Davies, Christopher (2024) The Learning Ultimatum: Why facilitated learning is vital for nurturing authentic-agape, uplifting, indelible, future intelligent leaders who collaborate meaningfully and innovate purposefully. Masters thesis, University of Wales Trinity Saint David.
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Davies, Christopher (2024) MSc The Learning Ultimatum thesis.pdf - Accepted Version Available under License CC-BY-NC-ND Creative Commons Attribution Non-commercial No Derivatives. Download (6MB) | Preview |
Abstract
The subject of innovation management continues to gain momentum, and its importance in the context of advances in Artificial Intelligence, has never been more prominent. This paper explores the roots of innovation, which can be traced back to our individual and collective education experience. Peter Senge’s presentation to a delegation of 500 schoolteachers (Senge 2019) suggests that we all went to the same school, referring to the industrial age driven education system, where we were treated in a ‘machine-like’ manner. Using the analogy of a conveyor belt, Senge questions why we all start at age 5 and continue for up to 13 years, all being taught (not learning) the same facts, in the same way, at the same pace. We will explore Senge’s comments in more depth to assess the extent of systemic impact caused by ‘learning facts by rote,’ based upon extrinsic control (reward or punishment), as opposed to intrinsic motivation derived from enquiry and facilitated learning. This paper considers the interconnectedness of Learning, Leadership, Collaboration, and Innovation. It explores leadership authenticity and learning as fundamental antecedents to catalysing meaningful collaborative working practices which both enable and drive purposeful innovation. The paper follows a pathway which examines industrial age driven educational culture in schools, businesses, and other organisations with the aim of discovering the seeds of change that ‘authentic agape-leadership’ (AAL) could propagate. 1. Our education system has the potential to enhance collaborative behaviour by focusing on purpose-driven, facilitative, and peer-to-peer learning exemplified in (Hargreaves, Boyle et al. 2014b). 2. Facilitative and peer-to-peer learning-enabling education is an antecedent for developing leadership skills including collaborative team-working which recognises the value of peers with different views, approaches, and perspectives. 3. The paper introduces the term Authentic-Agape-Leadership (AAL), to focus on the positive side of authenticity, demonstrating love and holding fast to what is good. 4. The democratisation of Artificial Intelligence with its potential for good and bad societal outcomes, accentuates the urgent need for future intelligent AAL highlighted by (Landesz, Tamás 2018) and (The How Institute, Seidman 2022) 5. Developing AAL and collaborative teamworking is essential for creating an environment which is most conducive to fostering innovation and leading in a culture of change. 6. The humanistic soft skills, the timeless threads in the innovation tapestry, which are considered throughout this thesis, mediate the level of purposeful innovation which organisations, across multiple sectors, can achieve.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Theses and Dissertations > Masters Dissertations |
| Depositing User: | Victoria Hankinson |
| Date Deposited: | 24 Jul 2024 10:33 |
| Last Modified: | 24 Jul 2024 10:33 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/3061 |
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