A Curriculum For Changing Times

Inspired by the Writings of Edward de Bono

Designing a curriculum for 11 to 16-year-olds that prepares them for ecological overshoot and the changing workplace involves combining several key concepts from Edward de Bono's philosophy and methodology. The challenge is not just to reduce material consumption and improve social cohesion but also to foster adaptability, creativity, and a forward-thinking mindset in young people. The curriculum outlined below draws on de Bono's focus on creativity, lateral thinking, and positive action as foundational elements for adapting to future changes in the workplace and society at large.

Curriculum Outline

Year 1: Introduction to Creative Thinking and Social Responsibility

• Objective: Introduce the concept of creative thinking as a tool for problem-solving and innovation. Begin fostering a sense of social responsibility and community.
• Key Activities:Creative Thinking Workshops: Utilizing de Bono's Six Thinking Hats to explore different perspectives and solve problems creatively.Environmental Stewardship Projects: Engage in local community projects to understand and contribute to ecological sustainability.Lateral Thinking Puzzles and Challenges: Encourage out-of-the-box thinking to solve complex puzzles.

Year 2: Understanding Ecological Overshoot and Its Impacts

• Objective: Deepen understanding of ecological overshoot and its implications for society, the economy, and the environment.
• Key Activities:Interactive Sessions on Ecological Footprint: Calculate personal and community footprints to understand impacts on the planet. Case Studies on Sustainable Practices: Explore successful examples of sustainable living, renewable energy, and waste reduction. Group Discussions: Facilitate discussions on how creativity can address ecological challenges.

Year 3: Skills for Adapting to Change

• Objective: Equip students with skills to adapt to change, focusing on flexibility, resilience, and continuous learning.
• Key Activities:Skills Workshops: Offer courses on digital literacy, critical thinking, and communication to prepare for the changing workplace.Future Scenarios Exploration: Use scenario planning to envision possible futures and develop adaptive strategies.Personal Development Plans: Encourage students to set goals for self-improvement and lifelong learning.

Year 4: Innovation and Entrepreneurship for Sustainability

• Objective: Inspire innovation and entrepreneurship focused on sustainability and social impact.
• Key Activities:Entrepreneurship Boot Camp: Teach basic principles of starting a business that addresses social and environmental needs.Innovation Challenges: Compete in teams to create solutions for real-world environmental challenges. Mentoring Program: Connect students with local entrepreneurs and innovators for guidance and inspiration.

Year 5: Community Engagement and Leadership

• Objective: Develop leadership skills and engage more deeply with the community to drive positive change.
• Key Activities: Leadership Workshops: Train students in leadership, negotiation, and conflict resolution. Community Service Projects: Lead initiatives that contribute to social cohesion and ecological sustainability. Reflection and Forward Planning: Reflect on personal growth and plan future actions for continued impact.

Cross-Curricular Themes

• Respect for Diversity: Throughout the curriculum, emphasize respect for different cultures, perspectives, and solutions to global challenges.
• Collaboration: Foster teamwork and collaboration across all activities to solve complex problems collectively.
• Continuous Feedback and Reflection: Implement a system of continuous feedback and reflection to encourage personal growth and learning from experiences.

Conclusion

This curriculum combines Edward de Bono's emphasis on creativity, constructive thinking, and positive action with the practical skills needed to navigate and influence a rapidly changing world. By focusing on personal development, social responsibility, and adaptability, students will be well-prepared to contribute meaningfully to their workplaces and communities in the face of ecological and societal challenges.

Inspired by Gerard Egan and the Skilled Helper Principles

To develop a curriculum for 11 to 16-year-olds that prepares them for ecological overshoot and workplace change by reducing material consumption and enhancing social cohesion, we can integrate insights from Gerard Egan’s The Skilled Helper model with contemporary educational practices. This curriculum will emphasize problem-solving, sustainability, empathy, diversity, self-responsibility, and action orientation. Here’s an outline structured around these themes:

1. Introduction to Ecological Awareness and Sustainability (Ages 11-12)

• Objective: Understand the basics of ecological balance, the concept of ecological overshoot, and the importance of sustainability.
• Activities:Interactive workshops on natural resources and their limits.Projects on recycling, composting, and minimal waste living.Introduction to sustainable living choices, like reducing plastic use.

2. Empathy and Social Cohesion Building (Ages 12-13)

• Objective: Foster empathy towards others and the environment to build a foundation for strong community ties.
• Activities:Role-playing exercises to understand different perspectives, including those of future generations affected by today’s actions. Community service projects and team-building exercises.Discussions on global case studies of communities facing environmental challenges.

3. Critical Thinking and Problem-Solving for Sustainable Development (Ages 13-14)

• Objective: Develop critical thinking skills to evaluate environmental issues and identify sustainable solutions.
• Activities:Group projects to design sustainable solutions for local environmental issues.Debates on environmental policies and their impact.Field trips to local environmental organizations or sustainability projects.

4. Self-Responsibility and Personal Action Planning (Ages 14-15)

• Objective: Empower students to take personal and collective responsibility for environmental stewardship.
• Activities:Workshops on setting and achieving personal sustainability goals.Journaling and reflection sessions on personal consumption habits and their impacts.Creation of personal action plans for reducing material consumption and enhancing social cohesion.

5. Leadership and Community Engagement (Ages 15-16)

• Objective: Equip students with leadership skills to influence and engage others in sustainability efforts.
• Activities:Leadership training focused on environmental advocacy.Projects to engage the school or local community in sustainability initiatives.Presentations to local schools or community groups about the importance of ecological sustainability and social cohesion.

Cross-Curricular Integration:

Throughout the curriculum, integrate these themes into subjects like Science (ecology, biology), Social Studies (community, global studies), and Language Arts (communication, persuasive writing). This integration ensures that students not only learn about these concepts in isolation but see their relevance across different aspects of their education and life.

Assessment and Reflection:

Regular reflection sessions and portfolio assessments can help students track their growth in understanding and applying these concepts. Encourage self-assessment and peer feedback to foster a community of learners who support each other’s development.

This curriculum combines Egan’s principles of helping and problem management with practical environmental education, aiming to prepare young individuals not only for the workforce changes but also for a lifestyle that supports ecological balance and social well-being.

Questions

What connections can you see between the two approaches?

What is missing?

How close are these to current curricula?