AS-A-

PRACTITIONER-

PHase-3:-Community-of-

crea<on-WE-AS-COGCREATORS-

PHase-2:-“Community-of-

learning”-WE-AS-CHANGE-

AGENTS-


Approach:-3-steps-

Who,-What?-------------Learning-Process:-3-phases,-3-core-modules-------------contrac<ng,-tools-Step1:*Forma7on*CoP* *Step*2:*co=crea7on*CoP*with*keyplayers *Step*3:*consolida7on*----

COMMUNITY-OF-PRACTICE-----------------

Fase-1:-“-

community-of-

knowledge”-

IK-ALS-PRAKTIJKM

ENS-

Fase-3:-Community-of-crea<on-WIJ-ALS-COGCREATORS-

Fase-2:-“Communi

ty-of-learning”-WIJ-ALS-

VERANDERAARS-


--

--Testimonial

11-


Community-of-Prac<ce-

--

--Testimonial

12-

[email protected]@samglv.com- 13-


Explosion-

14-


--- - --

- “Dream People”

15-


--- - --

-- “Dream People”

16-


Output-COP-Explosion-

17-

--- - --

-- “Design”


Output-1:-Real-inquiry?-

18-

--- - --

--How are you

REALLY ? -


Output-2:-LOL-VOV-Learning-Network-

•  Sectorfederation of Training & Development

•  Co-creative playfield: Light on Learning

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Output-3:-Local-exchange-trading-systems-(LETS)-

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Output-4:-NING-Community-Site-

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Output-4:-Dreaming-of-a-Virtual-Plamorm-inspired-by-MaterialSource.com-

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Lessons-Learned-

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-- - - --

- -Living & Learning = integrating polarities




Learning-ques<ons-from-a-design-and-facilitators’-perspec<ve--

-•  The-mul<Gactor-variety-of-transi<onal-work,-with-all-its-conflicts-

embedded,-is-embodied-in-the-pioneers:-how-to-make-a-social-contract-with-“the-field”,-through-its-par<cipants,-when-there-is-no-collec<ve-purpose-IN-the-field?--

•  Crea-ng(a(very(clear(social(contract(to(a(prescribed(common(purpose(helps(crea-ng(a(strong(community(

•  How-much-“systemic-tension”-can-you-carry-in-the-program:-a-wish-for-natural-growth-within-a-rigid-context-on-delivery-and-invoicing…-

•  Even(when(in(words(and(rela-onship(a(project(emerges(from(trust,(always(contract(the(rela-onship(towards(the(system(and(its(rules(that(holds(it.(

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Learning-ques<ons-from-a-design-and-facilitators’-perspec<ve-

•  The-importance-of-the-caller/commissioner-is-huge:-the-caller-was-commissioner,-par<cipant-and-wanted-to-be-coGhost-at-the-same-<me…-Where-and-how-to-draw-the-lign-in-a-healthy-way?-

•  The(consciousness(of(the(caller(needs(to(be(as(high(as(her/his(aspira-on(with(the(program(when(you(want(to(parHtake(in(different(roles.(How(to(be(aware(from(the(beginning(what(the(learning(space(is(with(each(other…(

-

•  How-much-diversity-is-healthy-into-a-community-of-prac<ce,-and-how-does-this-balance-with-a-common-purpose?-

•  The(more(varied(the(group,(the(stronger(the(invita-on(and(the(clearer(the(goals(need(to(be.((

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Education

Learning for Transition