The 2CG® Poetry Machine―a Hybrid Approach to Human Capability Cultivation with Disruptive Artistic Impulses

  • TalkShop /2CG®
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Human capability cultivation has been neglected in educational and professional contexts in the previous decades. The focus has clearly been on tasks and efficiency, on planning, scaling, and then executing according to plan. Professionals, students and pupils have become used to getting clear directions, simplified instructions and exact predictions and managers have continually looked for measurable output. Unrealistic goals imposed on students and workforce have increasingly led to frustration, drop-out and even burnout. Digitalization has added to this development. Cutting out all redundancy from our lives has prevented us from staying open to surprise, exploring unkown territory and embracing difference and diversity, whereby diversity does not only refer to color, race and sexual orientation but to different opinions and perspectives. As we live in a complex world and face increasingly complex challenges, however, we need to train these human capabilities, also referred to as 21st century skills. The current paper aims to introduce an educational approach that fosters human capability cultivation. Practice examples shall demonstrate how the 2CG® Poetry Machine, a disruptive educational model that combines artistic impulses with collaborative and social learning processes in communities of practice, enables learners across disciplines, cultures and hierarchies to practice their human skills, leave their mental models and tap into their full creative potential. The multi-method approach has been applied in in-person, online, live virtual and hybrid settings over the past 15 years. Evaluation has mostly been based on qualitative data collected through observation, customer surveys, peer feedback and expert opinion and analyzed by means of a customized value creation framework.Keywords2CG® Poetry MachineHuman Capability Cultivation21st Century SkillsCommunity of PracticePeer ExchangeTransdisciplinary LearningHyper-curriculum

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Acquiring pure fact-based knowledge is no longer sufficient when it comes to dealing with increasingly complex realities in the machine age, such as the degrowth economy, climate change and global health crises. 21st century learners who want to interact with the world in a constructive way need to cultivate (human) capabilities, develop relevant practical skills and acquire relational knowledge, which implies that they can apply factual knowledge in diverse contexts so as to solve complex problems. The present paper aims to demonstrate how the 2CG® Poetry Machine, a hybrid coaching tool that makes use of artistic impulses, can support learners across cultural, hierarchical and disciplinary boundaries in developing future skills and generating new ideas. The focus is on communication skills, critical thinking skills, creativity and imagination, collaborative skills and ICT literacy. Practice examples are given to show how the 2CG® Poetry Machine uses impulses from poetry, puppetry, literature, theater, photography, dance and music to enable learners to connect with their creative power, improve their skills and generate new ideas in Lab 21, a hybrid hyper-structure for learning, sharing and exploring new ways of thinking and doing.
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This paper demonstrates how a contemporary teaching approach known as 2CG® method, which stands for content- and context-specific generic competency coaching, can help educators foster 21st century skills in engineering and business management students in the framework of English language programs. 2CG® is built around the concept of peer learning and exchange in student-empowered classrooms and has been specifically designed for learning workers who continually need to improve and practice their skills to succeed in the VUCA world where speed, flexibility, innovation and communication are the key to success. 21st century skills as developed with the 2CG® teaching method comprise critical thinking, problem-solving, creativity, communication, collaboration, curiosity, initiative, persistence, adaptability, leadership, and social and cultural awareness. The teaching approach itself is based on the cornerstones of communities of practice (CoP) and teachers take the role of facilitators who nurture their communities with relevant input and impulses. A blended mix of interactive and introspective teaching activities, collaborative learning tasks, artistic impulses and focused feedback is used to empower students to continually develop their competencies and enhance their qualities as well as take responsibility for their learning.
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