| > but I thought it was an interesting read. I think we need more open-ended conversations about how people organize and get stuff done. Maybe this can inspire some. Nice idea. In that spirit, I mention a couple of thoughts which came to mind reading TFA. Perhaps NTSB, and hospital Morbidity and Mortality conferences, are a form of servant leadership? Of addressing not the immediate problem, but the conditions which insulated it from prevention/solution. A pre-K science educator has suggested their students have a human right to make sense of their world - "now", not a lifetime in their future. Big hairy audacious goal. So I'd been thinking about sense-making narrative storytelling. And its overlap with work on teaching scientific dialog (eg addressing A:"X is true!" B:"I like you A, so yes, X is true!"). But I'd been thinking large-chunk narrative memes, rather than a sea of fragments in casual conversation, which seem both a likely outcome of attempting the former, and perhaps a hint at a goal. So not learning objectives, however better crafted, but a focus on shaping water-cooler conversation? The "More like these, fewer like those" reminded me of a suggestion for design collaboration with a client - present more than one prototype, and their differences become a vocabulary for discussing the design space. I think of groupthink as an underappreciated phenomena, so while some TFA bits addressed it indirectly, I got a feeling of unacknowledged pachyderm. The robust systems and context-free ideas reminded me of an IMF research talk, which pointed out that it had taken years for the international development community to appreciate that you couldn't simply pick up an intervention that worked in one place, and cookie-cutter drop it in somewhere else entirely, with any likelihood of it working. I wondered where robust systems ideas are now on the getting-to-"well, duh" community education curve. And what other ideas might be plotted there. |