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.
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:
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.
- **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".
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 showin 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!
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.
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