By Tony V. Zampella tony@bhavanalg.com 1 1 O V E R V I E W 1. - PowerPoint PPT Presentation

By Tony V. Zampella • tony@bhavanalg.com 1 1

O V E R V I E W 1. META Learning = Three-Dimensional View of Learning To expand our notion of learning to include unlearning 2. WHOLE View = Four-Dimensional View To challenge our idea of separation. 3. MIND = Mapping our Reality To surface background assumptions. 4. PRACTICE = Create space by LETTING GO The practices to cultivate space for openness. 2

What’s Changed (about change) ? In the last decade the effects of VUCA have resulted in: 1. Exponential Change : incredible pace of the unpredictable . 2. Existential Fear : greater uncertainty – loss at level of identity . These result in greater Distraction that fragments attention with Speed & Ambiguity that fosters BIAS. This level of speed , loss and uncertainty finds us filled with anxiety and requires a practice of UNLEARNING to cultivate openness . “In times of change, those who are prepared to learn will inherit the land, while those who think they already know will find themselves wonderfully equipped to face a world that no longer exists.” —Eric Hoffer 3

O V E R V I E W: POSSIBILITIES OF UNLEARNING. ü Cultivate non-reactive awareness of attachment to any thought or experience to sit with confusion . ü Release fixed views . Change our views with life, shifting from a fixed rock to a flowing river, to sit with uncertainty . ü Soften view of SELF from a fixed, separate identity to an evolving being or possibility to be with ambiguity . ü Evolve our view of knowledge. Question assumptions, and beliefs. Dissolve outmoded views to sit with the unknown . ü Contemplate death. Honor the life cycle and the end of things. Allow for a liminal space to be guided by uncertainty . 4

Who are YOU in this Inquiry? 1- Trainer-1 : Care about Teacher-Student relationship. 2- Trainer-2 : Concerned with how students interact with coachees. 3- Coach : Care about coachees with whom you work. 4- Designer : Concerned with developing programs and curriculum for teaching & learning. Through each lens you will: expand awareness to listen differently to yourself and with others. 5

Entering this Inquiry During our time together we will explore three types of content: Thoughts , Concepts & Practices , labeled on each slide as follows: = Allow Thoughts to wash over you . Be with them without having to understand or remember them. If there’s any “overwhelm,” breathe to let it go. = Engage Concepts to focus awareness . If “confusing,” capture any insights or questions that support opening up. = Reflect on Practices and imagine using these in your life , “as-lived.” NOTE: This workshop starts the unlearning process. The Meta-level can be cloudy at first. Sit with these items . 6 Find any one to begin your journey into Unlearning.

O V E R V I E W 1. META = Three-Dimensional VIEW of Learning 2. WHOLE = Four-Dimensional View 3. MIND = Mapping our Reality 4. PRACTICE = Create space for LETTING GO A journey is called that because you cannot know what you will do with what you find, or what you find will do to you. —James Baldwin 7

The Heart Knows • The Mind Believes —Charles Eisenstein What are the beliefs that keep our systems in place? How can we liberate the mind from its beliefs to rediscover the heart? How can we better Witness our MIND … to become the Space of Openness that connects the HEART? 8

9 E G N A H C P E E D P O H S K R O W L O O H C S

Learning of Unlearning Ø Third-Person = To sense/perceive + study knowledge Ø Second-Person = To understand + experience knowledge Ø First-Person = To (insights) + (on experiences) + (into blind-spots). 10

Learning of Unlearning The following questions by Peter Senge suggest that learning is a most vulnerable human endeavor , as it starts with admitting “I DON’T KNOW.” 1- Why do we confront learning 2- Why do we derive opportunities our self-esteem from 3- Why do we with fear rather knowing as opposed criticize others than wonder ? to learning ? before we even understand them? 11

Learning of Unlearning The challenge of Unlearning involves letting go . This process requires cultivating a “ Habit of Questioning, ” which looks different at each dimension of learning. FIRST-PERSON Which context does THIRD-PERSON this situation reveal? SECOND-PERSON What I know. Am I resisting? What How I know How I include my BODY & does my resistance emotions in what I know? what I know? reveal? How I include what they Why I question? “care” about in what I know? “Even if the people's thinking is superstitious or naive, it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas—not consuming those of others.” ― Paulo Freire, Pedagogy of the Oppressed 12

O V E R V I E W 1. META = Learning and Unlearning 2. WHOLE = Four-Dimensional View 3. MIND = Mapping our Reality 4. PRACTICE = Create space for LETTING GO There are no dangerous thoughts; thinking itself is dangerous. — Hannah Arendt 13

Four-Dimensional View We begin with this question: Some of this involves holding Binary Tensions between. Individual & Collective. Objective & Subjective. Exterior & Interior. Knowledge & Understanding. To hold these tensions requires a META THEORY that INCLUDES ALL views, ALL thinking, and ALL SPACES . 14

Interior (subjective) Exterior (objective) - Upper-Left Quadrant - Upper-Right Quadrant 4-D VIEW This VIEW reveals the This VIEW reveals the Individual How to use INDIVIDUAL INTERIOR INDIVIDUAL EXTERIOR this Model "IT" – BODY “I” MIND Each of these Brain • Behavior Self • Consciousness four quadrants I become aware reveals a I improve performance dimension of - Lower-Left Quadrant - Lower-Right Quadrant any phenomena. Each discloses Collective This VIEW reveals the This VIEW reveals the either an COLLECTIVE INTERIOR COLLECTIVE EXTERIOR interior or exterior "WE" – Culture "THEY" – Society/Nature experience from Shared Values • Discourse Shared Spaces • Knowledge an individual or We belong & understand We fit & produce collective perspective . MEANING - UNDERSTANDING MATTER - KNOWLEDGE 15

Interior (subjective) Exterior (objective) - Upper-Left Quadrant - Upper-Right Quadrant 4-D VIEW "IT" – Behavioral "I" – Capacity/Intentional Individual BODY (empirical) MIND (existential) Brain • Nervous System Self • Consciousness Science: Evidence Awareness: Interpretation TRUTHFULNESS OBJECTIVE TRUTH I become aware I improve performance Love and justice - Lower-Left Quadrant - Lower-Right Quadrant are not two. Without inner "WE" – Culture "THEY" – Society/Nature Collective change, there can be no outer COMMUNITY (experiential) SOCIAL SYSTEMS (empirical) change; without Shared Values • Discourse Shared Spaces • Knowledge collective change, Morals: Ethos Science: Functional Fit no change matters. JUSTNESS EMPIRICAL EVIDENCE We belong & understand We fit & produce —Rev. angel Kyodo Williams. Black. Woman. MEANING - UNDERSTANDING MATTER - KNOWLEDGE 16 Queer. Zen.

SEPARATION Serves to Oppress … “You may have heard the talk “It is hard to face this. But all our phrasing— of diversity, sensitivity training, race relations, racial chasm, racial justice, and body cameras. These are racial profiling, white privilege, even white all fine and applicable, but they supremacy—serves to obscure that racism is understate the task and allow a visceral experience, that it dislodges the citizens of this country to brains, blocks airways, rips muscle, extracts pretend that there is real organs, cracks bones, breaks teeth. distance between their own attitudes and those of the You must never look away from this. You ones appointed to protect must always remember that the sociology , them .” the history , the economics , the graphs , the charts , the regressions all land, with great violence, upon the body.” “Disembodiment is a kind of terrorism , and the threat of it alters the orbit of all our lives and, like terrorism, this —Ta-Nehisi Coates distortion is intentional .” 17

BEING WHOLE Requires Integrating 4 Views - Upper-Left Quadrant - Upper-Right Quadrant "IT" – Behavioral "I" – Capacity/Intentional Note about BODY • Brain • Action Left Side vs Right Side MIND • Consciousness Individual : : SEPARATE & REDUCE Hershey, Nestle, items as predictable Mars won’t promise I improve performance I become aware & controllable . chocolate is free of Third-Person Learning First-Person Learning We act on Right Side child labor. Evidence ,” and - Lower-Left Quadrant - Lower-Right Quadrant dismiss, and Left-Side Airlines to DHS: Don't "WE" – Culture "THEY" – Society/Nature Meaning . use us to transport COMMUNITY SOCIAL SYSTEMS kids separated from Shared Values • Discourse Shared Spaces • Knowledge : their families. Collective To clarify LEFT-SIDE assumptions and A YouTuber hurled meaning-making, racist, homophobic takes time, interest taunts at a gay and willingness to be reporter. Company We belong - shared experiences We fit - produce with confusion to did nothing. Second-Person Learning Third-Person Learning evolve understanding . 18 Interior (subjective) Exterior (objective)