Two Inconvenient Women

Many organisations and governments work within a strategy of Futures Thinking - a strategic concept to make predictions and pathways for probable and plausible futures. Yet how useful is this when the variables around us are changing so rapidly? And how plausible can any strategic planning be within structures only designed with short-term foundations?

In this week's episode we explore the future (sort of) and whether we have any capacity to predict anything. We talk about the role of presence in enabling us to be rooted in the here and now, rather than living in the past or future; explore the concept of seven-generational thinking; think about the limits our future is being given as we flounder with some of the systemic challenges on a national and global scale and reflect on why it can feel both terrifying and liberating to 'let go' of knowing and start to sense our way forward instead.

In this week's episode we reference the following:

Berkana Two Loops model of systems change (framework & website)
Berkana Institute (Website)
Meg Wheatley (website)
Imagination Activism - Phoebe Tickell (Website)
Futures Thinking - UK Government (Website)
Imagination Taking Power - Rob Hopkins (website)

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We are living in increasingly turbulent times and the shockwaves as old systems fall apart are starting to impact ever more people. Whilst we talk a lot in this podcast about why systems are changing and about the healthier systems waiting to emerge, it feels important to keep talking about the pain and discomfort of this 'in between part' as things fall away and new things arrive. Pressures of daily life mixed with increasing levels of geo-political unrest and extreme weather events is beginning to take its toll - on the nervous systems in particular. Being brave and resilient - and optimistic - whilst navigating turbulence can feel a real struggle. And yet the capacity of human resilience and strength to weather storms is humbling.

In this podcast we explore the tension between discomfort and creativity; between growth and fear; light and dark and how turbulence can be a crucible for maturity. As well as sharing our own experiences of navigating complex times, we talk about the nervous system regulation and structures to support individual and collective resilience to allow us to be strong and weather storms as they come, growing in strength together.

In this episode we reference the following:

Everything we teach should be different from machines - Jack Ma, World Economic Forum (short video)
Think like a tree - Wired Media (short video)
Attached - Amir Levine, Rachel S. F. Heller (book)
Learning for Life - ThoughtBox (Free learning resources)
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In many modern cultures, we find ourselves spending ever more time indoors, sitting down and separated from nature - both the nature within us and the nature all around us. At the same time, we're drawn to want to spend time outdoors and in natural environments, and we have a deep sense of ease when connected to nature. So why is it so hard?

In this week's thow-back episode, we explore the inconvenience of nature connection in a modern world and the many ways that our ways of living keep us in separation - sometimes isolation - from the natural world. We explore the impact of a sedentary, indoor lifestyle on our physical, emotional and spiritual health; explore how connecting to nature is infinitely good for our holistic wellbeing - as well as supporting the health of the natural world in return - and reflect on the many different ways to welcome more nature connection into our lives and learning spaces.

In this episode we reference the following:

Time in Nature report - Eden Project (website)
National Trust nature connection report (website)
Green Social Prescribing - NHS (website)
Harmony - HRH Prince of Wales (Book)
The Harmony Project (website & learning resources)
Soil & Public Health - Soils Association (website)
Guide to forest bathing - Forestry England (website)

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What sort of learning do we need to support young people with in a rapidly changing world? What does it mean to be a life-long-learner? What qualities of learning do we all possess? What is 'unlearning' and how might it be a vital form of our own growth? What is spiral-learning and how does this shape the way we grow in the world? What if learning was as much about the why and the how as it is about the what?

In this week's episode we dive into the qualities of learning; from pedagogy to process and practice. In particular we talk about the newly launched 'Learning for Life' programme for educators which helps young people make sense of the world they’re growing up in by seeing how it all fits together. Developed over the past decade, these learning resources are built around a simple idea: instead of leading with content, what if we allow learning to be shaped by a pedagogy which inspires critical, curious and compassionate learners. We are gifting all of these materials, shared freely under a Creative Commons Licence and intended for use and adaptation across a range of educational settings for all ages - children and young adults alike.

In this week's episode we reference the following:

Learning for Life - ThoughtBox (website & resources)
Futures of Education - UNESCO (website & report)
Times Education Commission - The Times (PDF report)
Human Flourishing Report - PISA (PDF report)
Rebooting Education Report 2023 - Reboot the Future (PDF report)
The Future of Education & Skills 2030/2040 - OEDC (website & report)
School Report – Pearson - Pearson Education (PDF report)

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Holly and Rachel are away this week, so we're re-sharing an episode from this time last year on the inconvenience of systems change.

Systems thinking isn’t just a concept—it’s how life works. Every action, choice and relationship is part of something bigger. So why do we resist seeing the connections? In this episode, we explore what it really means to understand the world as an interconnected whole. It’s not about learning a framework, it’s about shifting how we see, think and act. This conversation explores what happens when we start noticing the patterns we’re part of—and begin to change them.
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