Turbulence
As I have noted, this condition exists in the “white water” world where four states of change intermingle: rapid change, cyclical change, non-change (stagnation) and chaotic change. One perspective focuses on Centering in the midst of multiple conditions of change. This perspective primarily concerns a search for and finding the core, orienting place that provides one with balance and direction. This balance is critical if we are to remain stable while adsorbing differing points of view. As the same time, we must embrace a perspective that focuses on Agility in the midst of multiple conditions of change. From this perspective, we must allow for and participate in multiple points of balance and direction in our work and life. We must “dance with the differences.” This requires that we be ”light of foot” in our relationships with other people, while also be grounded (and balanced) in a firm set of principles and values.
In keeping with the white-water metaphor, we must anticipate what is likely to happen around the next bend in the river—and recognize that alternative perspectives might needed to successfully navigate this next bend. Specifically, this means using the centering—and the agility—to think outside of the immediate box and to “lean into the future.” Otto Scharmer (2019) offers a “Theory U” way of thinking about and acting in a world of turbulence. He writes about “learning into the future.” In order to do this anticipatory learning, Scharmer suggests that we must first seek to change the system as it now exists. Scharmer is emulating John Dewey’s suggestion that we only understand something when we give it a kick and observe it’s reaction. However, Scharmer goes further than Dewey. He suggests that we must examine and often transform our own way of thinking in the world—which requires both balance and agility—if this change is to be effective and if we are to learn from this change and from divergent perspectives in preparation for the future.
From the perspective of whitewater navigation, this would mean that we experiment with different ways of engaging our kayak (personal life, organization, community) in our current whitewater world. We particularly try out some changes that might make sense in terms of how the river is likely to operate around the next bend. Will there be more rocks, greater drop in elevation, more bends, etc. We take “notes” on how our kayak is behaving in response to changes in our use of the paddle, our way of sitting in the kayak, etc.
Scharmer requires that we not only try out several ways of kayaking, and take notes on these trials, but also explore and embrace new ways of thinking about the kayak and the dynamic way it operates in the river’s turbulence. These new ways are activated by what we have learned from the current trials—as well as from those who offer differing perspectives. The new ways, in turn, influence other changes we might wish to try out before reaching the next bend in the river. Effective learning, in other words, becomes recursive and directed toward (leaning toward) the future. None of this learning is easy. Furthermore, it is hard to determine which changes to make and how best to reflect on these changes. These processes are particularly challenging to engage when we are still navigating the current white-water world.
