Monday, February 3, 2014

Post Growth: Creating global prosperity without economic growth

The Power of Three Words: ‘Not-for-Profit’


Ever since we started writing and speaking about our current book project, How on Earth: Flourishing in a Not-for-Profit World by 2050, we have been amazed by one phenomenon in particular. When we have a chance to explain to people what not-for-profit (NFP) enterprise actually is, we get an incredible response from all sectors and political spheres to the proposition that not-for-profit business lies at the heart of our future global economy. Yet when we mention our work without first explaining not-for-profit enterprise, we receive a good deal of resistance to the notion of a not-for-profit world by 2050. In this article we seek to clear up the misunderstandings we see repeatedly arising.
graphic plotting different types of entities re: business motivation in relation to personal financial expectation and where not for profit sits
In our experience, when people hear the term ‘not-for-profit’ they mostly think of charity-dependent organizations like Amnesty International, the Sierra Club, Save the Children, Greenpeace, and Médecins sans Frontières. It’s well-known that these organizations rely on donations, philanthropy and grants to support the good work they do. This is the way not-for-profit organizations have traditionally operated, such that in the U.S. it’s common to speak of ‘non-profit organizations’ and, in the U.K., the term ‘not-for-profit’ is synonymous with ‘charity’. Most people assume that dependence on the financial benevolence of others is the only way a not-for-profit can operate.

Stemming from this misunderstanding, ‘not-for-profit’ is often thought to be distinct from social enterprise, sustainable business or cooperative business. Many people feel they must choose between starting a social enterprise or a not-for-profit. Entrepreneurs often feel that running a sustainable business means that it must be for-profit. In fact, the term ‘for-profit’ hardly ever enters our business lexicon, as it is widely seen as the only way of doing business.

Yet the almost universal legal interpretation of ‘not-for-profit’ allows for much more than charity. As an entity formed to fulfil a social purpose, a not-for-profit can make as much profit as it is able or would like, as long as this profit is used according to the organization’s stated goals, rather than being distributed to individuals in a private capacity. Indeed, NFP organizations such as Bupa and Mozilla made (and redistributed) incredible profits in recent years, highlighting that not-for-profit really just means ‘not-for-private-profit’, ‘not-for-personal-profit’ or [existing] ‘not-primarily-for-profit’. If incorporated, a not-for-profit can own and trade assets, it’s just that these assets cannot be owned by any individual, nor is the company itself owned by anyone (i.e., there are no shareholders), not even its members or another for-profit company. The organization’s finances and any assets are governed and run by a committee or board and people can be financially remunerated for the work they contribute, but no individual can receive a share of any of assets, should a NFP organization be dissolved.

So, while the non-profit model may be receding in prominence, the not-for-profit enterprise model is on the rise, with activity across sectors as diverse as telecommunications to retail, to manufacturing, to healthcare and the food industry.

What is a NFP Enterprise?

Not-for-profit enterprise is an ideal hybrid between the innovative, efficient aspects of for-profit businesses and the mission-driven nature of traditional non-profits. In essence, it’s a business model built for purpose; the purpose being ‘meeting human needs’. Not-for-profit enterprises don’t face the pressure to sacrifice social and environmental well-being in the name of private profit that most for-profits are confronted with. After all, they exist primarily to contribute to social and environmental well-being. Not-for-profit enterprises are also more likely to avoid the cut-throat competition for grants and donations that exist in the non-profit world, and the drain on resources that such competition creates. Without obligations to shareholders and with minimal dependency on donors, NFP enterprises have the freedom and ability to get their work done in a way that maximizes social, environmental and economic outcomes.

Not-for-profit enterprises come in many forms, such as: Incorporated Associations; Companies Limited by Guarantee; Non-Distributing Co-operatives (including certain ‘producer’ and ‘consumer’ coops); Social Enterprises (in many European countries this model is NFP by default); Social Businesses (coined by Muhammad Yunus); Community Land Trusts; and Community Supported Agriculture. The list goes on.

Why Not-for-Profit rather than For-Benefit or For-Purpose?
We are often asked, “Why are you calling your model the Not-for-Profit World? Why don’t you say For-Benefit or For-Purpose? Not-for-profit sounds negative and defines something by what it isn’t!”, and: “What about B Corps? They offer exactly the hybrid you’re talking about!”

We are deeply committed to the term ‘not-for-profit’, and what it represents as a business framework, for two main reasons. Firstly, the term ‘not-for-profit’ is fundamentally immune from co-option. Around the world, its near universal meaning consistently distinguishes businesses that can privatize profit from those that can’t, and, given the near universality of definition, it’s a distinction that is unlikely to change. This is important because history shows that those in power often seek to co-opt language in ways that maintain their vested interests. This is clear when you look at the wide variety of interpretations of ‘sustainable development’, ‘green’, ‘eco-friendly’ and ‘sustainability’. This trend is extending to business, where for-profits have been using language that blurs the lines between FP and NFP activities: ‘profit-for-purpose’; ‘hybrids’; ‘shared value’; and ‘mission-driven organizations’, yet all the time promoting activities that continue to privatize profit. At the end of the day, however, a company must always legally exist as either FP or NFP. Even attempts by NFPs to blur the lines can’t change that fundamental legal distinction. For example, Harvard University says on its website that it is “a private, not-for-profit institution”, as if to infer it is privately owned. Yet, no one owns Harvard University, as it’s a NFP, albeit a not-for-profit enterprise, generating over 30% of its revenue from business activities in 2012.

Secondly, the not-for-profit business model is precisely what the world needs right now. It’s a smart, humanitarian model that recognizes the value of financial sustainability through financial independence. But it’s a model that also recognizes that, in a world where 85 people control as much wealth as the ‘bottom’ 3.5 billion, financial redistribution needs to be built into the way we do business (because taxation and philanthropy will never be enough to create the level of equality needed for a society that works for us all).

In our experience, understanding ‘not-for-profit’ in this powerful light opens up a whole new world of possibilities. All the ingredients to build an entire economy on not-for-profit enterprise exist. And the best part is that it’s already well underway.


Sunday, February 2, 2014

Watching full 2 hour THRIVE movie for free in 20 languages


An unconventional documentary that lifts the veil on what's REALLY going on in our world.

What on Earth does it take to thrive?

We are at a critical turning point in human history. The path we are on is leading toward a global police state. We must change direction, but how? What are the guiding principles that would lead to freedom from war, hunger, and domination? How do we work toward a world where no one is violated or coerced in any way? These are the kind of questions you can explore in this solutions section.

This also is the place to discover what you can do to bring about change. You can check out inspirational success stories, find suggestions for quick, effective everyday actions, study strategies for transformations at the national and global level, and get involved in Critical Mass Actions that will make a difference.

Source: www.ThriveMovement.com

 



 

Building Thriving, Resilient Communities

A Collection of Resources for You & Your Neighbors
to Create a Saner, Healthier Future Together


[image]
This collection of books, online resources, trainings and courses was assembled by members and allies of the Thriving Resilient Communities Collaboratory (TRCC), who share a vision of a world that is sustainable, just, compassionate, and healthy.
Building Thriving, Resilient Communities explores many exciting resilient systems being created in communities across the nation (and planet) that demonstrate how we can live more sustainably, and in community, while respecting Nature’s limits. More than just inspiring stories, this collection contains tools—practical, tested, hands-on ways you can begin making your community more resilient. And best of all, most of these steps—collaborating with neighbors, supporting local farmers and tradespeople, reducing dependence on globalized trade—are the right thing to do… even if we weren’t facing unprecedented challenges!

Building Thriving, Resilient Communities consists of five guides:
Enjoy the journey, and let us know what tools you discover or invent that might help others by emailing info@resilience.org.
[TRCC logo] [PCI logo]

Source: http://www.resilience.org/communities-guide

Albert Einstein - How I See the World




“Education is not the learning of facts, but the training of the mind to think.” -Albert Einstein

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Albert Einstein navigated the twilight turf between consciousness and matter for much of his life. He argued that “Man” suffers from an “optical delusion of consciousness” as he “experiences himself, his thoughts and feelings as something separated from the rest.” His cure? “The most beautiful thing we can experience is the mysterious,” he said. “It is the source of all true art and science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: His eyes are closed.” 
 
“A human being is a part of the whole called by us universe, a part limited in time and space. He experiences himself, his thoughts and feeling as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.” -Albert Einstein

“The true value of a human being is determined primarily by the measure and the sense in which he has attained liberation from the self.” -Albert Einstein 

10 Lessons from Albert Einstein

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1. Follow Your Curiosity “I have no special talent. I am only passionately curious.”

2. Perseverance is Priceless “It’s not that I’m so smart; it’s just that I stay with problems longer.”

3. Focus on the Present “Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.”

4. The Imagination is Powerful “Imagination is everything. It is the preview of life’s coming attractions. Imagination is more important than knowledge.”

5. Make Mistakes “A person who never made a mistake never tried anything new.”

6. Live in the Moment “I never think of the future – it comes soon enough.”

7. Create Value “Strive not to be a success, but rather to be of value.”

8. Don’t be repetitive “Insanity: doing the same thing over and over again and expecting different results.”

9. Knowledge Comes From Experience “Information is not knowledge. The only source of knowledge is experience.”

10. Learn the Rules and Then Play Better “You have to learn the rules of the game. And then you have to play better than anyone else.”

“Never give up on what you really want to do. The person with big dreams is more powerful than one with all the facts.” -Albert Einstein
“Education is not the learning of facts, but the training of the mind to think.” -Albert Einstein Read More: http://www.knowledgeoftoday.org/2013/01/albert-einstein-how-i-see-world.html
“Education is not the learning of facts, but the training of the mind to think.” -Albert Einstein Read More: http://www.knowledgeoftoday.org/2013/01/albert-einstein-how-i-see-world.html
“Education is not the learning of facts, but the training of the mind to think.” -Albert Einstein Read More: http://www.knowledgeoftoday.org/2013/01/albert-einstein-how-i-see-world.html



101 Ways to Make It Happen For You In 2014

by Arvind

1. Simplify Your Life

simple man, happy man!
1. 20 Questions to Simplify your Life For Ever
2. 5 Key Lessons in Simplicity from Gandhi the Ultimate Minimalist
3. If Less is Best, Why Do I Still Want a Porsche?
4. Why Decluttering Your Friends is Good for You and Them
5. Stop Wasting Time on Petty Stuff: If I Can Do It, So Can You
6. Don’t go Through Life so Fast!
7. Find Your Path to Happiness By Saying NO
8. Why Playing Big Helps you Let Go of Small Things
9. Take off your Superman Cape and Become Human Again!

2. Take Optimum Self-Care

miracle of a baby
10. 14 Simple But Powerful Tips to Take Total Self Care of Yourself – Before It’s Too Late!
11. The Zen Mantra for Coping with Pain – “This Too Will Pass!”
12. 31 Days to Bliss and Lightness
13. How to be Positive Even If the DoomSayers Tell You to be Miserable
14. How to Suffer Excruciating Pain and Live Again
15. How to Detox in Five Days with Apple Juice
16. Green Juicing – Your Secret to Health, Vitality & Youth
17. How to Detox in Five Days and Enjoy It!
18. Eat your Sprouts Daily

3. Strive for Excellence & Success

strive for excellence
19. Strive for Excellence – Just Begin!
20. Warning: This Blog Post May Cure Your Fear of Success
21. How to Succeed at Anything in 15 minute Chunks
22. Warning: The #1 Secret to Success in Life Which You Ignore at Your Peril!
23. How I Overcame My Fear of Public Speaking – and YOU Can Too
24. How to Stop Being a Mouse in Public!
25. Top 10 Reasons Why Losers Give Up: And How Not To Be a Loser Too!
26. How Money will Reveal Your Truth… if You Can Dare to Look!
27. 9 Tips to Create an Extra Hour Every Day
28. Make It Happen in 30 Days – Just Go on an Adventure!
29. Warning: Why Facing Your Fear Doesn’t Always Work – and 4 Things to do Instead
30. How to Keep Standing No Matter What Life Throws at You!
31. How I Got My Mojo Back – and Now So Can You!
32. James McCartney Interview: Inspirational Lessons in Life from a Rising Superstar
James McCartney and "Get the Life you Love" book 

4. Create Great Relationships

33. Become Aware of Your Relationships
34. Love Yourself First Before Loving Anyone Else
35. Love Yourself Without Becoming Full of Yourself
36. 10 Key Secrets for Becoming Likeable
37. 9 Simple Tips To Create Energising Relationships
38. The Shocking Truth About Being a Nice Person!
39. Stop Being an Approval Seeking Machine!
40. Why Teamwork Always Begins with YOU
41. Why No One Is Ever An Ugly Duckling!
42. Stop Bending over Backwards for Other People!
43. A Powerful Yet Simple Trick to Instantly Improve All Your Relationships
44. 11 Keys to Improve ALL Your Relationships
45. Do You Believe in SoulMates?
46. Be Special to Find the Special One
47. Open Your Heart and Find the Special One
48. Make Your Relationship Even More Special

5. Find Your Vocation

musicians all around us
49. Why YOU are the Greatest Gift you can Give the World
50. Discover Your Ultimate Life Purpose Once and For All
51. How to Make Your Dream Job Happen on Your Own Terms
52. Your Personal Brand – the Secret to Success in Life and Business
53. How to be Like the Buddha and Make It Happen Mindfully
54. Find Your Mojo Through Meditation!
55. How to be Outrageous and Change your Life For Ever!
56. Lighten Up and Light Up the World
57. Warning: Freedom Is NOT Everything
58. Find Your Fire!

6. Find Your Joy!

jumpforjoy1
59. How to Live Your Life as if Everything is a Miracle
60. 17 Tips to Become Happy Right Now
61. Live with an Attitude of Gratitude
62. Why Would You Ever Want to Grow Up Anyway?
63. Find Your Bliss – Just Start Walking!
64. Stop Being a Drama Queen and Become Happy Instead!
65. The REAL Truth About Why You Suck: You Don’t!
66. How to Always Look on the Bright Side of Life – Even if You Don’t Want To!
67. How to See the Beauty and Greatness in Any Tragedy
68. Thank the Divine Every Day
69. Happy Thanksgiving Day Today and Every Day!

7. Strive for Personal Social Responsibility

time to change the world
70. Feel the Fear and Change the World Anyway
71. Personal Social Responsibility is Here to Stay
72. Why We Must All Listen to this MotorBike Crazy Mystic!
73. 101 Ways to Live Cleaner and Greener for Free – Book Interview
74. Why Peace Begins with ME and YOU (9/11 tenth Anniversary)
75. How to Be a Good Parent, Even if You Don’t Have Any Children!

8. Build Your Legacy

gandhi 140 years young
76. 6 Key Lessons in Life from a 140 year Old Man – Gandhi
77. Let Your Life Be Your Message
78. Why You Should Never Ever Underestimate the Impact of Your Kindness
79. Why the World Needs More Dreamers Like You and Me
80. Be the Change You Want to See in the World – Before it’s too Late!
81. Change Yourself First to Change the World

82. The REAL Truth About Why You Suck: You Don’t!
83. 6 Key Life Lessons from a 100 Year Old Woman – Mother Teresa
84. Make Kindness a Daily Habit From Today
85. How to Get to Your Nirvana Through Kindness
86. Follow Your Intuition and Change your Life
87. 50 Ways Coaches and YOU Can Change the World!
88. Why You Should Never Ever Feel Sorry for Yourself Again!
89. Why Death is the Great Arbitrator

9. Remember that Love is All that Matters

Love_book cover with Amazon best-seller seal
90. Love is all that matters
91. 8 Ways to Bring More Love into the World – Before it’s too Late
92. Don’t Fall in Love, Create Love
93. 10 Ways to Turn a Boring Relationship into a Party of Love!
94. The Ultimate 40 posts for Love Every Day
95. Why Love is all That Matters Beyond 21.12.12
96. Lessons in Compassion and Love from my Father
97. Why World Compassion Begins With You
98. Stop Judging, Start Loving
99. Learn to Love Unconditionally
100. Share Your Love with Your Loved Ones Everyday
101. Carry Out Random Acts of Kindness Daily
miracle moth

Life is a Miracle

So there you are – my 101 all time “Make It Happen” top posts to help you make 2014 your best year ever.

A friend recently asked me which one was my favourite blog post of all time on Make It Happen. That was quite a challenge but as I pondered on this a bit more, it became quite easy – my favourite has to be #59 from above:-
How to Live Your Life as if Everything is a Miracle

As you move forward in your life, if you take on just one thing from this blog post, I request you to treat everything in your life as a miracle. And watch how your life transforms.

I wish you a life full of miracles always.

Source: http://www.arvinddevalia.com/blog/2014/01/31/101-ways-to-make-it-happen/


The greatest speech ever made - Charlie Chaplin


Charlie Chaplin's final speech in the film the great dictator, with a splash of modern imagery.
Song: Window by

The speech itself is from a comedy directed by and starring Charlie Chaplin. First released in October 1940, Chaplin plays two characters who look strikingly similar- a jewish barber and a dictator who looks like Adolf Hitler. Near the end of the film, after a series of bizarre incidents, the dictator gets replaced by his look-alike, the barber, and is taken to the capital where he is asked to give a speech. It’s worth watching because the speech is as relevant today as it was 71 years ago. The full transcript of the speech can be found below the video.

"I’m sorry but I don’t want to be an Emperor – that’s not my business – I don’t want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.

We all want to live by each other’s happiness, not by each other’s misery. We don’t want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.
The way of life can be free and beautiful.
But we have lost the way.
Greed has poisoned men’s souls – has barricaded the world with hate; has goose-stepped us into misery and bloodshed.
We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness. Without these qualities, life will be violent and all will be lost.
The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say “Do not despair”.
The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish…
Soldiers – don’t give yourselves to brutes, men who despise you and enslave you – who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.
Don’t give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don’t hate – only the unloved hate. Only the unloved and the unnatural. Soldiers – don’t fight for slavery, fight for liberty.
In the seventeenth chapter of Saint Luke it is written ” the kingdom of God is within man ” – not one man, nor a group of men – but in all men – in you, the people.
You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let’s use that power – let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men’s happiness.
Soldiers – in the name of democracy, let us all unite!"


Developing Collective Wisdom in Communities, Cities, & Regions

We serve the vision of a world in which place-based communities become increasingly thriving and resilient. Rather than relying on the government to authorize and drive change from the top down, we believe that the shift to a global wisdom culture must also be initiated on the ground through the efforts of ordinary citizens within their home communities and cities.
Thousands of innovative approaches to community growth have been developed and successfully applied in real communities to bring the diverse voices of the community together to produce wise, collective visions and actions. The fundamental goal of these approaches is not to achieve an ideal state for a community but to develop an ongoing process through which a community can constantly recreate itself by mobilizing its own resources and collective wisdom in response to the challenges and opportunities it faces.

Leading community thinkers across civic, corporate, and social organizations consistently say that an integral, whole-systems approach is an essential factor in developing long-lasting community wellbeing. They consistently point to the interior dimension of relationship and culture as the primary social development need. Many outer tangible solutions to our ecosocial issues already exist. The inner cultural will and commitment to use them does not.

What community wisdom systems are strengthening the people and places where we live today? The regional and national organization and network hubs listed in the Movements section are a treasure-trove of useful information. We offer summaries of local ecosocial approaches here.

Transformative Co-leadership: Stewardship for Today and Tomorrow

In our interdependent society, co-creating a healthy community requires committed participation from across the “megacommunity” of the major organizational sectors: civic, social, and corporate. Multi-stakeholder community councils, whole-systems planning and analysis, and collaborative organization and funding structures are examples of geographic community leadership tools for both today and tomorrow.

Community stewardship today tends to be concentrated in specific sectors or domains in a community, often operating rather independently. More integral community stewardship systems are emerging, with new forms of partnerships, networks, coalitions, and alliances working across traditional grassroots and organization boundaries to address complex eco-social issues.  Key elements are common spaces for community dialogue and action and an open inclusive attitude. Leading resources include the books Megacommunities, Abundant Community, the reports in EcoSocial Design Strategies, and the following approaches below.

Art and Soul: Celebrating Beauty, Peace, and Circle of Life

Artists, healers, and faith and spiritual leaders tend the inner heart of the community. They provide spaces and places for people to simply be together in a meaningful way, to focus on the values and beliefs that are important to them and to develop and heal their relationships. Community groups embrace beauty, peace, and diversity through a broad range of creative expression in music, art, and theatre. Artistic expressions such as community theater productions or local talent shows, can also be memorable ways to knit the fabric of community. and through a wide variety of gathering centers honoring many faiths and beliefs. They maintain the rhythmic heartbeat of the community through honoring life and community passages with ceremonies and rituals such as weddings, funerals, and group prayer and meditation. Leading resources include interfaith organizations such as the United Religions Initiative (www.uri.org), community art projects such as quilting bees, and local/global peace campaigns such as the UN International Day of Peace (internationaldayofpeace.org). Community healing circles are a local approach.

Community Healing Circles

In indigenous cultures, the primary role of the shaman was to maintain the delicate balance between the human and nonhuman worlds through rituals and trance journey work, for the health and harmony of the community. Through their rituals the shamans would remind the human community to honor the sacred dimension of the greater Earth Community of which the humans were just one part. In the modern secular West, we have largely forgotten this perspective or often reject it as primitive superstition. Yet the consequences of our failure to respect the intrinsic worth and sacredness of the nonhuman worlds have, of course, become alarmingly clear in the reports of the mass extinction of species, vast deforestation, climate change, and other deeply troubling dimensions of the global ecological crisis. Furthermore, there is now considerable research from the field of consciousness studies that strongly suggests that our prayers, meditations, and intentions do have nonlocal healing effects (Nicol, 2010).

Accordingly, we believe that convening community-healing circles that explicitly honor the sacred dimension of ourselves, our communities, and our natural environment is a vital element of a truly integral approach to community development. These circles could involve shamanistic healing ceremonies, collective prayer and/or meditation, or any other form of spiritual practice that resonates with the group and is directed toward healing and blessing the community at large. Like many things in life, the most important elements are the intention you bring to the work and the consistency of your practice.

Leading resources include the book Coming Back to Life by Joanna Macy and Molly Brown (1998) as well as organizations Deep Ecology.org (www.deep-ecology.org) and Permanent Peace (www.permanentpeace.org).

Education and Communication: Learning and Getting Along

The more we listen and learn from each other about our communities and the broader world we live in, the better we understand and appreciate our own place within the community.  This awareness can bring comfort and satisfaction from a greater sense of belonging  and more capacity to make effective change where we live. Educating ourselves about our local communities at history and cultural centers, the local Sierra Club (www.sierraclub.org) or land trust, and other uniquely local learning opportunities is a fabulous way to have fun, meet our neighbors, and learn useful skills. Learning about the local/regional/global connection through the media (such as YES! And National Geographic magazines, public television and radio) and seminars (ShiftNetwork.org, dialogue)
The opportunity and challenge of today is learning together in community so that we can think together in community. Participating in classes and gatherings together as community members and leaders to explore and discuss local ecosocial systems is a necessary ingredient in developing the trust and the expertise for wise local stewardship. Meeting in smaller circles about resilience/security (www.localcircles.org), sustainability (greendrinks.org) or any issue is equally important in building neighborhood trust and expertise.

Bringing people closer together in community also inevitably involves encountering our differences—different political views, educational backgrounds, communication styles, cultural assumptions, and so on. Our communities are healthy to the extent that they can allow these differences and integrate them in a higher creative synthesis. Easier said than done! Many of us have painful associations with conflict and tend to avoid it where possible. Others of us may tend to jump right in but later wish we didn’t. Furthermore, many of us have had disheartening experiences of our current legal and political approaches to resolving conflict, which, because of their adversarial frameworks, often exacerbate the tensions between the people involved, involve a huge amount of time and money, and leave lasting rips in the fabric of community. Yet with the right kind of “container” (and plenty of courage and commitment), sitting in the fire of conflict can bring communities closer together and unleash tremendous creative energy. The following innovative approaches are examples of intelligent frameworks for dealing with conflict and differences within communities.
Convening: Hosting Community Conversations
Bringing community members together for respectful, inclusive conversations is fundamental to building healthy communities. Effective conversations can take the more free-wheeling form of a community salon or the more deliberate and meditative form of a talking council or circle in the spirit of indigenous wisdom traditions. Leading resources include the book Change Handbook and Open Collaboration and the websites for the World Café (www.theworldcafe.com), Commonway (www.commonway.org), Open Space (www.openspaceworld.org), Conversation Café (www.conversationcafe.org), Future Search (www.futuresearch.net),  Change Handbook
Community mediation
Community mediation involves the use of trained community volunteers to provide mediation services as an alternative to the judicial system. Community mediation offers many advantages over traditional legal approaches to conflict resolution, such as:
  • It provides a forum for dispute resolution at the earliest stage of the conflict;
  • It uses mediators who reflect the diversity of the communities served; and
  • It is committed to providing services to clients regardless of their ability to pay.
According to the National Association for Community Mediation (n.d.), a typical community mediation program has 1.5 equivalent full-time staff, 30 active mediators, and a $40,000/annum budget. Many community mediation centers have well established programs for schools that help to create a culture of nonviolent conflict resolution among the children and teachers.

Leading resources include the book Peace Skills: Manual for Community Mediators by Kraybill (2001) as well as the National Association for Community Mediation (www.nafcm.org).

Health and Recreation:  Wellness, Play, and Celebration

Public health and wellness is a vital component of a thriving community. Local governments and schools play an important role in community health, with faith and other organizations helping to create a safety net for people in need. Many familiar nonprofit institutions such as the YMCA.org, UnitedWay.org, and the Lions Club and newer emerging networks such as care2.org and communitycommonrs.org include health as a core part of their mission. Individual health providers and support groups such as twelve-step fellowships for addiction recovery provide
Social groups, sports leagues, parks and recreation programs provide group settings for fun and play, a necessary spice of life. Community fairs, festivals, and parties like Green Festivals (www.greenfestivals.org), EarthDance (www.earthdancenetwork.com), and Burning Man (www.burningman.com) are enjoyable celebrations which build connections between community members in relaxed, informal settings. Creative approaches such as InterPlay (www.interplay.org) have been developed that work with art and/or play to intentionally foster community transformation at a deep level.

Giving and Rights: Caring and Sharing Services

Volunteers, donors, and community service civic and social organizations tend the outer heart of community. They operate from a sense of community caring, ethics or values and dedicate their time and money to community welfare. The poverty-fighting network Community Action Partnership (www.communityactionpartnership.com), community foundation network Council on Foundations (www.cof.com), Rotary Clubs (rotary.org), are examples of large local/national network serving community needs. Service efforts usually focus on a particular aspect of community support, but by helping one part of a community, they contribute to the whole. The opportunity and challenge today is to develop megacommunity (corporate/social/civic) awareness and collaboration to leverage the talents and capacity of all our community resources. Social wellbeing can no longer be sufficiently funded by nonprofit donations or taxes alone. Crowdfunding (eg. www.indiegogo.org) is one example of a new collective funding mechanism.

Equitable human rights of North Americans across race, religion, gender, and economics, is a social justice imperative championed by thrivingresilience movements across the spectrum, from established institutional networks like the United Way to more recent phenomenons like the Occupy movement. The concept of intrinsic rights for local communities is also emerging in America. Communities and cities are adopting charters of community ethics including the Earth Charter (www.earthcharter.org) and the Charter for Compassion (charterforcompassion.org). Some communities are creating codes of ethics and legal sovereignty to steward their local commons resources such as water rights.

Governance and Design: Social Contracts & Ecosocial Technologies

Governance and design systems involve the agreements we make to live together in a specific place and the information and technologies we use to design those agreements. Governance includes the legislative, executive, and judicial aspects of government: public policy advocacy, creation, engagement, and enforcement. The civic renewal movement works to establish neutral forums for public deliberation on critical community issues, increased public involvement in the development of regional community indicators, and more collaborative approaches to local and regional planning processes.

Ecosocial design systems include information systems, research and development, and analysis tools and indicators required to understand local community ecosocial systems. Design systems originate from action research institutes like the PostCarbon Institute (www.postcarbon.org) or Sustainability Institute (www.sustainabilityinstitute.org) and literally thousands of universities across the country, corporate products like GoogleEarth (www.googleearth.com), and nonprofit efforts like regional analysis tools from BALLE (www.livingeconomies.org) and Ecotrust (www.ecotrust.org).
Here is a sampling of the latest interesting approaches to systemic governance and design.

Community Democracy

Tom Atlee (n.d.) and others have argued persuasively that our current democratic processes need to evolve to reflect the whole systems worldview emerging from advances in both the natural and social sciences over the past century and to make our democracies more truly representative of the voice of the people. As Atlee says, truly participatory democracies that tap into the collective intelligence of the people would do more than measure opinion polls or simple majority votes. They would devise processes that, firstly, built the capacity of the whole community or society to reflect on itself and, secondly, elicited the collective wisdom of the whole for the benefit the whole. Innovative democratic approaches that invite a deeper level of participation from ordinary citizens in the governance of their communities include citizen deliberative councils, wisdom councils, and stewardship councils.
Leading resources include the books Tao of Democracy: Using Co-Intelligence to Create a World That Works for All by Tom Atlee (2002) Civic Revolutionaries: Igniting the Passion for Change in America’s Communities by Henton, Melville, and Walesh (2004), and the websites for citizen deliberative councils (http://www.co-intelligence.org/P-CDCs.html), the Center for Wise Democracy (www.wisedemocracy.org), America Speaks (www.americaspeaks.org), and the Democracy Collaborative (www.democracycollaborative.org), and the Deliberative Democracy Consortium (www.deliberative-democracy.net).
Restorative justice
Restorative justice is an umbrella term for community-based approaches to criminal matters that emphasize repairing the harm caused by the crime. In a restorative justice circle, victims and offenders meet face to face, along with key members of their communities and a skilled facilitator, to address what happened in the crime. Victims are thus given an opportunity to express their pain, and to feel heard and understood. Offenders are given the chance to realize the full impact of their crime and to make amends. Both victims and offenders tend to rate this process a “highly satisfactory” way to deal with crime. Since 1989, New Zealand has made restorative justice processes the hub of its juvenile justice system (Restorative Justice Online, n.d.).
Leading resources include The Little Book of Restorative Justice by Howard Zehr (2002) as well as organizations Restorative Justice Online (www.restorativejustice.org) and Centre for Restorative Justice (www.sfu.ca/crj).
Asset Mapping
Many recent approaches to community development challenge the traditional focus on identifying a community’s needs and argue instead for the benefits of mapping a community’s assets. Mapping assets helps to connect people and resources within a community, stimulates the local economy, and provides a great foundation for community visioning or strategic planning processes. Furthermore, many communities have used an asset-mapping process as a springboard to develop their own Quality of Life indicators, another innovative way for a community to know itself better and to track its progress by its own standards.

Leading resources include the book Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets by Kretzmann and McKnight (1997) and the organizations Integral City (www.integralcity.com), Sustainable Seattle (www.sustainableseattle.org), and Business Alliance for Local Living Economies (www.livingeconomies.org).

Necessities and Exchange: Secure, Sustainable Stuff

Necessities and exchange systems concern the tangible practical stuff we people in communities need to live our daily lives. Necessities refers to the food and water supplies, air, land, shelter, clothing, energy, emergency medicine and services, and biodiversity we need to survive and thrive: the must-have abundant resources in a thriving, resilient society. Exchange involves the things we trade to fulfill our fundamental needs and the infrastructure systems we use to exchange them: transportation, business, finance, etc.

Leading resources include books Go Local by Michael Shuman and Sustainable World Sourcebook by Sustainable World Coalition and websites onthecommons.org, resilience.org, shareable.org, and greenamerica.or



Saturday, February 1, 2014

The Science of Happiness

Positive psychology research is exploring the idea that through certain practices, such as gratitude, forgiveness, and self-reflection, we can enhance our well-being. The field has made groundbreaking discoveries. Read on for some recent and helpful facts from the science of happiness.

Mindfulness is Powerful Link to PDF, Link to PDF

Personal income has more than doubled in the past 50 years in the United States, yet happiness levels have remained the same. While this might be surprising, recent research has shown that only 10% of our happiness is due to our external circumstances. A full 90% is based on our inner environment. 50% of our happiness level comes from our genes and 40% comes from intentional activities like self-reflection, mindfulness, and gratitude.

The power of mindfulness is explained by recent research in neuroplasticity. We now know that the adult brain grows 5,000 new brain cells every day. So we can rewire our brains to be happy, compassionate, and kind. All that it takes is practice.

Forgiveness is Physical Link to PDF

Practicing forgiveness doesn’t only benefit the person we forgive, recent research shows that it has tangible physical and emotional benefits for ourselves as well. Forgiveness reduces tension, depression, anger, and stress. It is directly correlated with physical health. The next time you’re holding a grudge, try letting it go for your own benefit.

Generosity Increases Happiness Link to PDF

For our happiness, how we spend our money is as important, if not more important, than the amount of money that we make. Giving to others releases endorphins, activating the parts of our brains that are associated trust, pleasure, and social connection. Being altruistic and spending money on others leads to higher levels of happiness. Happiness, in turn, increases the chance that we’ll be altruistic in the future, creating a positive feedback loop of generosity and happiness.

Gratitude Promotes Well-being Link to PDF

Positive psychology has concluded that counting our blessings has a measurably positive effect on our well-being. It is as simple as writing down three things you are grateful for every day for three weeks. Practicing gratitude not only increases our general contentment, it improves the amount and quality of our sleep.

Positivity Pays Off (Shawn Achor, The Happiness Book)

Many people tell themselves, “If I work hard, I’ll be successful. If I’m successful, I’ll be happy.” This thinking pushes happiness out of reach because as soon an we reach a goal, the goal changes, making happiness fleeting. The equation is backwards, instead we must realize that happiness may be a crucial ingredient for success.

If we can become more positive in the present, we can get our brains to work more successfully and tap into the happiness advantage. Science has shown that we are significantly more productive when positive. When we feel positive our intelligence, creativity, and energy levels rise. How? Dopamine, which floods the brain when we are positive, not only makes us happier, but also activates all of the learning centers of our brains. In order to have success and happiness in our lives, we must stop thinking that happiness is dependent on success, and realize the success is aided by happiness.

Happiness is Contagious Link to PDF

Happiness is collective. Our happiness depends on the happiness of those we are connected to. Relatedly, science shows that through practicing happiness, we make those we come into contact with happier. This extends to the 3rd degree of contact (a friend of a friend of a friend). Finding happiness is not a selfish pursuit, it is actually doing a favor to those around us.

Source: http://www.projecthappiness.org/programs/the-science-of-happiness/

Social and Emotional Learning (SEL): A Key to Children’s Success in School and Life

To succeed in school, students need to be engaged, interested, and excited to be there. They need to know how to focus their attention on their work, keep trying even when they get discouraged or face setbacks, work effectively with other students and adults, and be good communicators and problem-solvers. These skills form a foundation for young people’s success not just in school, but in their adult lives. Social and Emotional Learning is a process for helping children (and adults) develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically.

These skills include:

  • recognizing and managing our emotions
  • developing caring and concern for others
  • establishing positive relationships
  • making responsible decisions
  • handling challenging situations constructively and ethically

These are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices.

Socially and emotionally competent children and youth are skilled in five core areas:

  • They are self-aware. They are able to recognize their emotions, describe their interests and values, and accurately assess their strengths. They have a well-grounded sense of self-confidence and hope for the future.
  • They are able to regulate their emotions. They are able to manage stress, control impulses, and persevere in overcoming obstacles.
    They can set and monitor progress toward the achievement of personal and academic goals and express their emotions appropriately in a wide range of situations.
  • They are socially aware. They are able to take the perspective of and empathize with others and recognize and appreciate individual and group similarities and differences. They are able to seek out and appropriately use family, school, and community resources.
  • They have good relationship skills. They can establish and maintain healthy and rewarding relationships based on cooperation. They can resist inappropriate social pressure; constructively prevent, manage, and resolve interpersonal conflict; and seek and provide help when needed.
  • They demonstrate responsible decision-making at school, at home, and in the community. In making decisions, they consider ethical standards, safety concerns, appropriate social norms, respect for others, and the likely consequences of various courses of action. They apply these decision-making skills in academic and social situations and are motivated to contribute to the well-being of their schools and communities.
Why is Social and Emotional Learning Important?

The research is clear: attending to the social and emotional learning of children is a hugely profitable investment in their success in school and their future success as adults.

  • Recent research clearly shows that students who receive SEL programming academically outperform their peers, compared to those who do not receive SEL. This includes greater motivation to learn and commitment to school, increased time devoted to schoolwork and mastery of subject matter, improved attendance and graduation rates, and improved grades and test scores. One major multi-year study found that by the time students who received SEL in grades K-8 were adults, they had an 11 percent higher grade-point average, significantly greater levels of school commitment, and a higher attachment to school at age 18.
  • Effective SEL programming drives not only academic learning, but also important social outcomes such as positive peer relationships, caring and empathy, social engagement, and health-related behaviors.
  • Research has shown that in addition to SEL programs producing positive effects in students, they also prevent negative outcomes. Learning social and emotional skills leads to reductions in problem behavior such as drug use, violence, and delinquency. The retention rate of students who received SEL in grades 1-6 was 14 percent, versus 23 percent of students not in SEL programs. The same students at age 18 showed a 30 percent lower incidence of school behavior problems, a 20 percent lower rate of violent delinquency, and a 40 percent lower rate of heavy alcohol use than their peers.

Early investments in SEL yield long-term dividends. Read the research here – (Payton et. al. 2008), (Durlak et. al. 2011)

Source: http://www.projecthappiness.org/programs/social-emotional-learning/

The importance of social-emotional learning programs in schools

By Michelle Hughes

Michelle Rosenfeld Hughes was born in 1960 to two public school teachers, grew up in New York City, and attended public schools. She spent the first twelve years of her teaching career as a progressive public middle school teacher in Red Hook, New York. In her twelfth year of teaching, No Child Left Behind policies took hold and, after struggling to find ways to continue real teaching and learning, like many, she found it impossible to remain teaching in the system. She left public education to begin the middle school program at High Meadow School in Stone Ridge, NY, in 2001 and assumed the headship in 2010. High Meadow is an independent not-for-profit progressive school serving 165 children from Nursery to 8th grade. In addition to her work in schools, Michelle is a writer of fiction and essays on education. She received her BA in Visual Arts from SUNY New Paltz and her MA in Elementary and Museum Education from Bank Street College of Education.

CHAPTER 1

Fitting Caring In: Social-Emotional Learning By Fiat Or Accident

It has been a challenge in this nation of ours to come to a common vision for our educational system. We are still a nation of states, and as with everything else, we have widely varying values and expectations with regards to education. There is a deep disconnect between research and reality, theory and classroom, when it comes to broad adoption of social-emotional literacy education and caring practices. If we have the research in place that overwhelmingly supports a framework of social-emotional literacy education in the classroom, then what is the hold-up?

Along with many other questions about best practices, the Common Core Standards, and Race to the Top, we’re in an ongoing debate about whether schools should be responsible for the social-emotional development and literacy of children. And the variety of opinions is perhaps widest of all for this particular issue. There are schools and entire districts that embrace social-emotional literacy (SEL) programming for its potential to reverse trends in anti-social and violent behavior, create a safe and productive teaching and learning environment, and increase attendance and test scores. Other schools and entire districts eschew SEL because they believe it is not the role of the school to become involved with the ethical or social-emotional aspect of a child’s life. Still others point to mounting pressures of the standards movement, decreases in state aid, and lack of time as reasons why these programs are desirable, but not viable.

Here’s the thing: whether or not we set out to provide social-emotional literacy education, we are providing one. Whether by fiat or accident, our children are learning about self-awareness, empathy, and the navigation of conflict from watching the adults and older children around them, and they are navigating the unwritten rules of the hallways and playground. Humans are social animals, built to survive in the setting into which they have been thrust, and they will learn what they need to get by, even if what they learn is maladaptive. With brains that operate in complex and interwoven ways, it is not possible for teachers to teach only math or reading. When we teach our children, we teach the whole child—the intellectual being, the emotional being, the social being—even if we do not intend to do so.

For this series, I talked with a small group of educators to learn more about the insight they have to impart regarding SEL programs, and what they were doing to "fit caring in" to a teaching and learning day increasingly out of their control. The teachers I interviewed are veteran public school teachers of more than twenty years who have made reputations on running classrooms that foster personal growth and responsibility, self-awareness, and empathy. In some cases, pre-packaged programs like Responsive Classroom and Mindfulness have complemented their teaching methods. In other cases, they have crafted their own approaches over years of building their classroom practice. All but one are from New York State, and represent the range of rural, small city, or big city schools.

In the following six weeks, I’ll explore the responses of the interviewees to questions that arise out of the work of educational theorists such as Nel Noddings, Daniel Goleman, Paolo Freire, and William Glasser. I also invite you to consider questions like the following for yourself.

  1. Nel Noddings describes two types of caring. Natural caring is person-to-person, beginning with parent-to-child. Ethical caring is for ideas, knowledge, and social causes. Is there reason to cultivate both in the learning process and the classroom community?
  2. What is the role of self-awareness and emotional intelligence in the development of academic knowledge and skills (both for teachers and for students)?
  3. Are there basic human needs that must be met for all members of a learning community to fully and willfully engage in teaching and learning?
  4. What are the obstacles to addressing these essential facets of teaching and learning, how are you navigating around them, and what is your approach?
  5. In what ways might teaching be viewed as social activism?

Teachers rarely get to share about their practice. In most articles about education, including one that was recently published in the New York Times Magazine, we hear from principals, theorists, and district and state leaders. We read about teachers, but we rarely hear from them. And I think this speaks to the very core of the problem we face in education—the ones delivering the education to our children are rarely consulted and almost never trusted in matters of educational development and decision-making. Even as we increase the educational qualifications of teachers, we decrease their decision-making powers in the classroom. The critical expertise of this small but varied sampling of educators might shed light on what teachers bring to their schools and classrooms as researchers and practitioners.

CHAPTER 2

Why Fit Caring In? Teachers Defend Caring as a Vehicle for Learning, Self-Awareness, Interpersonal Skills, and Citizenry

In teaching social and emotional learning, we help our children grow into adults with a greater sense of self.
Theorists from Aristotle to Piaget, from Daniel Goleman to Joshua Freedman, have argued that educational systems addressing the whole person—the emotional, ethical, and intellectual—provide the fertile ground needed for children to effectively develop and grow into thoughtful and productive learners and citizens. There are various reasons behind this mentality, and when I spoke with educators during the interviews for this blog series, they enthusiastically addressed all of them.
The most superficial reason, and the one we seem to promote most readily, is that schools engaging children in the acquisition of social and emotional skills and knowledge such as empathy, self-awareness, resilience, and frustration tolerance have higher performing students, fewer disciplinary issues, and better attendance. One middle school teacher in the northern Hudson Valley of New York explains this by saying, “The case for caring is laying the affective groundwork so that learning can happen. If the caring is not in place in middle school, it becomes like ‘who are you? why should I listen to you?’” When it comes to building social and emotional literacy, he argues, “Teaching provides an extended, captive audience virtually unparalleled in human experiences. If not now, when?”
On a deeper level lies the rationale that in teaching SEL, we help our children to grow into adults with a greater sense of self, who build stronger relationships and are more effective workers and citizens. Another teacher looks at the development of, and connection between, self-awareness, learning, and mindfulness as critical to learning but also to the ability to function in a group: “Self-awareness and emotional intelligence play very important roles as one acquires and builds new academic knowledge and skills. An awareness of self is important, but the developmental shift that children make around 6-8 years-old to include those around them is crucial. A term that I think captures this shifting perspective is mindfulness.”
A fourth grade teacher in a rural elementary school sums up what is perhaps the most widely impactful implication of a “caring” curriculum: educating for citizenship. “There are many reasons to cultivate both natural caring and ethical caring in the classroom,” this teacher says. “The most crucial of these is to help children become future citizens of the world. Self-awareness helps children develop empathy because they are able to connect with how they have felt during similar situations, and this aids in positive decision-making that results in promoting peace and understanding.”
Keeping our eyes and hearts on why and how we engage in cultivating citizenship is critical. A high school psychologist laments, “The little bit of civic teaching that comes out of the state in connection with providing caring classrooms and schools is the Dignity for All Students Act. But the problem with that is that it is coming out to the students as, ‘If you don’t ...then this will happen,’ instead of all the members of the school, administrators, teachers, and students, adopting the act because it is the right thing to do.”
As teachers and school leaders spoke more about why they fit caring in to the increasing demands of the classroom—at a time in which their students’ futures and their own job statuses are so heavily determined by test scores—they referenced the mounting scientific evidence behind the pedagogy. A school leader in Brooklyn, New York, who courageously defends the time and attention of her staff in building a caring school environment, notes, “It’s interesting. I just read a book about social-emotional learning that states the scientific rationale for the importance of caring in learning, that without that attachment a child can’t learn. Once the relationship is established between the teacher and the child then empathy can be developed...if the goal of education is to have productive citizens, the one quality they will need to have success is empathy. If they learn early, they will carry that into middle school and beyond. Empathy can indeed be taught; some kids need that teaching.”
These educators eloquently make the case—we cannot turn away from our educational responsibility to directly and consistently teach these skills if we want to raise children who are capable of both natural and ethical caring. In the next blog in this series, we’ll talk more about how they do this.
CHAPTER 3

How to Fit Caring In: Teachers Talk Strategy for Social-Emotional Learning

The teachers and leaders I interviewed for this blog series attend to the social-emotional development of their students with a core belief that it is integral to the work of teaching, whether or not they receive support or discouragement for doing so. They have created authentic approaches and practices that endure, because of or despite the larger school culture, as a reflection of what seems to be their profound personal resiliency, resourcefulness, and integrity. But they have also done the research to support these approaches and easily articulate why attending to the social and emotional development of children is critical to learning and inherent in the work of teaching.
We now have tomes of research supporting this rationale. Yet, David Levine, author of Teaching Empathy and national consultant to schools on school culture and social-emotional learning, says that

Authentic teaching of SEL skills in the classroom and the whole enterprise of building schools of belonging is at an all-time low in the 20 years or so that I have been doing this work. Indeed, many teachers and school leaders bemoan the lack of support for this important groundwork in their classrooms.

Many of the teachers I spoke with work in districts that are not allocating professional development funds, in-service time, or administrative support for SEL work in the classroom. Believing strongly in the connection between learning and the cultivation of social and emotional literacy, they have built their own approaches and mechanisms for fitting caring in within their classrooms.
One urban high school art teacher describes one method she uses, “I make a point of touching...a pat on the back, shaking of hands. I ask questions that have nothing to do with what we’re doing in the classroom because I want to engage those kids. They may want to be an artist or not, but I want them to accept the environment and feel safe; otherwise they won’t engage.”
A middle school teacher says, “The first thing I do is look in their eyes and get a sense of where they are. I do ‘pull-ups and strokes’ [a teacher-developed process for sharing what is going well and not so well in the children’s’ lives], and they love it. This makes them comfortable in bringing me up to date and allows them to get on with the business of learning. If a kid’s dog is hit by a car, that kid is probably not going to learn today...but three weeks later if they are not learning, we know something else is going on.”
The tone of the classroom is set from the very first day as routines, agreements, and teacher modeling that encourage the development of classroom caring and citizenship take prominence. One fourth grade teacher describes what this looks like in her classroom:

My approach to creating a caring classroom community is to spend time at the beginning of the year developing guidelines for behavior with the students and practicing active listening. Guidelines are developed around being able to realize ‘hopes and dreams.’ Positive and negative consequences are logical, and humor is infused throughout the day. We start each day with a morning meeting that includes a greeting led by a student, and everyone receives and passes on in a respectful manner. I schedule small group ‘lunch with teacher’ sessions as often as possible to model caring and kindness.

Another teacher expands on this:

We are essentially building our foundation for the year—how we will relate to one another, how we treat each other, how we communicate with one another, how we can lean on each other, and ways that we can support each other. This foundation is crucial as we begin to take on the academic curriculum together. We have a history upon which to draw and go back to if need be. It is that history that often will highlight the basis of ideas, knowledge, experiences, and social causes that we will explore in and around our set curriculum.

The classroom is a hotbed of human activity and development. The impact of the family lives, feelings, social relationships, and learning styles of children on the classroom cannot be marginalized. It can be emotionally exhausting for the teacher to handle the many needs of her class, particularly when she is working in isolation. The teaching community can be the greatest resource, or hindrance, for the teacher who is seeking tools and approaches for meeting these needs in a proactive and reflective manner. Some colleagues may be inspired by such collaboration, while others might resent the precedent such a teacher might set. Building a healthy teaching community is hard work, but these teachers feel strongly that it serves students to do so. In the next blog, we will discuss their experiences in their various teaching communities.
CHAPTER 4

Obstacles and Support for Fitting Caring In: The Role of the Teaching Community

“What support do you receive and what obstacles do you face in creating caring classrooms and schools?”
That’s one of the questions I asked teachers as part of my research for this blog series on “fitting caring in.” I wanted to know how teaching community, professional development and the curriculum, and leadership on the school, state, and national levels can foster or hinder the development and implementation of social-emotional learning and literacy in the classroom.
Both the teachers and the school leaders in this cohort talked deeply about the need for a dynamic and productive teaching environment. Some of the teachers point to how disheartening and lonely teaching can become when there is a teaching culture that discourages innovation and excellence in order to preserve the status quo. Social-Emotional Literacy programs tend to flourish in a collaborative teaching environment, despite the obstacles, and they flounder in competitive, isolated teaching environments, even when the resources are there. SEL programs flourish when leaders support teachers in authentically building practices into their work with students, and they flounder when external programs are brought in without this deeper work of integration. As one teacher said, “You don’t ‘cover’ empathy.”
The teachers reflected on the importance of teaching style and collaboration to the engagement and learning of students. “We need to be aware of our teaching style and how we can craft our lessons in different ways to meet the varying needs within our class. I especially appreciated staff development that we did years ago with regards to Thoughtful Education work by Richard Strong and Harvey Silver. It drew on principles from Multiple Intelligences Theory, and focused on learning and teaching styles. I found it very insightful and often draw from it as I work with the students throughout the year,” says one third grade teacher. ”The job of teaching can be so lonely and when you have someone to bounce ideas off of, it increases your own mindfulness.”
And teachers who collaborate in the classroom can use each other to reflect more effectively on their approaches and delivery of lessons. Another teacher elaborates on this point, “I am teaching with a part-time special educator this year, and in facing an entirely new curriculum and testing, it has been great to have a person to collaborate with in understanding and implementing it. By chiming in with each other in the teaching we are modeling for the kids how people can support one another in learning.” When such professional development, cohesion, and support is not in place, teachers cannot trust that their leadership or colleagues will act towards students with a common language or set of values. Students in such a setting will experience completely different responses to the same behavior from adults. While one teacher might inquire caringly when a child seems angry or distant, another might take the child’s posture as challenging.
One middle school teacher brings home the point, “Without a team approach, if a kid comes in and they are in crisis there is no mechanism for me to prepare my colleagues for these kids and the minefield that might explode in their classes. The caring teacher is isolated and unsupported in such a setting and cannot fully trust that a student will get their needs met elsewhere. ” The child cannot determine the language and cultural expectations of the land, and the teachers are as cultural islands, each with its own set of norms. As one high school teacher laments, “The safety and trust grows from the teacher, and the teacher can always do that behind closed doors. You may never get that support from your teaching community.”
School leaders can literally shape the emotional tone of their schools, leading their teachers to feel engaged or distracted. One teacher was “excited to return to school this fall, as our superintendent shared with us that we are not that Annual Professional Performance Review number and that the system needs to be fixed—that it is not sustainable... I have always felt support from our district and building administrators in taking time to address what needs to be addressed.” Our school leaders elaborated, “If you are not taking care of your teachers, you are not taking care of the kids. The teachers need to feel safe, that they are valued and trusted...In our school I meet with every teacher twice a year and set up partnerships of special ed./regular ed. teachers as well as grade level teams.”
School leaders support positive school culture through forging the space for professional development of SEL programs, but also through saturating the curriculum with opportunities for teachers and students to build skills such as citizenship, service, and civic engagement. These saturated curricula impart academic knowledge in literature, social studies, and science, while building in opportunities for service, self-reflection, and empathy. In her school in the Catskills of New York, one fourth grade teacher illustrates the point: “My principal has always supported Trout in the Classroom (an environmental stewardship program), as well as our participation in Green Connections (partnering with classes from NYC), and annual stream cleanups. These environmental programs afford students the opportunity to participate in a very immediate way of caring for their environment.” In addition, “Our entire student body participates in monthly character education assemblies.”
A Brooklyn principal explains that, “Setting the expectation that there is collaboration, and that is worked into the schedule, ensures it happens. So no one is going into the classroom, closing the door. This is a cultural expectation that school leaders don’t hear from the top. As a school leader I spend a lot of time protecting these objectives of education during these pressures of No Child Left Behind and the Common Core.” The effective school leader provides the model for comportment and collaboration, but also provides the direct supervision, supports, guidance, and encouragement that teachers need at this very challenging time of high stakes testing and new teacher evaluation systems. And just as teachers must model what collaboration looks like for students, administrators must model collaboration for their teachers.”
CHAPTER 5

Fitting Caring In: On Professional Development, the Curriculum, and External Pressures

For a recent New York Times Magazine article, Can Emotional Intelligence be Taught?, Jennifer Kahn traveled the country observing different social-emotional literacy programs and approaches in schools, asking the questions, “Can emotional intelligence be taught?” and “If it can, then can it be assessed?” Most of the programs Kahn cites come to the schools pre-packaged with trainings and materials to support them. Some of the SEL programs cited in Kahn’s article are stand-alone and come with established principles and lessons to explore and reinforce these ideas in the classroom. These are adopted by schools and come with “how-to” teacher trainings and lend themselves to assessment as they often come with discreet goals and benchmarks for the classroom and the school. Programs are often expensive, but easier to front-load, as they take little innovation or interpretation on the part of the teacher to be implemented.
While the article was informative, there was a noticeable shortage of teacher voices represented in the conversation, so it is hard to know how they are integrating the principles of these programs into their classroom practices. Interestingly, in my discussions with school leaders and educators, I found that they tended instead toward using approaches--such as Responsive Classroom and Mindfulness training--which lend themselves to adaptation for place-based needs and values more than pre-packaged programs; they are expected to be interpreted and conveyed in ways that are authentic to the teacher and the setting.
To maintain a commitment to caring schools and social-emotional literacy, ongoing teacher training and curriculum development is necessary. Our school leaders and teachers felt strongly about the need for ongoing professional development and saw a direct connection between this work and the harmony in their schools, as well productive learning. Therefore, one Brooklyn principal spends a lot of time cultivating relationships with professional development leaders who can support this ongoing work with teachers. She has no choice but “to go out on a limb to protect these social-emotional objectives of education, despite the pressures of the standards movement.”
A Dallas principal I spoke with began MindUp training three years ago, “which allowed for a common vocabulary and explanations for the impact of how the mind works, and how emotions can hijack your mind and actions if you are upset...this speaks to self-awareness.” She explains further, “ All of our classrooms have a practice of mindful breathing exercises three times a day. If you have a kid who is completely dis-regulated you can forget about academics. Once children can have some agency over their emotions they can participate effectively in learning. We have many visitors in our school and they always note the happiness and excitement of the students. Our teachers had strong feelings about the support or lack of support they and other teachers and service providers received for the SEL work they do with children.” In addition to training in Responsive Classroom and a variety of mindfulness approaches they cited school-wide programs and initiatives that support caring, such as “Banana Splits.”   
When implementing any new curriculum, there is a real difference for the teacher who has had a chance to make it their own. But it is particularly important with social-emotional literacy programs, because as other curricular pressures crowd in, they remain committed to fitting this highly personalized and important work into the life of the classroom. As we have discussed earlier in this series, time management, goal-setting, and classroom materials are currently largely pre-determined by mandated curricula, so teachers are called upon to be creative in how they fit caring in to the daily life of the classroom. This extends to analytical teaching practices that address the individual learner, such as differentiation of teaching and goal-setting. These practices are also critical to creating a caring classroom, as it makes space for all learners. Two teachers describe the impacts: “External pressures are now driving the curriculum to the point in which everyone is to be teaching the same thing at the same time, which makes differentiation and integration almost impossible.” And, “Daily aligned teaching stops differentiation and stops the ability for the teacher to move ahead when the kids are getting it or stop and reteach when a kid is just not getting it. What happens to the kid who does not have the opportunity to get help because they work, take care of younger siblings, or have parents who cannot help?”
Even those who work in supportive educational environments struggle between meeting requirements and tending to the needs of students. A third grade teacher talks of the time pressures, “Coming back from PE I see that the class is upset about lack of sportsmanship in the game that was played. I have a math lesson that I am ready for and that I really need the full 50 minutes for. Will it really be time well spent going on with Math or will most (if not all) of the students be preoccupied in trying to process what happened on their own? I know of many teachers who would march on with the lesson, only having to come back days later as the class was not on task with it and missed most of it!”
But as our fourth grade teacher explains, sometimes they can find the answers in the problem, “Believe it or not, the modules that New York State has developed to teach the Common Core have lots of built in time for students to work with partners and groups in which all students share and are acknowledged.” Another expands by pointing out that, “Teachers must walk the walk, understand and appreciate differences, know every individual. It takes longer, but not really if you work it into the practice.”
One school leader makes the case that this is not a zero sum game, that in fact, children learn better, feel better, and perform better in caring environments. Her school has developed a multi-pronged approach to strong social-emotional literacy through focused programming, curricular integration, and parent involvement. And, “Although we are not required to do it, we do the state testing to have an apples to apples comparison of our data to the local public schools...we believe that if you have quality teachers who teach creatively and responsively and cultivate critical thinkers, then you will have kids who do really well on the tests through an authentic curriculum. The teachers are clear, and the assessments are performance assessments, the curriculum is brained-based and the kids see themselves as scientists, authors, and artists. They have agency over their learning. This translates to engaged learners.”
Education movements such as No Child Left Behind, Race to the Top, and the National Common Core Standards, do not include social-emotional literacy in their standards. But as the maxim goes in education, we assess what we value and we teach what we assess. The New York Times article was largely focused on how SEL practices could be assessed, and if so, what are we actually looking for? It is much simpler to measure for the more superficial layers: attendance, increased test scores, and decreased disciplinary referrals, than it is for the deeper layer: a future productive life. As a means for supporting the whole child principles implemented in her school, one of our principals I spoke with tracks students for eight years after their fifth grade graduation. The data measuring high school completion, college attendance, and general well-being is used to compare their students’ progress to outcomes of other schools of similar demographics.
The ability for schools to prove that their students can perform well on the testing associated with these standards will determine the child’s path in school, and the evaluation of that child’s teacher. In New York, for example, the  Annual Professional Performance Review ties teacher evaluation to testing. The fear attached to this system does much to undermine schoolwide attention to the social and civic development of children and collaborative climate of the teaching community. But creating professional development opportunities that teach educators how to build social-emotional learning into the curriculum ensures that teachers are not feeling torn between academic and affective learning, but feel confident that their curriculum supports both kinds of learning. Literature and history are full of opportunities to “feed two birds with one seed.” What this cohort of educators have done is made use of the professional development opportunities for building their palette of approaches to cultivating caring classrooms. When these have not been available, many of them have researched and developed their own approaches. But they have also probed their academic curriculum for opportunities to reflect, build civic responsibility, and develop empathy and self-awareness.
I would contend that this is much harder and deeper work than meeting academicstandards, requiring a level of introspection on the part of the educators that is challenging to achieve. It takes leaders willing to hardwire it into the school culture. As one teacher said about collaborative culture, “setting the expectation and working it into the schedule ensures it happens.” In David Levine’s work with teachers and students he offers an authentic culture-building process as opposed to another curriculum to cover, and the feedback he gets from building leaders and teachers is that “the school feels transformed!”
CHAPTER 6

Fitting Caring In: Teaching as Social Activism

As a child of two public school teachers, growing up on the upper west side of Manhattan in the 1960’s and 70’s, I developed an almost a priori assumption that to be a teacher was to be an activist. Teachers were weighing in on pedagogy and bringing progressive education into our neighborhood schools like missionaries. They were influencing policy such as local control of schools. And they were debating the role of the city’s powerful teachers’ union. Activism is perhaps a natural extension of the educator’s practice and purpose.
It was shocking for me to join a much transformed profession, twenty years later. To feel so silenced by my colleagues, my union, and the profession as a whole, presented enormous frustration that I learned to circumvent by pursuing change through more indirect channels, such as the curriculum. But although many teachers feel oppressed by the focus on testing, it was gratifying to find that those I spoke with were also finding their own ways to pursue activism in the classroom. One principal shares that, “In a school like ours, teachers do see themselves as social activists whether they are involved in the anti-testing movement, the union, or in their teaching in the classroom. It is in what we are teaching as well as what we are doing. Cultivating student voice develops their ability to advocate for themselves, their ideals, and others.”
One educator I spoke with echoed these sentiments by saying that, “Teaching is definitely a form of social activism, as you are intentionally creating lessons that will help create a shift in perspective for your students—either looking at a point in history through a different lens, discussing what a character in a story may be feeling, or the like. When teaching about the civil rights movement, be sure to include the various perceptions and what they were rooted in. Are there times when our own prejudices have prevented us from acting?” A high school art teacher shares, “In the hardest times at our high school, I have really felt like a cultural worker using art and culture to enable students to know who they and each other are. I felt that from the beginning they need to be able to understand each other. In the digital age, there are more kids living outside of social norms and I wonder how they will succeed.”
When the harshness of the economic gap is easily perceived and playing out in the classroom, another teacher notes that, “certainly when you are working with kids in poverty you can’t do that work and not feel compelled to speak up about what is right for kids. Whenyou see the divide...strictly based on what money can get you... Education has the potential to be the most democratic thing we can do...We just want things to be fair.” Here is the heart of the matter: Are we feeding them when they are hungry? Connecting parents to needed services? Nurturing our students’ strengths? Helping them to identify and appropriately express their needs and feelings so they can become effective self-advocates and citizens? If Bloom is correct, then no kid is learning who does not have someone accountable for meeting these essential needs.
And through the practice, as another teacher describes, “Teachers take on an activist role because it is their responsibility to guide children. This is a very powerful and difficult role that requires diligent self-reflection, because a teacher needs to keep each whole child’s development in mind while managing the emotional environment of many. The goal is to help children develop expansive and inclusive thinking-and-doing habits, rather than narrow and exclusive ones.” With our children facing so many hurdles to surmount, it is critical that we educators see ourselves as activists in their lives. With so many profound challenges to human survival upon us, it is critical that our students have models and opportunities for positive social activism. How do we act to support their attempts at these hurdles? What will our mark have been on their lives? What helps us to identify our own personal change agency so that we can effectively shape the school environment for the benefit of children?