"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.
Summery
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."
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