Developments in our world challenge us to look differently at our ecological system, innovation and learning. Designing learning ecosystems where sustainable and inclusive development and impact creation come into their own is in line with the growing need to tackle complex and wicked problems. Entrepreneurs, education and knowledge institutions, governments and citizens/end users need to “learn to understand together”, “learn to transcend together”, “learn to learn together”, “learn to innovate together”, “learn to design together”, “learn to work together”, “learn to live together”.
In our experience, we live in a world of ever-increasing contradictions.
For a long time, dominant interests of individuals and groups have meant that our interdependence and dependence on our ecology has largely been lost sight of. At the same time, an ever-increasing number of people are experiencing the negative consequences and pain this brings. Some are creative and seek ways forward and are problem solvers. A larger group fails to break free from solidified patterns in their daily lives.
Trapped in systems that no longer serve both people and ecology, but focus on the interests of only one cause or a specific group. Be it the loss of biodiversity, the effects of the energy and heat transition, the welfare payments affair in the Netherlands, gas extraction in Groningen, climate adaptation, ocean acidification, freshwater shortages, et cetera. All examples of transition issues resulting from human actions and choices without taking into account human connection with the ecosystem around them. The rationality of self-created systems, products and services turn against us and cry out for reflection, inspiration and a renewed approach for the sake of our livelihood security. An approach where learning, developing and innovating from ecology and our role as humanity is self-evident is necessary.
Are we going to achieve learning ecosystems?
‘Nature’ teaches us that systems that live in balance with their environment can survive. These ecosystems function, from complexity, diversity and circularity. Species, cultures, organs ‘compete’ together and interact as a fluid and circular ecosystem. They manage to sustain each other provided they constantly seek balance in the natural chaos of things. In society, we also engage in a constant ‘battle’. So far similar to our nature and ecology.
However, unlike nature, we as a society have the dominant tendency to move on the basis of social engineering, linearity, singularity, efficiency and effectiveness, which causes compartmentalisation and segmentation. This breaks the connection with the other, the environment, and the ecology we are actually part of. When this happens in nature, that part that is separate is repelled, and even becomes extinct.
In our society, it is not much different. Working, learning, developing together in ecosystems is therefore the only way to survive and live. However, are we really looking for a society of locally and globally networked networks where competences constantly flow circularly and fluidly?
More and more global challenges transcend the competences of individual domains, disciplines and groups of people.
In our society, domain-specific efficiency and perfecting has led to enrichment of specific domain competences. However, it has also led to alienation from other domains and growth of individual interests. Alienation from one’s own role and position in relation to those of others in the ecosystem impedes the circulation of knowledge, insights, and new perspectives for action. This has severely strained society’s problem-solving capacity. This at a time when more is being asked of our collective problem-solving capacity.
More and more challenges in the world transcend the competences of individual domains, disciplines and groups of people. This while people think they can tackle and solve today’s challenges alone; they reason from ‘ego-systems’ rather than ‘eco-systems’. Moreover, competences suitable for ecosystem learning and cross-domain cooperation are unfortunately still insufficiently taught.
Little attention is paid to circularity and ecology in education, while strangely enough, this is precisely the basis of our nature and existence. The fundamental starting point in education should therefore be the whole of ecosystems, ecology, circularity, fluidity and interconnectedness. Domains, expertises and specialisations should be subservient to this.
The call for a fundamental tilt of mindset and action perspectives is growing. This can cause the foundation for people under their familiar world to erode and lead to great uncertainty. Therefore, give attention to the new and consciously say goodbye to traditions.
Learning by doing
People increasingly seek mutual connection and cooperation and simply get down to business. For them, “learning by doing” applies. Here, they indicate that they want to work on competences to investigate, unravel, arrange, connect, design and realise together, based on the complexity of an ecosystem. Learning ecosystems are created where people and domains learn to learn, learn to innovate and work together in interconnected networks.
In those collaborations where ‘eco-logic’ becomes more important than ‘ego-logic’, people are able to tackle complex issues.
I see more and more examples of people and groups becoming aware, and finding it important to constantly seek collaboration across domains and disciplines. At the same time, they indicate they struggle with the solidified system world around them that is still dominated by egos within those domains and disciplines. They miss the common perspective, a starting point to act in unity. They need well-informed and well-considered joint choices where it is not the ‘ego logic’ but the ‘eco logic’ that takes precedence. In those collaborations where ‘eco-logic’ becomes more important than ‘ego-logic’, people are able to tackle the complex issues.
They start by showing inter-interest in everything around them, making connections. They discover that the ego creates expectations, and therefore says expect nothing. They see that the ego wants to make big steps, and therefore they say begin with just a single step. They experience that the ego focuses on what is not there, whereas when they start in the here and now, acceleration becomes possible.
Why is ecosystem learning important?
It creates nodes, connections and opportunities to explore. It allows you to arrive at shared perspectives from the ecosystems and ecology around you. This creates a driving force to subsequently achieve cross-domain, interdisciplinary and transdisciplinary collaborations that can find answers to the ever-growing contradictions in our world, including around your own corner!