Do you know why you do what you do? Simon Sinek’s ‘golden circle’ is very useful as an aid in this. His thesis is that companies/organisations/people are more successful that communicate from WHY and only then HOW and WHAT. Traditionally, many companies communicate from WAT. For example, new laptops are often advertised on the basis of WHAT specifications the device has, few companies communicate from their WHY. To underline the importance of why a short story.
Once upon a time there was a girl, she came cheerfully from school. She had learned to cross the road and wanted to tell her mother what that means. She enthusiastically said: “You come to a street, first look to the left, then to the right and then again to the left. Then you cross over. ” “Well done” said her mother proudly. “If we go to the store like that, you can show it again.” Moments later they walked together to the village and when she reached a street she was allowed to do it. Meanwhile, a large car arrived to the left of a hair. “I first look to the left, then to the right and finally to the left again.” The car came a little closer but the girl runs across the street. The mother looks at her a little startled and surprised. “But you had learned to cross, right? Why do you look left and right? ” “Well” says the girl “I don’t know.”
Maybe the teacher hadn’t told her why you are looking left and right or maybe the girl hadn’t remembered this. However, the whole point of looking to the left and right when crossing is of course to see if nothing is coming so that you can cross safely. So if you don’t know (anymore) why you do what you do, very strange situations can arise. This also applies to education. Let’s explore the why of education.
The Education2032 platform has brought students, teachers, school leaders, administrators, parents, representatives from the business community and social and cultural institutions into dialogue with each other. Together they came to the following: “the three main goals of education are: knowledge development, personal development and social equipping of students.”
If we highlight the social equipping here, we can ask ourselves for which kind of society are we going to equip students? At the moment, there is a linear economy at the basis of our society. We take raw materials, make products from them and throw them away after use. This linear approach is at odds with the model of Mother Nature. There is no waste in nature, but there are endless cycles. If we apply this to the whole of society, we speak of a circular economy. See the video below:
In such an economy, for example, packaging is biodegradable and products can be easily disassembled so that the raw materials can be reused. On the one hand, there is the biological cycle, as with biodegradable packaging. On the other hand, when you disassemble products and reuse raw materials, there is a technical cycle. What it is about is that you do not look at everything individually but from the perspective of the whole. We also call this a holistic perspective. You will see this way of looking back when we talk about a circular economy.
You can also organize ownership differently so that, for example, you never become the owner of a refrigerator but instead lease it from a producer. This puts the incentive on the producer of the refrigerator to ensure that it lasts as long as possible. After all, the maker earns from the lease subscription instead of the sale of the product. And after the refrigerator’s lifespan, it is taken apart so that all parts become raw materials for other products.
This is not about a few companies, but all chains of the connected companies that also use sustainable transport. Cooperation between companies, public institutions and citizens is essential for this. We can make this a reality through technology, entrepreneurship and creativity. Mother nature is the guiding principle for this, which requires a complete transition of society.
So much for part #1 of this series, for a glimpse of what will be covered in the sequels see www.monatisa.com