A “culture of generosity” describes an environment wherein a
group of people who are intrinsically motivated to share their free time and creative
talents, collaboratively work together on large scale efforts to effect change for
the good of society. The cognitive surplus that is a by-product of such a
culture can be used to improve education in many ways, especially with the
advent of digital technology. The SDCUE conference was a perfect example of the benefits
of aggregating the time and creativity of educators for the good of children.
The number of open source platforms, web tools, apps, and resources available
to educators is astounding. No one could possible keep up with or know about
all of the changes available to improve teaching and learning. Yet through this
culture of generosity permeating the SDCUE conference, we are all able to tap
into the collective surplus of cognitive resources available to educators on a
global level. Given the advances in digital technology, I think it is important
to encourage educators and students to reach out beyond the walls of their
school or district to the global community of teachers and learners. In the 21st
century, the saying “give and you shall receive” may well be applied to sharing
our surplus cognitive resources.
Another saying “free
cultures get what they celebrate” may also apply to the benefits of contributing
for intrinsic purposes by sharing surplus cognitive resources. However, it does
raise some questions. First of all, how does one define a “free culture” and
secondly, does this imply that it is only cultures deemed as such that “get
what they celebrate”? Perhaps in essence, the saying refers to the idea that
values and beliefs that are acknowledged and celebrated tend to be reinforced
and perpetuated. In the context of Shirkey’s TED presentation, it may also
indicate that if people devote their time and cognitive resources to obtaining worldly
benefits (consumerism, capitalism, etc.), then they can expect to get worldly
benefits. However, if people’s intentions are for more altruistic purposes (for
the benefit of the greater society) and they commemorate and collectively rejoice
about it, then collective contributions to “the greater good” is the outcome
they can expect.
Undoubtedly as an educational leader, I must identify,
communicate, and promote what I celebrate and want to affect. Therefore, it is
important that what I celebrate is aligned with the mission, vision, and values that have been collectively established with input from all
of the stakeholders in the organization. Furthermore, needs assessments and the development of change
goals must be a collective process if one expects to lead in a culture of
generosity. Without buy-in, people won’t be intrinsically motivated to
contribute to the cognitive surplus needed to operate at the highest possible
level or to affect large scale or sustainable change.
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