“the directions of transformation are clear: the future lies in micro contributions by large networks of people creating value on a scale previously unthinkable, bringing sociality and social connectivity back into our economic transactions, in the process of redefining notions of rewards, incentives, growth, and currencies.” -marina gorbis via the nature of the future: dispatches from the socialstructed world

cognitive learning theory in the classroom

The problem is that, in many ways, the directions of transformation are not clear. We are still struggling to determine, in the midst of the chaos and confusion brought on by the current pace and expanse of change, to see the future that is emerging.Cognitive learning theory in the classroom it is no longer as clear as it was before. We are struggling to connect the systems of our past, with those of the present. When, all the while, we know that we are inevitably going to need to begin creating new systems for the future.Cognitive learning theory in the classroom in many ways, our inability to disrupt current mental models of those systems, locks us into incremental approaches to change, making it more and more difficult to engage the necessary cognitive shifts that will allow for the transformation needed to move forward into the future in a more fluid, dynamic and divergent manner.Cognitive learning theory in the classroom

For which kahane adds, “the key difference between adaptive and transformative scenario planning is, then, one of purpose. Adaptive scenario planning uses stories about possible futures to study what could happen, whereas transformative scenario planning assumes that studying the future is insufficient, and so it also uses stories about possible futures to influence what could happen.”

cognitive learning theory in the classroom

Or as marina gorbis shares in the nature of the future, “scenarios let us construct plausible, internally consistent vision that help us frame the range of possibilities and the kinds of issues we are likely to confront along the way.” for which she continues, “scenarios are useful tools for uncovering underlying trends and forcing us to ask important questions as we speed toward the future.”

cognitive learning theory in the classroom

In a world that is becoming, both personally and organizationally much less uncertain and known, engaging strategies that allow us to discover new foresights to determine our way forward, to develop advanced visions and future narratives, and structure our systems in ways that allow us to personally and organizationally adapt, will provide some semblance of equilibrium to the current and future disequilibrium we currently are and will be facing in the future.Cognitive learning theory in the classroom

Finding strategies to face our current disequilibriums more effectively will eventually lead us into new equilibriums, even though we will still need to overcome periods of both moderate and accelerated disruption.Cognitive learning theory in the classroom especially as growing levels of upheaval and obsolescence continue to invade upon many of our stalwart institutions and societal pillars that have currently been able to withstand the test of time.Cognitive learning theory in the classroom institutions and pillars that are no longer just bending, but very often breaking under the weight of change as the digital disruptions and shifts continue to bear down upon them.Cognitive learning theory in the classroom

As marina gorbis puts forth in the nature of the future, “that is why, when developing scenarios, it is helpful to focus on larger transformations that underlie them and that are irrefutable, the ones we truly believe will inevitably come about.Cognitive learning theory in the classroom these larger transformations point to a direction rather than pinpoint a final destination. How they manifest and in what time frame, however, are where the uncertainties lie.Cognitive learning theory in the classroom the more we can foresee the directions and shapes of such transformations, the better we can prepare for the future.”

Too often, the comfort and safety of the known past keeps us mentally entrenched, stuck, embedded in the present, restraining us from becoming more open in confronting the uncertainty of an unknown future.Cognitive learning theory in the classroom in many ways, we find ourselves recoiling back to that past. We find ourselves trying to think of how we can bring back those jobs that no longer exist, rather than finding ways to better prepare for a world of work that is drastically changing and bringing forth new types and ways of working.Cognitive learning theory in the classroom or we get caught up in continuing to amplify skills (both in education and the workforce) that are no longer or soon to be irrelevant, rather than focusing on the awareness and learning necessary to learn new skills and new skillsets.Cognitive learning theory in the classroom

Constructing future narratives, engaging in transformative scenarios of the future, allows us the space and opportunity to make the cognitive adjustments necessary to see through the complexity, confusion and chaos of our current circumstances in ways that allow us to personally and organizationally prepare for the future in a more dynamic and positive manner.Cognitive learning theory in the classroom reframing our mental models provides us the cognitive space to begin to move from ideas of incremental change to visions of transformational shifts.Cognitive learning theory in the classroom

In this precarious place we find ourselves in, learning is no longer an event, as much as it is an everyday necessity. We now, more than ever, need those at every level of the organization who can create more diverse and expansive networks and idea flows, who can connect disparate dots in more creative and innovative ways, who can think in systems, who can engage divergently and convergently, who can reflect upon and even disrupt their own mental models…

cognitive learning theory in the classroom

“we will no longer need to worry so much about the digital divide as about a cognitive divide. Those who are self-driven or whose social networks drive them to acquire more and more knowledge and to consume more and more rich content will be able to increase their cognitive capital, while those who do not possess such drive or whose social settings do not encourage such accumulation of knowledge will be left farther and farther behind.Cognitive learning theory in the classroom we urgently need to rethink our educational priorities and the kinds of skills we will need in the world of abundant content and rich ecologies of knowledge and information.”-marina gorbis via the nature of the future: dispatches from the socialstructed world