ackoff system

one of the challenges of exploring systems theory is you never know what you still most fail to understand until you bump into it

after 9/11 i spent a lot of time listening to people who at least try to see the world in system terms not just numerical extraction-one of the great missing pieces for my mind at that time was this paper of ackoff reproduced below

of course what it may spring in your mind will be different than what it did to me

it reminded me of my graduate and post graduate work in maths - as hunting out systems- i was but a small player compared with guys like steven hawkins whose supercharged wheelchair was quite a liability in the narrow corridors of cambridge department of applied maths and theoretical physics 1972 but i became fascinated by what tv was doing to the data that all our lives are produced around and whether computers would make human mediation better or worse- systems compound trajectories to one of 2 oposite ends not some halway space between better or worse


 ackoff's paper was also a timely reminder to me of einstein bon mots- whenever mans science says there is no more space to innovate men mean they cannot understand more until they go to a more micro level of mapping dynamic interactions- macroeconomists and their associated ruling professions hate eistein when you explain how little they understand about exponential risks

and i had also be re-reading my grandfathers 25 years of shared history with mahatma gandhi up to india's independence and come across einstein correspondence with gandhi- lasting will only be sustainable leaders like mahatma and his attempts to dramatise truth without anger, however urgent and desperate the leadership crisis is to being

systems are also impacted by a curious property of holonic which bteere engineers and architects and some artists understand - by definition a system is both inside bigger systems and contains smaller systems- i have always thought that those whose schooling in maths stopped before calculus and integration are being blocked from seeing all the world has to offer- i now realise in bush's response to the heinous 9/11 much of washington dc looks as if its rush to administrate over people is deprived of calculus and other system mapping views - i hope americans will let youth explore ways out of dc's blindness

a related idea is chaos theory- i have never found the metaphor that a butterfly flapping its wings in the amazon can impact the world's supreme leader- i suggest a more direct exemplar is one mans sneeze somewhere towards the end of 2019 that has become one of nature's final examination questions of every civilisation around the world of the 2020s
=====================================

May 26, 2004 1
TRANSFORMING THE SYSTEMS MOVEMENT
Russell L. Ackoff
The situation the world is in is a mess. This hardly requires documentation; it's
obvious. Furthermore, as Leslie Gelb observed (1991), the prospects for
improvement are not promising:
...the emerging world requires a new foreign policy agenda, and fresh
faces to execute that agenda. The trouble is, the same old "experts" are
still running foreign policy and most of them only dimly understand the
world they preside over. Indeed, few people today, in or out of
Government, have the background and skills to grasp, let alone direct, the
new agenda. ( p. 50)

Reform will not do it; transformations are required, two kinds. First a
transformation of the way nations and international institutions handle global
affairs and second, a transformation in the way systems thinkers collectively
conduct the systems movement. The second must come first if we hope to have
any effect on the global mess.

Reformations and transformations are not the same thing. Reformations are
concerned with changing the means systems employ to pursue their objectives.
Transformations involve changes in the objectives they pursue. Peter Drucker put
this distinction dramatically when he said there is a difference between doing
things right (the intent of reformations) and doing the right thing (the intent of
transformations).

The righter we do the wrong thing, the wronger we become. When we make a
mistake doing the wrong thing and correct it, we become wronger. When we
make a mistake doing the right thing and correct it, we become righter.
Therefore, it is better to do the right thing wrong than the wrong thing right. This
is very significant because almost every problem confronting our society is a
result of the fact that our public policy makers are doing the wrong things and are
trying to do them righter. Consider a few examples.

The United States has a higher percentage of its population in prison than any
other country, and simultaneously has the highest crime rate. We have more
people in prison than are attending college and universities, and it cost more per
year to incarcerate them than to educate them. Something is fundamentally
wrong.

Most who are imprisoned are subsequently released. As criminologists have
shown those released have a higher probability of committing a crime when they
come out than when they went in, and it is likely to be a more serious crime.
Prison is a school for learning criminality, not a correctional institution.

In quality the health care system of the United States is ranked 37th by the World
Health Organization. We are the only developed country without universal
coverage; about 42 million people in our country have no health care assured.
Moreover, study after study has shown that much of the need for the care that is
provided is created by the care that is given; excess surgery, incorrect diagnoses,
wrong drugs prescribed or administered, unnecessary tests. The fact is that the
so-called health care system can survive only as long as there are people who
are sick or disabled. Therefore, whatever the intent of its servers, the system can
only assure its survival by creating and preserving illness and disability. We have
a self-maintaining sickness- and disability-care system, not a health care system.

The objectives that must be changed in transformations are not usually those that
are proclaimed; rather they are the one actually pursued. For example, most
corporation proclaim maximization of shareholder value as their primary objective.
Any objective observer of corporate behavior knows that this is an illusion. As a
study conducted a while back at GE showed, the principal objective of
corporations is to maximize the security, standard of living, and quality of life of
those making the decisions. Recent disclosures at Enron and WorldCom, among
others, made this abundantly clear.

A similar discrepancy between objective proclaimed and objective practiced can
be observed in most organizations. For example, one could mistakenly believe
that the principal objective of universities is to educate students. What a myth!
The principal objective of a university is to provide job security and increase the
standard of living and quality of life of those members of the faculty and
administration who make the critical decisions. Teaching is a price faculty
members must pay to share in the benefits provided. Like any price, they try to
minimize it. Note that the more senior and politically powerful teaching members
of the faculty are, the less teaching they do.

Transformations not only require recognition of the difference between what is
practiced and what is preached — a transformation called for years ago by
Donald Schon (1971) — it also requires a transformation in the way we think.
Einstein put it powerfully and succinctly:
Without changing our patterns of thought we will not be able to solve the
problems we created with our current patterns of thought.

I believe the pattern of thought that is required is systemic. It is difficult if at all
possible to reduce the meaning of "systemic thinking" to a brief definition.
Nevertheless, I try.

Systemic thinking is holistic versus reductionistic thinking, synthetic versus
analytic. Reductionistic and analytic thinking derives properties of wholes from
the properties of their parts. Holistic and synthetic thinking derive properties of
parts from properties of the whole that contains them. The creation of the
department of Homeland Security is a prime example of reductionistic and
analytical thinking; the whole formed by the aggregation of existing parts. In
contrast, when an architect designs a house he first sketches the house as a
whole and then puts rooms into it. The principal criterion he employs in
evaluating a room is what effect it has on the whole. He is even willing to make a
room worse if doing so will make the house better.

In general, those who make public policy and engage in public decision making do
not understand that improvement in the performance of parts of a system taken
separately may not, and usually does not, improve performance of the system as
a whole. In fact, it may make system performance worse or even destroy it.
We have not effectively communicated such thoughts to public policy and
decision makers. What should we be communicating to them that would, if
heeded, transform our global society into one that is just and equitable, one that
would reduce if not eliminate the maldistribution of wealth, quality of life, and
opportunity? In other words: what should we communicate and be doing that
could promote development of the world and its parts by changing the way public
policies and decisions are made?

Up to now, those of us in systems have had little or no effect on the global mess.
Nevertheless, I believe there is a role that we could play in the dissolution of this
mess. What and how might we contribute to its dissolution?

I think we can contribute by making public policy and decision makers aware of
ideas and concepts that would enable them to think more creatively and
effectively about the mess the world is in. Here I discuss only a few systemic
ideas and processes that I wish they understood. There are many others but I
would settle for their grasping this much.

The ideas and concepts I identify here are familiar to most systems thinkers even
if they would express hem differently. I include them here not to inform them but
to call their attention to aspects of systems thinking that I believe they should
communicate to public policy and decision makers.

DEVELOPMENT VERSUS GROWTH
I hope we can help public policy and decision makers realize that development
and growth are not the same thing. Neither presupposes the other. Rubbish
heaps grow but do not develop. Einstein continued to develop long after he
stopped growing. Some nations grow larger without developing. and others
develop without growing.

Growth is an increase in size or number. Development is an increase in
competence, the ability to satisfy ones needs and desires and those of others.
Growth is a matter of earning; development is a matter of learning. Standard of
living is an index of national growth; quality of life is an index of its development.
Development is not a matter of how much one has but how much one can do with
whatever one has. This is why Robinson Crusoe is a better model of
development than J. Pierpont Morgan.

The quality of life that an individual or group can achieve obviously depends on
both their competence and their wealth. Of two societies with the same level of
competence the one with the most wealth can achieve the higher quality of life.
But of two societies with the same resources, the one with the greater
competence can achieve a higher quality of life.

Because development is a matter of learning, one cannot do it for another. The
only kind of development possible is self-development. However, one can
facilitate the development of another by encouraging and supporting their
learning. Nations must stop acting as though they can solve other nations'
problems. Nations, like individuals, learn less from the successes of others than
from their own mistakes.

One never learns from doing things right because, obviously, one already knows
how to do it. What one derives from doing something right is confirmation of what
one already knows. This has value, but it is not learning. One can only learn
from mistakes, by identifying and correcting them. But all through school and in
most places of employment we are taught that making mistakes is a bad thing.
Therefore, we try to hide or deny those we make. To the extent we succeed, we
preclude learning

Furthermore, there are two types of mistakes: errors of commission, doing
something we should not have done; and errors of omission, not doing something
we should have done. Examination of the failures or crises that organizations and
institutions have experienced reveals that errors of omission are the more serious.
For example, In the latter part of the last century IBM got into serious trouble
because it failed to pay attention to the development of small computers, and
Kodak got into its current trouble for failing to focus on the development of digital
photography until others had successfully staked a claim to it.

Our public and private accounting systems record only the less important type of
mistake, errors of commission. Therefore, for executives who want to maximize
their job security in a public or private organization that deprecates mistakes and
ignores errors of omission, the best strategy is to do nothing or as little as
possible. This is the root of the conservatism that permeates the world today.
This nation, I believe, has never had an administration as reluctant to
acknowledge its errors as the one currently in office. Because of this it has
precluded the possibility of its learning.

We need to learn a great deal more about learning. Our schools at all levels are
devoted more to teaching than to learning. For example, it is apparent to anyone
who has taught others that the teacher learns more than the students do.
Teaching is a much better way to learn than being taught. Schools are upside
down. Students ought to be teaching and faculty members should be learning
how to help others learn and how to motivate them to do so.

A student once stopped me in the hall and asked, "Professor, when did you teach
your first class?" That was easy: I answered, "September of 1941." "Wow!" he
said, "You have been teaching for a very long time." I agreed. Then he asked,
"When was the last time you taught a course in a subject that existed when you
were a student?" This question required some thought but finally I got it. and
answered, "September of 1951." He said, "Do mean to say that everything you
have taught for about fifty years you had to learn without having it taught to you?"
I said, "Yes." "Wow,” he said again. "Your must be a pretty good learner." I
modestly agreed. He continued, "What a pity you are not that good a teacher."
He had it right: faculty members know how to learn better than they know how to
teach. Therefore, they should be acting as resources to students who are either
engaged in teaching others, or learning on their own or with others cooperatively.

One of the great gifts I received from West Churchman, whose life we will
remember and celebrate tonight, is that he let me go through graduate school
teaching most of the courses I needed to take for graduation.
Democracy has to be learned. It cannot be imposed on others. It must be
learned by experiencing it. It does not come to us naturally. All of us are brought
up by adults who, even in permissive families, are authorities who control us or
set limits within which we have freedom. In effect, we are raised in autocratic
structures however benevolent they may be. Therefore, in a sense autocracy is
more natural than democracy.

I was once involved in a project in Mexico which taught me how democracy could
be learned. A group of us from several Mexican universities and a government
agency were able to make available to a very remote Indian village in the Sierra
Madras Mountains a substantial sum of money the village could use for its
development. It alone had to make the decisions as to how to use the money but
it had to make these decisions democratically. The only power the team of which
I was a part had was to veto any decisions not made democratically and which did
not involve development. Town meetings were initiated fin the square in the
center of the village, and after a series of tries the village members learned how to
make decisions democratically. They also learned and difference between
development and welfare.

HOW DO WE HAVE TO CHANGE OURSELVES?
... man has been able to grow enthusiastic over his vision of ...
unconvincing enterprises. He has pit himself to work for the sake of an
idea, seeking by magnificent exertions to arrive at the incredible. And in
the end, he has arrived there. Beyond all doubt it is one of the vital
sources of man's power, to be thus able to kindle enthusiasm from the
mere glimmer of something improbable, difficult, remote. (1966,p.1)
Now, what might the systems community do about the deficiencies I have
discussed? Clearly we must learn how through communication to make public
policy and decision makers aware of these deficiencies and what to do about
them. We are not doing so now. Most of our communication is addressed to
each other, not to public policy and decision makers. Our communication is
based on our needs not those of others. With the intent of changing this I have
several proposals.

First, our principal professional organization, the International Federation for
Systems Research, should publish a journal addressed to public policy and
decision makers who can affect the global mess. Through expository articles and
case studies the journal should help them come to understand systems thinking
and its use in their work. It should be distributed to them at no cost. The
Federation should cover the cost, if necessary by voluntary contributions of its
members.

The Journal, possibly called Systems Thinking in Public Affairs, should be
supplemented by at least one conference per year held at a site at which a major
multigovernmental institution is located. Public policy and decision makers should
be invited mostly to discuss their problems and listen to unconventional systemic
approaches to them.

In addition, those of us who think of ourselves as system thinkers should
contribute to those publications that are read by those in public life whom we want
to affect. We should also try to make presentations at conferences they attend.
Our professional societies should make it their responsibility to facilitate such
participation by informing us of relevant opportunities and, where possible, by
arranging jointly sponsored meetings.
Finally, we should engage in assisting development efforts of less developed
countries, regions, communities, and neighborhoods. This does not mean
imposing our solutions on them but assisting them in implementing their proposed
solutions to their problems, even if they are wrong. They can develop more by
making their own mistakes than by imitating our successes.
Systems thinking produces radical and potentially revolutionary visions of public
institutions. Nothing short of such visions can transform the state of world affairs.
I believe we have an obligation to the global society of which we are a part to
make every possible effort to bring about a radical transformation of that society
into one in which our children do not have to contend with the mess we have
created and are exacerbating.
May 26, 2004 11
_____________________________________________________________* •
For an effort to redesign our society and its major institutions, see
Redesign Society by Russell L. Ackoff and Sheldon Rovin, Stanford University
Press, Stanford, California, 2003.
____________________________________________________________
REFERENCES
Gelb, Leslie H., "Fresh Faces" in The New York Times, December 8, 1991,pp. 50-
551.
Ortega y Gasset, José, Mission of the University, Norton, New York, 1966.
Schon, Donald A., Beyond the Stable State, Random House, New York, 1971.

late great christo dressed key sites in cities - his 17 year planning on reichsatag project shows resilience - previous sucesses wrapping up oont neuf aparis and part of australian coasline

100000 sq mertre of heavy textile - needed 100 rck climbers to dress reichstag - all alongside the imminent fall of the berlin wall

1995 cost 12 million dollars mainly financed by christo out of sales from photos/prints of other work
co-creative influence parisian wife john-claude- christo had escaped soviet world and settled in paris

june 24 1995 wrapping completed- wrapping became events site for 2 weeks - with 100000 person party before unwrapping and edesign of reichstage to be peoples parliamen
sources
june 2019 witnessing history bbc christ
world service obituary summary just before middat 3 june 2020

sara turnbull

celebrating great designers start with sara turnbull

Ask Why - Design Museum Everywhere

designmuseumfoundation.org › ask-why

... medic                                               

 the N95 mask in high demand today. Sara Little Turnbull, a designer featured in our We Design: People.

Sara Little Turnbull Created the N95 Respirator From a Bra ...

www.housebeautiful.com › design-inspiration › n95-respirator-mask-...

3 days ago - The first N95 prototype was created by a woman named Sara Little Turnbull, whose medical mask model was inspired by a prior design of ...

The Mask : NPR

www.npr.org › transcripts

May 14, 2020 - ABDELFATAH: In 1958, a woman named Sara Little Turnbull stood in the director's room at the 3M company. And in true Peggy Olson "Mad Men" ...

brian chesky airbnb

when the virus ended travel  for the time being airbnb's chesky had to let quarter of his company's employees go

here's the letter https://news.airbnb.com/a-message-from-co-founder-and-ceo-brian-chesky/

gandhi is one of the leaders it is most exciting to explore the worlds of human nature and species survival with. here are some questions we like to explore with alumni of gandhi. however more than that we would value your question be you a student or teacher of any age who starts searching gandhi

q1 who else is literally worth co-searching with gandhi today in order to give you insights of urgent challenges facing peoples from different places? eg from history you might choose scot adam smith or founder of tata india, or bangladesh's fazle abed  or or italy's saint francis or greece's hippocrates or england's bard or russia's tolstoy german american einstein or african mandela or african american martin luther king or china's deng? from inspirational curricula setters today you might choose: naturalist david attenborough, big data's mapmakers such as russian american serge brin or the world's richest market makers be they american bezos or youth's jack ma, or you might choose the constitutional world's most adaptive family since 1945 the japanese royal family or history's culturally defining gods such as Allah

q2 which markets scaling-purpose is it worth practitioners bringing gandhi's theoretical and personal lense to
eg
goal 1 market designing money and finacial services
goal 2 agricultures food security
goal 3 the services and the local to local supply chains of health and safety
goal 4 livelihood education
goal 5 valuing girls lives as much as boys
goal 6 clean water's double loop as vital to individual human life as it is to systems of sanitation
goals 7 to 17 and the triad of hippocratic impacts of technologists, media and mediators including the ruling professions of law, insurance and accouting

schwarzman update

via 

LIVING BEYOND THE WORLD'S IMAGINATION

Unfolding Future Events.

16 APR 2020

Schwarzman Scholars 2021/2022 (Fully-funded Masters Scholarship) for International Students

Application Deadlines: 22nd September 2020 at 11:59 PM, Eastern Daylight Time (EDT).

Eligible Countries: All (except Mainland China, Hong Kong, Taiwan, and Macao)

To be taken at (country): Tsinghua University, Beijing, China (students live and study together on the campus of Schwarzman College, a newly-built, state-of-the-art facility, where all classes will be taught in English.)

Fields of Study:  Masters degree programmes in one of these three disciplines:

• Public Policy
• Economics and Business
• International Studies

What will be taught: Business, Social sciences, Leadership skills

About the Award: The Schwarzman Scholars program will give the world’s best and brightest students the opportunity to develop their leadership skills and professional networks through a one-year Master’s Degree at Tsinghua University in Beijing – one of China’s most prestigious universities.
With a $350 million endowment, Schwarzman Scholars will be the single largest philanthropic effort ever undertaken in China by largely international donors. The extraordinary students selected to become Schwarzman Scholars will receive a comprehensive scholarship.
Schwarzman Scholars was inspired by the Rhodes Scholarship, which was founded in 1902 to promote international understanding and peace, and is designed to meet the challenges of the 21st century and beyond. Blackstone Co-Founder Stephen A. Schwarzman personally contributed $100 million to the program and is leading a fundraising campaign to raise an additional $350 million from private sources to endow the program in perpetuity. The $450 million endowment will support up to 200 scholars annually from the U.S., China and around the world for a one-year Master’s Degree program at Tsinghua University in Beijing, one of China’s most prestigious universities and an indispensable base for the country’s scientific and technological research. Scholars chosen for this highly selective program will live in Beijing for a year of study and cultural immersion, attending lectures, traveling, and developing a better understanding of China.

Type: Masters Degree

Offered Since: 2015

Eligibility: The following criteria must be met by all candidates:

• Undergraduate degree or first degree from an accredited college or university or its equivalent. Applicants who are currently enrolled in undergraduate degree programs must be on track to successfully complete all degree requirements before orientation begins in 1 August 2021. There are no requirements for a specific field of undergraduate study; all fields are welcome, but it will be important for applicants, regardless of undergraduate major, to articulate how participating in Schwarzman Scholars will help develop their leadership potential within their field.
• Age. Applicants must be at least 18 but not yet 29 years of age as of 1 August 2021
• Citizenship. There are no citizenship or nationality requirements
• English language proficiency. Applicants must demonstrate strong English Language skills, as all teaching will be conducted in English. If the applicant’s native language is not English, official English proficiency test scores must be submitted with the application. Acceptable test options are:
  • Test of English as a Foreign Language (TOEFL PBT)
  • Internet-based Test of English as a Foreign Language (TOEFL iBT)
  • International English Language Testing System (IELTS)
  This requirement is waived for applicants who graduated from an undergraduate institution where the primary language of instruction was English for at least three years of the applicant’s academic program.

Number of Awardees: Up to 200 exceptional men and women will be accepted into the program each year.

Value of Scholarship: 

• Semi-finalist interview expenses, such as economy class air or train travel, group meals and one night in a hotel if needed, will be arranged and covered by the program.
• Expenses for successful Schwarzman Scholars are also FULLY covered by the program.
• It will include Tuition and fees, Room and board, Travel to and from Beijing at the beginning and end of the academic year, An in-country study tour,
• Required course books and supplies, Lenovo laptop and smartphone, Health insurance, and
• A modest personal stipend.

Duration of Scholarship: 1 year

How to Apply: There is no fee associated with applying to the Schwarzman Scholars program. To apply, you will need to complete and successfully submit an online application form, including all required documents and essays before the deadline date.
Visit the official website (link below) for complete information on how to apply to this scholarship programme.

Visit Scholarship Webpage for details

cindy mi vipkid globalclassroom

VIPKID CONNECTIONS 1   2   3 - CINDY MI CONNECTIONS 1   2    3   T globalclassroom

in 40 years of searches started at The Economist for online educators who can save humanity, nobody we know of values teachers and students and parents across america and china as passionately and as online effectively as cindy mi vipkid - more humanAI edu VIPKID cindy mi, kai-fu lee li ka-shing

vipkid is a chinese founded company ranked by americans' Glassdoor in top 10 to work kor

it provides work for up to 100000 american teachers to provide online learning - mainly english language to chinese kids- up to a million parents want their kids to enjoy this one to one virtual tutoring

around this core product vipkid is able to experiment with other global classroom offerings - some that demonstrate online learning responsibility to help youth co-create a sustainable world

Tweets by ‎@TheVIPKIDLife

1. 
   

   
   

   VIPKid@TheVIPKIDLife

   Classroom Makeoever Episode 2 is coming your way! Here's a sneak peak of what to get excited for!#classroommakeover #vipkid #remotework

adam smith

while there are different frames for interpreting adam smith -more at smiian.net , we are interested in his goal to see youth all over the world make the most of the coming machine age

adam viewed system mapping as aiming to integrate multiple modes such as
morality
effectiveness
cultural
and arguable as someone concerned that man respected nature's evolutionary and diversity systems

consequently adam mapping was relevant in 1760 when his colleague james watt at glasgow u was inventing the steam engine
but also wherever exponential opportunities and risks have been unleashed either by discoveries with a field such as mapping dna in areas of biohealth or more broadly since world war 2

in one sese the root cause of the world wars was adam's hopes had not been realised up to 25% of peoples lives had been developed by machines but vast majority had not

we think its useful to look at 4 rising post industrial revolutions
thise we call rura keynes eg borlaug which have prevented poorest vilagers from famine and improved their health enough to raise life expectancy from under 40 to 60s
deming's revolutions in engine quality that ranged from transporation leaps lie bullet trains and container shipping to microelectronic to sme smart manufactring supply chains to supercity architecture
space and all forms of media and mediation incluing today's possibility to universally connect through mobile apps
von neumanns and moores promise to deliver up to  a trillion times more analytic power by 2030 than was needed to code moon landing

adam's search for how can all engine revolutions be shared with people everywhere and leapfroging apply bew tech prefentially for poor is what the scttish school of economics is proudest about- partly because scots are mainly a diaspora nation with more scots living acrossthe hemispheres than on our homeland- indeed because scotlan failed as a nation around 1710 scots were already being administered out of london- 8 days away from glagow by horse- and as perhaps smith foresaw london financing rollout of industrial revolution wasn't about sharing benefits with eg scots who were "thinned" during 1800s

abed smith soros

after graduating in engineering in the 260th class of adam smith alumni at glasgow university fazle abed spent 10 years accounting at royal dutch shell rising to their regional ceo for pakistan before spending 50 years mapping how the 7 wonders of how worlds poorest communities could sustain economics ans save our species- please say if an of these wonders excite you to want to know more- we can often find you a contact at abed university of brac and osun chris.macrae@yahoo.co.um
resilient community
servant leading professions
community health
women empowerment including food/water security
education
finance
fin tech

all 6 of the economic interfaces of smithian alumni since 1758
masterclass100.com

GUTERRES PLEADS TO NATIONAL LEADERS -END WAR ON PEOPLES, UNITE ON WAR ON VIRUS
corona AI  -antibody testing

schwab update -yout hubs at goodhubsguide.com

Welcome christopher to the World Economic Forum’s weekly Strategic Intelligence update, delivered to more than 250,000 Strategic Intelligence users worldwide. This week, we're taking a look at the articles that are trending within the Strategic Intelligence community and showcasing the most relevant content from the 250+ topics available at intelligence.weforum.org.

What’s trending The World After COVID19 How Will the Coronavirus Reshape Democracy and Governance Globally? How companies can build resilience against pandemics We can build a better world after Covid-19 by dragging the state back into public services. Why conspiracy theories flourish during pandemics

keynes

2020s species last call to value keynes advice

borrowing a conversation from alumnisat.com and valuetrue.com countdown of sdgs with friends at masterclass100.com

keynes last chapter of general theory explains every global market from health down will become its own exponential sustaining or collapsing economy- so if we want millennials to be the first sdg generation we need to know who is the top sdg economist of markets like
health, safety, communities of homes
finance
education
food water and human energy security
machine energy
rural tech
space and mobile mediation tech
deming engineers tech including world local trade infrastructures - ie place economists
supercomputing/analysis big social platforms

as discussed 1948-1993 by keynsians at the economist - and elsewhere-
the way to vote for each markets sustainability world class economist is the moral purpose they value the segment around not how much money is being extracted each quarter
99% of western economists have completely trashed keynes advice and hired themselves out to big vested interests- by fasiling to jail suc people from 2008 we have started to drown in nature's revenge be that virus or climactic- those alive today will make the 2020s the most exciting time to be alive - the last call for our species to thrive out of evry community on earth

ray dalio

Ray Dalio

• Following

Co-Chief Investment Officer & Co-Chairman of Bridgewater Associates, L.P.

1h • 1 hour ago

I asked if people were finding Principles useful in guiding them through this time and I was so glad that a large number of folks said they were. Over the next few weeks, I’d like to pass along some of the principles that people said they were finding most helpful.

None of us is born knowing what is true; we either have to discover what’s true for ourselves or believe and follow others. The key is to know which path will yield better results. #principleoftheday