"Antifragility is beyond resilience or robustness. The resilient resists shocks and stays the same; the antifragile gets better"/ this quotation and all the others in this post are by Nassim Nicholas Taleb, "Antifragile: Things That Gain from Disorder".
The only way antifragility gets better is by learning. Without learning process antifragility can't be improved, or developed. Anthropological learning is initiated by shocks and translates them into needs- the first step in the significant learning model.
Anthropogogy: The study of human learning
(Greek) – Anthrop (άνθρωπ) means people and Agy (άγω) means to conduct / lead.
This significant learning model, which was developed by Nir Golan, an educational and leadership expert, provides tools to assimilate the Anthropogogy approach in six steps, throughout using dialogue in order to guide the learner.
1. Action- needs identification and learner performance
2. Behavior- conceptualization of the action
3. Norm- transformation of the behavior to a norm
4. Value- defining the value in the behavior
5. Identity redefined- redefinition of my unique identity
6. Teaching- Using the Anthropogogy model to teach the other
1. Action- doing. "The antifragile loves randomness and uncertainty, which also means—crucially—a love of errors, a certain class of errors. Antifragility has a singular property of allowing us to deal with the unknown, to do things without understanding them—and do them well. Let me be more aggressive: we are largely better at doing than we are at thinking, thanks to antifragility. I’d rather be dumb and antifragile than extremely smart and fragile, any time."
Because doing is better than thinking, the first step in this model is action.
"Some things benefit from shocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty." The teacher identifies and reflects the need/shock to the learner: leading him/her to do what they did not do previously. The learner performs the action for the first time together with coaching from a professional person. The learner then experiences the consequences of his/her action and evaluates his/her response.
Recognizing by the learner his/her need and the actual carrying out of the action for the first time (alongside reflection).
The basic rule for Anthropogogical learning is legitimating for mistakes. "Mistakes and successes—especially those of others—give us a lot of information. If we can learn from them, they can make us antifragile."
Taleb also writes:
"My characterization of a loser is someone who, after making a mistake, doesn’t introspect, doesn’t exploit it, feels embarrassed and defensive rather than enriched with a new piece of information, and tries to explain why he made the mistake rather than moving on. These types often consider themselves the “victims” of some large plot, a bad boss, or bad weather."
2. Behavior- conceptualization of the action. "A little confusion can lead to teachable moments, growth and stability."
Therefore confusion is a major part of this step. It should be supported by the teacher.
3. Norm- transformation of the behavior to a norm. "Things that are antifragile don’t just survive; they get better with random event and shocks. Our character should be antifragile. Random events should serve to make you better than before. Rules are fragile. Principles are resilient. Virtue is antifragile. Classroom learning is fragile. Real life and experiential knowledge are resilient. Real life and a library are antifragile."
Because rules are fragile and principles are resilient, this third step is so important in the significant learning model. It helps the learner to prepare him/herself to the next step. This is a transactional step from norms to values.
4. Value- defining the value in the behavior. "Success actually makes us fragile. We need to be antifragile to survive it."
Values are about real life. Real life and a library are antifragile. In order to transform rules into principles you have to translate them to values, which are the platform to virtue. "Rules are fragile. Principles are resilient. Virtue is antifragile."
5. Redefinition- redefinition of my unique identity. "You may never know what type of person someone is unless they are given opportunities to violate moral or ethical codes". In this step the values are acknowledged by the learner and assist in redefining his/her unique identity. The learner knows how to describe their newly unique identity and explain what their unique contribution is to those around them. Although the learning process affected one behavior, it helped to redefine his/her whole identity to him/herself: violate moral or ethical codes.
6. Teaching- Using the Anthropogogy model to teach the other. "The chief ethical rule is the following: Thou shall not have antifragility at the expense of the fragility of others."
The learner uses his/her personal experience as a role model and teaches the other using his/her own unique identity. He/She applies the Anthropogogy model to lead a new learner to significant learning.
Nir Golan offers a new definition of Anthropogogy as: "Leading a person (regardless of age) throughout significant learning towards behavioral change that can be implemented immediately." (Golan, 2014) In today's reality, culture is changing rapidly, so education has to be a lifelong process: where the teacher leads to Antifragility: helps the learner discover the unknown without repeating information about the known.
“When you are fragile, you depend on things following the exact planned course, with as little deviation as possible—for deviations are more harmful than helpful.”
By using the anthropogogic significant learning model antifragility gets better.
"The notion of antifragility turns on systems getting stronger when exposed to stressors. But we know that not all stressors are created equally."