What comes after the election?

We lost. America lost. What's at risk? You may have heard of Project 2025, the radical right agenda to reshape America.  This site was created by comic book artists and writers to help people better understand what's in Project 2025.  Take a look.  These are things we need to fear and fight against in the coming years.

However, there's a battle that has been going on far longer.  

Helping kids to careers

The issue I've been focusing on for the past 50 years is related to economic justice. If we help kids born or living in high poverty areas move through school and into adult lives with jobs and careers, and support networks, that enable them to live and raise their own children where ever they want, we do much to create economic justice. 

Since 2005 I've created a library of concept maps that visualize commitments, strategies and resources, with this one showing that helping kids to careers means providing a wide range of needed supports at each age level as they move from first grade through high school, college/vocational training into jobs.

View Mentoring Kids to Careers cMap

In the bottom left part of this cMap I show the role that volunteer tutors, mentors, coaches, etc. take, as "extra adults" to help kids access these resources and as a form of "bridging social capital" that provides expanded networks and opportunities for kids living in neighborhoods defined by concentrated poverty.

This is extremely important because if we don't find ways to get thousands adults who don't live in poverty personally connected to youth and families that are in high poverty areas, we'll never build the empathy, and public will, to invest in the long-term efforts I describe in posts like this.

Building such systems of support and making them consistently available for 20 to 30 years in thousands of locations will require a huge commitment of public will, something this country has little history of success in generating.

This is a graphic that I've used often over the past 20 years to show that the outcomes we all want for kids requires work done at the bottom of this pyramid.  You can find this graphic in this PDF.

Below I've created some images that focus in on different elements of this graphic.  The ideas apply in building systems of support for inner city youth, and for solving any other complex problem.

At the bottom of the pyramid is the knowledge that we draw upon to propose solutions to problems.   While we each have our own personal experiences, and some have studied an issue for their entire lives, most don't have a broad reference base that they draw upon to support where and how they get involved.  Building a knowledge base that supports the decisions of others who need to be involved in solutions to problems is an essential first step. Keeping this up-to-date is an on-going challenge.

I've been building a web library and directory of non-school tutor and mentor programs since the early 1990s. Initially I did this to support youth, volunteers and leaders in the tutor/mentor programs I was leading in Chicago. As I formed the Tutor/Mentor Connection in 1993 I began to share this information more consistently with others throughout Chicago and use it to try to draw more consistent attention and resources to EVERY tutor/mentor program in the region, not just the most visible.  

The knowledge collection role is Step 1 of the 4-part strategy I've led since 1993.  Read more about what I've been trying to do in this Tutor/Mentor Learning Network presentation.

Competing for attention.  Drawing users to library.  Building and sustaining a library of information and ideas is one thing.  Creating daily advertising and public education that draws a growing number of learners and users to the information is a very different challenge.

Most youth serving organizations don't have powerful marketing teams working to draw attention and resources to them on an on-going basis.  The way philanthropy works, most programs compete with each other for scarce dollars. That does not encourage collaboration. Read this "Drain the Swamp" article to see what I mean.

Innovating ways that more people take roles in building public awareness and draw viewers to information in the library has been a priority of the T/MC since it was formed. This is Step 2 of the 4-part strategy.

I find too few conversations that focus on this step.  With the Internet we have a growing "Crisis of Attention", which is described in this 2017 article.

I keep looking for conversations where people are thinking about challenges of competing for people's attention in an environment where so many others have far more resources.  I've written many articles focused on "creating attention". Take time to read through them.

Building the network. Part of my web library focuses on "who needs to be involved" which includes a directory of non-school tutor and mentor programs in Chicago and around the country and a data base and collection of more than 2000 links that point to others who are involved in some way in efforts to help kids move through school and into jobs and careers.

Getting representatives of these organizations and resource providers together to learn, share, build relationships and innovate shared solutions to problems is what I focus on in this stage of the pyramid.  

Unless people in business, philanthropy, faith groups, media, politics, etc. are coming together on an on-going basis, for face-to-face and on-line learning it will be difficult to create and sustain collaborations that help build and sustain high quality youth supports.

In this blog article I show that a "village" of people with different talents and networks needs to be involved helping every tutor/mentor program grow, as well as helping many programs grow in specific neighborhoods and entire cities.    This is part of Step 3 in the four-part strategy.

These first three steps need to be happening on an on-going basis, reaching people throughout Chicago, Illinois and the world. However, they are just the start.

Better information, read and understood by more people, creates a better understanding of what types of youth support programs have the best chance of having a positive impact on youth and volunteers. Better information also helps people understand the challenges involved, which are many.

When I talk about the need for "better information" read some of the articles I've posted about program design and how many programs are needed.   

This needs to lead to actions that support programs in more places. If more of the stakeholders, including resource providers, are looking at this information, they can develop a set of actions that generate a flow of on-going resources (talent, dollars, ideas, technology, etc.) into every high poverty neighborhood, to every tutor and mentor program operating in those neighborhoods.

T/MC map created in 2008

It is essential that maps be used to support this process. With a map leaders can focus on all areas of a city where kids need extra help. At the same time, neighborhood groups can focus on their part of the city. Many groups need to be doing this.  With a map we can add overlays that show indicators of need, existing youth tutor/mentor and learning resources, and assets (business, hospitals, faith groups, universities, etc.) who could be helping youth programs grow in different areas....because they are also invested in these areas!

I think this is the weakest link in this process. Most programs compete with others for scarce resources. Most foundations use requests-for-proposals and competitive grants and competitions to decide who gets funded. There are only a few winners and many losers. Often prizes and grants are one-time gifts, not repeated from year-to-year.  No business could grow to be great on this type of funding stream. Yet, I see few leaders using maps to show a need to draw resources to all poverty neighborhoods, and to all of the organizations working in these areas.  Few cities have a map based leadership effort, intended to help great programs grow in every part of the city. 

However, if we could solve this problem....

A better flow of needed resources to youth serving organizations (Step 4 in 4-part strategy) leads to more and better programs serving k-12 youth in more of the places where they are needed.  I can't tell you how often people ask about "outcomes" without talking about the work needed to build well-organized, mentor-rich non-school programs.

This leads to the final graphic.

It can take several years for a business to become profitable, or for a youth-serving organization to build the team of staff, leaders, volunteers, parents and youth that makes it a "great" program.  However, that's only the start. If a youth enters a great program in first grade, or 7th grade, it will still take 12 years for the first grader and six years for the 7th grader, just to finish high school!  It will take four to six more years for that young person to move on into adult lives and roles, and to jobs and careers that enable him/her to raise their own kids outside of the negative influences of high poverty.

Long-term; many places

I used this birth-to-work arrow in many other articles, such as this one, which is a discussion of the costs involved in a program intended to create jobs for 32,000 young men in a few Chicago neighborhoods.

I created this 'race-poverty' concept map to illustrate the many other factors that influence life outcomes for kids born or living in high poverty areas.  In 2017 I read an article titled "Why do we keep insisting that education can solve poverty?" It still applies.

Here's the challenge. As a nation we're not very good at keeping the focus (and flow of resources) on problems and solutions to the time it takes to actually begin to solve the problem.  While this 1993 Chicago SunTimes article includes a map, very few leaders in 2017 are using maps to emphasize all of the places where kids, families and schools need help to aid youth as the move through school and into adult lives. Read more about this.   Read this article about "building public will".

I started this article with this graphic, and pointing to this presentation from my library of visual essays.

Poverty is a complex problem, requiring many different types of resources in the same place at the same time.  If we want more youth to stay in school, be safe in non-school hours, graduate from high school and move on to jobs, careers and adult responsibilities, we need to do the work shown at the bottom of this pyramid.

Who should take the lead? Universities.

I've been reaching out to universities for over 30 years but never had the leverage (money and clout) to motivate busy faculty members to adopt the Tutor/Mentor strategies as their own.  Here's one article and here's another that show my invitation.  Read this "Tipping Points" article to see what's possible.

I just read today how Warren Buffet is making billion dollar donations around Thanksgiving and how MacKenzie Scott has doubled her giving in response the 2024 election.  People like these could fund long-term Tutor/Mentor Connection strategies at universities in every city in the country (or the world) and ensure they share ideas and learn from each other, so they constantly improve their impact.

They don't even need to involve me! They can  motivate people to spend time reading and learning from my blog and visual essays, just by providing the money needed to fuel such efforts!

I wrote an article in 2021 about "Learning from others. Don't re-invent the wheel".  This is the thinking behind the work I've done for so long. It is the reason for my library. I hope someone with higher visibility than I have will build an even larger library, and include links to my website in it. 

Finally, I wrote this article in January 2024 showing how one person was raising money for Democratic candidates throughout the country.  This is an example that could be duplicated to support youth serving programs in multiple locations.  This is another project that a billionaire could easily fund.

In my own work I've never been able to get enough people together for an on-going basis, just to talk about ways we create and share the knowledge I've been collecting with more potential users.    If you're interested in taking a role please reach out to me. You can find me on any of these social media platforms.  I'm available for an on-line conversation on a daily basis.

We need everyone's help.

Thanks for reading. I know this is a long article and the links take you deeper and deeper. So don't try to read it all in one day. Make it part of on-going learning.  

Or make it a learning competition, as I describe on this page. You don't even need to be a billionaire to fund this!

I've been critical of Project 2025 and the billionaires behind it, but what if a few billionaires adopted the ideas in this article and supported them for the next 50 years.  This needs continuous support beyond one President.  

Can you help me do this work (and pay my bills)? Visit my FUND ME page and add your support.  Thank you.

Duplicate This!

Below is a video created by an intern from South Korea in 2013.

     

This is one of several visualizations created by interns between 2007 and 2015 to  help others understand strategies of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present).

You can view more at this page.

 After you view that video, take a look at this one, which I created six years ago:

    

In this video I showed an animation created in the late 2000s by graduate students from the University of Michigan School of Information to visualize the "It takes a village" message I've been sharing often since forming the Tutor/Mentor Connection in 1993.

I end the video, like I end many blog articles, saying "Create your own version. You can do it better than I did. You can focus on Chicago, or on the city or state where you live."

This photos shows me surrounded by students and volunteers in 1994 as we were just forming Cabrini Connections and the Tutor/Mentor Connection. 

This type of gathering takes place in hundreds of location, in a variety of formats.  Every organization making this happen is constantly searching for dollars to support their efforts.

I created the Tutor/Mentor Connection to help them attract those dollars, as well as ideas and volunteers that they could use to constantly get better at how they help kids.

If you create your own versions of my videos and graphics and share them often in your networks you are taking on the role that I've piloted.  Maybe you'll be a "tipping point" person, who attracts the attention and funding of a major donor like MacKenzie Scott, who funds T/MC strategies at universities in every major city, that grows new leaders to carry this strategy forward for the next few decades.

Do it!  Be like Dan!

Visit this page to search my lists of Chicago programs and find some to support.

Visit this page and make a year-end contribution to help fund the Tutor/Mentor Institute, LLC so I can keep posting articles like this in 2025!

How would you visualize this problem solving cycle?

I started my tutor/mentor learning journey in 1973 when I began meeting each Tuesday evening after work with a 4th grade boy who lived in the Cabrini-Green neighborhood of Chicago.  Each week I asked "What will we do tonight?"

That was a simple problem that just took a little research for me to find activity ideas.

Then in 1975 I became the volunteer leader of that Tutor/Mentor program, which grew from 100 pairs of elementary school children and workplace volunteers in 1975 to 440 kids and 550 volunteers by June 1992.  That required a much higher level of creativity and problem solving.

Then, in 1993 as we formed a new program to help 7th graders through high school, I formed the Tutor/Mentor Connection (T/MC) to  help similar programs reach K-12 kids in every high poverty area of Chicago. This was the result of networking with Chicago program leaders since 1975 to find and share ideas for leading the one program I was responsible for.   

That local-global strategy is visualized below and has required a much broader level of thinking than just being a mentor, or leading a single program.

If you read my past blog articles, and newsletters in my archives, you'll see a constant learning and brainstorming process, centered on "How can I do this better?"

I've created a variety of concept maps and visualizations over the past 20 years to illustrate how the on-going cycle of solving a problem leads to more and more complexity as many related problems are discovered.

I'm showing some below:

While my goal in 1973 was to provide some extra tutoring support to the boy I was working with, I was not thinking of what it would take for him to move from 4th grade, through high school, then college, and a career. (By the way, we're still connected. He has two boys who have graduated from college!).

That thinking grew over the 1973 to 1993 period and was visualized in the 1990s with the "Mentoring Kids to Careers" graphic shown below.  However, my constant learning, has led me to understand that there are many barriers that kids and families living in areas of high poverty face, especially if they are people-of-color, or have ancestors who were slaves for many generations.

The right side of this visual shows some of these problems. I created this using cMapTools.  However, below I point to some systems thinking articles from this blog, which show other tools and a collaborative process of creating visualizations like mine.  

Open map at this link  View in this article

If we want to help kids move from school to careers is the title of this concept map. It shows a progression of thinking, which begins when an event calls attention to a problem that needs to be solved.   I show the "logic model" that guides my work and how trying to help one youth, or one program, leads to other problems that need to be solved.

This graphic includes the concept map shown above, and illustrates how thinking about a single program, and a city full of great programs, leads to thinking about many other problems facing Chicago and the world. (click to enlarge)

I majored in History in college, then served for three years in the US Army, learning to use maps and best available information to support decisions.  I've applied that thinking, and GIS maps, since 1993. 

This concept map shows a planning process, focused on filling geographic areas with needed, on-going support, that should be in place in every part of the country.  Links on the concept maps go to articles that explain the various elements shown on the map. 

What are all the things
that we need to do?

For the past 30 years I've spent time almost every day calling attention to the challenges kids living in high poverty face and the roles that organized volunteer-based tutor/mentor programs can play in helping them overcome those challenges as they move through school and into adult lives.

I point to a list of Chicago programs where people can volunteer time, talent and dollars and to a web library where anyone can learn more about the issues and ways to get involved.

Chicago Sun Times 1996

I have done this while there has been a constant flow of stories like the one at the left, showing the agony of violence in Chicago, and asking "When will this end?"  The story at the right was from the 1990s, so we still have not found an answer to that question.

I don't believe any single, short-term, action of a tutor/mentor program can make street violence stop, or make poverty suddenly disappear.  However, I do believe that the continuous on-going support of volunteers and staff in well organized programs can help kids who are part of those programs move more safely through school and into lives beyond the immediate grasps of violence that primarily affects high poverty neighborhoods.

They can also create a much larger network of adults willing to give time, talent, dollars and votes to building needed systems in every city and state.  

That's why many leaders need to be duplicating what I've been doing. 

Thanks for reading this article. I know it's a lot to think about, and the links take you deeper and deeper into my library.  Because of the time involved I keep searching for universities who will add my library and archives into an on-going learning program, that reaches below the university level, to K-12 schools, then extends beyond college, to life-long learning.

If that were happening some day you'd find web pages on university websites that share versions of my graphics, maps and concept maps, updated and improved, by student learners.   

There are literally hundreds of other articles you could read to expand your thinking on this topic.  However,  you'll want to read articles like these that show other tools for visualizing complex problems. Or like this, that focus on habits of deeper learning. 

Take this role.  Be the YOU in this graphic. Read this article about "Poverty in America" and view the learning steps that I've shared since the late 2000s.

Read and share. Do it over, and over. Create your own interpretations. Share them in your own blog or videos.

If you find sites where people are doing a good job of visualizing the problems we face along with solution paths, please share the links in the comment section or on LinkedIn, BlueSky, or other social media platforms where you can find me @tutormentorteam.  Visit this page to find links.

I've been ending my articles with a request for financial support of Tutor/Mentor Institute, LLC. Click here if you'd like to help.

Support youth tutor/mentor programs

The year-end holidays are a major fund-raising period for all nonprofit organizations, including those who work with youth.  I encourage you to use my lists to find Chicago tutor, mentor and learning programs and similar programs in other cities.

This shows part of the home page of the http://www.tutormentorexchange.net website.  The top link is to my list of Chicago area volunteer-based tutor, mentor and learning program.  Open the link then search for programs based on what part of the city they operate in. Some have multiple locations so that is a separate list.

The second list shows additional youth-serving programs in the Chicago region, based on arts, STEM, service learning, etc.  It also has lists for programs and networks beyond Chicago.

Further down you can see lists for Facebook, Instagram, LinkedIn and Twitter.  Use these to find Chicago area programs on these social media platforms.  Not all programs post on social media, and only a few post on multiple platforms.

However, if you follow these programs you can get more reminders of who they are and what they do than by just visiting their websites.

#Giving Tuesday is an international day of fund raising. This year it will be on December 3rd.  Watch for posts from many youth serving programs and support as many as you can.  For the past few years I've been making small donations to 6-8 programs.  I wish I could do more.

Visit this site to learn more about #Giving Tuesday

I sent my November 2024 eMail newsletter today. You can read it on the T/MI website at this link.

I included the images below announcing my annual December 19th birthday campaign and my year-end general fund raising campaign.  

I've never charged any of the youth programs in my library for listing them and boosting their posts to try to help them attract needed volunteers and donors.  I've depended on people who value the intermediary role of the Tutor/Mentor Connection (1993 - present) and Tutor/Mentor Institute, LLC (2011-present) to provide the dollars needed.

Dan's 78th Birthday - click here

Fund the Tutor/Mentor Institute, LLC - click here

I hope you'll help me, and youth serving programs in your area.

Thank you.

Find me on Instagram, BlueSky, LinkedIn and Facebook.  I still have an account on Twitter, but I'm using it less. This page has links to my social media pages. 

Veterans Day 2024

Tomorrow the nation will once again celebrate Veterans Day. With this week's election of Donald Trump, I wonder how much meaning this holiday has, or what memory people will have 20 or 40 years from now.

On Friday I posted an article titled "Tips for Deeper Learning".  I hope over the coming year you'll find time to read it and other articles about "learning" that I've posted on this blog in the past 19 years.

This blog and my library are a resource for that learning.  I hope they are still available after my life ends.

When I attended meetings, conferences, etc. in the past I constantly took notes on what I was hearing. I was also visualizing how what I was hearing fits with my own efforts, questions I have about what's being said, and opportunities for the future. I amassed over 20 years of files and binders with these notes. 

Since 2019 I've digitized all of my notes and put them on my Google Drive. Now you can see many ideas from the past in folders here, here and here.

Often I converted some of my ideas into new graphics, and blog articles. You can see an example here.

Here's an example of my process. I scanned my raw notes into a PDF and uploaded them to my GoogleDrive. You can see them here. If you view these, you'll see on page one, a graphic similar to the one at the left. I see the role of the organizers and partners in meetings I attend and in on-line forums, as intermediaries who are trying to connect people who can help with veterans, and places who are helping veterans and their families.

If that's the case, creating a structure similar to what I've been building, which I describe below, would support their efforts.

Tutor/Mentor Institute - Learning Network Strategy by Daniel F. Bassill

This PDF describes this graphic.

If you read the article about Deeper Learning, and look at this PDF, you'll see how my library supports the concepts of "unfurling" and "unflattening" and the "adjacent possible."
 

I hope you'll also see how my graphics are a way of visualizing my thinking that others could duplicate.

Since this is Veterans Day, I feel many would relate to this graphic, and the problem solving strategy it visualizes. Visit this page and see how an intern created a video to share these ideas. Youth working with veterans could be helping communicate their own ideas and strategies.

Step 7 focuses on building public commitment to generate long term support for efforts that are distributed across many organizations, in many places, for many years. 

Resisting the fascist goals of the next Trump administration and the far right networks that support him will require this long-term commitment. It won't be easy.

Building well-organized K-12 youth serving organizations that reach kids in every high poverty area of Chicago has been my goal since 1993. It's never been easy.  It's still not been achieved.

If others do their own Deeper Learning and visualize and share their ideas, as I have, maybe we could get closer to the goal in another 10 to 20 years.  

 This article on network building emphasizes how much the veterans' community, women's rights, racial justice, minorities and others, such as the tutor/mentor community, need to build growing support for their efforts. The 40 people in the room for a ZOOM meeting I attended this week, represented thousands of total supporters. The 60,000+ visitors to my blog each month represent many thousands more.

Imagine 100, or 1000, people writing blogs with the same content, spread over 100 cities. 

I share my blog posts and graphics on social media and in my email newsletter and hope that others who read this article will want to help me in my efforts, and help the veterans community in what I feel is an equally important effort.

I've used this graphic often to show how communities need to support youth living in high poverty, or without enough family support, as they move from birth to adult lives and careers. I feel that if the veterans' community were to embrace this they could be building networks of support for youth before they enter the military that would already be in place as they leave their service.

I look forward to sharing my ideas and helping the veterans community because they will be helping me in my efforts if they adopt these ideas.

Thanks for reading.  Please connect with me on one of the social media platforms that I point to on this page.

And, if you value what I'm sharing, please make a contribution to help me keep doing this work. Visit this page and help fund the T/MI.

Tips for Deeper Learning

Below is text for a message to be posted on Twitter, created by ChatGPT, at the request of Terry Elliot, who I met in 2013 via a Connected Learning cMOOC.  I've shared many articles in the past showing my long-term connection to Terry.

This was part of a long article on Terry's blog. I encourage you to take the time and read his full article about the concepts of "unfurling" and "unflattening" and "adjacent possible".   Look at how he used ChatGPT to create the article. It's impressive. 

I posted a comment on Terry's blog and asked if he'd request ChatGPT to create another post, showing how "mentors, parents, coaches, and teachers can introduce these ideas to students and help them build lifelong habits of growth, curiosity, and complexity in their thinking.

That was the goal of the volunteer-based tutor/mentor programs I led in Chicago from 1975 to 2011, even though I never articulated it using these terms.

Terry responded with the text I'm sharing below:

**Cultivating Growth: Teaching Young People to Unfurl, Unflatten, and Embrace the Adjacent Possible** 

In today’s rapidly changing world, the skills of curiosity, flexibility, and depth of understanding are more important than ever. As mentors, parents, coaches, and teachers, we play a pivotal role in guiding young people to develop these skills. Teaching the concepts of “unfurling,” “unflattening,” and the “adjacent possible” can help them form lifelong habits of thoughtful growth and continuous discovery. Let’s explore how these concepts work and how we can encourage them in daily interactions. 

### 1. Unfurling: Encouraging Exploration and Outward Growth 

**What It Is**: Unfurling is the process of opening up and spreading outward, like a flower blooming or an idea expanding. It involves taking something in its simplest form and allowing it to grow, becoming fuller and more developed over time. For young people, unfurling might mean exploring their interests, hobbies, and talents without feeling pressured to be perfect. 

**How to Teach It**:
- **Give Permission to Experiment**: Often, young people feel they must “get it right” on the first try. Encouraging them to see learning as a series of explorations rather than a test helps them build the confidence to try new things. Remind them that trying something is itself valuable.
- **Encourage the Process, Not Just the Outcome**: Praise their curiosity, questions, and willingness to try rather than just the final product. If a young athlete learns a new skill, focus on their effort and enjoyment of the learning process.
- **Model Unfurling in Real Life**: Share examples of times when you or others gradually explored something and grew from the experience. For example, a teacher might explain how they “unfurled” their understanding of a subject over years by exploring different aspects of it.

 **Activity Ideas**:
- **“Idea Gardens”**: Encourage them to keep an “idea garden” where they write down ideas or dreams, big or small, without judgment. Each week, ask them to “water” one of those ideas by thinking about it, researching, or trying something related. This way, they learn that ideas are not static but grow with attention and care.
- **Learning Expansions**: If they’re studying a topic, ask them to look for connections to other interests. For example, if they’re learning about history, they could explore how it connects to literature or science. This way, they see that learning can spread outward in fascinating ways.

### 2. Unflattening: Encouraging Depth, Nuance, and Multi-Dimensional Thinking

 **What It Is**: Unflattening, a concept introduced by Nick Sousanis, is about seeing beyond one-dimensional perspectives and adding layers of meaning and complexity. It’s the ability to think critically and recognize that most issues have multiple sides and layers, which is crucial for developing empathy, problem-solving skills, and emotional intelligence.

 **How to Teach It**:
- **Encourage “Why” Questions**: Prompt them to look beneath the surface by asking questions like “Why do you think that happened?” or “What could be another reason for this?” This helps them recognize that there’s often more than meets the eye.
- **Discuss Multiple Perspectives**: Whether it’s a historical event, a book character, or a personal conflict, show them how to consider various viewpoints. This can be especially powerful for older students in literature or history, where understanding different motivations and outcomes deepens comprehension.
- **Challenge Simplistic Thinking**: Gently question “black-and-white” thinking by presenting scenarios that require nuanced answers. For example, in a sports context, a coach might explain that success is about more than winning or losing and includes effort, sportsmanship, and teamwork.

**Activity Ideas**:
- **Perspective Maps**: Ask them to choose a topic and create a “perspective map,” where they list as many different viewpoints on the issue as possible. This could be as simple as considering different points of view on a story character’s actions or as complex as exploring diverse perspectives on a current event.
- **Layered Learning**: For any new skill or topic, ask them to think about it in “layers.” For instance, in learning to play a musical instrument, they might start by focusing on notes and rhythms (surface layer), then move to musical expression (deeper layer), and finally think about how music makes them feel (even deeper layer). This approach builds appreciation for complexity and encourages depth.

### 3. The Adjacent Possible: Opening Doors to New Opportunities and Growth

**What It Is**: The “adjacent possible,” a concept introduced by Stuart Kauffman, is about the realm of new possibilities that are just within reach, shaped by each step we take. Teaching young people to seek the adjacent possible helps them understand that progress is made through small, continuous steps into new territory. This approach builds resilience, adaptability, and a love of discovery.

**How to Teach It**:
- **Highlight Small Steps to Big Goals**: Help them see that growth often happens gradually, one small step at a time. Encourage them to look at what’s possible from their current position, emphasizing that each small step unlocks new directions and possibilities.
- **Celebrate Progress, Not Perfection**: Remind them that exploring the adjacent possible is about progression, not perfection. Every small achievement is a step that opens up new opportunities.
- **Encourage Openness to Surprises**: The adjacent possible includes unexpected possibilities. Show them how to stay open to serendipity by celebrating “happy accidents” and unplanned discoveries.

**Activity Ideas**:
- **Goal Mapping with Steps**: Encourage them to set a goal, then map out the “adjacent steps” they can take to reach it. For instance, if they’re interested in learning to code, suggest steps like exploring beginner-friendly coding platforms, then creating a simple project, then learning more advanced skills. Each step builds on the previous one, leading them into new adjacent possibilities.
- **Reflect on New Possibilities**: At the end of each week, ask them to reflect on any new possibilities that arose from their recent experiences or achievements. This helps them see growth as a process that continually creates new opportunities.

### Bringing It All Together: Helping Young People Make These Habits Lifelong

Developing a habit of unfurling, unflattening, and embracing the adjacent possible can create lifelong learners who are curious, resilient, and open to growth. Here’s how we, as mentors, parents, coaches, and teachers, can help them make these ideas part of their mindset:

- **Model the Mindset**: Talk openly about your own learning experiences, showing that growth doesn’t stop in adulthood. Share moments when you’ve unfurled a skill, unflattened an idea, or explored the adjacent possible.
- **Encourage Self-Reflection**: Set aside time to discuss what they’ve been learning or trying. Ask them about what surprised them, what they’ve grown curious about, and any new ideas they’ve uncovered.
- **Create a Supportive Environment**: Young people thrive when they know they have a safe space to explore, make mistakes, and ask questions. Offer a non-judgmental environment where they feel comfortable unfurling ideas, even if they’re imperfect, and unflattening them by considering complexities.

### Final Thoughts

Teaching the practices of unfurling, unflattening, and exploring the adjacent possible is a powerful way to cultivate habits of growth, depth, and resilience in young people. When they learn to embrace these complementary approaches, they’re equipped to navigate challenges, seek meaningful growth, and explore the ever-expanding possibilities in their lives. And as mentors, parents, coaches, and teachers, we have the rewarding role of guiding them on this journey of discovery that will shape how they engage with the world for a lifetime.

---- end ----

Thank you Terry Elliott!

Terry's blog also has a recent article about journaling, which offers many tips that students and adults might apply as they incorporate the concepts of "unfurling" and "unflattening" and "adjacent possible".

My blog and concept map library also offer many examples of how students might map and visualize their learning journey, following many suggestions from Terry's article.  The concept map shown below is an example of "unflattening" as pursuit of one idea lead to many other challenges that need to be addressed.  This article show more tools to use in mapping ideas.

I've put the article about "unfurled" and "unflattening" on my Google Drive, in PDF format, for those who'd like to print and share copies.

I've always felt that this type of learning was important. It's one reason I've created the Tutor/Mentor library.  The articles help you expand your range of ideas and tools for solving complex problems.  In the uncertain future following this week's election, those habits of thinking will be more important than ever.  It's too bad they were not being taught in every zip code for the past 50 years!

You can find Nick Sousanis's book "Unflattening" on Amazon at https://www.amazon.com/Unflattening-Nick-Sousanis/dp/0674744438 

Find Stuart Kauffman's TED talk about the "adjacent possible" at https://www.ted.com/talks/stuart_kauffman_the_adjacent_possible_and_how_it_explains_human_innovation?subtitle=en

I hope you'll reach out and connect with me on social media. I'm  using Twitter less now and trying to encourage youth programs and those I've been following on Twitter for so many years to connect with me on BlueSky or Mastodon.  You can find links to my social media sites on this page. 

I depend on contributions to help me fund this work and pay my bills. If you can help please visit this page. 

Devastated

Like millions, I'm totally devastated by the results of yesterday's US election.  I'm not sure how I'll respond.  However, below is a post I saw this morning on Mastodon.Cloud that is fitting.

"I wish it need not have happen in my time," said Frodo.

"So do I," said Gandalf, "and so do all who live to see such times.  But that is not for them to decide. All we have to decide is what to do with the time that is given."    From Toiken's "Lord of the Rings".

For today, I'm tuning out all media and most social media. 

Good luck to all of you who worked for a different result.  Good luck to those of you who will wish you did not get the result you voted for.  

Scary Reading. Pre-Election.

I've been building the Tutor/Mentor library since the 1970s, with books, videos, articles and research that I've found interesting and useful and have archived, to make it available to others.  I started putting this on the Internet in the late 1990s and have added to it regularly since then. 

Below is a map showing the entire library. Click here to view

This now has more than 2000 external links, plus hundreds of articles, visual essays and videos created by myself and interns who have worked for me in the past.  Many of the websites I point to have their own extensive libraries.  

Imagine all of the people who work in these organizations or write these article were connected in a huge information and problem solving web. Twitter had that potential. No longer. Other social media sites have also offered that potential.  I started connecting with others in the 1990s via email list conversations, then Yahoo Groups, then Google+.  

I built my library using this on-going question: "What are all the things we need to know and do to reach all kids in high poverty areas with organized tutor, mentor and learning programs that help them move safely through school and into adult lives, with jobs and careers that enable them to raise their own kids free of poverty?"  

Each node on the concept map has a small box at the bottom that leads to an external web site or another concept map.

One section that I've been building for the past 10-15 years focuses on race, poverty and inequality, which are root causes for why we need extra programs and where they are most needed.  This concept map show sections in this part of the library.

In 2016, after Donald Trump was elected to be President of the United States, I began building a list of articles on a DropBox page, showing the harm he was causing. I've expanded this list over the past eight years to show the forces that have put the rich in power over myself and the masses of ordinary people. 

My most recent addition was a video of the Midnight Kingdom Lecture Series, which is described as "a deep dive into the history of how our world was constructed using white supremist lies, religious mythologies, and poisonous conspiracy theories".  It's based on a book by Jarod Yates Sexton.

Open this link to view Episode 1 of the series.  I've only watched the first two videos so far, but it's already pretty depressing, and a strong reason to vote for Kamala Harris, just to slow the forces working against us.

That video is only the most recent of a long list of articles I've put on this page. The graphic below shows a few added in mid 2022.

In a July 2024 article I wrote about the Internet as a force for Change.  By that, I meant that the Internet makes all of this information available to everyone with access. It's there, if you're motivated to look.  It does what the printing press began to do about 550 years ago.

In Episode 2 of the Midnight Kingdom lectures Yates shows how those in power try to control media and all forms of learning to shape a world view that supports them staying in power.  He also shows how people who are oppressed find ways to learn about issues and unite to create change.

The frightening thing is that they then become the ones in power, who apply the same tactics to stay in power.  This is a constant, never-ending battle.  

As long as people make an effort to aggregate and archive resources that show what's happening and why, we have a slim chance of blunting the power-grabbing tendencies of those in power and give representation to the rest of us.

Keeping this information available to you is an on-going effort. Since 2011 I've been the only one managing this effort (and paying for it from my own pocket and a small set of donations).

The history I point to extends back to the beginning of civilization when people in power began to use religion to force people to do the will of the people in power.  It will continue into the future.

Beyond my lifetime. Maybe beyond the current version of the Internet.

Thus, I appeal to young people, future thinkers, technologists, etc. to reach out and take ownership of my archives (and those of others) to keep the library updated, and to move it to new platforms as the current ones are shut down.

You can find me on Twitter, Instagram, LinkedIn, BlueSky, Facebook, Mastodon, etc.  See links on this page.  Please share my articles so others have access to this information.  Reach out if you want to help.

Finally, I appeal to you to join the small group of donors who make annual contributions to help me pay the bills.  Visit this page.