Bold Leaders Project

By Critical Mass Leadership Education, Inc.

Critical Mass Leadership Education Operating Philosophy

The philosophy of Critical Mass Leadership Education, Inc. (CMLE) will be the platform from which training for the Bold Leaders project is designed and delivered. This underlying philosophy will be woven throughout all activities and dialogue of the 16-day summer program. Critical Mass Leadership has developed this philosophy through countless trainings, conversations, research efforts, observations and reflections. It is based on the idea that many of the integral actions, reactions and beliefs of human beings are created by conflicting perspectives: the Disintegration-Integration Perspectives™ and the Paradoxical Perspectives™.

Disintegration-Integration Perspectives™

People feel threatened by change and open learning conversations. Each of us constructs different notions and perspectives of reality based on individual observation, filters, past experiences and inherited points of view. People primarily navigate life and execute decisions and choices based on first explanations, their own as well as others. First impressions and assumptions limit us and lead to untested, unconfirmed belief systems that limit integration of new perspectives and interdependent behavior. For the most part, people do not assess and adjust for current times. Rather, they default to what is already in place.

Paradoxical Perspectives™

While the above perspectives can significantly limit human interactions and growth, there are universal. Paradoxical Perspectives that can enhance growth and interactions. These include peoples' need to:

  • Have an experience of being heard.
  • Have an experience of being understood.
  • Be knowledgeable about something.
  • Be competent at something.
  • Be in relationship with other people.
  • Have an experience of influence, contribution and making a difference.

Not all human beings think alike, (and we certainly advocate for this diversity), yet there are certain patterns and processes that we all have in common. The Bold Leaders Project will take advantage of and focus on these commonalities, in order to build conversations that have meaning to all participants.

Recognizing the conflict between these two perspectives is the catalyst for all training conversations during the program. On one hand we will be training the young people to identify the ways that Disintegration-Integration Perspectives may limit them. On the other hand, we will provide them with the safe space needed to experience the Paradoxical Perspectives with each other as well as with our facilitators and coaches.

The fundamental learning models of experiential education and the philosophical foundation of Critical Mass Leadership Education, Inc guide the Cyprus Bold Leaders Project. The hallmark of any experiential model includes the opportunity for learners to move through three phases: input (the presentation of perspectives and experiences), synthesis (mindful participation and reflection on perspectives or activities related to the input), and output (the actual real time behavior to access, practice, adjust and integrate). All three phases are integral to the design of this project. More specifically, we follow the outlines identified by Dr. Michael Gass, (1985), 2003 Winner of the Prestigious Kurt Hahn Award, detailing the transfer of learning. Learning experiences will include:

  • A directed set up, (including purposes, outcomes, detailed objectives, etc.)
  • A learning environment that shares similarities with future or real environments
  • Practice
  • Natural consequence; the opportunity to learn from success as well as failure.
  • Reflection. Guided as well as self directed
  • Alumni
  • Significant others, such as peers, adults, coaches, facilitators, advisors
  • Student directed feedback loops, assessment, debriefs, and self-selected leaders. The opportunity to be heard.
  • Provisions for follow up.

Based on these essential ingredients of learning, the Cyprus Bold Leaders. Project will include the following elements:

  • Play is natural and a basic resource for humans. Throughout the program, both structured and unstructured time is allotted for the natural human desire to participate and engage in play.
  • Experience stimulates and empowers interest. Each day of the program incorporates real time experience and allows for actually recognizing a “learning moment” as a period of discomfort and unfamiliarity as identified by John Dewey, a recognized “grandfather” of experiential education.
  • Immersion hastens the integration of learning. All phases/platforms of the program incorporate an immersion model.
  • Purposeful reflection is essential ingredient in experiential education. Experience is not at first a reflective process, but rather a disjointed, ungrounded series of impressions that becomes grounded, firm and meaningful through thoughtful examination. Each day incorporates some type of reflection, whether it will be guided reflection, journaling, quiet time, walkabouts etc. (See Daily Practices) Coaches will be present to assist with this process so the knowledge can be used again in future difficulties.
  • Rites of passage complete and move people through learning stages. Throughout the project, the young people will take part in rites of passage rituals and ceremonies.
  • Modeling is a vital learning pedagogy. The project team and all the facilitators and delivery partners are vitally aware of the impact this will have on the students as they observe the collaborative process of leadership.
  • Keeping it simple eases the learner through knowledge gain with less struggle. Conscious of the students “native tongues” and knowing they may be not be confident with English, we will introduce a number of simple key phrases and concepts to aid in the practice and retention of the learning.
  • Service learning deepens learning through connection to contribution. The Cyprus students will engage in a morning of Play for Peace games with trained teen facilitators and young children of diverse backgrounds.
  • Presentations of learning (POL's) are an opportunity to teach others which in turn increases knowledge retention. The POL's will require the students to display and demonstrate what they have learned to an audience of leaders, escorts, community members, host families and dignitaries, using art, poetry, journal reflections, music, dialogue and play, etc.
  • Safe space allows participants to authentically engage in conversations and actions that have value to them. The Bold Leaders Project will take advantage of the natural, youthful curiosity that most young people display when immersed in new and novel environments.