Urban Hub 8 : What We Can Do Cultivating Change - Thriveable Cities

© integralMENTORS© integralMENTORS
Urban Hub
Integral UrbanHub
What We Can Do
integralMENTORS
Paul van Schaik
Cultivating Change
Thriveable Cities

© integralMENTORS
Urban Hub
What We Can Do - Cultivating Change
Thriveable Cities
integralMENTORS
Paul van Schaik
Curator
Integral UrbanHub
8

© integralMENTORS
Copyright ©© integralMENTORS– November 2017
ISBN-13: 978-1979134279
ISBN-10: 1979134278

www.integralmentors.org
This document is not about clicking
our links and following our path of
discovery but about engaging and
searching your own path in
collaboration with us and others and
developing pathways for our
combined action.
Each of these 8 volumes adds to our search & understanding of
the field and are best used as a whole.

“Myth is much more important
and true than history. History is
just journalism and you know
how reliable that is”
Joseph Campbell

Foreword

Content
One of the functions of intelligence is to take account of the dangers that come from trusting solely to the intelligence.
Lewis Mumford

© integralMENTORS© integralMENTORS
Urban Hub
ContentIntroduction
A Broader View
The Good City
Change Makers
Education
Wellbeing
Change Maker Apps
Evaluation

Preface
Key to an Integral approach to urban design is the notion
that although other aspects of urban life are important,
people (sentient beings), as individuals and communities,
are the primary ‘purpose’ for making cities thriveable. All
other aspects (technology, transport & infra-structure,
health, education, sustain-ability, economic development,
etc.) although playing a major part, are secondary.
Urban Hub 8. Pdf versions are available free at https://issuu.com/paulvanschaik - as well as Urban Hub 1 to 7
Hardcopies of Urban HUB 1 to 8 and the Guides are available from Amazon in many countries.
This volume has been put together with the help of Alan
Dean for the Education section and Barbara van Schaik for
the Wellbeing section.
This book is one in a series of presentations for the use of
Integral theory or an Integral Meta-framework in
understanding cities and urban design.
Although each can stand alone, taken together they give a
more rounded appreciation of how this broader framework
can help in the analysis and design of thriveable urban
environments.
The Guides for Integrally Informed Practitioners (adjacent)
cover much of the theory behind the Integral Meta-
framework used in these volumes. For topics covered in
others volumes in this series see the following page.

Preface
Urban Hub 8. Pdf versions are available free at https://issuu.com/paulvanschaik - as well as Urban Hub 1 to 7
This series on
Thriveable Cities so
far covers:
Smart Sustainable
Thriving Cities
Integral
Methodological
Pluralism
Integral Theory
Integral Workbook
Visions & Worldviews
1, 2 & 3
What We Can Do:
Cultivating Change
Although each book
can stand alone,
taken together they
give a more rounded
appreciation of how
this broader
framework can help
in the analysis and
design of thriveable
urban environments.

Context
“There are some people who live in a dream world, and there are some who face reality; and then there are
those who turn one into the other.”
Douglas H. Everett

Introduction
What is this book (from UH5)
Integral theory is genuinely post-postmodern
or trans-modern, vastly inclusive yet
disciplined, so combining richness with rigour,
breadth with depth, and giving equal value to
the subjective and objective while also
grounded in empirical evidence. It guides
studies in various fields, providing a
conceptual framework that stimulates new
insights by highlighting neglected areas of
investigation and unexplored relationships.
Integral Theory provides a framework for
understanding the evolving complexification
of values, worldviews, behaviour, culture and
systems. That is; subjective and objective
worlds as well as intersubjective and
interobjective worlds.
Simplistically put:
Consciousness and Cultures of interior
subjective worlds and Capacities and
Creations of exterior objective worlds. All
based on ‘scientific’ studies appropriate to
each domain.

Introduction
Walking in the world not talking of the world
No one vision is sufficient in and of itself – visions
can guide but only by collaborative action in a
creative generative process can visions grow and
become part of an ongoing positive sociocultural
reality.
Without taking into account the many worldviews
that currently co-exist and crafting ways of
including them in a positive and healthy form we
will continue to alienate vast sections of all
communities and humankind.
It is through the growing healthy versions of all the
different worldviews that we can attempt to move
towards an equitable, regenerative and caring
world.
Through action we will move forward – through
only ongoing talk we will stagnate and fail.
These curation are to be dipped into – explored
and used to generate ideas and discussion.
A catalyst for collaboration and action.
And most importantly grown, modified in a
generative form.
This is a living document - any suggestions for inclusion
in the next volume send to: info@integralmentors.org
How to use this book
A taste of many visions in our world.
Visions both positive - utopian, and negative - dystopian. Each
claiming to be true and enfolding all the others
But in reality they are ‘true’ but partial – and some more ‘true’
than others. Each ‘shallower’ truth transcended but the best is
included in the next ‘deeper’ or broader truth
It’s how we use them together and in collaboration that will
define how successful we are. It is the morphogenetic pull of
caring that will determine how we succeed as a human race. It is
the ability to generate an equitable, fair, resilient and
regenerative ‘system’ that must drive us forward.
The means will be a combination of many of the ideas
showcased here but many more still to be discovered on our
exciting journey into the future. Held together through a
syngeneic Integral Mythological Pluralism
Too little courage and we will fail – too much certainty and we will fail.
But with care and collaboration we have a chance of success.
Bringing forth emergent impact through innovation, syngeneic
enfoldment & collaborative effort.
And a deeper understanding of a broader framework will be required
– that is, a more integral vision.
Explore and enjoy – use as many of the ideas as possible, enfolding
each into an emergent whole that grows generatively.
At each step testing – reformulating – regrouping – recreating.
Moving beyond, participating, thro’ stake-holding, thro’ share-
holding, to becoming a thrive-holder.

Perspectives
Meaning that a subject might be at a
particular wave of consciousness, in a
particular stream of consciousness, in a
particular state of consciousness, in one
quadrant or another.
That means that the phenomena brought
forth by various types of human inquiry
will be different depending on the
quadrants, levels, lines, states, and types
of the subjects bringing forth the
phenomena.
A subject at one wave of consciousness
will not enact and bring forth the same
worldspace as a subject at another wave;
and similarly with quadrants, streams,
states, and types (as we will see in more
detail).
Subjects do not perceive worlds but enact them. Different states
of subjects bring forth different worlds.
Subjects do not perceive worlds but enact them. Different states of subjects bring forth different worlds.

An answer is valuable only in so far as it stimulates further inquiry. This
holds true even in the exact sciences where the hypothesis serves as a
springboard for the searching mind.
The favorite answer of an age, however, is often one in which only a
minimum of problems is preserved and which has been promoted to
its place as favorite because it seems to render superfluous all further
questioning. It closes all doors, blocks all ways, and just because of
this permits the agreeable feeling that the goal has been reached and
that the rest is granted.
Martin Foss

Cultivating Ideas
The chief function of the city is to convert power into form, energy into culture, dead matter into the living symbols of art,
biological reproduction into social creativity.
Lewis Mumford

www.integralwithoutborders.net
Too often development efforts are plastered onto a region or community
without full respect for what is already present and what is naturally
emerging.
An integral approach asks the question: What is already happening here,
what is already emerging that could be further supported?
This appreciative, community-based way of approaching development is
quite a different way to begin a project.
Further, applying the evolutionary view that integral theory provides, we
are able to get some sense of where a community, or a person, is
presently coming from and what might best support this emerging
potential.
This approach can be applied to both groups and individuals, and
essentially honours the inherent trajectory of evolution already
occurring, and simply intends to support that as fully as possible.

© integralMENTORS
• multiple brain states and organic factors.
A more integral cartography might include:
• multiple waves of existence, spanning the entire
spectrum of consciousness, subconscious to self-
conscious to super-conscious.
• numerous different streams, modules, or lines of
development, including cognitive, moral, spiritual,
aesthetic, somatic, imaginative, interpersonal, etc.
• numerous different types of consciousness, including
gender types, personality types (enneagram, Myers-
Briggs, Jungian), and so on.
• multiple states of consciousness, including waking,
dreaming, sleeping, altered, non-ordinary, and
meditative.
What can be said about a more integral model of human possibilities? Before talking
about the application of an integral vision — in education, politics, business, health
care, and so on — there needs to be some general notion of what it is that is to be
applied in the first place. Moving from pluralistic relativism to universal integralism,
what kind of map might be found?
An Integral View

An Integral View
• Social system
the massively influential forces of the social system,
at all levels (from nature to human structures,
including the all-important impact of nonhuman
social systems, from Gaia to ecosystems).
A more integral cartography might also include:
• Cultural factors
the extraordinarily important impact of numerous
cultural factors, including the rich textures of
diverse cultural realities, background contexts,
pluralistic perceptions, linguistic semantics, and so
on, none of which should be unwarrantedly
marginalized, all of which should be included and
integrated in a broad web of integral-aperspectival
tapestries (and, just as important, a truly "integral
transformative practice" would give considerable
weight to the importance of relationships,
community, culture, and intersubjective factors in
general, not as merely a realm of application of
spiritual insight, but as a mode of spiritual
transformation).

An Integral View
• the importance of the self as the navigator
of the great River of Life should not be
overlooked. It appears that the self is not a
monolithic entity but rather a society of
selves with a centre of gravity, which acts to
bind the multiple waves, states, streams, and
realms into something of a unified
organization; the disruption of this
organization, at any of its general stages, can
result in pathology.
Such are a few of the multiple factors that
a richly holistic view of the Kosmos might
wish to include. At the very least, any
model that does not coherently include
all of those items is not a very integral
model. Ken Wilber
www.kenwilber.com
A more integral cartography might also include:

An Integral View
Integrated
means
Balance, equilibrium and harmony -
minimise tension and reduce chaos
Strives for:
• certainty
• order
• sureness
Places a lot of emphasis on harmony
within systems
Integrated strives for uniformity of
similar things
Leads to a constrained sense of
reality
Integral (AQAL)
means
Emergent and healthy tension that holds things
together as they evolve
These tensions provide order in the chaos
Respects:
• uncertainty
• disorder
• insecurity
Respects creative, dynamic and evolving nature
of human and natural processes
Integral strives for a sense of unity in differences
(emphasises unity as much as diversity)
Leads to a fuller sense of reality
Integral as against Integrated

The integral approach reveals the interior side of life
The integral approach weaves together the internal and external components of
reality. Alongside an understanding of the nature and complexity of
interconnected systems, there is also recognition of interior dynamics
(psychological, cultural and spiritual) in the system.
An integral approach, therefore, retains the existing practices that focus on the
"exterior" components of life, such as biological systems, economic initiatives,
social organizing, governance and sustainability, and also works with the interior
components, such as worldviews, values, and awareness.
These interior parts of society inform our opinions and decision-making,
essentially guiding the ways we make meaning of our surroundings and
interactions.
With an understanding of interiority, it becomes easier to identify the underlying
values, needs, worldviews and motivations that arise when engaged in the work
of social change.
This enables a more effective working dynamic between and among individuals
and communities, as well as more psychologically sophisticated way of
collaborating with colleagues, staff, employees and project coordinators.

A Broader Framework
The word integral means:
• comprehensive,
• inclusive,
• non-marginalizing,
• embracing.
Integral approaches to any field attempt
to be exactly that - to include as many:
• perspectives,
• styles, and
• methodologies
as possible within a coherent view of the
topic.
In a certain sense, integral approaches
are “meta-paradigms,” or ways to draw
together an already existing number of
separate paradigms into an interrelated
network of approaches that are mutually
enriching. – Ken Wilber
Integral View

Zone 6
Deep
Structure
Zone 8
Deep Structure
Its
It
Empiricism: Explores
measurable behaviour
by means of:
• Biochemistry,
• Biology,
• Zoology,
• Behavioural Studies ….
Systems Theory
Explores functional-fit
of parts within systems
by means of:
• Science of Politics,
• Complexity Sciences,
• Integral Economics ….
Current Framework
ObjectiveInter-Objective

Zone 6
Deep
Structure
Zone 7
Surface
Structure
Zone 8
Deep Structure
Its
It
by means of:
• Biochemistry,
• Biology,
• Zoology,
• Behavioural Studies …
Autopoiesis:
Explores self-
regulating behaviour
by means of:
• Biophenomenology,
• Cognitive Sciences
• etc. …
Social Autopoiesis:
Explores self-regulating
dynamics in systems
by means of:
• Socio-cybernetics,
• Communication Studies
• etc. ….
Systems Theory
by means of:
Zone 5
Surface
Structure
A More Objective Framework
www.facebook.com/IntegralUrbanHub/ www.integralmentors.org
ObjectiveInter-Objective

Zone 2
Deep
Structure
Zone 6
Deep
Structure
Zone 7
Surface
Structure
Zone 8
Deep Structure
Zone 3
Surface
Structure
Zone 4
Deep Structure
ItsWe
ItI
Zone 1
Surface
Structure
by means of:
• Biochemistry,
• Biology,
• Zoology,
• Behavioural Studies ….
Structuralism:
Explores patterns of
direct felt experience
by means of
• Genealogy,
• Developmental
Psychology ….
Autopoiesis:
behaviour
by means of:
• Biophenomenology,
• Cognitive Sciences
• etc. …
Phenomenology:
Explores direct
felt experience
by means of:
• Meditation
• Introspection,
• Contemplation ….
Hermeneutics:
Explores mutual
understanding
by means of:
• Interpersonal Values,
• Global Ethics …..
Cultural Anthropology:
Explores patterns of mutual
understanding
by means of:
• Ethnomethodology,
• Cultural Studies,
• Semiotics …..
Social Autopoiesis:
dynamics in systems
by means of:
• Socio-cybernetics,
• Communication Studies
• etc.
Systems Theory
by means of:
Zone 5
Surface
Structure
A Broader Framework (IMP)
IMP – integral Methodological Pluralism www.integralmentors.org
Subjective
Objective
Inter-Subjective
Inter-Objective

The Extreme View
Quadrant absolutism
The ‘Flatland’ view from one domain or Quadrant only produces the extreme views found so often in siloed
academism
Extreme Scientism
(outer matter is reality)
Extreme Systems
Thinking
(web-of-life is reality)
Extreme Idealism
(inner mind is
everything)
Extreme Post-
Modernism
(culturally constructed
meaning is everything)
Individual
Subjective
Individual
Objective
Collective
Inter-Subjective
Collective
Inter-Objective

”….Morin’s effort would be to develop a form of thinking—and of being in the
world—that is always self-reflective and self-critical, always open and creative,
always eager to challenge the fundamental assumptions underlying a system
of thought, and always alert for the ways in which, covertly or overtly, we
create inviolate centers that cannot be questioned or challenged.
Knowledge always requires the knowledge of knowledge, the ongoing
investigation and interrogation of how we construct knowledge….
This once again gives us an idea of Morin’s constant battle against
reductionism, the attempt to reduce a complex phenomenon to one potential
aspect and manifestation, and in the process dismiss it….
This reflects a guiding principle of Morin’s work, found in Pascal’s statement
that it is impossible to understand the whole without understanding the part,
and impossible to understand the part without understanding the whole...”
An Overview of Edgar Morin’s Intellectual Journey Alfonso Montuori

The Good City
Lewis Mumford

Thriveable Cities
The Good City
Beautiful-city
Creative-city
Compact-city
Complex-city
Cultural-city
Diverse-city
Eco-city
Equitable-city
Economic-city
Ethical-city
Fair-city
Garden-city
Good-city
Green-city
Happy-city
Art
Climate
Community
Connectivity
Creativity
Complexity
Culture
Density
Ecology
Education
Energy
Entertainment
Exercise
Faith
Farming
Food
Governance
Congestion
Desolation
Disease
Dirty
Disparity
Distance
Ghettos
Homelessness
Loneness
Mental Health
Noise
Overcrowding
A thriveable city will be most of
these & more
Healthy-city
Historic-city
Innovative-city
Inclusive-city
Integral-city
Just-city
Learning-city
Living-city
Resilient-city
Polycentric-city
Sacred-city
Science-city
Smart-city
Sustainable-city
……
Health
Innovative
Leisure
Mobility
Music
Participation
People-centred
Psychology
Regions
Spirituality
Sustainability
Systems
Technology
Transport
Water
Wealth
Work ……
A thriveable city will integrate
most of these & more
Some signs of non-thriveable
cities
Pollution
Poverty
Resources
Soulless
Slums
Sprawl
Stress
Ugliness
Unemployment
Violence
…….
People-Centred &

The Good City
Suburbia Reimagined Leon van Schaik and Nigel Bertram
"Suburbia Re-Imagined" by Leon van Schaik with Nigel Bertram - looks into how suburbs can be made more livable, especially for the ageing! – published 2018
Setting out to drive from Westwood Los Angeles to San Diego we
were warned that we would never get there. Sheer ennui would halt
us. And indeed after driving for some hours through rolling hills
combed over with houses, we did lose heart, stop and turn back…
In this book we counter this all too prevalent drive-by, fly-over cliché
view of suburbia. We find generators of development that can power
the second and third generation inhabitation of suburbs. We discover
potentials arising in the boundary zones between suburbs and the
regional facilities such as university campuses, research and business
campuses, shopping complexes, transport hubs and industrial sites.
Designing interventions at every scale from ramps, bathrooms, second
dwellings, new apartments and new subdivisions of the ground plane
we demonstrate how the open weave matrix of the suburb can deliver
social and economic benefits through new ways of populating
suburban space.
We identify and propose a full range of interventions of increasing but
incremental scale that serve the second and third and subsequent
inhabitations of suburbs. Our focus is on developments that are within
reach of individual owners; that enable social housing providers to
insert facilities piecemeal. We avoid comprehensive redevelopment
and promote instead a catalogue of improvements that range from
home improvements to home replacements, to extensions and new
build apartments.
Our emphasis is on enabling individual agency such that people in all
stages of life may optimize their opportunities for engagement in
social and economic life. We take our lead from the successful arrival
cities of the world, where suburbs allow newcomers to establish
enterprises alongside established residents and ladders of access to
housing and business formation are available to all.

The Good City
Sedimentary City: Brisbane Brit Andresen & Mara Francis
Venice Architecture Biennale 2010 'Now and When Australian Urbanism www.sedimentarycity.com/
Time Slice
Sedimentary City of Brisbane is layered city-on-city, its layers
existing in time and in space. New layers carry the trace of past
cities with catalyst landscape fragments for change.
First City’s ancient watershed, floodplain and freshwater creeks ebb
and flow in drought and flood. Great orchid-laced forests,
abundant with food, grow bowers of shade in subtropical sun.
Each city’s born, collage-layered, opaque, invisible and overlaid fact
on fiction. Time unfolding dream-cities transformed to city
nightmares burning and flooding.
Now City’s floodplain is built up and buried pipe-grids funnel lost
creeks underground. Now steel pylon forests, dense with
cables coiled in tangles, radiate hot light on hard slabs.
Floodplains, now buried and overlaid with knotted loop-de-loop
highways, once held forests. And swamps to nurse tropical
downpours downriver without breaking the banks.
Fast-forward, in business-as-usual mode, Now City morphs, layer on
layer, as Inferno City, Emerging in red-rust dust-storms after seasons
of drought to alternate with flash-flooding tempests.
With dust-storm and tempest the land takes its toll, creeks burst
from their pipes upending construction. In ruins we see what is not
the inferno regaining space for lost floodplains.
Floodplains recover freshwater creeks and new forests growth
stretches long-fingered parklands from river to ridge. Subtropical
City emerges outside the floodplain as rain-roofed, wind-walled,
eucalyptus tectonics, structures in tune with the nap of the land.

The Good City
Sedimentary City: Brisbane Brit Andresen & Mara Francis
Venice Architecture Biennale 2010 'Now and When Australian Urbanism www.sedimentarycity.com/
In this project we are in search of the natural environment of the city of
Brisbane. This project asks: “Where is the Sub-Tropical City of tomorrow?
This project contributes both a way of thinking about the city and three
narratives, whilst based on factual data each narrative has a fictional
outcome.
Each of the three narratives revolves around the search for - the future
citizen’s relations with the natural environment - in tomorrow’s city:
Envisioning One (e1)
The project begins with a snapshot survey of the contemporary city layer,
followed by a sequence of future layers that incorporate interpretations of
current forecasts and proposed developments. Culminating in a
meditation on the intensification of these future city layers is the creative
work titled Envisioning One.
Envisioning Two (e2)
This provocative scenario is immediately followed by a second narrative,
titled ‘Envisioning Two’, which switches from the distant future to the long
ago past of The First City – a term used by architect Peter Meyers in his
article “The Third City”. Our second narrative un-covers hidden or lost
parts of The First City that may be re-covered for the future city - and
concludes with a provisional and fictional map of the city of the past - as a
potential guide to an alternative scenario for the city of tomorrow.
Envisioning Three (e3)
The third and final narrative begins with a reminder of the - confronting -
future city scenario - of the Inferno and Flood City. This is quickly
followed by the First City of the past laid-over the map of the
contemporary city for comparison - to search for the place of lost or
hidden qualities from the past – qualities that can be drawn forward into
the contemporary city. Process-es of overlay and erasure contribute to
the construction of the creative work titled ‘Envisioning Three’ – our
proposition for survival - and implementing tomorrow’s subtropical city.

The Good City
Taming the Madness Prof. Paul Krause
www.surrey.ac.uk/cs/people/paul_krause/
Roads are core to the metabolism of any nation. As a network,
they are space filling and optimising. Space filling: the furthest
you can get away from a road in the contiguous states of the
USA is 22 miles, at one region of Yellowstone National Park.
Optimising: there is constant pressure to increase capacity
and smooth the flow in the main trunk routes. But this process
is incremental and evolutionary, and so disruptive and
wasteful.
It is time to rethink how this network is structured. Trunk routes
can seriously negatively impact urban communities. We see
high indices of deprivation within areas that are thus isolated
from urban centres.
Other impacts include:
Habitat loss: Roads and road verges may cover 1 – 1.5% of a
country’s total land area. This leads to loss of valuable natural,
amenity and agricultural land and indicates the volume of
greenhouse gas and pollutant emissions.
Roadkilled animals (including humans): Globally, millions of
animals per year are killed.
Fragmented habitats: Roads, especially those with speeds
above 80 kph (50 mph) are major barriers to animal, insect and
seed dispersal. This leads to island effects in both human and
natural habitats, with isolation of sub-populations and loss of
(bio-)diversity.
Traffic noise: Affects liveability and amenity for humans, and
reduces diversity in sensitive animals, birds and reptiles in a
corridor 0.24 – 0.75 miles on each side of a busy highway.
Ditch water and groundwater: Roads shed water
containing sediments and pollutants into ditches and then
into groundwater, streams and lakes.
Altered wetlands and water flows: Water flows blocked by
wetlands can shrink natural wetlands and floodplains, or lead
to localised flooding in formerly dry land.
Dispersed land use: Roads naturally encourage linear,
sprawling developments, rather than compact multi-purpose
developments, further exacerbating all the above problems.

The Good City
Moving Towards Solutions Prof. Paul Krause
www.surrey.ac.uk/cs/people/paul_krause/
Electric cars in themselves are not the answer. They still have
the same volume of traffic, will emit particulates from tyre
and brake wear, and production of their batteries yields
significant CO2, as well as consuming scarce metals whose
production leads to significant environmental impact.
Suppose instead we power the vehicles by electromagnetic
induction from conducting strips buried beneath the road
surface. This would eliminate or significantly reduce battery
use, with energy regeneration systems used to slow the
vehicles down when needed and significantly reducing
particulate emission from brake pads. The feasibility needs
to be assessed in detail but we do have experience of this
working in railway systems, and the use of induction hobs in
kitchens supports the safety case for their use.
We could then take the evolution of self-driving vehicles
further and safer by turning major routes into “netways”
where individual or larger, public, pods move without an on-
board driver, but governed by a region wide traffic flow
management system. Furthermore, these netways may be
elevated above, or (partially) sunken below, ground level.
Noise and pollution will be massively reduced. The netways
themselves can be supplied by renewable energy from
wind, solar, tidal, and in some cases, geothermal energy to
take CO2 emissions way down. Construction of the netways
from durable recycled plastic composites will sequester
carbon. Lighting on the netways can be low level and
shielded from the surroundings to both save energy and
eliminate light pollution in natural and residential areas.
The raising or lowering of the netways will allow for freedom of
movement of wildlife, livestock and humans when cycling or
walking.
Attractively designed and landscaped “transfer stations” will
have much lower impact than trunk road junctions, and allow
people to transfer to local pods, or in some cases drop private
pods down to local roads where the journey can be continued
on conventional local infrastructure. Space for working or
leisure activities can be provided at these transfer stations in
cases where demand exceeds capacity of the netway.
For more ideas, see: Forman and Sperling, 2011, The Future of Roads:
No Driving, No Emissions, Nature Reconnected, The Solutions
Journal, 2, 10-23.
Graphic by Taco Iwashima Matthews

The Good City
Incomplete Urbanism
A Critical Urban Strategy for Emerging
Economies
Incomplete Urbanism is a dynamic, hybrid
interactive concept, which destabilizes the
current architectural and urban theories and
practices. Its main characteristics are
indeterminacy, inconsistency and changeability,
which are particularly challenging in the context
of the New World
Order and the fast emerging global digital
network. It is a concept that can be effectively
applied to any sizeable section of existing cities
without the need for major readjustments and
can be implemented at different rates in
response to specific local conditions. As for the
word 'critical',
I use it deliberately in order to convey the
essential need to think creatively and positively
in a controversial contesting and social-
orientated manner about what we do, as it will
constructively influence the way we do things
that impact our values and social environment.
William Lim

The Good City
The Urbanism of Exception
This book challenges the conventional (modernist-
inspired) understanding of urbanization as a universal
process tied to the ideal-typical model of the modern
metropolis with its origins in the grand Western
experience of city-building.
At the start of the twenty-first century, the familiar idea of
the 'city' - or 'urbanism' as we know it - has experienced
such profound mutations in both structure and form that
the customary epistemological categories and prevailing
conceptual frameworks that predominate in
conventional urban theory are no longer capable of
explaining the evolving patterns of city-making.
Global urbanism has increasingly taken shape as vast,
distended city-regions, where urbanizing landscapes are
increasingly fragmented into discontinuous
assemblages of enclosed enclaves characterized by
global connectivity and concentrated wealth, on the one
side, and distressed zones of neglect and
impoverishment, on the other.
These emergent patterns of what might be called
enclave urbanism have gone hand-in-hand with the new
modes of urban governance, where the crystallization of
privatized regulatory regimes has effectively shielded
wealthy enclaves from public oversight and interference

www.simvanderryn.com/philosophy/
For years as a Professor and
consultant to schools at levels from
pre-school through high school, I
imagined in my mind a picture of how
all the elements of learning at different
ages could be represented in a
diagram that integrated learning
levels with place, pattern, and process
and also spatial scales of natural and
humanly created systems.
The Ecological Learning Curve is that
diagram.
The learning age levels is represented
vertically from bottom to top. The type
of learning is represented by the
circles of Place, Pattern, Process.
Place at the bottom recognizes that
young children learn best no through
abstraction but by direct experience
of Place. As their minds and brains
grow, they begin to learn patterns,
and later, the processes that shape our
world.
The scale of systems – natural and
invented – is represented horizontally
from the largest on the left to the
smallest on the right. The center line
represents a “home base” of scales
closest to us in size, with the left bar
moving to large scales, the right side
to smaller scales.
Ecological Learning Curve Sim van der Ryn
The Good City

Change Makers
Towards An Ecological Epoch Sim van der Ryn
A simpler diagram of Towards an Ecological
Epoch asks four basic questions:
• How do we use Nature?
• How am I Nature?
• How am I Culture?
• How do institutions & technology reflect
values?
These four questions circle the four realities
that influence .
The move towards or lack of movement
towards an Ecologic Epoch:
• SELF: what it means to be human
• ECO-LOGIC: how the living world works
• TECHNOLOGIC: how technology shapes
us and our world
• IDEO-LOGIC: our beliefs, values, and
world view
"The heart of ecological design is not
efficiency or sustainability. It is the
embodiment of the animating spirit, the soul
of the living world as embodied in each of us
waiting to be reborn and expressed in what
we design.” Sim van der Ryn

The Consciousness Structure Diagram Sim van der Ryn
The Consciousness Structure
Diagram is my attempt to
synthesize information from
diverse sources into a map of
the various stages of human
history on the planet and
relate them to the essential
and changing nature of Place,
Pattern, and Process.
Through each stage of
civilization. I identify five
stages of human development
form the first humans to
today’s civilization dominated
by a separation from nature
and self through technology,
homogenization of cultures
and oligarchy, with hope for a
transformation into a new
Integral Consciousness that
restructures our race towards
extinction.
The Good City

“Scale-linking systems imply a holism in which everything influences, or
potentially influences everything else — because everything is in some sense
constantly interacting with everything else.
Nature is infused with the dynamical interpenetration of the vast and minute,
an endless dervish mixing. Matter and energy continually flow across scales,
the small informing the large and the large informing the small …
Unless we work with nature’s own finely tuned scale-linking systems we
endanger the stability of life on the planet…
If we are to properly include ecological concerns within design, we must take
seriously the challenge offered by scale linking. We need to discover ways to
integrate our design processes across multiple levels of scale and make
these processes compatible with natural cycles of water, energy, and
material.”
Van der Ryn & Cowan

Cultivating People
Lewis Mumford

Change Makers
Integral Without Borders Integral International Development Centre
Our Network
The network is made up of Integral practitioners from around the world
Evolving development praxis
The current trend in development praxis is towards greater
integration. People and organizations are becoming more and
more aware that single-discipline thinking no longer meets the
full complexity of global issues today. Already the term
'interdisciplinary' is present throughout the discourse, and
there is a recognition of the need for greater system's thinking
as well as the inclusion of personal development and
consciousness.
However, this can't be a pat cross-talk between disciplines from
the safety of one's own discipline. But rather a true integration
of these ways of thinking, doing and being. This can't just be
about tacking on some personal growth work onto an
otherwise unchanged project management style. It must
involve a more sophisticated application of human psychology
in sustainable development work. To put it frankly, in order to
be meaningful, this has to be a full and complete integration;
so complete that one's entire approach is actually transformed.
Integral Without Borders exists to ask questions on what that
looks like in practice, to experiment with such an approach in
the field, and to bring together practitioners in a learning
community in which we discuss and hone this integral praxis
that is emerging across the planet today.
Evolving
Development
Praxis

Change Makers
integralMENTORS
integralMENTORS works with individuals or small groups to
gain a deeper integral understanding of praxis in the field of
international development. These practitioners tend to have
extensive field experience in international development in the
design and implementation of programmes - they also have a
grounding in Integral Theory.
Because of the nature of an Integral approach we don’t as a
starting point concentrate on any one issue or action - so no
concentration on leadership or best practices or interiors or
evolution or sustainability etc. - but an approach a contextual
understanding of a number of different perspectives. This will
in time probably include many of those listed above. Unless
the process is generative, morphogenetic - and probably
snippable - it tends just to repeat or overlay both ‘good and
bad’ processes from other contexts. Interpretation of these
issues will be different depending on the mindset Address
from which it is seen
The intention is not to make the world integral - which is a
misunderstanding of what 'integral' means - but to help
individuals become effective Integral practitioners. To enable
them to have a much broader and compassionate view of the
issues before them and thus a much more comprehensive
‘tool’ kit with which to work. And in the long term to make the
world a healthier place for all stages

integralMENTORS works internationally and is currently
based in Kent, UK; Cape Town, SA
Partners
C.AP

Change Makers
Burning2Learn
www.burning2learn.co.uk
YOU CAN TAKE A HORSE TO WATER BUT
YOU CAN’T MAKE IT DRINK
Burning2Learn works closely with local
businesses, government organisations, and
young people in both schools and Scouting
groups. Looking through both local and global
lenses.
B2L recently introduced the UNSDGs to the
Cub Scouts. Asking them about which of the
17 goals they would like to find out more. They
choose to focus on Number 6: WATER They
were then asked to look at the amount of
plastic bottles they use in one week and
encouraged to look at the actions they take
and how to act locally to tackle a global
problem. Some brilliant ideas and
programmes were developed working both
individually and collectively.
B2L bridges the gap between education,
business and society asking 10-year olds
through to business leaders to understand the
power we all have.
MOTIVATING TOMORROW’S ADULTS TODAY
Cultivating Tomorrow’s
Future Today

Change Makers
Burning2Learn
Cultivating Tomorrow’s Future Today www.burning2learn.co.uk
JOINING THE DOTS...
PLANT AN IDEA AND
WATCH IT GROW
After a Cub Scout meeting
talking about our impact on
our environment and the
UNSDG’s, one Cub Scout
decided to clean up his park.
He brought back a carrier
bag full of litter.
Large business and
corporations will discuss for
hours how to sort out such
problems, yet it starts with
one!
If we all adopted the same
attitude as this young Cub
Scout local and global
communities would be
transformed - it starts with
just one!
IT STARTS WITH ONE!
PLANT AN SDG AND
WATCH IT GROW
Sustainable Development Goals (UNSDG)

Change Makers
Burning2Learn
Cultivating Tomorrow’s Future Today www.burning2learn.co.uk
PATHWAY TO THE
FUTURE
Dr Amit Mukherjee’s story
rings out as we bridge the
gap between continents.
It was marvellous to hear Dr
Amit Mukherjee’s story of
how he transformed Tata
Steel’s failing hospital in India
into a larger profit-making
development. Burning2Learn
share Dr Mukherjee’s ethos
and values.
Honesty and integrity are the
foundation to build stronger,
healthier working relation-
ships and with this
foundation, businesses and
organisations can work
together to make stronger
communities for all.
With this collaborative and
undivided state of mind our
goals can and will be met.
THROUGH THE GENERATIONS
TRUST, FAMILY,
HONESTY AND
INTEGRITY ARE ALL
NEEDED TO BUILD A
STRONGER
COMMUNITY
One company at the heart of
change, Diligence provides
project management for a variety
of infrastructure projects,
bringing their business ethos into
the communities.
Giving to others is very important
to Managing Director, Nicola
Coppen. As a voluntary Group
Scout Leader at 1st North Cray
Scout Group, a School Governor
at Dartford Science & Technology
College and she is also a Business
Mentor to students at The Leigh
Academy in Dartford.
With these shared values, whilst
joining the dots and the pieces of
the puzzle, businesses and
communities alike can really make
a difference, both locally and
globally.
Change will come if we continue
with this shared ethos.
www.diligence-pm-services.co.uk/
COMPLETING THE PUZZLE
Ethical Leadership Asia
Plateau, Panchgani, India

Change Makers
Cultivation.AP
www.cultivation.ap.org
Walking with you not talking at you
Positive ideas are all around, but the media lacks hope and often chooses to focus on death and
destruction.
Cultivation.AP looks for people in communities with the aim of creating safe spaces to allow
adventurous actors to experiment and share their results and to develop tomorrow’s community
cultivators.

Change Makers
The Kairos Project
www.thekairosproject.com/
OUR PURPOSE
Our purpose is to create an international network of
Kairos Project Hubs that will offer social and
environmental organisations affordable and
accessible coaching-based learning and
development.
We believe that current practices in the world are not
sustainable and that we, the coaching profession, are
in a powerful position to help these organisations
create a better future.
Coaching-based learning is highly effective at
facilitating change. We will make sure that these
organisations have the best possible chance of
achieving their missions.
OUR VISION
A sustainable world in our lifetime.
We dream of a world where social enterprises are
mainstream enterprises; and our collective energies,
talents and brilliant minds are engaged in meeting
the social and environmental challenges of our
times.
We dream of a kind and fair world where we honour
and respect each other and our planet – no matter
what our religion, gender or race; where we
measure our success by the wellbeing of the whole.

Change Makers
The Kairos Project
www.thekairosproject.com/
We believe that working towards the SDGs is the most important work on earth. And we believe that
professional development is critical in enabling the change agents of our time to meet today’s enormous
challenges.
All funders know that in reality they are backing people; for it is the leaders of these organisations that will
either drive impact and make a difference or not. Our aim is to work alongside over 700 of these leaders in
five years in order to give them the best possible chance of succeeding in their missions.

Change Makers
EARTHwise Centre
EARTHwise Centre is a wisdom-
based enterprise providing
custodianship, leadership, value-
creation, regenerative design,
capacity development, holistic
education, and vision
development for our collective
flourishing and actualisation. We
support organisations to raise
their standards, and develop
internal capacity and leadership
for ecological value creation and
thriveability. We bring the heart
back into our human activities
and networks.
www.earthwisecentre.org/
What we do
Custodianship & Empowerment. Through our training, coaching, and educational
services we support organisations and individuals to develop their internal capacity and
leadership as custodians for a thriveable world and future. We make concrete how people
can contribute to the flourishing of people, planet, and life, through their activities and
relationships.
Innovation & Regeneration. As change leaders we work at the intersection between the
visible and invisible worlds of our collective (un)consciousness. Accordingly, we are able
to support the emergence of new evolutionary potentials through which innovation and
regeneration becomes realized.
Healing & Advocacy. Our societies are deeply divided, much healing is needed before all
of us can thrive and flourish. Through our Vector of Love™ Initiatives and EARTHwise
Campaigns we stand with people for the issues that require our conscious attention and
collective care.

Cultivating Transformation
EARTHwise Vision & Community Development – 5 Step process
The following 5-step process has been used by thousands of people around the world
since 2012. We designed this process to support the development of shared visions and
collective collaborative actions for thriveable communities. Accordingly, the SDGs can be
implemented in ways that empower, inspire, and engage people. To learn more about this
methodology and how we can support your communities and organisation with this
process, please get in touch with us via info@earthwisecentre.org.
Step 1 – Connect: Clarify the purpose of this session with shared agreements for how each
person can contribute to and benefit from this process. Introduce the SDGs, and/or the
vision of thriveability, very briefly. Invite people to connect with each other, sharing what
this means for them in their local context.
Step 2 – Envision: Facilitate a guided visioning process, asking people to project
themselves into the future of a thriveable society. The visioning can be introduced by
asking people; “What if we can co-create the most amazing thriveable communities around
the world, what would we be doing?” Support people to explore from a future perspective
how thriveable communities feel and look like, engaging all their senses. Ask people to
reflect from this future perspective on the gap between their current reality and this vision.
Ask; “what actions do you believe are necessary to bridge this gap?” After the visioning
exercise, invite people to share their experience and draw a collective vision map.
Step 3 – Engage: In small groups, ask people to explore: (1) what do we need to learn; (2)
what do we need to change; and (3) what actions do we need to take to create the future
(outcomes) that we want. These ideas can be shared in each group on a large piece of
paper.
Step 4 – Reflect: Create some quiet time and space for people to reflect on their
commitment, and the actions they are wiling to take as a first step to help implement the
shared visions.
Step 5 – Share: Invite a sharing of their commitments, and create categories for the themes
that emerge through which action-teams can be formed. Harvest and share the collective
learning gifts. Repeat the process again for future meetings as a living framework to
actualise our shared visions through collaborative actions.
Global Dialogues for Sustainability,
Mauritius 2012
EARTHwise Centre

www.peacegeeks.org
Peace Geeks
Our Values: Empowerment
We empower our grassroots partners by focusing on
opportunities that further their mission, and by acting as equals
with shared commitment
Change Makers
WHO WE ARE
PeaceGeeks is a global non-profit, volunteer organization that
uses technology to build the technological, communications
and management capacities of grassroots organizations who
work to promote peace, accountability and human rights. We
develop partnerships with these organizations to provide
meaningful support designed to increase their skills,
effectiveness and impact.
WHAT WE DO
Technology has rendered individuals more powerful than ever.
We put technology and communications tools in the hands of
peacebuilders, human rights defenders and humanitarian
responders. We connect them with skilled volunteers so they
can gain access to relevant technology, tools and training.
With these tools, we empower civil society organizations to
build safer and more stable societies, cultivate good
governance, promote gender equality, respond to
humanitarian crisis, and share critical knowledge.OUR MISSION
We build technology and innovation capacities to strengthen
peace, human rights and humanitarian response.
OUR VISION
A world where changemakers are empowered to amplify local
voices, build local resilience, and make communities safer

Change Makers
Girl Effect Nike Foundation
www.girleffect.org/

Change Makers
Global Opportunity Explorer
www.explorer.sustainia.me/

Change Makers
Eeco Sphere
www.eecosphere.com

Change Makers
Ashoka Changemaker Schools
www.ashoka.org/en/program/changemaker-schools
Four Focus Areas
Topic Areas

Change Makers
I am Code (Africa)
www.iamthecode.org/

Change Makers
The Empathy Business
www.theempathybusiness.co.uk/#vision

Change Makers
Change Maker Apps
www.bedford2020.org/changemaker-apps/

Change Makers
The Iceberg that Sinks Organizational Change
www.torbenrick.eu/blog/culture/iceberg-that-sinks-organizational-change/
How Does The Iceberg Impact Organizational Change
While many aspects of change are apparent and
obvious, there are also many more factors that are
hidden under the surface, and more ubiquitous
Some aspects of organizational culture are visible on
the surface, like the tip of an iceberg, while others are
implicit and submerged within the organization.
Because these ingrained assumptions are tacit and
below the surface, they are not easy to see or deal with,
although they affect everything the organization does.
Most of an icebergs bulk lies below the surface. Ships
that ignore the ice below the water are in mortal
danger. Likewise, organizational change efforts may
flounder because of a lack of organizational focus.
The Iceberg That Sinks Organizational Change
The change management iceberg is visualizing the
essence of change in organizations: Dealing
with organizational barriers. It is better to be mindful
of things below the surface
TORBEN RICK

Change Makers
Barriers to Organizational Change – What are the Challenges
www.torbenrick.eu/blog/culture/
The brutal fact is that about 70% of all change
initiatives fail. But why? In most of the cases
organizational-change failures are driven by
… negative employee attitudes and unproductive
management behavior.
The most general lesson to be learned from the
many studies is that organizational culture is the
most common barriers.
CHANGE MANAGEMENT HAS BECOME MUCH
BIGGER
The reality is that today’s organizations were simply
never designed to change proactively and deeply –
they were built for discipline and efficiency, enforced
through hierarchy and routinization.
Breaking down the barriers to organizational change
As a result, there’s a mismatch between the pace of
change in the external environment and the fastest
possible pace of change at most organizations.
Change management is no longer a term that
denotes only operational improvements, cost
efficiencies and process re-engineering.
Change management has become a much bigger,
more interwoven part of the overall business fabric –
an embedded leadership requirement that plays into
everything Torben Rick

Change Makers
Tomo Analytica
www.tomoanalytica.org
Blockchain Impact Design
Blockchain has revitalized the partnership
between business and technology in an
unprecedented way, and will most likely reinvent
the very practice of business analysis. It also has a
remarkable resemblance to the advent of the first
world wide web in the 90s in that, even people
from non-technical backgrounds recognize that
this will change our lives in a major way. Although,
we have yet to discover the shadow side of these
emerging technologies, we can nevertheless be
certain that we have a tremendous opportunity for
social impact.
Implementing a blockchain solution design
requires stakeholders to shift their mindset and
not just their strategy. So this technology is not just
disruptive to social structures but our identity
itself. Moreover, blockchain impact design also
demands a inter and transdisciplinary approach,
which goes to show that technological disruption
needs to be supplemented by innovation is
research design.
Define the impact
you want to have.
Perform Business
Systems Analysis
Assess adaptive
capacity of the system
and stakeholders
Map resource flow
and feasibility
Assess cultural
values and mutual
understandings
Assess knowledge
and skills gap
Assess authority
and power
Incorporate laws
and policies
Design blockchain
architecture
Design smart
contracts and
digital assets
Design permissions,
database and
encryption protocols
Incorporate
immutability and data
integrity rules
Design scalability
and security
Measure impact
Seek 360
feedback from
stakeholders

Change Makers
Tomo Analytica
EVOLUTION OF DATA
1990s - Spreadsheets
Main concern: What happened?
2000s - Business Intelligence Dashboards
Main concern: What is happening?
2012 Onwards - Big Data, Data Science,
Machine Learning, Predictive Analytics
Main concern: What can happen?
In the near future – Transdisciplinary Analytics,
Contextual Data Ownership, Transformative
Data Praxis
Main concern: How can data transmute us?
Age of Data
Innovation,
Explosion
and Hype
Age of Digital Realism
www.tomoanalytica.org

Change Makers
10 Work Skills for the Post-normal Era Stowe Boyd
www.medium.com/@stoweboyd/10-work-skills-for-the-postnormal-era-2c07a1009a25
Boundless Curiosity – The most creative are insatiably curious.
They want to know what works and why.
Freestyling – We have to learn with the robots, not to run away.
However, we still need to make sure that AI is limited enough that
it will still be dance-withable, and not not-runnable-away-from.
Emergent Leadership – The ability to steer things in the right
direction without the authority to do so, through social
competence.
Constructive Uncertainty – The idea is not predicated on
eliminating our biases: the are as built into our minds as deeply as
language and lust.
Complex Ethics – All thinking touches on our sense of morality
and justice. Knowledge is justified belief, as our perspective of the
world and our place in it is rooted in our ethical system, whether
examined or not
Deep Generalists – Can ferret out the connections that build the
complexity into complex systems, and grasp their interplay.
Design Logic – It’s not only about imagining things we desire, but
also undesirable things – cautionary tales that highlight what
might happen if we carelessly introduce new technologies into
society.
Post Creativity – We should expect that in post-normal times
creativity will have a few surprises in store for us.
Posterity, not history, near the Future – While we need to learn
from history, we must not be constrained by it, especially in a time
where much of what is going on is unprecedented.
Sensemaking – Skills that help us create unique insights critical to
decision making.

Change Makers
Solonics
www.5deep.net/
Why now and what is the function of
Solonics?
Why now?
Just when the old era becomes so challenged it is
unable to cope, a new era struggles to be born. We
live in such times.
Many vital signs suggest that humanity’s significant
and growing footprint is changing the natural world
faster than natural adaptation can occur. Equally, the
natural cycles of the Earth and the Universe create
their own challenges.
Solonics offers an “Integral Thought Leadership
Capability” as a principle-based approach to
intentional adaptation and thrival.
What is the function of Solonics?
The primary function of Solonics is to stimulate the
release of latent human capacities which enable
people to successfully navigate through complexity.
Application of Solonic Practice stimulates the
”involution” and broader utilisation of Integral
thinking. Its scope of application is across all contexts
and activities where people exist.
THOUGHT
LEADERSHIP
CURVE
NEW ERA
NOW
CHAORDIC
ZONE
BRIDGING
ZONE
OLD ERA
For many, the change in human capacity, or
“the momentous leap”, has already happened,
they are just learning to grow into it.

Change Maker
Solonics
www.5deep.net/
Human Thinking Theory
Why do we think and behave the way we do?
The 5 Deep Iceberg offers a distinctly different point of
view about why we think and behave the way we do. It
is the stages or the core adaptive intelligences which
speak through us, that influence all that we think and
do.
Through a complex subtle and gross interaction with
the Life Conditions, when activated, these core
adaptive intelligences underpin the Mindset.
The perspective we hold, whether it be first, second or
third person, influences the degree and intensity of our
awareness. Together, our active adaptive intelligences
and perspective in a given moment define our unique
“Kosmic Expression.” This is the centre of gravity for our
way of thinking.
All surface level behaviours and actions, designs,
structures, and systems, are influenced by these
complex adaptive intelligences.
A Solonic practice starts at the base of the 5 Deep
Iceberg, through an examination of the Life Conditions
and the active Complex Adaptive Intelligences.
Behaviours
Systems
Mindset
(values, beliefs, memories, mind brain
processing patterns)
Adaptive Intelligences
Life Conditions
The 5 Deep Iceberg

Change Makers
Solonics
www.5deep.net/
①Potential: The mind is open and has the potential
for more complex thinking.
②Solutions: Problems related to current and previous
life conditions are resolved.
③Dissonance: The inability of the active Coping
Mechanisms to adequately respond to emerging life
conditions leads to dissonance and a need for
change.
④Barriers: The barriers to change are identified and
overcome.
⑤Insight: New awareness about root causes and
viable options emerges.
⑥Consolidation: Consolidation and support exists for
the transition.
When all six conditions are met, latent Coping
Mechanisms may awaken. Others fade to become the
fundamental building blocks of the new system.
Note: Vertical change may be upwards or downwards. If
downwards, higher systems fade to ghost mode and can
be rapidly reclaimed should life conditions require it
The Six Conditions for Evolutionary Change
Second Order Change Moving From One Coping Mechanism to the Next
Vertical
6 Conditions for Vertical Change

Governance of the SDGs follows the path created by the Global Redesign Initiative that was proposed by the
World Economic Forum (WEF) in Davos in 2012. As explained by Harris Gleckman, Senior Fellow at the
University of Massachusetts in Boston, “the initiative is the most coherent representation of a post-nation state
governance system. The main premise is that multilateralism should be replaced by multistakeholderism,
which for the WEF is primarily corporate-centered”. The Global Redesign Initiative has set forth an agenda to
transform the UN into a public-private partnership, with institutions promoting market values influencing
formal policy advice and financial contributions into the domain of global governance on par with states. This
trend comes with a number of pitfalls, notes Fiona Dove, Director of the Transnational Institute: “It is worrying
because you get people with a very particular sense of what constitutes success responsible for whether or not
SDGs are successful. Secondly, the influence of the UN is being undermined. <…> With businesses in the
driving seat of the process, there is a reason to be concerned. They are trying to dress it up as something
democratic which it is not.”
Therefore, governance of the SDGs is a window-dressing exercise in democracy. The multistakeholder model
dilutes boundaries of accountability and is not representative of the needs of the many; on the contrary, it
serves the interests of the privileged minority advocating for the neoliberal world order.
www.longreads.tni.org/two-years-into-the-sdgs-neoliberalised-development/
SDGs
Change Makers

Not only does private finance in its current shape and form have little impact on development, it can also
wreak havoc on local communities. Investigations carried out by Inclusive Development International
have demonstrated the link between the IFC’s investments and forced evictions, the economic displacement
of tens of thousands of people, environmental pollution, child and combat labour, land grabs, and even the
killing of activists.
……….
Consequently, the dynamics exhibited in the governance and financing of the SDGs, as well as the indicators,
highlight the view that international development has been co-opted by neoliberal economics. It signifies a
fundamental restructuring of the development mechanisms and the power dynamics within them. As the latter
are in favour of private and corporate actors, development becomes a one-way street with little space to
accommodate democracy, accountability, and justice. By removing all discussions about power from their
agenda, the SDGs reinforce the status quo of socio-political relations. Two years since their official inception,
one might ask, do the SDGs transform the world? They certainly do. The question is, who benefits from this
kind of transformation?
www.longreads.tni.org/two-years-into-the-sdgs-neoliberalised-development/
SDGs
The Good City
Overcrowding
Pollution
Poverty
Resources
Slums
Sprawl
Stress
Ugliness
Unemployment
Violence
…….
Change Makers

Change Makers
https://twitter.com/urban_teacher www.twitter.com/UKBlackTech

Change Makers
Human Data Commons Foundation
www.humandatacommons.org/
The main point is that the policy more often than not amounts
to an ultimatum: “sign the policy, or you can’t use the service,
platform, etc.”. Some policies are more pro- individual data
rights, and this is a standard that we at Human Data Commons
are working to shine a light on and encourage more wide-
spread adaption of policies like this.
Why? Because data rights and best practices are fundamental
to the digital future being a liveable, equitable world-space for
all humans. “Data is the new oil” is an expression in the industry
that hints at the value of this resource. We are a sober voice in
the gold-rush fervor for businesses to stake claim to as much
data territory as possible. We co-create and spread data-use
standards in order to pre-empt colonizing in this new world-
space, as well as work to ensure equitable economic benefit to
producers or sources of data, as well as those who harvest and
mine for it.
Through strategic influence, digital education and promotion
of industry standards, we’re building a more inclusive and
livable digital world-space for all.
Human Data Commons: Data Activists working to make data collection and use
more salient, ethical and beneficial to the well-being of Humanity.
We live in a big data age, where keeping up with the
implications and impacts of big data in our everyday lives is
nearly a full-time endeavor. The speed and range of data
collection is ever increasing.
Some collection is voluntary, such as when we sign up for a
platform or service and provide personal information.
Increasingly, much of it is collected passively, or involuntarily,
like geo-location from cell (mobile) or wifi signal tracking, for
example. Even more significant is the prevalence of practices
of brokering data that is collected without you actually entering
it – your browser history, likes, the time you spend on certain
sites and how often your return to them, what you view before
and after that, and so on.
The data that wafts off your digital activities, be they online or
anywhere that you interact with technology – for transportation,
payments, or anything that registers your presence – is
collected by search engines, business analytics, browser
providers, etc., and stored so that it can be commercially
traded with other entities, usually business.
When you sign on to a service, platform, etc., data collection
policies typically require that you agree to what in essence is a
unilateral agreement about what data they can collect, what
they can do with your data, whether and how it can be
deleted, and so on.

Change Makers
Picasso's "Guernica"

Change Makers
Holon Evolution – 20 Tenets
Ken Wilber – A brief History of Everything
1. Reality as a whole is not composed of
things or processes, but of holons
2. Holons display four fundamental
capacities:
- self-preservation; self-adaptation
- self-transcendence; self-dissolution
3. Holons emerge
4. Holons emerge holarchically
5. Each emergent holon transcends but
includes its predecessors(s)
6. The lower sets the possibilities of the
higher; the higher sets the
probabilities of the lower.
7. The number of levels of which a
‘hierarchy’ comprises determines
whether it is ‘shallow’ or ‘deep’; and
the number of holons on any given
level we shall call its span
8. Each successive level of evolution
produces greater depth and less span
9. Destroy any type of holon, and you
will destroy all of the holons above it
and none of the holons below it
10. Holarchies co-evolve
11. The micro is in relational exchange
with the macro at all levels of its
depth
12. Evolution is directional
13. Increasing in complexity
14. Increasing differentiation/integration
15. Increasing organisation/structuration
16. Increasing relative autonomy
17. Increasing telos
18. The greater the depth of a holon,
the greater its degree of
consciousness
19. Every holon issues an IOU to the
Kosmos
20. All IOUs are redeemed in emptiness

Education
Urban Hub
Curator: Alan Dean

- Through imitation and repetition
- Animistic analogies : fairy-tales, cartoons and animal metaphors
- Chants, dances, rhythm music, rituals
- Practical kinaesthetic
- Learning what the ‘Tribe’ learns is a major driver
Since the 19th century, the School has played three major roles: the education of children, the socialization of children and,
finally, a utilitarian role, that is to say preparing students for the world of work. Today, however, the first two seem to be lost in
favour of the third. This is now taking a dominant role - training children for a world of work that is increasing out of date.
Transitioning – M&M to GOE
Learning by modelling is still important - but satisfaction of the embryonic ego will also influence what is learned
The relationship with the
"teacher" is critical - that
person must be a mystical,
shamanistic figure.
School – Mythical and Magic : M&M
- Instant results - pain or punishment
- No threats, only promises of certain outcomes
- Hands-on action learning, the opportunity to experience it for themselves
- What is learned needs to be immediately relevant to the circumstances individuals
perceives themselves to be in
- Respect for the "teacher" as a hero figure is important but
“Teacher” must also show
respect back to the
blossoming egos
School – Growth of blossoming Egos : GoE
Transitioning – GoE to C&C
What pleases (or is immediately relevant) is still central but there is also some desire now to know what the procedures for learning
are - and that leads to WHAT should be learned
- Acceptance of Truth from the Higher Authority
- Prescriptive teaching/learning - following set procedures
- Right/wrong feedback - testing on the learning
A utilitarian role, that is to say preparing students for the world of work
The work set by “teacher’ will
be done because it is "the
correct thing to do" - but don't
expect imagination in the work
or more than is set
School - Control and Conform : C&C

Transitioning – C&C to E&I
Self-motivation starts to emerge - though learning procedures are still necessary
- Developing future sense with possibilities of multiple outcomes
- Trial-and-error experiments to achieve anticipated outcomes
- Opportunities to analyse and improve - particularly via technology
- Complete self-motivation to achieve the desired future outcome(s)
The primary goal of the school is to provide the citizen with a foundation of knowledge, to inculcate common values and
standards in order to promote the solidarity of individuals within a society and possibly to contribute to social mobility. A more
detailed analysis shows that the school is not neutral and always contributes to the legitimization of the system in place.
Transitioning – E&i to ODP
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
School – Enterprise and Innovation : E&i
"Teacher" role is now a
resource to be used
School - Opportunity and Developing Potential : ODP
- Bigger picture thinking and emotional responsiveness
- What is important can be subject to consensus
- Learning from peers/group learning
- Personal development/development of self, within the group
"Teacher's" role is to facilitate
the development of the group
and individuals within the
group.
Transitioning – ODP to EO
Broader concerns now start to emerge and there is a need to make sure everybody is getting opportunities
Ivan Illich – deschooling society
He proposed as a solution the setting up of an educational network with three objectives: that anyone who aspires to the
knowledge can do it independently of the diploma and at any age, to promote the pooling of knowledge among those wishing
to teach And those who wish to benefit from it, as well as to give the possibility to any individual who has a new idea to express
without fear the disapproval of the ideological apparatus of State

Levels of Child Participation
www.UNECEF.org

www.UNECEF.org
It should be noted that most of the higher levels (6 to 8) are not even considered as appropriate with most
public participations in projects initiated by governments (at all levels) nor by NGO and consulting firm.
Replace children with ‘Community’ and adults with Government, NGO, etc. to understand the situation.

www.neuro-network.org
What We Can Do:
Education focused on transformation from inside out, in a bottom up approach
Maximizing human potential through the neuro programs based on the Human Evolutionary
Matrix (HEM) is highlighted in this document. The neuro programs are about linking brain
development, human evolution and human potential. On a broad spectrum, this addresses
the human journey in its various categories integral to life: the phylogeny, ontogeny,
physical, intellectual, emotional, social, civilizational, cultural, religious and spiritual
components.
Background
Neuro Network has been setting a new trend in education by coaching parents and teachers
to enjoy being the best educators of future leaders. 'Edu-cate' in Latin means, to 'draw-out'.
In view of this, one objective of what we do is to facilitate for better understanding of the
multi dimensions of brain development as the springboard for tapping into human and
spiritual potential for all ages. Program activities that address brain development also deals
with the numerous labels we are diagnosed with (related to learning difficulties) including
the growing trend in mental illnesses manifesting at a much earlier age.
Globally a lot of money is being spent in two key areas:
a) assisting the younger generation to address a deepening social crisis
b) assisting indigenous communities to adapt to modern civilisation
The neuro program gives individuals a natural access to inner resources of balanced
development, critical thinking skills and consequences of behaviour including an intrinsic
understanding of universal values.
Wherever the neuro program has been delivered, it has enabled a three dimensional
appreciation leading to a higher perspective and spontaneous enthusiasm from within. The
noun enthusiasm comes from the Greek word enthousiasmos, from enthous, meaning
“possessed by a god, inspired from within.” Individuals develop leadership skills and initiate
taking responsibilities to becoming global citizens.
Neuro Network in Education

Neuro Network in Education
Using the Human Evolutionary Matrix
(HEM), which is measured against ‘Time
and Space coordinates’ we have a simple
table of what we can do through the neuro
program to achieve the ‘fourth dimension
of human potential’ outlined in the HEM.
When implementing the activities outlined
in the above table, a much broader scope
of noticeable changes are also observed in
the following areas:-
The Qualities of the Human Template
• Multiple Intelligences
• Three Dimensional Appreciation of Life
• Competence in Fine Sensory Motor Skills
• Balanced Sensory Motor Integration
• Consistent Cross Coordination
• Likes and Dislikes
• Survival Instincts
Impact of Meaningful Integration Within
(Spiritual Template)
• Universal Values
• Harmony
• Compassion
• Contentment /Peace / Higher Purpose
• Perfection / Competence
• Intuition
See Urban Hub 7 for more detail
Human Evolutionary Matrix reference What We Can Do
Phylogeny – The
Physical Body
Intelligence
Reinforcing the Sensory Motor Hub -
Meaningful integration and appreciation of
the three dimensional perception. Here
visual, auditory and tactile pathways
integrating with mobility, language and
manual skills to deliver sound foundations
for realising human potential.
A physical developmental program is
implemented ensuring neurological wellness.
This is based on the early childhood sequential
development, which is the foundation for life and
learning skills.
The body is the vehicle or temple and cannot
become the prison
Ontogeny – The
Physiological
and Breathing
Intelligence
Ensuring neurological development as a
way of life to enable well balanced
functioning individuals across all
dimensions.
A program of yoga and breathing activities are
offered in combination of the foundational
program.
Health is wealth
Intellectual /
Thinking
Intelligence
Learning the way the brain is wired to learn.
Right brain focus and education for critical
thinking. Tapping into the right brain
functions of the photographic memory and
speed-reading potential available to young
children.
Values based education, inspiring confidence,
communication, critical thinking and solution
finding skills plus scholastic learning to deliver
life skills and academic excellence. Empower
people to seek or create their own enthusiasm
from the inside out.
Emotional
Intelligence
Living life with enthusiasm, confidence,
cooperation and the ability to bounce back.
Free from fear and control dramas
Healing the inner child and training individuals to
have the needed resources to deal with their
subconscious fears, rigidities, belief systems
and obstacles to inner freedom.
Cultural and
Civilizational
Intelligence
Maintaining the strengths of the cultural
traditions and being able to transcend into
the 21st century technology, innovation and
life style demands upon us all.
Providing leadership training to achieve a global
perspective. Living the vision of the global family
in the global village with shared universal
values.
Spiritual
Intelligence
Grace, peace, inner harmony, living for a
higher purpose and for the common good.
Inculcate the practises of quiet time, deep
listening, discernment, right action,
reconciliation, building trust and forgiveness.
www.neuro-network.org

Earth Charter School
www.earthcharter.org/news-post/uks-first-earth-charter-school/
EARTH CHARTER AROUND THE WORLD
The Earth Charter Initiative is a diverse, global movement
comprised of organizations and individuals that have embraced
the sustainability vision that the Earth Charter articulates and that
use it in various ways to guide the transition towards a more just,
sustainable, and peaceful world. Click here to see information
about activities in various countries and this link to see the list of
organizations from around the world that are affiliated to the
Earth Charter International.
Bournemouth’s Avonwood Primary School
When the little ones arrive at Bournemouth’s Avonwood Primary
School they are greeted with the positive mantra – to change the
world ‘it starts with one.’ Although they don’t know it yet, these
four, five and six year-olds who attend Avonwood are in a very
privileged position; they are at the UK’s first ever Earth Charter
school.
Avonwood Primary opened its doors in September 2014 as
Bournemouth’s newest primary school and the first to adopt the
charter as the moral compass for all it does. So from their early
years’ curriculum right down to the school mascot, the principles
of the Earth Charter seep through everything Avonwood does.
And it was no surprise that when the idea for this new school was
conceived back in 2013 the Earth Charter would be the
heartbeat of its formation.
Avonwood is part of the Avonbourne Multi-Academy Trust,
which has endorsed the Charter’s ethos since 2008, when
Bournemouth Borough Council became the first Earth Charter
local authority.

www.earthcharter.org/discover/the-earth-charter/
PRINCIPLES
I. Respect and Care for the Community of Life
1. Respect Earth and life in all its diversity.
2. Care for the community of life with understanding, compassion, and love.
3. Build democratic societies that are just, participatory, sustainable, and peaceful.
4. Secure Earth’s bounty and beauty for present and future generations.
In order to fulfil these four broad commitments, it is necessary to:
II. Ecological Integrity
5. Protect and restore the integrity of Earth’s ecological systems, with special concern for
biological diversity and the natural processes that sustain life.
6. Prevent harm as the best method of environmental protection and, when knowledge is
limited, apply a precautionary approach.
7. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s
regenerative capacities, human rights, and community well-being.
8. Advance the study of ecological sustainability and promote the open exchange and wide
application of the knowledge acquired.
III. Social and Economic Justice
9. Eradicate poverty as an ethical, social, and environmental imperative.
10. Ensure that economic activities and institutions at all levels promote human development in
an equitable and sustainable manner.
11. Affirm gender equality and equity as prerequisites to sustainable development and ensure
universal access to education, health care, and economic opportunity.
12. Uphold the right of all, without discrimination, to a natural and social environment supportive
of human dignity, bodily health, and spiritual well-being, with special attention to the rights of
indigenous peoples and minorities.
IV. Democracy, Nonviolence, and Peace
13. Strengthen democratic institutions at all levels, and provide transparency and accountability
in governance, inclusive participation in decision making, and access to justice.
14. Integrate into formal education and life-long learning the knowledge, values, and skills
needed for a sustainable way of life.
15. Treat all living beings with respect and consideration.
16. Promote a culture of tolerance, nonviolence, and peace.
Earth Charter School

www.fee.global/
Foundation For Environmental Education
Our programmes
With members in 73 countries around the world, our programmes represent the absolute cutting edge in Education for
Sustainable Development and Environmental Education.
While our Eco-Schools, LEAF and Young Reporters for the Environment programmes educate young people to cultivate a more
environmentally conscious approach in their lives, our Green Key and Blue Flag initiatives are known across the world for their
promotion of sustainable business practices and the protection of our valuable natural resources.
It is the vision of the Foundation for Environmental Education that our programmes empower people everywhere to live
sustainably and in an environmentally conscious manner.
Blue Flag
Pure water, clean coasts, safety and access for all
Change Makers
Learning About Forests
Getting back to our roots
Green Key
Unlocking sustainability in the hospitality industry
Young Reporters for the Environment
Giving our environment a voice
Eco-Schools
Educating the youth of today to protect the climate of
tomorrow
Positive change on a global scale
We educate to protect. To protect not just our environment but the people who live in it, the communities who
depend on it, the businesses who profit from it and the ecosystems which rely on it.

Young Reporters for the Environment (YRE) aims to empower
young people to take a stand on environmental issues they
feel strongly about and to give them a platform to articulate
these frustrations through the media of writing, photography
or video. The programme offers these enthusiastic youngsters
a chance to make their voices heard and to feel that they are
being listened to. The ultimate goal of these young reporters
is to highlight environmental injustices and to have them
righted by the appropriate authorities, but the upshot of this
is that these young people get to feel like they can make a
difference and hopefully the opportunities provided by YRE
engenders in them the desire to continue to do so.
Change Makers
www.fee.global/
Foundation For Environmental Education
Ensure young people have power to be the change for
sustainability that our world needs by engaging them in fun,
action-orientated and socially responsible learning.
The programme’s greatest achievement is arguably the fact
that it produces generation after generation of sustainably
minded, environmentally conscious people. These individuals
will carry the behavioural patterns they uptake under the
auspices of Eco-Schools with them through life, in turn
teaching the next generation the habits to make a difference.
Each school follows a seven step change process and
empowers their young people to lead processes and actions
wherever they can.

Learning Power:
www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
Learning Power is an interdependent set of 8
human qualities, values and capabilities that
combine to determine an individuals learning
effectiveness in a given context.
Researched, Identified and captured in a formal
diagnostic tool by University of Bristol, England, the
researchers found these dimensions exist in all of us
and, while some may be more natural to use than
others, we can all improve any of them.
As learning power improves through practice, our
ability to perform, including the quality of our
thinking, decision-making, self-awareness and
interpersonal effectiveness also improves.
The Learning Power model has been developed,
extended and scaled by Learning Emergence LLP, a
not-for profit partnership working globally to embed
Learning Power diagnostic and improvement tools
and processes in education, business and social
change organisations.
Learning Emergence is in the process of driving a
transformational change in its ability to deliver
Learning Power Improvement via the build of a
mobile Learning Power Improvement app and
supporting Learning Analytics platform.

Learning Emergence:
www.learningemergence.net/2015/04/06/learning-power-new-research-identifies-mindful-agency-as-central-to-resilience/
A CLARA profile is a research-validated
self-report questionnaire which
provides immediate feedback to
individuals about their learning power
on eight dimensions.
It forms a framework for a coaching
conversation designed to support the
alchemy which converts self-diagnosis
into strategies for change.
Anonymised feedback provides
facilitators and leaders with information
about culture change.
Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of
Learning Power. British Journal of Educational Studies, vol. 63, Issue 2, pp.121- 160. DOI: http://dx.doi.org/10.1080/00071005.2014.904038

EARTHwise Centre
Education:
EARTHwise Youth Custodianship
Empowering our Youth by training them (and
their caregivers/teachers) in developing the
competencies, wisdom, and skills to become
Custodians for our collective thriveability is
one of the most important tasks of our
societies. This is clearly outlined in UN Agenda
2030 for Sustainable Development and it’s
SDGs. To implement these commitments,
however, requires a whole system approach.
This starts by re-envisioning the role and
purpose of education. It also requires a
decoupling of educational policies and goals
from our mainstream economic models that
are currently driving goals and outcomes that
are incompatible with the SDGs. These are the
principles we work with, as part of our
Education for Sustainability programme.
EARTHwise Centre is a wisdom-based enterprise providing custodianship, leadership, value-creation,
regenerative design, capacity development, holistic education, and vision development for our collective
flourishing and actualisation. We support organisations to raise their standards, and develop internal capacity
and leadership for ecological value creation and thriveability. We bring the heart back into our human activities
and networks

EARTHwise Centre
Educational Principles for cultivating Youth
Custodianship.
1. Holistic development of the child – Aim to
facilitate each child’s unique and natural
development holistically and systemically,
with full respect and care for the child and
his/her unique circumstances and
capabilities.
2. Value based education – Support children
to discover and develop their intrinsic
custodianship values experientially. These
values include, among others, care, love,
mutuality, respect, listening, reciprocity,
compassion, empathy, gratitude,
playfulness, and curiosity. Provide projects
and learning tasks that inspire children to
discover, experience, and apply these
values experientially.
3. Learning by being part of the world –
Facilitate learning tasks that support
children to feel at home in the world, and
especially in their natural environment.
Contextualize learning in “dialogue with
place”, to develop relationships of care and
custodianship for the places in which we
live, and the people and beings we share
this with.
4. Encourage whole-self development –
Support children to discover, develop and
actualise their whole-self potentials -
physically, emotionally, intellectually and
spiritually - in an integrated way.
5. Sustaining and enhancing the learning
potential of the child – Through playful
systems thinking exercises, practices of
care, and innovative learning
methodologies keep learning fun,
meaningful and applied to the whole self
development of the child. Contextualise
their learning experiences to the real life
challenges that matter to them by
facilitating their development from within
these challenges.
6. Create ecosystems that learn from and
with the children - Develop and implement
holistic evaluation indicators that engage
children to provide and receive meaningful
feedback, as conscious learners within the
larger ecosystems in which their learning
takes place. Align these with the SDG
goals, and implement this into the
curriculum systems.
7. Learning from and for the future – Inspire
higher educational standards based on a
positive vision about the purpose that
education is meant to serve, within the
context of our current sustainability
challenges. Empower children as the
Future Custodians for thriveable societies,
based on regenerative design principles
and practices of deep care for our
planetary and collective wellbeing.
EARTHwise Education for Sustainability
Schools, Mauritius

Change Process from Amber/Blue to Orange
www.clairenewton.co.za/my-articles/the-challenge-of-change.html
The Two Faces of Change
Always remember there is no 'reality'.
Change is neither good nor bad - it
always involves danger and opportunity.
Change involves danger because it
begins with loss.
• You have to let go of where you are, to
get to where you want to be.
• You have to leave something behind.
• Whether a change is positive or
negative, loss is always involved.
Change also always involves opportunity.
• The opportunity may not be obvious
or immediate. Sometimes you need to
search for it.
• Seeking the opportunity is a choice.
This choice depends on your own
attitude.

Cultivating People
A Periodic Table of Design Thinking
www.twitter.com/urban_teacher/status/914112342102827009

Thriving People
Lewis Mumford

Urban Hub
Wellbeing
Curator: Barbara van Schaik

Cultivating Wellbeing
What is Wellbeing Co-creating Wellbeing
www.cohere.com.au/purpose/

City of Well-being
www.amazon.co.uk/City-Well-being-radical-guide-planning/dp/0415639328
City of Well-being provides a radical and holistic
introduction to the science and art of town planning. It
starts from the premise that the purpose of planning is the
health, well-being and sustainable quality of life of
people. Drawing on current and historic examples it offers
inspiration, information and an integrated perspective
which challenges all professions and decision-makers that
affect the urban environment. It is both authoritative and
readable, designed for students, practitioners, politicians
and civil society.
The science. Summarizing the most recent research, the
book demonstrates the interrelationships between the
huge issues of obesity, unhealthy lifestyles, inequality,
mental illness, climate change and environmental quality.
The radical implications for transport, housing, economic,
social and energy policies are spelt out.
The art and politics. The book examines how economic
development really happens, and how spatial decisions
reinforce or undermine good intentions. It searches for
the creative strategies, urban forms and neighbourhood
designs that can marry the ideal with the real. The
relationship of planning and politics is tackled head-on,
leading to conclusions about the role of planners,
communities and development agencies in a pluralistic
society. Healthy planning principles could provide a
powerful logical motivation for all practitioners.

Thriveable Futures for Thriveable Cities
“Making Good Happen” here: http://amzn.to/2gj3csl
Making good happen is ultimately not just a technical
problem to be solved, but an intensely personal journey that
will help you and I become better people. Living a simpler,
better life the other side of complexity is a worthy goal.
Finding common ground on this journey requires us to begin
those deeper conversations where synergistic ideas and
initiatives can emerge.
Redefining the Good Life requires systemic change, so this is
where we need to integrate the three key ingredients of
making good happen using The Good Cube.
• Firstly, clarify which of the sixth pathways to a thriving future
you are on, both in your current business and in your
development plans. Identify synergies between your
organisation and adjacent opportunities;
• Secondly, assess your organisation’s strengths and
weaknesses regarding the six capabilities we’ve just
covered;
• Thirdly, map where you are on your journey to good. How
can your products, services and processes leapfrog and be
reinvented to be better, good, or even very good?
In the past five years, my colleagues and I in Thriveability and
Reporting 3.0, have helped lay some of the foundations
needed to integrate historic sustainability reporting to be
context-based and multi-capital.
In “Making Good Happen” I describe the next steps in this
journey, which relies on our ability as a global community to
redefine economics from a thriveable rather than a classic
perspective. Integrative maps such as the Good Cube can
help you plot your course toward a thriveable economy.
In a thriveable economy, the ability
to create true future value is the
ultimate measure of goodness.
The role of businesses, governance
and activist organisations in a
thriveable economy must be to
trigger the transformation of our
lifestyles and the core institutions
upon which they rely. This is why the
ability to assess and enhance our
transformation potential is key.

Redefining the Good Life for Thriveable Futures
“The Good Life 1.0”
Maximising “happiness” with a 1.7 planet footprint is a recipe for disaster
More than half the people on our planet have been conditioned to believe they need more stuff and money to
“be happy” in late-capitalism in order to “be all they can be”
To “Thrive” we must cultivate meaning, engagement, positive emotion & positive relations along with our
current obsession with accomplishment
For us all to thrive in a flourishing biosphere by 2050, we need to maximise “thriveability”- our ability to thrive
in the beautiful, connected simplicity the other side of the complexity catastrophe we now face in a materialist,
consumerist, hyper-competitive global political economy
Thriveability is a measure of our ability to thrive in regenerative, inclusive ways
When appreciative human systems redefine the good life by its ability to create measurable true future value
rather than material and intangible financial value, we can work with, not against the web of life and meaning
The “Good Cube” offers us a way to collaborate, generate and measure our journey from “a good life” to a
“thriveable life”
“The Good Life 2.0”
Thriving
thriveability
“Making Good Happen” here: http://amzn.to/2gj3csl

Can We Improve Wellbeing In Cities?
www.thinkingcity.org/2013/01/31/wellbeing/
Another social activity strongly tied to the idea of
wellbeing is the participation in decision-making in
environmental and local affairs. This is certainly not
automatically more feasible in small rural communities
than cities. At least in the UK, there are numerous
structures in place to enable this civic empowerment, but
we must always ensure – wherever the community – that
this participation is meaningful and not tokenistic.
Rural and urban life I think is too different to be
compared; as the percentage of the world population
living in cities continues to rise, the question now is more
likely what kind of city encourages wellbeing? I would like
to see an investigation in to the varying levels of
wellbeing between different cities, to understand places
that enhance and maximise the opportunities and
benefits of urban living. The recent trend for ranking
‘liveable cities’, however, often glosses over many key
aspects, complexities and subjectivities.
Moving beyond vital infrastructure for physical health
often taken for granted in developed cities, including
accessibility to basic services (what we might term
‘objective wellbeing’), we can think of more subtle – but
still crucial – ways to support holistic wellbeing in the
contemporary city.

Can We Improve Wellbeing In Cities?
www.goo.gl/dsBnr9
Leeds : England
Getting healthier involving everyone
People across Leeds are invited to play
their part in making Leeds the best city
for health and wellbeing after leaders
endorsed a new health and wellbeing
strategy. Following a wide range of
contributions from local people and
experts, the focus of the strategy is on
reducing health inequalities and
building stronger connections across
communities to help people live
happier lives.

Change Maker
Lewis Mumford

Urban Hub 8 : What We Can Do Cultivating Change - Thriveable Cities

Urban Hub 8 : What We Can Do Cultivating Change - Thriveable Cities

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Urban Hub 8 : What We Can Do Cultivating Change - Thriveable Cities