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[ by Charles Cameron — game design, systems thinking, education ]
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An old and valued friend just popped up in my feed:

Enjoy!

[ by Charles Cameron — on visual, auditory and kinesthetic learning styles ]
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If you didn’t get it when Sharro posted his visual explanation:

Following recent event, updated diagram of geopolitical relationships in the Middle East pic.twitter.com/3QmDxZtnSn

— Karl Sharro (@KarlreMarks) March 26, 2015

maybe his verbal version will make things simpler:

You want the simple one-sentence explanation for what caused ISIS? pic.twitter.com/S7u9iOXdPH

— Karl Sharro (@KarlreMarks) December 1, 2015

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Sources & resources:

The Atlantic, The Confused Person’s Guide to Middle East Conflict

Washington Post, The chaos in the Middle East, explained in one (long) sentence

Vox, This one-sentence explanation of ISIS is brilliant

Some people are neither verbal nor visual but kinesthetic — I dread to think how Sharro will explain all this simplicity to their nervous systems.

[ by Charles Cameron — capable photographers capture “form” in their viewfinders, not just “content” ]
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A toothy sea

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I have just been browsing someone’s choice of the “100 best photographs ever taken without photoshop”, and was struck by the ways in which form in general, and contrasts in juxtaposition more specifically — two of my recurring interests, form and the DoubleQuotes respectively — kept cropping up. I’ll get to them, and offer some stepped-down images from the series —

but first, take a look at the whole series as posted at The 100 best photographs ever taken without photoshop. Even the reduction to 60% of published size necessitated by the ZP column width loses much of the beauty — and imagine how they’d be as actual framed prints, in their original full sizes!

Someone’s choices? Yes, and by no means necessarily the best choices — this selection no doubt answers to a selection bias in the individual who put the series together — so the patterns I’m seeing here may belong either to that individual, or to the general human delight in contrasts, parallelisms and oppositions.

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Earth and Sky, Heaven and Earth:

Waterspout on Lake Victoria, Uganda

Fickle moods

Volcanic eruption in Iceland

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The seasons: time as change

An autumn forest. 50 percent Downloaded

Autumn and winter meet in Colorado, USA

Autumn and winter meet in Miklukhin, Rostov region, Russia

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Human impact observed:

Two worlds divided, New York, USA

Celebrating the 100th anniversary of the birth of Kim Il-sung, North Korea’s founder

An Italian beach

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On reflection, sheer, simple symmetries:

The aftermath of a flood in Ljubljana, Slovenia

An eagle soaring over a lake in Canada

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And that’s only a fraction of what the whole series of a hundred photos offers us. Each of these, I’d submit, is what I’d term a DoubleQuote in the Wild.

One final shot, color against grey — perhaps the loveliest of all:

A temple covered in ash from the Ontake volcanic eruption, Japan

So much humanity, so much pathos there.

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Brilliant minds in both the arts and sciences focus as much on form as on content — on patterns, repetitions, symmetries for their own sakes, as much as on the particulars of the fields they study and in which they find them. At heart, this is a matter of aesthetic cognition.

We would do well to cultivate this kind of double vision — the awareness of form as well as content — across the board, from education and the arts to the sciences and strategy.

The moment we become polarized, however, in terms of a political or other form of partisanship, content becomes all we see (and agree or disagree with), and form effectively evaporates. In terms of the images above, we see earth or sky, summer or autumn, town or country — left or right — but not — but no longer — the whole.

[ by Charles Cameron — spiral storming in the atmosphere, spiral vertiginous in the mind, inbound ]
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Visual and verbal expressions of computational cognition:

Which conveys the most, which is most easily grasped, and how much do the models know?

Sources:

Slatest, Patricia, Strongest Hurricane in History, Nears Mexico Landfall

Tribune, Forecasters: Patricia is strongest hurricane ever recorded in Western hemisphere

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Need to know, and why?

The zoom in, from need to know to why, exactly?

Sources:

New York Times, Hurricane Patricia: What You Need to Know

New Scientist, Did climate change set the scene for hurricanes like Patricia?

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Cognitive dissonance:

Cognitive dissonance, the human condition — or counterpoint, as understood by Bach and Glenn Gould?

Sources:

NPR, Why Hurricane Patricia Can’t Be Blamed On Climate Change

Wired, Thank El Niño and Climate Change for Huge Hurricane Patricia

[by Mark Safranski, a.k.a. “zen“]

Don Vandergriff facilitating Adaptive Soldier/Leader exercises at Fort Benning

Fred Leland at LESC Blog recently had a guest post up by Dan Grazier from the Project on Government Oversight regarding the important work Don Vandergriff is doing to reform professional military education and training:

Military Reform Through Education: From The Straus Military Reform Project, Something We In Policing Can Learn From

….I had the privilege of experiencing this process with a group of 30 soldiers and Department of Defense (DoD) civilians learning about adaptive leadership and mission command. All were teachers from various courses at Fort Benning sent by their senior leaders seeking to infuse new ideas into their organizations. They spent a week learning how to incorporate adaptability into their courses during a seminar taught by CDI military advisor Don Vandergriff and his colleagues with Yorktown Systems Group.

The Adaptive Soldier/Leader Training & Education (ASLTE) seminar aims to move the Army away from outdated assembly-line training methods that teach soldiers to mindlessly execute checklists. Instead, the seminar shows soldiers how to incorporate creative and interactive methods that challenge both students and teachers. This results in empowered soldiers at all levels able to adapt to any situation. [….]

….Don Vandergriff, a retired Army major, has been on the front lines of personnel reform for many years. While he is most noted for his work at the service level, these seminars seek to transform the Army from the bottom up.

Approximately 20 soldiers and 10 civilian educators spent the week learning various teaching methods through experiential learning, which flips the traditional method military students are used to. Most training today follows the “crawl, walk, run” theory all service members are familiar with. Students are generally expected to complete reading assignments, sit through a PowerPoint lecture, and then finally conduct field training to reinforce what they have learned.

The seminar exposed students to new methods by putting the practical exercises first. For example, the seminar uses several Tactical Decision Games (TDGs) to encourage students to rapidly develop a plan for a military problem presented by the facilitators. TDGs can be created for nearly any kind of a situation, but this course mostly used actual battlefield problems like how to capture a bridge or defeat an enemy force entrenched on a hilltop. While working through these problems, the students are exposed to such concepts as Mission Command and the Observe, Orient, Decide, and Act decision cycle, commonly called the OODA Loop or Boyd Cycle.
It is only after the practical exercises that they receive reading assignments about those concepts. Because they’ve encountered them during the exercises, the concepts become more tangible. The OODA Loop, for instance, explains an individual’s or an organization’s decision-making process. It is a difficult concept to truly understand, but it becomes easier when one first sees how it works and then reads about it. The idea is to give them a moment of discovery, that “Ah ha!” moment. Success using such methods is to have a student say, “So, that’s what you call that,” while reading.

Don is making use of several powerful learning methodologies in his Adaptive Leadership philosophy – and I saying “learning” and not “teaching” because Don has properly put the emphasis on the student actively thinking and doing rather than on passively listening to a lecture or discussion. Lecture has a place in education, to explain or to set the student up for new learning experiences, but it should be used sparingly and in short bursts of time when the instructor has carefully set up a “teachable moment”. By having the students doing active problem solving first, they come to Vandergriff armed with their own questions, eager to have feedback.

The use of games are also a very powerful learning tool, perhaps one of the most effective because the situational learning. tends to be transferrable rather than be compartmentalized and isolated information. The right kind of decision games are serious practice for life. This was noted by RAND social scientists way back during the early days of the Cold War:

“The gamers argued that insights arose from immersion in play. In 1956 Joseph Goldstein noted that the war game demonstrated ‘ the organic nature of complex relationships’ that daily transactions obscured.War-gaming gripped its participants, whipping up the convulsions of diplomacy ‘ more forcefully…than could be experienced through lectures or books’.”

” A team from the Social Science Division [ at RAND ] posed a number of questions which they hoped the unfoldig month of gaming would resolve. Chief among them was whether gaming could be used as a forecasting technique ‘ for sharpening our estimates of the probable consequences of policies pursued by various governments’. Would gaming spark “political inventiveness“, and more importantly, how did it compare to conventional policy analysis? Did gaming uncover problems that might otherwise be neglected? And invoking the emerging touchstone of intuition, did the experience impart to policy analysts and researchers “ a heightened sensitivity to problems of political strategy and policy consequences?”

  Sharon Ghamari- Tabrizi, The Worlds of Herman Kahn

Back to the article:

….Vandergriff’s teaching method incorporates recent research into adult learning, designed “to engage students in direct experiences which are tied to real world problems and situations in which the instructor facilitates rather than directs student progress.” This creates a situation where the students learn from one another. Unlike most other military classes, the ASLTE teachers use very few PowerPoint presentations. They also end up speaking far less than the students themselves.

Vandergriff ran the class through the first TDG and led the discussion afterward. From that point forward, students took turns leading the class through After Action Reviews. Students gained confidence in leading such an exercise while the rest of the class bounced ideas off each other. The interactive nature of this kept the entire class engaged and gave all of them ownership of their own learning.

The concept of ownership was a consistent theme throughout the seminar. According to Vandergriff, a good teacher “works to make his students better than himself and encourages them to take ownership of their development, to make them life-long learners.”

Here Don is making use of the social pressure and reinforcement of a Peer to Peer (P2P) dynamic to maintain maximum student engagement while having them practice critical intellectual reflection, something that is a vital constituent of a professional culture of learning. A true professional embraces an honest discussion of ideas and both accepts and gives critical feedback on performance in hopes of learning and improving.

Read more regarding Don Vandergriff’s adaptive leadership methods here and here.