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As the speed of modern life increases, as we become ever more immersed in our technologies, as the boundary between our professional and our personal lives becomes blurred and then erased: in the midst of this headlong acceleration, many people feel the need to slow down, look around, and figure things out.
Educators have spent a good deal of time over the past few years thinking about (and wringing their hands over) the future of schools and education. We’ve focused mostly on technology, on the distribution of scarce economic resources, and on the changes wrought by an increasingly strategic and business-like approach to teaching and learning. We now have innumerable educational startups, alternative funding models, and methods of supporting or subverting (depending on your point of view) corporate interests. We’ve wrangled with these issues online, in our communities of scholarship, and in the public sphere. And we all agree on one thing: education is due for serious renewal and reinvigoration. But what that looks like is anyone’s guess. We just don’t know how the changes that lie before us will play themselves out, and this fundamental uncertainty has us either grappling toward a vision of total transformation or reaching back toward vanishing modes and practices (depending on your point of view). We are well and truly at sea.
Addictions are pervasive. They are perhaps the most common human frailty. My work involves helping people navigate the complex landscape of addictions, helping them find pathways forward by finding what lies behind addictions (mental health or developmental challenges, typically). Much of this work involves organizational and community development: schools, social service agencies, and community organizations are all grappling with new and scary addictive behaviors and consequences.