Manifestos as change agents
Sunday, January 7, 2007 at 09:50AM Manifesto: a written statement declaring publicly the intentions, motives, or views of its issuer. m-w.com
Has the prevalence of the term manifesto increased along with the popularity of blogging? Along with the word meme (which I had never encountered before blogging), manifesto as become, well, manifest. John Pederson' Learning is Conversation remix of the Cluetrain Manifesto was my first encounter with the term - and was probably the first entry that 
got me excited about reading blogs. There is a Library 2.0 manifesto. Hugh McLeod at Gaping Void makes a career as a manifestisto. I've even been a snowflake in the manifesto avalanche myself, writing the Teacher’s Technology Manifesto a year or so ago. Recently, Christian Long at think:lab has drafted a "The Future of Learning" Manifesto that is well worth reading. Somebody more Web 2.0ish than I needs to give me some background on this phenomena (or is it meme?).
Reading these pithy and often radical lists usually results a bit of sugar high for the brain - the equivalent of a mental Snickers bar. Quite enjoyable while the sensation lasts. But the bigger question I am compelled to ask is: do manifestos and the conversations they inspire actually create any real change - especially in schools?
The hoary old change formula that has served me well both in theory and application is C = D X V X F > R. Allow me to translate:
- C = Change (personal, departmental, intuitional, societal - usually all levels have to change if any are to change)
- D = Discontent (somebody has to be unhappy with the status quo, either inside or outside the organization)
- V = Vision (how things might be different - this one is tricky since a majority of those effected need to buy in, and conflicting visions are the rule, not the exception, in education)
- F = First steps (actual, doable actions that can be undertaken to bring about the vision - and the determination and leadership to stay with a long term plan)
- R = Resistance (the natural reluctance that everyone to change - it's scary. it's work, it's uncertain, it's expensive, it's...)
So where do manifestos fit into this formula? Most have a sub text of discontent. There are elements of vision, though relatively general. Little in them speaks to actionable first steps.
I suppose all change has to start with somebody pounding a few theses on a metaphorical church door. But if this is where our (bloggers) change efforts end, we might better use our time volunteering in a library or classroom or soup kitchen if we actually want to make a concrete difference in society.
Scott McLeod's recent survey asked an interesting question: Would you quit your current job if you could support yourself and your family through blogging? I didn't think twice before answering a definitive "no." As frustrating as creating change in a real school system might be (read Pete Reilly's The Tyrant for a pretty good example), I cannot imagine being a full time bloviator. Putting ideas into practice is what excites me, even when doing so might be easily mistaken for beating one's head against the wall. Hot air might make a balloon rise temporarily, but I've never seen it build anything.
Do we need a Manifesto Manifesto?
Reader Comments (3)
I have been taught the following equation:
Intentions + Beliefs + Actions = Outcomes
There is a lot of complexity in that simple formula.
pete
I wrote in an effort to spark action, not just reflection:
At best, it's a quest. A first draft of questions posed as statements to provoke myself to look deeper. More questions than answers by a long shot. Something that I'm going to re-visit, clean-up, edit, and use as a map for a future draft one day soon. Ultimately, however, its real value lies in 3 areas:
1. Others like yourself creating their own "Future of Learning Manifesto" showing where these quickly scrawled rough draft ideas can lead when a range of passionate voices weigh in on the conversation. Perhaps I need to pull together a Wiki to allow others to edit, mash-up, and give this early draft more substance over time. A thought for the next few weeks.
2. Teachers creating their own manifestos -- the Maginot Line in their own teaching and learning lives -- which become part of their introduction to students, colleagues and the greater community alike. And a passionate reminder to their inner calling that will keep them steady in the days ahead.
3. And best of all, when students themselves create their own "My Future of Learning Manifesto" calling card(s) that morph and mature and explore over time. Allow them to put some stake in this compensatory and self-directed learning voyage. Certainly a nice dovetail to their GPA's and other traditional learning definitions when they step out into the world on their own terms in a wildly evolving future. And a potential guide for a future e-portfolio, as well. And frankly, far better than anything I can offer as a shot across the conceptual bow.
Thanks. And I greatly appreciate any feedback, questions, challenges,...and your help making my learning curve as steep as possible.
I am actually pretty relived getting this, happy to know the comments were taken in the spirit in which they were given - that manifestos are positive, but enough alone.
Excellent rationale for constructing such statements too. First "why" for them I've read.
Keep up the good work!
Doug