We don’t have answers. Instead, we have a set of questions that we’re exploring and following.

Yellow is our ever-evolving attempted response to these questions. We will keep responding and updating our responses as we go.

Today, the purpose of the education system is to supply the economy with human capital. But what if we flipped this around? What if the purpose of the economy was to support human education and development?

A question raised by Zachary Stein in Education in a Time Between Worlds:

"Contemporary policy and ideology consider the function of the educational system as merely to supply our vast global economy with human capital, educating entrepreneurial global citizens or building skills for the global work force. But what if we turned this on its head? What if we understood the economy as merely an infrastructure enabling a vast educational system, with all of our entrepreneurial efforts channeled toward the betterment of human understanding and experience?"



As people face a complex changing world which defies attempts to wrest it into static frames, and technology takes on the work that can be automated, how do we go about developing ourselves and the people around us? What kind of pedagogy is needed, or is the very idea of a pedagogy redundant?

“Humans are built to learn. The all too common idea that learning is something that requires professional guidance and state-sanctioned materials is profoundly misguided. … Your mind does not need to be coerced to learn—learning is its natural state.”

Zachary Stein



How do we (individuals, organisations, industries, nations, societies) wean ourselves off a diet of control? What might our new diet be?



How do we spread good ideas and practice without resorting to standardisation and uniformity - which often loses, in the very act of scaling, what is most valuable and pertinent to the human being?



"How can the places where we learn to know become places where we also learn to love?”

A question raised by Parker Palmer in To Know as We Are Known: Education as a Spiritual Journey

"When we know something truly and well, that which we know does not feel like a separate object to be manipulated and mastered. Instead, we feel inwardly related to it; knowing it means that we have somehow entered into its life, and it into ours. … [This] means not only that the knower’s person becomes part of the equation, but that the personhood of the known enters the relation as well. The known seeks to know me even as I seek to know it; such is the logic of love.”