Leading in disruptive times – support yourself with a short course

“The mix of gentle, reflective and meditative practices, joyful play, hard academia and questioning debate and conversation allowed me to engage with each element in a different way, and preventing me from becoming weary mentally or emotionally from too much of one thing.” A past participant in a week long leadership course in the Lake District, UK, with Jem Bendell and Katie Carr.

Most leadership courses that I know about are taught with assumptions that the world is getting better, that we know what better means, and that students of leadership want to play a larger role in that success. Whether leadership is being developed in management schools, public policy schools or by professional development consultants, those assumptions seem pervasive. As a Professor of Leadership, over the past decade I have attended many such courses, from the hills of Bali to halls of Harvard Uni. Even those leadership courses that are themed on the problems of environmental sustainability and social justice incorporate those three assumptions. If you think they are reasonable, perhaps even aspirational, then you would not be alone. Because they are assumptions that relate to some of the core ideas of modern societies. However, I take a different view. I believe that seeking personal success within a society that one assumes to be progressing is now an unhelpful starting point for learning leadership that meets the predicaments of our time. Courses that respond to that idea can even encourage people to regard themselves, others, and the world, in counterproductive ways. Instead, helpful forms of leadership in disruptive times can start from the perspective that the world is not going to get ‘better,’ that we can drop inherited ideas of what ‘better’ means, and that students of leadership can seek to engage positively in society without attachment to pre-determined outcomes. Rather, we can engage in leadership learning as a way of exploring what to become, and what to do, as societies become more unstable and the old ways of life break down.

Since 2014, I have taught a leadership course over a week that grows from this alternative starting point. Many participants have found the shifts in perception of both themselves and our times to be life changing. They have come from many walks of life – UN, governments, political parties, local governments, corporations, banks, NGOs, the police, academics and activist groups – and from many parts of the world. Since 2018, after I personally concluded that the collapse of industrial consumer societies is inevitable, the context of increasing disruption and the framework of ‘deep adaptation’ have become more important to the course. If this concept is new to you, I recommend listening to the introduction to my book on Deep Adaptation. Over the years, many of the alumni have stayed in touch and provide ongoing mentoring to each other. Because making a positive contribution to societies in crisis requires constant re-evaluation and looking after one’s own emotional wellbeing, that ongoing support is important.

Continue reading “Leading in disruptive times – support yourself with a short course”

Talks & courses with Jem Bendell in 2020

In 2020 Professor Jem Bendell plans the following events. They are already filling up, so we recommend that if you are interested, you apply soon.

Sustainable Leadership Course, April 27th to 30th, in Cumbria, UK, is for people who want to explore how to lead change in communities, politics or organisations to deeply adaptation to the climate crisis. Led by Jem with facilitation by Katie Carr.

The Future of the University in the Face of Climate Crisis, April 29th in Cumbria, UK, is a lecture that will also be filmed and released afterwards.

Business of Deep Adaptation, May 12th-15th at Hazel Hill Wood in Somerset, UK, will be particularly relevant for professionals exploring what companies and their consultants can do to enable deep adaptation. This will be led by Alan Heeks and others, with guest sessions by Jem. Request Details.

Deep Adaptation Retreat, June 19th-26th in Pelion, Greece, is particularly relevant for facilitators of processes. Co-led by Jem and Katie Carr. Watch the video with participants from last year. Continue reading “Talks & courses with Jem Bendell in 2020”

Why are the British Museum and BBC misinforming us about money?

I love the British Museum. An awe inspiring collection of amazing cultural artifacts housed in a wonderful building.

Could anything better ever come from mass theft?

In researching my Institute’s forthcoming free online course on Money and Society, I visited the Museum’s exhibition on the history of money, that is sponsored by Citibank. I was pleased to see that the Museum presents clay tablets from ancient Sumeria as the first examples of money. Over a few thousand years old, these tablets show the earliest known accounts, with promises of beer and other crucial daily items! Despite this, my Museum guide moved swiftly on, to suggest that ancient coins from Lydia were the first forms of money. Was this just one misinformed volunteer? I searched online and found two videos made by the museum and the BBC (see below). They show that the British Museum staff and BBC editors are probably misguided, and definitely misguiding their publics.

They assume money has to be a thing, a precious metal, rather than an agreement about a unit that can enable exchange.

The Sumerian tablets show to us that records of promises are the first forms of money we have on record; that doesn’t mean the commodities that were being promised were the money. Promises, i.e. credit, is the first form of money we can discover from digging things up!

The BBC video for schools also invents another fictional story when they say that Emperors put their faces on coins for ego reasons. Maybe they had egos but that isn’t reason. The origin of coins is that the Emperors made a certain object a currency that they then required as taxes/tribute in order to force a population(s) to provide real good and services to soldiers, who would be given the coins as the armies/authorities controlled the mines and the mints. Unless the coins were then demanded as taxes from the population, the population probably wouldn’t bother wanting them and therefore might not give the soldiers any food, drink or hospitality. So coins were born through war and oppression. The practice continued through the European empires, where colonial powers demanded taxes from Africans, Asians and others be paid in a currency the Europeans invented and controlled.

In a few thousand years people wont be able to dig up the trillions of credit there is in our current economy, but they may find some 20 pence coins. Will they conclude we all traded with 20 pence pieces?

In my research for the course, I’ve discovered how much nonsense is presented about the history and nature of money, by our professional economists, business and finance journalists. One key nonsense is the idea that money was invented to cope with the difficulties of bartering goods. That was a story invented by economists like Adam Smith, who simply invented this history of money emerging from barter as it suited the emerging discipline of economics.

What might the avoidance of the real history of money and banking be about? Do we not want our kids, or the general public, to understand how money and banking evolved, with a lot of push, secrecy, squabble and shove?

The problem is that the projection of current assumptions onto the past, combined with the limits of what we can dig up, and the self-convenient fictions of orthodox economists, collectively maintains a view of money that restricts our sense of what money is or what it could be. At a time when we are ravaging our communities and planet in service of these things we call “money” and “debt” this is delusion that must be exploded now.

It’s why I think our free course is important. After taking it you might wonder if the British Museum and Citibank are distant cousins. Our course starts next week!