Theory U: Leading from the Emerging Future - Revision history

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	A summary ~~(50% complete)~~ of Leading from the Emerging Future: From Ego-System to Eco-System Economies (based on Theory U) by Otto Scharmer and Katrin Kaufer.		A summary of Leading from the Emerging Future: From Ego-System to Eco-System Economies (based on Theory U) by Otto Scharmer and Katrin Kaufer.

	[[File:Theoryu.jpg\|thumbnail\|right\|The Theory U process]]		[[File:Theoryu.jpg\|thumbnail\|right\|The Theory U process]]

Bethechangecoop: /* Shifting the center of gravity for economic and conversational action */

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Shifting the center of gravity for economic and conversational action

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	==Shifting the center of gravity for economic and conversational action==		==Shifting the center of gravity for economic and conversational action==
	The path to the future, to Economy 4.0, requires a shift at the gravitational center of our economy from primarily 1.0 and 2.0 communications (the outer two spheres) to 3.0 and 4.0 conversations and relationships (the inner two spheres). This implies that we have to redesign the system of money so that speculation money (in the outer sphere) will naturally be redirected and turned into gift money (in the inner sphere) that helps to cultivate the creative commons at the core.		The path to the future, to Economy 4.0, requires a shift at the gravitational center of our economy from primarily 1.0 and 2.0 communications (the outer two spheres) to 3.0 and 4.0 conversations and relationships (the inner two spheres). This implies that we have to redesign the system of money so that speculation money (in the outer sphere) will naturally be redirected and turned into gift money (in the inner sphere) that helps to cultivate the creative commons at the core.<br>
	[[File:Economic-field.jpg\|600px]]		[[File:Economic-field.jpg\|600px]]

Bethechangecoop: /* Closing the Feedback Loop of Matter and Mind: Economy 4.0 */

2021-09-26T20:54:26Z

Closing the Feedback Loop of Matter and Mind: Economy 4.0

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	The source is, from a systems view, where the feedback loop between mind and matter closes in the now, both individually and collectively. We have called these “closing-in” points or acupuncture points. This is how it happens for each of the eight acupuncture points:		The source is, from a systems view, where the feedback loop between mind and matter closes in the now, both individually and collectively. We have called these “closing-in” points or acupuncture points. This is how it happens for each of the eight acupuncture points:
	# '''Nature''': Close the feedback loop of production, consumption, reuse, and recycling (through “earth-to-earth” or closed-loop design).		# '''Nature''': Close the feedback loop of production, consumption, reuse, and recycling (through “earth-to-earth” or closed-loop design).
	# Labor: Close the feedback loop from work (jobs) to Work (passion) by building new entrepreneurship infrastructures that ignite the connection between self and Self.		# '''Labor''': Close the feedback loop from work (jobs) to Work (passion) by building new entrepreneurship infrastructures that ignite the connection between self and Self.
	# '''Capital''': Close the feedback loop in the flow of capital by redirecting speculative investment into ecological, social, and cultural-creative renewal (through gift money and intentional capital).		# '''Capital''': Close the feedback loop in the flow of capital by redirecting speculative investment into ecological, social, and cultural-creative renewal (through gift money and intentional capital).
	# '''Technology''': Close the feedback loop from technology creation to societal needs, particularly in underserved markets (through needs assessment and participatory planning).		# '''Technology''': Close the feedback loop from technology creation to societal needs, particularly in underserved markets (through needs assessment and participatory planning).

Bethechangecoop: /* Leading from the Emerging Future: Now */

2021-09-26T20:54:13Z

Leading from the Emerging Future: Now

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	# Retreat and reflect: allow the inner knowing to emerge		# Retreat and reflect: allow the inner knowing to emerge
	# Act in an instant		# Act in an instant

			==Closing the Feedback Loop of Matter and Mind: Economy 4.0==
			The source is, from a systems view, where the feedback loop between mind and matter closes in the now, both individually and collectively. We have called these “closing-in” points or acupuncture points. This is how it happens for each of the eight acupuncture points:
			# '''Nature''': Close the feedback loop of production, consumption, reuse, and recycling (through “earth-to-earth” or closed-loop design).
			# Labor: Close the feedback loop from work (jobs) to Work (passion) by building new entrepreneurship infrastructures that ignite the connection between self and Self.
			# '''Capital''': Close the feedback loop in the flow of capital by redirecting speculative investment into ecological, social, and cultural-creative renewal (through gift money and intentional capital).
			# '''Technology''': Close the feedback loop from technology creation to societal needs, particularly in underserved markets (through needs assessment and participatory planning).
			# '''Leadership''': Close the feedback loop from leadership to the emerging future of the whole (through practices of co-sensing, co-inspiring, and co-creating).
			# '''Consumption''': Close the feedback loop from economic output to the well-being of all (through conscious, collaborative consuming and new indicators such as GNH, or gross national happiness, discussed later in this chapter).
			# '''Coordination''': Close the feedback loop in the economy from the parts to the whole (through ABC, awareness-based collective action).
			# '''Ownership''': Close the feedback loop from ownership rights to the best societal use of assets (through shared ownership and commons-based property rights that safeguard the interests of future generations).

	==U.School Elements - SEEDS U?==		==U.School Elements - SEEDS U?==

Bethechangecoop: /* Leading from the Emerging Future: Now */

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Leading from the Emerging Future: Now

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	=Leading from the Emerging Future: Now=		=Leading from the Emerging Future: Now=

			Applying these 4.0 principles to your own life, close to home, and to the emerging journey and movement we all participate in on earth.

	The U process of learning from the emerging future follows three movements:		The U process of learning from the emerging future follows three movements:

Bethechangecoop: /* U.School Elements - SEEDS U? */

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U.School Elements - SEEDS U?

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	# '''Individualized lifelong learning journeys.''' If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.		# '''Individualized lifelong learning journeys.''' If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.

			==U.School (Seeds U?): Three Core Activities==
	[[File:U-school.jpg\|600px]]		[[File:U-school.jpg\|600px]]

Bethechangecoop: /* U.School Elements - SEEDS U? */

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U.School Elements - SEEDS U?

Bethechangecoop: /* U.School Elements - SEEDS U? */

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U.School Elements - SEEDS U?

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	==U.School Elements - SEEDS U?==		==U.School Elements - SEEDS U?==
	# Global classroom. A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions.		# Global classroom. A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions.
	# Deep dives into inspiring local, regional, and global hot spots of innovation. Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that		# Deep dives into inspiring local, regional, and global hot spots of innovation. Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that address critical challenges in promising new ways.
	address critical challenges in promising new ways.
	# Awareness-based leadership technologies. The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school.		# Awareness-based leadership technologies. The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school.
	# Presencing coaching circles. One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced.		# Presencing coaching circles. One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced.

Bethechangecoop: /* U.School Elements - SEEDS U? */

2021-09-26T20:44:41Z

U.School Elements - SEEDS U?

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	==U.School Elements - SEEDS U?==		==U.School Elements - SEEDS U?==
	1. Global classroom. A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions. 2. Deep dives into inspiring local, regional, and global hot spots of innovation. Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that		# Global classroom. A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions.
	address critical challenges in promising new ways. 3. Awareness-based leadership technologies. The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school. 4. Presencing coaching circles. One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced. 5. Action learning. Students participate on the frontlines of profound societal innovation through access to a global innovation ecology, and by being challenged to co-create hands-on prototype solutions that are helpful to a specific community or stakeholder constellation. These real-world prototypes are embedded in and guided by a global network of mentors and change-makers that operate in or collaborate with their living examples of institutional renewal. 6. Innovation hubs. Innovation happens in places. Innovation hubs prototype the globally distributed campuses of the future. While a traditional campus is organized around discipline-based schools that deal separately with societal challenges and issues, an innovation hub is an inversion of that principle: It puts the emerging future opportunities at the center and organizes the disciplines and tools around them. Innovation hubs create spheres of hands-on innovation, a place for generative conversations that link and mediate between application-centric action learning projects and head-centric global classroom sessions. Innovation hubs are about integrating the intelligence of head, heart, and hand, not only for individuals but also for communities of innovators. Innovation Hubs will look different in different places. But they will share a blend of the following features: ~~(a)~~ a space that evokes the mindful simplicity of a Buddhist temple; ~~(b)~~ the hands-on creative atmosphere of a buzzing artistic community; ~~(c)~~ the high-tech equipment that interconnects all these places to a functional, global web of co-sensing practices; ~~(d)~~ the clarity of a well-organized think tank; and (e) the functionality of an		# Deep dives into inspiring local, regional, and global hot spots of innovation. Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that
	avant-garde theater that can be turned in minutes into a stage for Social Presencing Theater. In short, an innovation hub would bear little resemblance to today’s campus, and it could in principle be replicated in cities, eco-systems, and urban or rural communities across the globe. 7. Individualized lifelong learning journeys. If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.		address critical challenges in promising new ways.
			# Awareness-based leadership technologies. The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school.
			# Presencing coaching circles. One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced.
			# Action learning. Students participate on the frontlines of profound societal innovation through access to a global innovation ecology, and by being challenged to co-create hands-on prototype solutions that are helpful to a specific community or stakeholder constellation. These real-world prototypes are embedded in and guided by a global network of mentors and change-makers that operate in or collaborate with their living examples of institutional renewal.
			# Innovation hubs. Innovation happens in places. Innovation hubs prototype the globally distributed campuses of the future. While a traditional campus is organized around discipline-based schools that deal separately with societal challenges and issues, an innovation hub is an inversion of that principle: It puts the emerging future opportunities at the center and organizes the disciplines and tools around them. Innovation hubs create spheres of hands-on innovation, a place for generative conversations that link and mediate between application-centric action learning projects and head-centric global classroom sessions. Innovation hubs are about integrating the intelligence of head, heart, and hand, not only for individuals but also for communities of innovators. Innovation Hubs will look different in different places. But they will share a blend of the following features:
			## a space that evokes the mindful simplicity of a Buddhist temple;
			## the hands-on creative atmosphere of a buzzing artistic community;
			## the high-tech equipment that interconnects all these places to a functional, global web of co-sensing practices;
			## the clarity of a well-organized think tank; and (e) the functionality of an avant-garde theater that can be turned in minutes into a stage for Social Presencing Theater. In short, an innovation hub would bear little resemblance to today’s campus, and it could in principle be replicated in cities, eco-systems, and urban or rural communities across the globe.
			# Individualized lifelong learning journeys. If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.

			[[File:U-school.jpg\|600px]]

	==Journaling Questions==		==Journaling Questions==

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	==U.School Elements - SEEDS U?==		==U.School Elements - SEEDS U?==
	# Global classroom. A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions.		# '''Global classroom.''' A blended technology approach that creates an intense, personal learning relationship among a global, multilocal community of learners and a world-class faculty by combining live-streamed classroom sessions and mini-lectures with highly interactive small-group practice sessions. Social media–supported conversation spaces would continue the classroom dialogue between sessions.
	# Deep dives into inspiring local, regional, and global hot spots of innovation. Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that address critical challenges in promising new ways.		# '''Deep dives into inspiring local, regional, and global hot spots of innovation.''' Deep dives are total immersion journeys (actual, not virtual) that allow the learner to feel, empathize, and connect with multiple new perspectives (e.g., marginalized communities) and that connect the learner to a global web of inspiring living examples that address critical challenges in promising new ways.
	# Awareness-based leadership technologies. The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school.		# '''Awareness-based leadership technologies.''' The capacity to facilitate processes of profound societal innovation is grounded in mindful leadership and awareness-based leadership technologies that link the intelligences of head, heart, and hand. These methodologies combine state-of-the-art organizational learning tools with participatory innovation techniques and blend them with awareness-based leadership practices. Mastery of these blended new leadership technologies, such as presencing, to sense and actualize emerging future possibilities is the methodological backbone of the school.
	# Presencing coaching circles. One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced.		# '''Presencing coaching circles.''' One of the most important mechanisms for holding the space for deep learning is peer circles that use deep listening–based coaching practices. A coaching circle usually consists of five to seven members and applies a version of the case clinic process that we described at the end of chapter 7. We have found that the power of these peer group circles is simply amazing. They hold the space for individual and shared renewal. As one member of Otto’s peer group put it in a recent coaching call with his colleagues: “You [the whole circle] are the cradle of my rebirth.” This may sound airy-fairy or sentimental to some, but it is in fact an accurate description of a subtle experience that all of us—and many others in their circles—have experienced.
	# Action learning. Students participate on the frontlines of profound societal innovation through access to a global innovation ecology, and by being challenged to co-create hands-on prototype solutions that are helpful to a specific community or stakeholder constellation. These real-world prototypes are embedded in and guided by a global network of mentors and change-makers that operate in or collaborate with their living examples of institutional renewal.		# '''Action learning.''' Students participate on the frontlines of profound societal innovation through access to a global innovation ecology, and by being challenged to co-create hands-on prototype solutions that are helpful to a specific community or stakeholder constellation. These real-world prototypes are embedded in and guided by a global network of mentors and change-makers that operate in or collaborate with their living examples of institutional renewal.
	# Innovation hubs. Innovation happens in places. Innovation hubs prototype the globally distributed campuses of the future. While a traditional campus is organized around discipline-based schools that deal separately with societal challenges and issues, an innovation hub is an inversion of that principle: It puts the emerging future opportunities at the center and organizes the disciplines and tools around them. Innovation hubs create spheres of hands-on innovation, a place for generative conversations that link and mediate between application-centric action learning projects and head-centric global classroom sessions. Innovation hubs are about integrating the intelligence of head, heart, and hand, not only for individuals but also for communities of innovators. Innovation Hubs will look different in different places. But they will share a blend of the following features:		# '''Innovation hubs.''' Innovation happens in places. Innovation hubs prototype the globally distributed campuses of the future. While a traditional campus is organized around discipline-based schools that deal separately with societal challenges and issues, an innovation hub is an inversion of that principle: It puts the emerging future opportunities at the center and organizes the disciplines and tools around them. Innovation hubs create spheres of hands-on innovation, a place for generative conversations that link and mediate between application-centric action learning projects and head-centric global classroom sessions. Innovation hubs are about integrating the intelligence of head, heart, and hand, not only for individuals but also for communities of innovators. Innovation Hubs will look different in different places. But they will share a blend of the following features:
	## a space that evokes the mindful simplicity of a Buddhist temple;		## a space that evokes the mindful simplicity of a Buddhist temple;
	## the hands-on creative atmosphere of a buzzing artistic community;		## the hands-on creative atmosphere of a buzzing artistic community;
	## the high-tech equipment that interconnects all these places to a functional, global web of co-sensing practices;		## the high-tech equipment that interconnects all these places to a functional, global web of co-sensing practices;
	## the clarity of a well-organized think tank; and (e) the functionality of an avant-garde theater that can be turned in minutes into a stage for Social Presencing Theater. In short, an innovation hub would bear little resemblance to today’s campus, and it could in principle be replicated in cities, eco-systems, and urban or rural communities across the globe.		## the clarity of a well-organized think tank; and (e) the functionality of an avant-garde theater that can be turned in minutes into a stage for Social Presencing Theater. In short, an innovation hub would bear little resemblance to today’s campus, and it could in principle be replicated in cities, eco-systems, and urban or rural communities across the globe.
	# Individualized lifelong learning journeys. If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.		# '''Individualized lifelong learning journeys.''' If the classroom is global, if the sensing and actualizing of our emerging future are the real curriculum, and if the possible user base of this school is not tens or hundreds or thousands but millions, hundreds of millions, or billions—basically everyone who is interested in awakening, activating, and strengthening their capacity to be an entrepreneur from this deep place—then the question is: Who is navigating the amazing complexity of such a distributed eco-system? Who is designing your curriculum? The answer is, you are.

	[[File:U-school.jpg\|600px]]		[[File:U-school.jpg\|600px]]