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Fantastic structures that you can deploy to create meaningful conversations and awesome learning processes based con everyone's participation <3

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Introduction

When you feel included and engaged, do you do a better job? Do you think teams in which people work well together produce much better results? Have you noticed the best ideas often come from unexpected sources? Do you want to work at the top of your intelligence and give the same opportunity to others?

If YES, we have found this is the kind of organization and community that people want to be part of. AND, Liberating Structures help make it happen.

So why is it that so many organizations of all stripes are filled with disengaged workers, dysfunctional groups and wasted ideas?

While there will always be some justification for blaming leaders (or professors and administrators in education), the more compelling and useful explanation is not that people involved are bad, stupid or incompetent, but rather that the practices they have all learned are neither adapted to today's realities nor designed to achieve the ideals listed above.

Unwittingly, the conventional structures used to organize how people routinely work together stifle inclusion and engagement.

Conventional structures are either too inhibiting (presentations, status reports and managed discussions) or too loose and disorganized (open discussions and brainstorms) to creatively engage people in shaping their own future. They frequently generate feelings of frustration and/or exclusion and fail to provide space for good ideas to emerge and germinate. This means that huge amounts of time and money are spent working the wrong way. More time and money are then spent trying to fix the unintended consequences.

Liberating Structures start with something so simple and essential as not to seem worth doing and end with something so powerful and profound that it hardly seems possible.

This website offers an alternative way to approach and design how people work together. It provides a menu of thirty-three Liberating Structures to replace or complement conventional practices.

Liberating Structures used routinely make it possible to build the kind of organization that everybody wants. They are designed to include everyone in shaping next steps.

Liberating Structures introduce tiny shifts in the way we meet, plan, decide and relate to one another. They put the innovative power once reserved for experts only in hands of everyone.

This alternative approach is both practical and feasible because Liberating Structures are quite simple and easy to learn. They can be used by everyone at every level, from the executive suite to the grassroots. No lengthy training courses or special talents are required. Mastery is simply a matter of practice. LS routinely unleash a vast reserve of contributions and latent innovations waiting to be discovered.

Every person interested in leading change-in schools, hospitals, foundations, agencies, and businesses-can use Liberating Structures to generate innovation and great results.

Liberating Structures are easy-to-learn microstructures that enhance relational coordination and trust. They quickly foster lively participation in groups of any size, making it possible to truly include and unleash everyone. Liberating Structures are a disruptive innovation that can replace more controlling or constraining approaches.

Click on any Liberating Structure below.

Leaders know that they would greatly increase productivity and innovation if only they could get everyone fully engaged. The challenge is how. Liberating Structures are novel, practical and no-nonsense methods to help you accomplish this goal with groups of any size.

Liberating Structures spark inventiveness by minimally structuring the way we interact while liberating content or subject matter. Very simple constraints unleash creative adaptability, generating better than expected results. Individual brilliance and collective wisdom are unbridled. Such a dramatic shift cannot be THAT simple, engaging, and powerful but it is. Read Getting Started if you are ready to liberate yourself.

By design, Liberating Structures distribute control so that participants can shape direction themselves as the action unfolds.

Learning Events

Immersion workshops are a great way to get started. Like a foreign language immersion course that temporarily relocates you away from a familiar culture, a LS immersion experience is a very effective way to learn. There are no presentations, facilitated discussions, status reports, brainstorming sessions, or open discussions. Only Liberating Strucutres arepracticed. Organizing a workshop for people in your working group can accelerate "fluency."

Check out News and Events for more immersion workshops and LS User Group meetings. Subscribe to LS News & get access to archives here.

Liberating Structures are immeasurably practical. Our world is increasingly complex, interdependent, and culturally diverse. Many of our most pressing challenges cut across geographic, cultural, and technical boundaries. Simple methods that help us work together productively are central to making progress.

Helpful Analogies
Like Wikipedia, LS create simple rules to guide and liberate everyone's contributions. Wikipedia's must-dos and must-not dos specify how anyone can write articles, edit content, reach consensus about the facts, and share with attribution. This structure makes it possible for a diverse community to generate and sustain accurate content that compares favorably with professionally edited encyclopedias. Like Wikipedia, LS is a disruptive innovation in regard to how we engage people in organizations.

Like improv jazz, LS sparks freedom that arises from shared understanding of simple rules. Great jazz comes from playing creatively within the context of melodic and harmonic structure. Like water in a river, LS takes the shape of the banks that it touches: adapting a similar pattern at every scale and in each local setting.

Below: watch this inspired video by Professor Arvind Singhal talking about liberating education and the role of changemakers. UnScripTED: Liberating Structures

Read this practical article "Tiny Tweaks That Help You Use LS" by Barry Overeem.

Simple Ways to Engage Everyone on Zoom: Learn Several Liberating Structures in 30 minutes from Media Changemakers on Vimeo.
Unscripted #2 Liberating Structures with Dr. Arvind Singhal from Media Changemakers on Vimeo.
Lisa Gill is a fabulous writer and top drawer interviewer. Her Leadersmorphosis series dives deeply into self organizing @ work. Put your ear to this interivew she conducts with Henri and Keith.

Below, enjoy scenes from the LCJP Restorative Justice Summit. Liberating Structures were used to organize a three day event full of learning, designed to advance the Restorative Justice movement. Restorative Justice (RJ) aims to create communities in which people feel safe by carefully structuring opportunities for offenders to make amends and victims to regain their personal power. Restorative Justice practitioners found Liberating Structures to be highly structured, liberating better than expected results.

2012 CO RJ Summit Video from LCJP on Vimeo.

LS were used to design the Transformation of Nursing summit. Coalitions from all 50 states and DC came together to advance the cause.

For the United Nations ITC-ILO, Henri and Keith offered a Liberating Structures immersion workshop and follow-up consulting sessions. (The Centre is in Turin Italy.) The focus was how to organize for promoting decent work and sustainable development by not over-helping but rather facilitating networked self-organization.

Ten Principles

While the individual LS microstructures are powerful separately, they function as an interrelated set which can transform an entire organization. The LS repertoire is inspired by ten liberating principles.

When we decide we belong together, LS principles help to guide behavior and leadership actions. Detailed descriptions here.

The Surprising Power of Liberating Structures book! Preview and buy on Amazon. The color paperback ($49.95 USD), black&white ($19.95 USD) and e-book are now available on the Amazon website. Amazon offers deep discounts and free shipping to some customers.

The development team at Holisticon is happy to announce that the Liberating Structures App is now available in the Google Play and Apple App Stores. A deep bow to their creative genius. Happy downloading!

Audio: A very playful Brave New Work podcast with Aaron Dignan and Rodney Evans. On Liberating Structures with Lorenz Sell of Sutra and Keith. Lorenz asks the deepest questions about collective intelligence, generativity, and complexity science. (50 minutes) Coaching Zone Podcast with Keith and Dr. Krister Lowe. The focus is on how leaders and teams can develop more productive habits with LS. [45 minutes] Radio Interview with Meisha Rouser, organizational psychologist. The focus is on groups working at the top of their intelligence and imagination. And a third podcast interview with Amiel Handelsman that dips into specific LS microstructures and their use by groups to generate innovative cultures. [60 minutes].

Check out Falling Off the Horse while faciliating & leading with Liberating Structures. This article by Keith McCandless describes a personal path forward. It includes what is possible to stop doing when LS is integrated into your practice.

LS are inspired by complexity science. Listen to this entertaining RadioLab program on Emergence to learn about some of the underlying concept of complexity science.

LS User Groups (inventing and enlivening a new way to organize) Open Letter from a Grateful Student to All Educators
Rhapsody for Strings!

Below: early LS users and co-developers in Latin America, Europe, Canada and the USA.

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liberating structures, social invention.net, microstructures, disruptive innovation, behavior change, collaboration, social invention, diffusion of innovation, strategy, transformation, heuristics, complexity science, emergence

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Vegetables are extremely versatile; most can be eaten raw and they can be cooked by virtually every method. However, they can be exposed to bacteria through soil or water, so it is important to keep food safety in mind.

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16/nov/2018 - Biriyimiste encontrou este Pin. Encontre (e salve!) seus próprios Pins no Pinterest.

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You can use this to help everyone see the role they are playing to build the field of practice and to feel proud of the position they are in and do it collectively to see what everyone else is doing and where the gaps are

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- making space for lived experiences
- coaching circle --> pattern seeing & sensemaking

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"I'm very much afraid of this 'Foundation Complex.' We're getting praise from places that worry me."

"I want us all to be real creative about our tactics and strategies to dismantle the empire."
- Joo-Hyun Kang, The Revolution Will Not Be Funded Conference, 2004
In 2004, along with women of color at UC Santa Barbara, INCITE! organized the conference: "The Revolution Will Not Be Funded: Beyond The Non-Profit Industrial Complex." This conference drew in hundreds of organizers and activists searching for a space to address the ways in which the non-profit/NGO structure often obstructs radical movement building. At this conference, speakers and attendees addressed the following questions:

What is the history of the non-profit model? What drove its development? How did it impact the form and direction of social justice organizing?

How has reliance on foundation funding impacted the course of social justice movements?

How does 501(c)3 status impact social justice organizations' relationship to the state?

How does non-profit status allow the state to co-opt and control our movements?

Are there ways the non-profit model can be used subversively to support more radical visions for social change?

What are the alternatives for building viable social justice movements? How do we resource our movements outside the non-profit structure?

What models for organizing outside the NGO/non-profit model exist outside the U.S. that may help us?

What is the "non-profit industrial complex"?

The non-profit industrial complex (or the NPIC) is a system of relationships between:

the State (or local and federal governments)

the owning classes

foundations

and non-profit/NGO social service & social justice organizations that results in the surveillance, control, derailment, and everyday management of political movements.

The state uses non-profits to:

Monitor and control social justice movements;

Divert public monies into private hands through foundations;

Manage and control dissent in order to make the world safe for capitalism;

Redirect activist energies into career-based modes of organizing instead of mass-based organizing capable of actually transforming society;

Allow corporations to mask their exploitative and colonial work practices through "philanthropic" work;

Encourage social movements to model themselves after capitalist structures rather than to challenge them

How did INCITE! come to explore this issue?

In 2004, INCITE! learned the hard way that the revolution will not be funded. When we began in 2000, we took a stand against state funding since we perceived that antiviolence organizations who had state funding had been co-opted. It hadn't occurred to us to look at foundation funding in the same way.

However, in a trip to India (funded, ironically, by the Ford Foundation), we met with many non-funded organizations that criticized us for receiving foundation grants. When we saw that groups with much less access to resources were able to do amazing work without foundation funding, we began to question our reliance on foundation grants.

Our suspicions were confirmed when, in February 2004, INCITE! received an e-mail from the Ford Foundation with the subject line "Congratulations!" and an offer of "a one-year or two-year grant of $100,000" to cover our general operating expenses in response to a grant proposal the Ford Foundation had solicited from us. We committed to two major projects (SisterFire multimedia tour and Color of Violence III conference in New Orleans) based on this funding. Then, unexpectedly on July 30, 2004, the Ford Foundation sent another letter, explaining that it had reversed its decision because of our organization's statement of support for the Palestinian liberation struggle.

INCITE! learned firsthand the dangers of relying on foundations for our movement building. But we also learned that social justice organizations do not always need the foundation support they think they do. Strapped with this sudden loss of funding but committed to organizing two major projects, INCITE! members started raising money through grassroots fundraising - house parties, individual calls, T-shirt sales, and so on - and we were able to quickly raise the money we lost when the Ford Foundation rescinded their grant offer.

This story is not an isolated incident. The NPIC has a long and complicated legacy. The Revolution Will Not Be Funded anthology and conference recordings review this history and political context, but offer no simple answers. The contributors are a multigenerational assembly of organizers working inside and outside the NPIC from a variety of - even conflicting - perspectives. However, we hope the book and conference continue a conversation about how to think beyond state-proctored models like the non-profit system for organizing political projects for social change.

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Beyond the Non-Profit Industrial Complex

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"I'm very much afraid of this 'Foundation Complex.' We're getting praise from places that worry me." "I want us all to be real creative about our tactics and strategies to dismantle the empire." - Joo-Hyun Kang, The Revolution Will Not Be Funded Conference, 2004 In 2004, along with women of color at UC Santa Barbara, INCITE!

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- space for people with different community skills
- feedback // embracing people's busy-ness

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An Ashoka Fellow working on community building

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An Ashoka Fellow working on community building

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Burak and Another School is Possible Association (ASIP) are building a civic participation movement of parents, educators, students, activists and entrepreneurs who are for the first time, building their own solutions to the seemingly intractable problems of the Turkish education system. Through their child-centred, ecologically friendly, democratic and non-profit cooperative school model that is spreading rapidly, they are demonstrating that another school is indeed possible, while at the same time shifting the mind-sets of parents and teachers from across Turkey to transform its one-size fits all, out-dated and disempowering education system from within.

Burak founded and has nurtured the Another School is Possible (ASIP) movement, which is bringing together a diverse and ever-growing community of parents, educators, students, activists and entrepreneurs who are reimagining what learning and education in Turkey looks like and creating their own genuine alternatives to the existing system. Through years of research, community building and creative partnerships, ASIP have developed a unique education approach and a self-sustaining, non-profit school model to realize its implementation.

The ASIP school model, which is used as the centers of excellence and 'flagships' for this vision of education transformation is based on a fully democratic, non-profit cooperative, ecologically friendly and child-centred approach. This has been open-sourced to allow groups of innovators to take it and open chapters in different areas of Turkey, balancing core ASIP principles with their own unique characteristics and local needs. While this school network is growing organically, the ultimate aim and current organizational focus is on sowing the seeds of this vision into the bigger state system itself.

What started as one school on the South Coast has now become a network of cooperatives in towns and cities around Turkey, a collaborative government school teacher community a series of national events, publications and seminars shifting mindsets of parents and ultimately a grassroots movement of all stakeholders who are struggling to reshape the education system.

The Turkish education system is characterized by rigid structures and deep-rooted, systemic problems which disempower teachers and young people and in turn reinforce social divisions and inequalities. An old-fashioned, multiple-choice and ultra competitive exam focus permeates into the whole system right from the very first grade of primary school. This pits students against each other, rewards rote memorisation and completely stifles any cooperation, compassion and creativity. PISA results show Turkey to be among the OECD's lowest ranked countries for 'real life problem solving skills', with students unable to apply learning strategies and reasoning skills to challenges in their own lives.

The system is currently stuck between underfunded and overcrowded state schools and highly commercialized and growing numbers of private schools. These however only serve a tiny minority of privileged elites and children from less well-off families are predominantly concentrated in lower-quality schools, perpetuating existing socio-economic equalities. Parents comparatively spend more than any other country in the OECD on their children's' education but remain deeply unhappy, their expectations distort the educational experiences and often force young people into making career choices that don't in any way reflect their passions or skills. Regardless of being public or private, all Turkish schools are highly hierarchical in their organisational structures and the voices and choices of neither children nor teachers are valued or taken into account. Teacher turnover is also a chronic issue, with the centralized system dictating that teachers are assigned to schools by the Ministry of Education and constantly moved around, meaning innovations or new ways of thinking rarely get institutionalized. Existing teacher training approaches still follow the same outdated and impersonal style of yesteryear and do very little to empower teachers as agents of change.

The culmination of the interplay of these complex problems leads to a catch 22 situation where almost all of the key stakeholders (teachers, parents, students, administrators, universities, employers) end up profoundly dissatisfied with the status quo. All key stakeholders are passive observers, who have been schooled in the same old system themselves and end up perpetuating its shortcomings rather than seeking to transform it. This failure of the educational system is the subject of constant and impassioned debate in all corners of society and ultimately has far reaching effects into social cohesion, polarization, environmental destruction and unemployment with Turkey currently experiencing deep, systemic problems in all of these areas.

Having built a large, Turkey-wide and multi-stakeholder team of parents, educators, students, activists and entrepreneurs, Burak's first task was to create a tangible and impactful alternative model which would prove that there was a viable alternative to the status quo.
The school model has developed a unique philosophy, which emerged conceptually as a result of many years of systematic research of hundreds of education models and pedagogies and is based on 4 core principles. 1) Authentic Finance: It is a cooperative non-profit organization, made up of demographics from all walks of life (with an absolute minimum of 25% of children on full scholarships). 2) Child-centered: The education model is fully child-centred and rooted in compassion and peacemaking and children, despite their young age (4-8 years old) are in charge of all initiatives in the schools (including conflict resolution teams and carbon footprint reduction ' green teams' ) 3) Democratic: all stakeholders in ASIP schools are seen as equals and all key decisions are taken in the school parliament where the kids constitute a majority 4) Ecologically friendly: All schools are in harmony with nature, including one school being run entirely on solar energy.

Having proven that this model can work, Burak is now devoting his and his organization's energy into its expansion and replication. Since the first school was launched in 2012, ASIP have been faced with overwhelming demand from all 4 corners of the country for their model, their website being visited by a quarter of a million people in the last year. This has led to them open-sourcing the model, with this 'Open your own ASIP school' toolkit the most visited part of the website. Many local chapters are now springing up and by the end of this year, there will be 6 schools and 10 further cooperative groups spread across Turkey with many more on the way.

Rooted in Burak's conviction that any new model or system for education is only as good as its teachers, they are also building a community of government school teachers with their "Other Teachers Are Possible" program. They have received over 2000 applications to be part of this network, their pilot of 80 teachers focuses on building a permanent community of collaborating peers, learning from each other and bringing their own ideas of education transformation. Their modules include non-violent communication and compassion, positive discipline, and a variety of approaches which force teachers to step back and put the child in charge. Initiatives that have been developed by the community have included teachers bringing 'children's parliaments' to their own classrooms and it has been so well received that
ASIP are currently completing the construction of a permanent teacher' 'eco-village', which will give them the capacity to increase this community to hundreds more teachers per year. Burak and ASIP are also playing a key steering role in a Turkey-wide initiative bringing together all teacher development organizations and education faculties to develop an ecosystem for empowered teachers, encouraging them to be agents of change.

ASIP have also started to collaborate with local government municipalities to reach parents and offering ongoing 'group learning sessions' to parents on the ASIP vision for education. Each time a new cooperative is formed, before a school is opened, key time must be spent in developing relationships with the local community and ensuring the whole local town understands the ASIP vision and need for it.

Further activities aimed at a influencing the public discourse include events, toolkits and publications, they are also producing a series of books aimed at shifting parent's mindsets which are all co-designed with primary school children and feature children as protagonists, influencing their own worlds.

Burak is a parent, educator, environmentalist and political scientist. After spending over 30 years in the Turkish education system, first as a pupil, then studying social economics and working in academia, has both a macro and micro view of the pitfalls in the system. As a lecturer, Burak has also been exposed first hand to the negative impact on the young people who are products of the education system, constantly researching amongst the students who pass through his university on how many felt ready for real life and how many were following their passions. The dishearteningly and increasingly low numbers of students answering yes to these brought the incredible inefficiency of the system into sharp focus for him and he became determined to develop an education model that allows children to positively shape the world around them positively.

When his politician father was imprisoned for his views after the 1980 coup d'état, Burak developed a strong sense of political activism and a fierce independence. This spirit continued into his university days, where he spent time in the South east of Turkey, immersing himself in the local culture and researching for his thesis on the issues the Kurdish minority were facing and experiencing inequality and injustice first hand. Burak then travelled and settled in Bolivia, working alongside associations and cooperatives of indigenous Cocaleros, where he saw real empowerment and mobilisation of people at the bottom of the pyramid. This further sharpened his world-view, fuelled his passion for a more equal, just and prosperous Turkish society and sparked the first thoughts of a grass roots education movement in his home country. Steeped in a deep knowledge of the system, Burak's view has always been that education transformation is the fastest route towards the society of which he dreams and that primary education is the highest leverage point at which to intervene right now in Turkey. He is considered a key influencer in the education space in Turkey, giving regular talks and writing opinion pieces and he is also very active globally, keen to see the ASIP model spread beyond Turkey's borders and forging partnerships with international networks and institutions in Germany, the US and the UK.

Burak's magnetic ability to rally people around this cause started with the construction of the first ASIP school in Bodrum where he mobilised hundreds of local community members from all walks of life to build the school with their own hands, with almost no budget he persuaded local businesses and municipality to give furniture and all kinds of materials for free. This volunteer base has now grown to include an army of hundreds of translators, designers, businesses, workshop facilitators and local government members who are all supporting with time and in kind resources, having been convinced by the ASIP vision for education and by the urgent need for a radical transformation in the way children in Turkey grow up.

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Burak and Another School is Possible Association (ASIP) are building a civic participation movement of parents, educators, students, activists and entrepreneurs who are for the first time, building their own solutions to the seemingly intractable problems of the Turkish education system.

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Learning:
-creating a shared purpose (ie a learning outcome)
-work with the group, honour group's presence & support
-non-intellectual creative knowledge

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full person experiences
few guidelines

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- Pace
- Being consentual about partnerships

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Poem we included in our Systems Sisterhood publication that I love!

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Poem we included in our Systems Sisterhood publication that I love!

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All women speak two languages:
the language of men
and the language of silent suffering.
Some women speak a third,
the language of queens.
They are marvelous
and they are my friends.

My friends give me poetry.
If it were not for them
I'd be a seamstress out of work.
They send me their dresses
and I sew together poems,
enormous sails for ocean journeys.

My marvelous friends, these women
who are elegant and fix engines,
who teach gynecology and literacy,
and work in jails and sing and sculpt
and paint the ninety-nine names,
who keep each other's secrets
and pass on each other's spirits
like small packets of leavening,

it is from you I fashion poetry.
I scoop up, in handfuls, glittering
sequins that fall from your bodies
as you fall in love, marry, divorce,
get custody, get cats, enter
supreme courts of justice,
argue with God.

You rescuers on galloping steeds
of the weak and the wounded-
Creatures of beauty and passion,
powerful workers in love-
you are the poems.
I am only your stenographer.
I am the hungry transcriber
of the conjuring recipes you hoard
in the chests of your great-grandmothers.

My marvelous friends-the women
of brilliance in my life,
who levitate my daughters,
you are a coat of many colors
in silk tie-dye so gossamer
it can be crumpled in one hand.
You houris, you mermaids, swimmers
in dangerous waters, defiers of sharks-

My marvelous friends,
thirsty Hagars and laughing Sarahs,
you eloquent radio Aishas,
Marys drinking the secret
milkshakes of heaven,
slinky Zuleikas of desire
, gay Walladas, Harriets
parting the sea, Esthers in the palace,
Penelopes of patient scheming,

you are the last hope of the shrinking women.
You are the last hand to the fallen knights
You are the only epics left in the world

Come with me, come with poetry
Jump on this wild chariot, hurry-

Posted 7 years ago with 917 notes

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All women speak two languages: the language of men and the language of silent suffering. Some women speak a third, the language of queens. They are marvelous and they are my friends. My friends give me poetry. If it were not for them I'd be a seamstress out of work.

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Have an end so that people appreciate it

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Dense
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An unmissable weekly collection of carefully curated links worth your time. No buzzwords, hype or FOMO.

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I have a hard time taking compliments - The Oatmeal

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In Basque language refers to the distance that allows you to listen to another conversation

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3 Ballads, Op. 12 (Arr. for Piano Quintet): No. 2, Kumru

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3 Ballads, Op. 12 (Arr. for Piano Quintet): No. 2, Kumru

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Wayfinder

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A game of poetry and animated exploration across the land.

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Lorem Ipsum Generator

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In Greek means a group of friends who regularly gather together to share their experiences about life, their philosophies, values and ideas.