Before we
table grades 3 to 18 here are some assumptions we explore at socialeconomics.tv; if you are exploring a wholly new curriculum
but with different assumptions why not email map@smbaworld.com Networked
world of C21 needs new maps even more than navigators of round world of 1500 Grade
1 is roughly what a peer group of 9 year olds all round the world would ask about money, haves and have nots, how to grow
up my brilliant career wishes as well as world I want when my generation is prime We assume that roughly every 2 grades a simplification has to be reassessed – this means
that you need a language that is clear what grade of concept it is talking about – especially as eg some powerful 50
years olds right now need to go back to grade 1 to check what’s different in new world that they are the chief cause
of conflict on if they rule precisely as the old world works – this assumption was proven by networks of system transformation
students back around 1984 and is codified by experienced facilitators of open space technology. This also means that in hosting
peer to peer debates you need ways of not being pulled down to the lowest common denominator in that particular circle of
participants and if for example you are hosting virtual spaces like wikis the amount of iterative and recursive editing needed
will not be doable with just one continuous publicly edited wiki- for example you cold have a team of journalists tracking
a public version and responsible for editing the next version to be made public. That would take the next version to a different
pace of advanced knowledge than only continuous in-public editing by all. Our
world citizen flow guides are micropublished ($500 bursaries available for your community if it desperately
needs a new catalogue of how joyous schooling and collaboration entrepreneurship can be) . We unite editorially in making
the valuation assumption that Sir Ken Robinson is correct in saying we must rid ourselves of some of the
shackles of academia’ view of ordered education which ultimately follows the premise that a few will empire over the
knowledge instead of the idea that in a knowledge economy we must all have deep practice context opportunities to be entrepreneurial
and generate income by serving one another collaboratively as well as competitvely. Collaboration should always be focused
on preventing compound risk and letting life critical information flow. This free market principle does not currently exist
in a mass mediated world where the price for global awareness of a new flavour of pop is charged at the
same rate as sharing global awareness of a new life saving discovery which the inventor wants to open source. Each of these grades introduces some new subjects – we need
help in making content titles for each grade so that if you wish to click not by age but by what you need to question yourself
on transparently with peers you can find where your next part of mapping connectivity is. Grade 18 is roughly smba status with the action learning twist that enough
adults everywhere need to know the Q&A of this open curriculum if democracy is to be transparent and indeed if human race
is to be sustainable – because the curriculum determines compound futures such as whether we have a win-win-win worldwide
sustaining 7 billion brilliantly productive beings or a zero=-sum or lose-lose-lose globalisation sustaining .5 billion jobs
or less SMBA is being pioneered
out of Paris and other collaborating cities from autumn 2008 as year 1 of Future Capitalism exponentially
connects humanity’s most courageous innovations and sustainable business purposes. The knowledge open sourced around
those who Q&A the book by Dr Yunus “Creating a world without poverty social business, future capitalism”.
This book provides maps from the other side – a world where organisations have win-win-win purpose. Whilst empowering
us to question how to get there- it also draws on 25000 microbankers and social business entrepreneurs deepest innovation
experiences over 30 years at Grameen, and is largely the same microeconomics curriculum as used by over 100000 MFI networks born in Bangladesh and several thousand direct alumni who visit dhaka each year as well as hundreds
of thousands whose organisations are now in service partnerships with microcredit in most countries of our planet. |