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please note : i am hear to learn- there is so much for alumni of these 3 leaders -MANDELA ABED GANDHI to love -please dont lets turn this into a competition- that said the right hand column invites comments on unique skills that youth would need to apprentice with particular alumni networks

commonalities 

all three sought to empower the next generation to change/free how the nation was run - around depth of sddgoal 1 end poverty, through peaceful conflict resolution and valuing innovations that advanced the human lot and the trading potentials of the nation with neighbors and worldwide

all three places were unlucky geonomically- they were taken over by british or dutch empires or both because they were essential spaces to control maritime trade around the tricontinent of europe, asia and africa 

there are cultural/solution connections of gandhi's life that impacted both mandela and abed-  

eg most of gandhi's professional life circa 1892-1914 was practised  in south africa- his profession barrister in law the way london wrote the rules- 1888, in the first of 5 vists to london, he had travelled as a teenager from close to what was then the north west coastal border of india (nearest superport mumbai then called bombay) to earn degree as a barrister at the bar of london- there's an analogy with kamala harris as lawyer of lives matter even though her homeland's bay corresponds to east india's belt riods

bay5.JPG calcutta in the bay of bangla was the main trading port and capital of all of india until the brit's found it safer to admin the raj out of delhi- we know this because when james wilson founde of the economist was sent to india 1860 to start banking that included indian people it was calcutta he went to start up chartered bank; sadly he died of diarrhea within 9 months of landing- it was ending diahhrea which was brac's first 200000 village womens knowhow network 12 decades later - thanks to invention of oral rehydration-in nation building health for all can griw strong ecnomies not vice versa 

in south africa most of gandhi's clents were indian diaspora who were batlling against a legal system that increasingly devalued all black lives; from 1906 he gave up believing that his profession applied to cases in south african courts- could sustain his peoples needs; but before demanidng independence of british rule he wanted to design a totally new education system through all grades- maria montessori was his greatest helper at the village school level- while montessori peer to per education is the benchmark for village schooling it surprises me somewhat that pre-adolescent health does not seem to have been a core curricula in india; i say this knowing that gandhi himself was a first aid servant in london during the first few months of world war 1

around 1956 teenager fazle abed left what in gandhi's day would have been mapped as north east india but become a region called east pakistan as a teenager to study naval engineering at glasgow university 

all three nations are pivotal to worldwide change -now more than ever - as their human energy impact is evident in 65% of under 30s living in asia and 15% living in africa- a major difference while india and bangladesh remained critical to the busiest world shipping routes, south africa's pivotal importance reduced exponentially as shipping used the panama canal; what remained were highly valued commodities eg gold , diamonds but by the time of ending apartheid the value chains of these were more corporately designed than any nation  could shape- the question which new  south africa seems to have lost time in developing its people around compared with eg kenya and rwanda is how to help all of its 21st c youth play key roles in startups- futrthermore how to prevent a brain drain of such superstar south africans as elon musk?-which international tech entrepreneurs do south african millennials- and ther teachers-  need to zoom with? what ecological challenges are unique to south africa and do they connect with most urgent challenges the other 10% of the world's people living south of the equator 

 different applications due to context which can be win-win-win to action learn

 

gandhi only enjoed 5 months of seeing india's independence before his assassination in jan 1948- what might have happened if he had 10 years- would he have changed the top down parliamentary democracy out of delhi which in terms of top down power systems had little differnce than britain and which was unlike any other moment in history- one fifth of the world's population were left to their own devices-  

in fazle abed's case he broght experience of being regional ceo for royal dutch shell to empower the rural majority to build the nation of bangladesh- while this role was informal compared with government, in practice bangladesh started with so little resources that its government could barely organise the first decades of city building- this helps to explain why bangladesh became one of the 2 nations that led 3 critical dynamics: rural kenesianism, women lift up ha;f the sky, entrepreneurial revolution uniting nations in youthh's sdgs 

 

between 1968 and 1982 the economist pioneered the genre of entreprenurial revolution-this mediated a new constitution to make local sme netwoking best of gov, corp and philanthropy

first survey using term south africa 1968

fist future histir survey 1972 the next 40 years

survey of coming entreprenurial revolution 1976

survey of we're all intraprenurial now - and not silicion valley hubs everywhere 1972 

 differences

 

historically the main type of organisation sustained across generations is the university

-of course this isnt separate from how a place organises its whole education, valuation of youth as next generation

historically this has been peculiarly linear- the state lets you have one shot - in us parlance you join in kindergarten age 5-6 ; you go through 12 grades of classrooms; examinations test whether you should go on to college 

scots like adam smith first to see the age of machines and humans questioned --wouldnt life long learning become ever more important why would anyone design a static system when life would require more and more adaptation- in 20200 we are suffering in every community becuase smiths queation hasnt been transparently debated durung first 26 decades of man and machine- if we dont get back to empowering youth to be the sdg generation by 2030 chances we ever will invest in preventio extinction go below even money and exponentially lower - talk about fiddlin while rome burns- where civilsation once fell separately tech means we all fall down - as hg wells put it - civilisation is a race between education and collapse

why in 2020 do we still abuse youth the way british empire did by 100%  theory teaching -why not young adolescece practical apprenticeships -from coding to arts to language translation to last mile service experiential learning is essentilal; why does the classroom remain a monpopoy of examing individuals in expert siloes instead of practsing co-creative teamwork, worldwide searching and diversity deep community building where local big data is youth's great pathway to un sdgs, our one chance to design humansai in time

 

 

2:36:38NOW PLAYING

On July 8, 2020, the Higher Education Sustainability Initiative (HESI) hosted this special event alongside the United Nations ... 

transcript extract 80.40  - with covid and other 2020 crises, we are where we are, not only because of politics and capitalism, but at the root of it all is us the universities- we are universally inadequate to what lies ahead in terms of the future of our species and our relationship to our beautiful planet which we are all dependent on -let me outline 5 inadequacies

 


1 we are inadequate in terms of our self-awareness- institutions of higher edu of the net outcome of our design – why do we have business schools that are teaching economic models that are working against our own sustainability, why do we have a lack of communication between chemists and biologists and economists and engineers and philosophers and historians and everyone else...

 

83:18

historians and everyone else who sit inside in university environments arguing

83:24

with each other in ways that are not just failing intellectual development but

83:28

are in some ways inane? And so we have never thought ourselves,

83:35

we've never been adequately focused on our own self-awareness to understand

83:41

that in fact our highly disciplinary design, as Jeff Sachs indicated, our

83:46

highly structured way of doing things, our way in which theories evolve, our

83:50

ways in which faculty are recognized, the ways in which knowledge is advanced, the

83:55

net outcome of all of that is exactly where we are in terms of a non- sustainable trajectory,

83:59

the non-sustainable trajectory that we're on is

84:03

 

a product of us the failure of university sefl-awareness/ consciousness. Point number one.

Point number two: that same university

84:10

enterprise, that same higher education enterprise, is inadequate in terms

84:15

of its production of systems-level tools. We're an observer. We're obsessed with

84:22

reductionism. We're obsessed with the belief that somehow if we can only

84:26

understand everything down to the atomic scale, if we could only understand

84:31

everything at the genetic and sub-genetic mechanism, that somehow we would

84:37

be able to find the solution to all things. And so the answer is, no,

84:41

reductionism is not the method by which we will gain an understanding of the

84:46

interconnectedness of the systems of the planet and the role of humans. It's only

84:50

through our ability to emerge systems-level thinking of equal

84:55

intellectual stature and of equal intellectual value. Third, our

85:01

universities and our higher education systems in the United States and in

85:05

other parts of the world are completely inadequate in terms of their

85:08

intellectual diversification, their cultural diversification, their socioeconomic diversification,

85:13

their lack of recognition of indigenous cultures and

85:18

indigenous knowledge, the dismissal of entire cultural paradigms, all around

85:26

this notion of somehow there being one path and one trajectory and one route

85:31

forward. Well, there isn't. And this lack of diversification, lack of women in

85:37

science, technology, engineering, and math, lack of cultural diversification at

85:43

universities which is actually accelerating not decelerating. That

85:47

lack of diversification is accelerating if you look around the world, is in fact

85:52

limiting our overall intellectual contribution. We have a narrower and

85:57

narrower intellectual contribution ,not a broader and broader intellectual

86:01

contribution. So that's the third factor that I think is a key part of the design

86:06

limits. I think forth, and I would probably rank

86:10

this actually first, universities really don't care as institutions about much of

86:14

anything. They care about bringing in faculty. They care about hiring faculty.

86:19

They care about having students. They care about their budgets. They care about

86:23

arguing with the government to get more money. But they don't really care

86:26

about sustainable outcomes as an institution. They do not take activist

86:32

positions, intellectual activist positions, as Jeff has built his career

86:36

around, and some of the rest of us have been fighting for decades. We just

86:40

sit back and say, "Well, we did what we could do. We educated the people we could

86:43

educate. We put out the theories that we could put out, and

86:46

we're really sorry that the politicians are too stupid or or too

86:51

lazy or businesses are too greedy or too selfish." And so this notion of not taking

86:57

some sense of responsibility, we don't realize that it is in fact our own lack

87:03

of transdisciplinary capability, our own lack of inadequate, our own lack of

87:09

diversification. It's our own lack of systems-level thinking, it's our own

87:13

obsession with reductionism that actually has brought us to this point. So

87:18

when we look out and we're concerned about rapidly rising CO2 levels or we're

87:21

concerned about the overwhelming human consumption, and a manifestly negative

87:28

overwhelming consumption of fresh water, or the elimination of the entire fishing

87:33

stock or conservation disruptions on a global

87:37

scale of geological time, we don't realize that that we're responsible for

87:43

that. If you take respons⁠ibility—if you know you've contributed to something and it's not

87:47

going well, if you're a responsible person or a responsible institution, you

87:51

change what you're doing. We don't have much change in what we're doing.

87:54

Fifth on my list is, universities are archaic, at least in the European model,

88:01

archaic, slow, non-adaptable, non-technologically sophisticated

88:05

institutions. We're not moving at the speed of climate change. We're not moving

88:11

at the speed of complexity, of complexification. We're too slow. We have

88:17

no sense of time. We might argue about something for 15 years and in the same

88:22

15 years the Ross Ice Shelf cracked off of Antarctica and led to some

88:27

massive change in the in the ocean circulation cycle and thus impacting

88:34

climate etcetera, etcetera. So the five points here: inadequate self-awareness,

88:38

inadequate emergence of systems-level thinking, wholly inadequate

88:42

diversification of the university itself, no sense of moral duty or moral

88:46

responsibility as institutions, and inadequate speed and adaptability. If we

88:51

don't change those things, there's not going to be any climate adaptation or

88:55

climate change. There's not going to be movement back towards a sustainable

88:59

trajectory because we're not producing the people, the ideas, the tools, the

89:04

mechanisms, the devices, the theories, the assumptions—the young students who

89:08

are just presenting, they get this. They understand that they enter a university

89:12

which is in fact an archaic institution, incapable of having self-awareness

89:17

relative to where we're headed. So what are we doing at my institution arizona state, we've

89:22

done everything and then some, and still it's a slow slog. We've built the Global

89:28

Futures Laboratory, the Global Institute of Sustainability. We're

89:31

dramatically lowering our carbon footprint. We have thousands and

89:34

thousands of students. We change the design of engineering. We changed parts

89:38

of the design of our business schools. We built a new school on the Future of

89:41

Innovation and Society, a new School of Sustainability, and we're still moving

89:47

too slow. And so I think the point I'd like to make to

89:50

the audience here is, let's listen to these students. They have a sense, they

89:54

have an awareness, and they are able to see immediately upon entry into our

89:59

bureaucratic institutions that we're inadequate to the assignment and we

90:06

ought to take that as a serious, serious criticism. Now let me tell you

90:09

what's happening right now. So right now, and COVID sort of expresses this, we are

90:14

largely as colleges and universities place-based institutions, driven where we

90:21

think that excellence is a function of who we exclude, and this is true all over

90:24

the world, where our structure, our technology, our flexibility, our

90:29

adaptability are completely inadequate. So my message to ministers, to UN leaders,

90:35

to SDGN leaders, to higher education leaders, to students, to faculty, is that

90:40

let's shake it up. It is time to shake the foundation of the universities and

90:45

have them raise their hand and say, "Yes. We want to be responsible for the

90:50

climate outcome of our planet, for our species outcome, for the

90:56

sustainability of our species." And to do that we're going to have to change

91:00

everything down to the root. So I think that's about 12 minutes and I'll

91:05

stop there.

91:13

Ok. Thank you, President Crow. I like the way you framed it because this 

  

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views of mandela on relationship between educational and staye yransformation are a bit unclear to me- i am aware that he backed africa's first attempt at a new university led by taddy blecher- lemding his name to a coalition linking the university to "mandela extranet"- by this time early 2000s mandela was more of a beloved elder than opeartionally in control of the political party he had started; it seems to me that zuma took the hopes of mandela alumni backwards but there is a lot of complexity- had south africa ever debated what the advantages/disavantages of its location to the globe/humanity were in the 21st century- in many ways totally different to when all euro to asia shipping circumnavigated africa to this day africans like ghana's president co-chair of the sdg advocates and new university laureate patrick awuah ashesi univerisity and opensociety university networking coalition envision a collaboratory of new african universities where the lessos of south africa's virtually free university are not forgottten:

university students were trusted to pay scholarship forward- if they went into money making careers pay back to the university and be corporately resonsible as new leaders of industry; if they went back to the community to be servant leaders, the university alumni club could test which local service solutions needed nationwide replication; one of the extraordinary purposes of the new university was to work out missing curriculum of entrepreneurship and the informal livelihood economy- which of these could be taught peer to peer with in the university- eg branso spent time passing on what he knew thaT ALL SMALL ENTERPRISES NEEDED TO SHARE; ONCE THE COLLEGE STUDENTS UNDERSTOOD THE 13TH-15TH GRADE VERSION OF THESE- HOW COULD THE CURRICULA BE SIMPLIFIED TO 7TH GRADE STILL the modal age that the nation's children leave schooling -what was the shortlist of missing curricula - according to taddy 1 sme entreprenurship 2 coding e finacial literacy 4 mahaishi consciousness - the latter mattered becuause he found that commencing college students often had as mesed up psychological profiles as gi's returing from war; discovering confdence and love of self comes prior to studying what your place in the world can be

interestingly whatever curricula free university students search out as missing are likly to be missing in older public servants - in other words particularly in technolgy's fast changing world the new university can be imporant in offering training for leaders of all ages- what american unis sometimes call businees exective training retreats is even more vital in renewd nations for what we may call public servant executives - africa absolutely needs to celebrate this movement that started up out of south africa even if today other africa nations pick up the relay- if you want to review world leaders in new univerities where hi tech wizard students are expected to help with lifelong studies of public serrvants look to asia - singapore , korea are places abed suggested benchmaking - the country most eager to value this future being china as far as research among the65% of the world who are asians reveals

fazle abed's spent the fifth of hos 5 decades on poverty alleviation asking all his best partners to consider how new uinversities needed to be the huan development bridge betwen ending povery and middle income traps- his university - brac univeristy - is one of the cor coalition members of the ope sustainability university networking:

cultural resolution and artostic celegrations of that are led by the soros backed bard college ny state, berlin, palestin as well as the philosophical central euro university moved in is 31st year from soros homelang hungary to vieena; vienna is where ban ki-moon with the former president of austria is developing the 2 most urgent missing curricula of united ation acamics - global climate adaptability and local to global civic engagement of youth- ban ki moons post as ethics director of the olympics gives him extrasordinary scope if post virus sports celbrties value chins are to transform all livesmatter; ashesi uni is part of this coalition as is vice chancellor of arizona state whose major contribution to the 75th birthday of the united nations is to argue every way in which university 1.0 to 4.0 is destroying the possibilities of students to be the first sustainability goals generation

 

 

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