The other day I told Laurie Anderson, Executive Director Simon Fraser University, Vancouver, that this has to be the most exciting time in education in the last two hundred years: we have a rare opportunity to create a completely new, never-seen-before-in-history model of edcuation. Laurie is an insightful and seasoned educator and he “gets it,” but he was struck by my optimism–it’s easy to see why the profession generally feels deflated. But I think my optimism is warranted.
We humans are makers. We like to talk, but we like to make things even more. Certainly, its my experience that when we move to action, good things happen:
And at #blc12 and #ade2012 and on Twitter I’m very excited to hear our conversations shift from talking the talk to walking the walk. These comments came out very shortly after I posted this on the future of education:
The enthusiasm, the drive to make, is fantastic: We’ve talked enough about Why? and What? It’s time to build something.
Do. And move to done as fast as possible. I love the Manifesto of Done
for its message that “Done is the engine of more.”
The Cult of Done Manifesto
- There are three states of being. Not knowing, action and completion.
- Accept that everything is a draft. It helps to get it done.
- There is no editing stage.
- Pretending you know what you’re doing is almost the same as knowing what you are doing, so just accept that you know what you’re doing even if you don’t and do it.
- Banish procrastination. If you wait more than a week to get an idea done, abandon it.
- The point of being done is not to finish but to get other things done.
- Once you’re done you can throw it away.
- Laugh at perfection. It’s boring and keeps you from being done.
- People without dirty hands are wrong. Doing something makes you right.
- Failure counts as done. So do mistakes.
- Destruction is a variant of done.
- If you have an idea and publish it on the internet, that counts as a ghost of done.
- Done is the engine of more.
Here are six project we took on this past year at my school: an exercise in #6