Curating Content To Support Learning About Humanity's Transition

The Liminal Learning Portal

This content was posted on  4 Apr 22  by   Hanzi Freinacht  on  Facebook Page
“In effect, the Scandinavian countries leapfrogged into a leading position in the modern world. This …

“In effect, the Scandinavian countries leapfrogged into a leading position in the modern world. This was a kind of “developmental” leapfrogging. They didn’t follow the paths of Britain, Germany, and France step by step. They learned from them and jumped right to a later developmental stage of their societies, cultures, and economies — creating societies that were in many ways preferable to those in continental Europe.

At the present moment in history, a similar opportunity may be presenting itself to countries that never fully entered into the modern, industrial world on fair and equal terms. As global society shifts from industrial to postindustrial, automatized, and digitized economies, it is not inconceivable that those countries that educate their populations more along the lines of these new life-conditions, emphasizing global perspectives, the quality of relationships, and inner personal growth, can perhaps leapfrog into strong positions in the world economy and its multifaceted, global culture.

The rise of the Global South may very well take place through such a leapfrogging by means of forward-looking and timely reformations of educational systems. After all, in the industrial age, you needed significant financial capital to start a factory. Today, you need a laptop, an Internet connection, an inventive mind, some new perspectives, a global outlook, a good network of collaborators, and an ability to maintain intrinsic motivation and good relationships — to create a successful startup. In many ways, this is a more democratic form of economic competition, and one where education can make an even greater difference.”

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Neocolonial Realities; Big History; Leapfrogging

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