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From YouTube: 2016 p4 Pittsburgh #5: Performance - 10/18/16
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A
A
A
Phil?
Are
you
out
there
case
in
point?
What
numbers
do
we
pay
attention
to?
What
are
the
ones
that
matter
to
us
and
how
do
we
start
reframing
data
and
how
we
work
with
it
in
our
city
and
put
it
around
a
framework
that
that
we
can
all
I
think
relate
to
as
easily
as
we
can
relate
to
who
won
the
steelers
game
I'm
going
to
tee
up
this
whole
session
around
performance?
A
We're
going
to
actually
make
this
one
fairly
fairly
short,
but
it's
pretty
important,
I
think
a
lot
of
us
when
we
think
about
performance.
We
think
about
data.
We
think
about
science.
You
know
we
think
about
statistics,
I'd
like
to
put
forth
five
ways
to
think
about
performance.
The
first
one
is
this
notion
of
a
promise
or
a
commitment.
We
make
I'm
going
to
use
the
example
here
of
the
Convention
Center.
We
made
a
promise.
We
decided
that
we
wanted
to
have
the
world's
first
green
convention
center
and
we
did
it.
A
We
did
it
so
I
feel
like
if
we
can
do
that,
we
can
do
anything,
but
we
made
that
promise.
We
fulfilled
it
and
we
did
it
so.
First,
first
way
to
think
about
performance,
making
a
claim
and
fulfilling
that
second
area
is
the
ability
to
perform.
How
do
we
create
systems
that
actually
help
us
succeed
and
how
we
perform
and
I'm
seeing
jameel
sit
right
there
and
we
had
an
in-depth
conversation
with
several
great
people
around
this
notion
of
opportunity
and
a
big
part
of
that
was
the
systems
the
systems
aren't
there.
A
So
when
we
think
about
performance,
we
have
to
think
about
how
we
created
the
systems
that
are
going
to
allow
people
to
perform
and
to
really
do
the
things
that
we
want
to
do
and
what
are
those
systems
that
we
need
to
do
that?
The
third
area
around
performance
is:
how
do
people
react?
We
have
to
really
think
about
what
the
behavioral
aspects
of
performance
are.
Will
people
deny
we
know,
is
going
on
in
some
Rena's
right
now?
Will
they
embrace
it?
Will
they
turn
the
other
way?
A
What
will
change
behavior
and
allow
people
to
think
about?
How
do
they
want
to
perform
the
the
next
area
is
comparative
and
that
we
really
need
to
think
about
performance
as
a
way
of
comparing
ourselves
and
I
just
have
to
throw
this
in
Donald
Hillary
comparative?
Go
where
you
want
with
that,
but
how
we
think
about.
You
know
how
we
compare
ourselves.
We
wanted
to
be
the
world's
best
most
green
convention
center
in
the
world.
Why
not
be
the
world's
best
city
when
it
comes
to
creating
an
inclusive
economy?
We
can
do
that.
A
We
can
do
that.
I
know
we
can
do
that,
but
we
have
to
determine
how
we're
going
to
measure
it.
So
this
last
point
that
I
want
to
make
before
we
bring
out.
Our
speakers
is
performance
from
a
standpoint
of
what
motivates
action.
What
can
we
do?
What
are
the
measures?
What
are
the
ways
that
people
will
be
motivated?
A
A
We
have
to
come
up
with
the
right
set
of
measures
in
the
right
ways
in
which
we
think
about
performance
in
a
way
that
it's
going
to
motivate
people
to
act,
and
so
we
can
sort
of
think
about
those
five
areas
fulfilling
the
promise
creating
the
ability
to
perform.
What
do
we
have
to
do
around
the
behavior
component?
A
How
do
we
compare?
Where
do
we
want
to
be,
and
then
how
do
we
motivate
action
and
I'm
really
challenging
us
to
think
about
performance
with
p4
with
that
type
of
a
framing
and
how
we
really
want
that
aspect
of
what
p4
is
about
I
think
to
help
move
us
forward,
and
so
with
that
I'm
going
to
just
briefly
I
think
they
will
talk
about
great
things
and
you'll.
Learn
more
about
them,
but
we
have
two
speakers.
We
have
Bruce
Katz,
which
I
know
many
of
you
are
familiar
with.
A
He
was
here
last
year
and
Bruce
is
just
doing
amazing
work
around
the
globe
around
cities
and
his
focus
right
now
on
innovation
economy
really
means
a
lot
for
us.
I
think
we
have
to
think
about
how
that
term
translates
to
an
innovation
economy
for
all
and
what
does
that
mean
who's?
Part
of
that
and
then?
Secondly,
second
bar
who
is
a
MIT
Media
Lab
and
I
really
love
what
he's
doing,
because
he's
really
is
building
that
human
element
and
he's
really
creating
patterns
around.
A
B
Good
afternoon,
everyone
so
I
want
to
start
by
just
saying
that
you
are
asking
the
right
questions
today,
starting
with
mayor
Peduto,
you're,
basically
saying
how
do
we
preserve
the
magic
of
this
special
city
while
we
grow
and
how
do
we
grow
an
economy
for
all?
I
would
also
say
that
you're
asking
the
right
questions
at
the
right
level.
B
We
have
a
presidential
election
less
than
a
month
away,
but
after
that
election
is
over.
I
guarantee
you
that
the
new
leadership
in
Washington
are
not
going
to
wake
up
every
day
and
ask:
how
do
we
grow
an
inclusive
economy
in
Pittsburgh
and
your
state
capital
need,
I
say
more
so
what
we've
been
focusing
on
for
the
last
year
with
a
whole
group
of
stakeholders
in
this
city
and
in
this
metropolis,
is
what
is
the
innovation
piece
of
inclusive
innovation?
What
are
your
starting
points?
What
are
your
special
advantages?
B
What's
your
distinctive
play
and
I
just
want
to
say
three
things
and
then,
if
you
really
are
a
glutton
for
punishment,
you
will
join
me
later
for
a
workshop
and
we
can
really
get
into
the
details.
Number
one
I
think
the
context
for
inclusive
innovation
has
dramatically
changed.
We
all
know
about
technological
complexity,
material
and
digital
software
and
hardware.
We
all
know
about
the
move
from
closed
innovation
to
open
networked
innovation
and
how
that
requires
a
new
kind
of
collaboration
across
disciplines
across
sectors
between
companies
and
universities.
B
What
I
want
to
put
forward
today
is
that
we're
seeing
a
level
of
competition
in
the
world
today,
because
a
whole
set
of
technologies,
general-purpose
technologies,
whether
it's
autonomous
vehicles,
whether
it's
genomics,
whether
it's
renewable
energy,
are
moving
from
the
lab
to
prototyping,
to
mass
production,
to
ultimately
ubiquitous
adoption
and,
what's
going
to
happen
over
the
next
15
or
25
years,
is
these
technologies
move
into
the
mainstream
of
our
economies?
Is
a
certain
group
of
cities
are
going
to
basically
ball
to
the
front?
B
Think
Detroit
a
hundred
years
ago
with
the
automobile
think
Silicon
Valley
50
years
ago
with
semiconductors,
there
are
going
to
be
a
group
of
cities
who
not
only
invent
the
technologies,
but
they
test
the
technologies.
They
prototype
the
technologies
and
then
they
figure
out
how
to
make
them
inclusive
how
to
get
their
high
schools.
B
In
their
community
colleges
to
teach
the
right
skills
how
to
grow
a
broad
segment
of
entrepreneurs
within
their
communities,
we
don't
know
which
cities
those
are
going
to
be,
but
if
Pittsburgh
is
going
to
have
a
conversation
around
inclusive
innovation,
it
has
to
basically
aspire
to
be
one
of
those
cities,
and
the
second
piece
about
this
next
competition
is
that
the
spatial
geography
of
innovation
is
radically
changing.
When
you
move
from
a
closed
innovation
system
to
an
open
one
that
requires
our
networks
and
collaboration.
B
You
revalue
proximity
density,
vibrancy,
vitality,
authenticity
in
a
word,
cities
and
so
I
think.
The
question
that
we're
trying
to
answer
with
a
lot
of
very
talented
and
smart
people
here
is
what's
Pittsburgh's
position
and
here's
the
starting
point,
because
in
some
respects,
Pittsburgh
is
like
the
it
City
right
now.
Right
I
mean
all
you
have
to
do,
and
it
was
talked
about
by
many
of
the
other
speakers.
B
Cmu,
you
pit
UPMC
that
are
actually
doing
advanced
research.
In
many
of
these
areas
of
disruptive
technology.
You
haven't
seen
the
employment
effect
yet,
but
there's
a
reason
why
Google
is
here
and
uber
is
here
and
Disney
came
here.
They
need
to
be
near
the
secret
sauce.
The
second
thing
is
your
spatial
geography
built
in
the
late
19th
century
earlier
20th
century
is
actually
perfect
for
the
21st
century.
When
we
take
a
look
at
where
companies
are
growing
they're,
basically
in
the
downtown
up
strip
to
lawrenceville
and
then
in
Oakland.
B
This
is
an
incredibly
concentrated
area
that
we
do
not
see
in
most
cities
in
the
United
States
in
Europe
in
Asia
and
Latin
America,
you
have
the
right
geography
for
innovation.
The
third
bit
is,
you
do
have
a
network,
however,
people
feel
about
each
other.
Here
you
collaborate
a
lot
better
than
most
places,
I
go
to
in
the
United
States
right.
You
may
not
love
each
other
all
the
time,
but
you
do
collaborate
to
compete
and
you've
done
that
for
a
very
long
period
of
time.
B
There
are
headwinds
to
whether
you
can
become
one
of
these
target
cities.
These
select
cities,
we've
already
talked
about
a
lot
of
this.
This
economy
is
not
working
for
a
lot
of
people
here,
and
you
saw
the
statistics
chapter
and
verse,
but
there
are
also
other
headwinds
you're,
not
really
growing
companies
with
large
amount
of
jobs,
you're
starting
companies,
but
they're
not
growing
here.
A
lot
of
the
jobs
that
are
growing
are
coming,
and
it's
very
good
thing
from
mature
companies
company
and
from
the
outside
right.
So
there's
a
high
growth
entrepreneurship
challenge.
B
That
is
very
real
here.
The
second
piece
is,
there
are
certain
kinds
of
demographic
challenges.
We've
talked
a
lot
about
the
demographic
challenges
of
inequity
and
those
are
very
real
and
very
pronounced,
and
they
will
basically
limit
your
ability
to
be
one
of
these
cities,
but
they're
also
has
been
a
loss
of
people
between
the
ages
of
35
to
55
over
the
course
of
many
decades,
which
essentially
means
that
there's
a
whole
segment
of
talent
that
doesn't
exist
in
this
city
and
metropolis
right
now
to
help
you
basically
get
to
the
next
stage.
B
So
most
cities
in
the
country
are
trying
to
attract
the
Millennials
right.
You've
been
able
to
do
that
for
a
whole
bunch
of
reasons.
What
you're
going
to
have
to
be
thinking
about
is
recruiting
a
certain
segment
of
the
population
at
older
ages.
What
we're
trying
to
do
is
basically
and
I've,
heard
this
many
times
as
well
is
not
produce
another
report
right,
you're
exhausted.
Frankly,
everyone
is
exhausted
right.
What
we
are
basically
trying
to
do
is
with
your
stakeholders.
B
Partners
across
a
broad
array
of
disciplines
and
sectors
produce
some
tangible,
concrete
ideas
and
initiatives
that
you
can
actually
design,
deliver
and
finance,
and
that
would
have
a
transformative
impact
within
a
relatively
short
period
of
time.
So
three
areas
that
we're
thinking
about
and
if
you
again,
if
you
are
totally
masochistic
it,
you
want
to
hear
more
about
this,
come
to
our
workout
session
workshop,
not
a
workout.
Maybe
it
is
intellectually
number
one
in
these
disruptive
technologies
because
they're
not
siloed,
it's
it's
not
like.
B
It
was
15
years
ago
when
you
had
we're
gonna
have
a
life
sciences
initiative
over
here.
We're
gonna
have
a
technology
initiative
over
there.
There
is
a
convergence
across
all
these
general
purpose
technologies.
So
how
do
you
become
the
place
that
basically
marries
as
you're
already
beginning
to
do
in
certain
areas?
Think
traffic
signaling,
frankly
think
autonomous
vehicles
right?
B
How
do
you
begin
to
place
to
be
the
place
that
is
able
to
move
across
multiple
disruptive
technologies,
right
that
that
is
going
to
require
a
higher
level
of
translational
research
and
commercialization
than
is
happening
today
and
is
going
to
require
a
clear
focus
on
the
commercialization
of
research
and
again
without
a
national
government
essentially
checked
in
and
with
a
state?
That's
frankly,
fairly
hostile
number
two?
How
do
you
grow
smart
density,
that
is
inclusive
I,
mean
think
about
how
you're
growing
right
now
you've
got
Oakland
you've
got
the
downtown.
B
You've
got
these
other
nodes
and
in
the
middle
you've
got
the
hill
district
and
around
these
areas
you've
got
other
impoverished
and
disadvantaged
neighborhoods.
You
are
the
city
that
essentially
has
to.
Basically
densify
has
to
regenerate
these
disadvantaged
areas
of
the
city,
but
do
it
in
such
a
way
that
you're,
not
pricing
everyone
out
and
you
can
include
a
broader
segment
of
the
citizenry
in
the
prosperity
that
is
being
grown.
B
There
are
ways
to
do
that,
though,
that
another
area
for
recommendations,
the
last
piece
of
skills,
the
next
innovation
economy
is
not
just
for
people
with
doctorates,
from
Carnegie
Mellon
great
place
or
from
you
pit
for
that
matter.
It's
for
a
whole
segment
of
our
population
that
have
the
technical
skills,
their
credentials
that
they
might
gain
in
high
school.
They
may
actually
start
being
exposed
to
it
early
ages,
but
they
definitely
can
gain
and
obtained
through
community
colleges
and
other
technical
institutes.
B
You
have
got
to
be
the
place
that
creates
a
new
kind
of
workforce
development
in
the
United
States
I.
Don't
think
anyone
owns
this
right
now
and
again,
there
will
be
recommendations
along
these
lines,
so
the
good
news
compared
to
most
places
that
we
do
work
in
is
you
have
a
very
strong
platform
for
innovative
growth
and
you
have
a
very
strong
platform.
We
think
for
inclusive
innovation,
but
it
won't
just
happen.
B
You're
going
to
have
to
be
intentional
you're
going
to
have
to
be
purposeful,
you're
going
to
have
to
be
focused
like
a
laser
beam,
because
in
10
or
15
years,
I
think
when
you
hold
hell,
whichever
p
for
a
conference
it'll
be
at
that
point,
the
question
will
be:
did
Pittsburgh
leap
forward
to
become
one
of
those
cities:
global
cities,
25
cities
around
the
world-
that
is
truly
not
just
on
the
ground
floor
of
technological
innovation,
but
technological
innovation
that
really
works
for
a
broad
segment
of
your
citizenry.
Thank
you
very
much.
C
Can
I
get
my
first
slide?
Well,
I'm
doing
that
I'll
introduce
myself.
My
name
is
sup
kambar
and
I'm,
a
professor
at
MIT
at
the
MIT,
Media
Lab
and
today,
I'll
be
talking
about
today.
I'll
be
talking
about
data
technology
but,
more
importantly,
a
philosophy
behind
data
and
technology
in
order
to
shape
our
cities
and
I
want
to
start
by
talking
about
a
famous
calculation
made
in
the
1970s
by
this
radical
Catholic
priest
named
Ivan
Illich.
C
Who
decided
that
he
wanted
to
calculate
the
true
speed
of
a
car,
and
he
said
you
know
in
order
to
calculate
the
true
speed
of
a
car.
You
can't
just
take
the
distance
that
it
travels
and
divide
it
by
the
time
that
it
takes
to
get
there.
You
also
have
to
take
into
account
the
time
that
you
work
in
order
to
afford
the
car
and
the
time
that
you
sit
in
traffic
in
order
to
get
to
work
and
so
on
and
so
forth,
and
he
found
that
once
you
internalize
all
these
externalities.
C
The
true
speed
of
a
car
is
about
five
kilometers
an
hour.
It's
about
walking
speed,
and
this
is
crazy
and
it's
important
and-
and
he
used
this
as
an
illustrative
example
of
a
philosophy
that
he
called
counter
productivity
where
he
said
you
know,
technologies
tend
to
bring
efficiencies
up
until
a
certain
point
of
application
and
then,
beyond
that
point
of
application
they
bring
in
efficiencies
in
the
exact
opposite
direction
of
the
purpose
for
which
they
were
intended,
and
this
is
true
not
just
for
automobiles.
It's
true
for
emails
and
antibiotics.
C
C
We
tend
to
build
a
kind
of
technology
that
I
call
self-reinforcing
technologies,
technologies
whose
use
leads
to
more
use,
and
the
car
is
a
great
example
of
this.
The
car
enables
the
centralization
of
work
in
the
creation
of
highways
and
suburbs,
which
then
makes
the
car
necessary,
which
then
clogs
the
highways,
and
you
know,
you're
in
an
addictive
spiral
when
the
remedy
is
more
of
the
same
more
highways,
more
cars
but
I
think
it's
possible
to
create
another
kind
of
technology.
C
C
So
I
was
thinking
about
this
a
lot.
A
few
years
ago,
when
I
was
living
in
San,
Francisco
I
was
going
on
a
walk
in
my
head
and
and
then
I
look
up
and
I
look
around
and
I'm
like
you
know
there.
It
feels
like
all
of
a
sudden
there's
food
trucks
everywhere
and
so
I
started
asking
around
I
said
why
I
asked
the
food
trucks.
C
I
said:
why
are
there
so
many
food
trucks
and
why
now-
and
it
turned
out
that
it
was
because
of
Twitter-
you
see
at
the
time
it
was
very
difficult
to
get
a
food
truck
license
in
San
Francisco,
but
with
Twitter
illegal
food
trucks
could
thrive
because
they
park
in
a
different
spot
every
day
and
tweet
out
where
they
were
and
it
gets
better
at
a
certain
point.
The
legal
food
trucks
caught
wind
of
this
took
a
look
at
the
followers
of
the
the
illegal
food
trucks
and
said
hey.
C
This
is
like
a
food
truck
customer
database,
and
so
they
started
following
the
followers
of
the
illegal
food
trucks
who
followed
them
back,
and
this
vibrant
community
formed
around
food
trucks
and
in
that
community
ended
up
working
to
change
the
regulations
in
San
Francisco
around
food
trucks,
and
this
was
fascinating
to
me.
This
was
software
shaping
the
city,
it
was
the
internet
shaping
physical
space
or,
to
be
more
precise,
it
was.
C
It
asks
the
first
person
to
draw
a
circle
and
then
it
asks
each
person
beyond
that
to
draw
a
circle
tangent
to
an
existing
circle
and
then
once
there's
no
more
space.
It
asks
people
to
color
in
the
negative
space,
and
this
is
how
that
piece
turned
out
and
I
made
a
number
of
these
pieces
and
in
each
of
these
pieces,
I
followed
the
same
process.
I
started
by
creating
a
basic
pattern
in
physical
space.
C
Then
I
wrote
a
social
process.
I
wrote
down
a
social
process
that
allowed
other
people
to
create
similar
patterns,
and
then
I
created
software
to
enable
the
social
process,
and
I
was
interested
in
this,
but
I
saw
this
as
a
metaphor,
because
I
was
interested
in
this
not
just
for
helping
people
to
draw
on
the
walls,
but
for
helping
people
to
shape
the
cities
around
them.
So
I
did
in
a
second
experiment,
and
this
experiment
came
because
when
we
moved
to
cambridge,
my
wife
told
me:
you
have
one
job.
C
C
The
first
is
that
it's
a
shopfront
school,
it's
a
single
classroom
in
a
shopfront,
and
this
was
not
my
idea.
This
idea
came
from
the
architect.
Christopher
Alexander,
who
also
in
the
70s,
observed
that
about
thirty
percent
of
the
cost
of
operating
a
school
goes
to
the
the
physical
and
administrative,
the
costs
of
operating
a
large
school,
and
so
he
said
well,
why
don't?
We
just
make
small
schools
to
teachers,
a
single
classroom
and
have
the
teachers
be
the
administrators?
C
He
said
if
you
also,
if
you
do,
that,
you
can
also
put
schools
around
the
city
so
that
every
child
can
walk
to
school
and
he
showed
all
these
studies
that
walking
to
school
actually
improves
the
learning
that
happens
at
school,
and
so
that's
the
first
principle.
It's
a
shopfront
school.
The
second
principle
is.
A
C
As
a
montessori
school
and
my
two
sentence,
description
of
Montessori
is
that
it's
a
philosophy
of
childhood
thats,
these
children,
not
as
blank
slates
to
be
filled
up
with
knowledge,
but
as
little
people
in
the
process
of
constructing
themselves,
and
they
have
the
ability
to
construct
themselves,
and
so
the
teachers
role
is
to
remove
the
obstacles
and
prepare
the
environment
for
that
program
that
the
important
process
of
self
construction.
So
that's.
C
The
second
principle
is
that
as
a
Montessori
School,
the
third
principle
is
that
is
a
lab
school,
and
so
we
started
developing
technologies
that
would
be
in
line
with
Montessori.
So,
for
example,
we
developed
these
optical
recognition
technologies
that
would
track
the
materials
that
each
child
is
using
and
in
Montessori
each
material
corresponds
to
a
very
specific
thing
that
a
child
is
learning
and
so
by
tracking
materials.
C
You
can
track
what
each
child
is
learning,
and
so
you
can,
for
example,
see
which
materials
in
which
concept
each
child
is
using
over
the
course
of
the
of
the
day
over
the
week
or
for
the
year,
and
each
of
those
each
of
those
topics
fits
in
a
curriculum
area.
So
you
can
see
how
much
time
a
child
is
spending
on
math
or
language
or
or
or
sensorial
as
compared
to
the
rest
of
the
children
in
the
class,
and
then
you
can
aggregate
these,
for
example
over
the
year
and
see
a
child's
interest
over
time.
C
So,
for
example,
you
see
this
child
was
not
very
interested
in
math
at
the
beginning
of
the
year,
but
towards
the
end
of
the
year
got
very
interested
in
math.
So
that's.
The
third
principle
is
that
as
a
lab
school,
the
fourth
principle
is
that
I
feel,
like
children
have
so
much
to
learn
by
seeing
adults
in
their
work,
especially
if
the
adults
are
working
with
their
hands
and
adults
have
so
much
to
learn
from
children
being
around,
and
right
now
is
that
society
we
tend
to
separate
them
out.
C
C
So
this
is
a
garden
that
we
planted
in
the
park
around
the
corner
from
the
school
and
we
actually
made
the
parking
lot,
the
parking
spot
in
front
of
the
school
into
a
park,
and
then
we
also
asked
the
coffee
shop
next
door
to
put
a
low
table
in
the
coffee
shop,
and
so
the
children
walked
across
the
walk,
walk
next
door
and
had
lunch
at
the
coffee
shop
and
in
in
the
elementary
school
we
started
later.
They
had
a
little
sidewalk
cafe.
C
C
So
the
environment
look
like
this,
and
the
school
has
been
a
wonderful
experience
for
my
child,
but
I
felt
like
if
I
did
it
for
just
the
20
children
and
families
who
were
in
the
school
it
would
be
doing
it
would
it
would
not
be
enough.
I
felt
like
there
needed
to
be
more
of
this,
and
so
how
do
how
do
I
go?
How
do
we
go
from
one
school
to
thousands
of
schools?
C
Well,
what
we've
done
so
far
is
we've
created
a
pattern
in
physical
space,
and
so
then
we
can
create
a
social
process
to
allow
other
people
to
create
similar
patterns,
and
then
we
started
creating
software
to
enable
that
social
process,
so
we
created,
for
example,
interactive
maps
that
show
the
density
of
children
in
the
city,
and
then
we
didn't.
We
made
optimization
algorithms
to
see
given
the
density
of
children
in
the
city
and
where
the
existing
schools
are.
C
To
start
these
schools-
and
the
consequence
to
all
of
this
is
that
in
the
past
two
years,
15
new
wildflower
schools
have
started,
and
that
was
really
surprising
to
me.
I
had
expect
I
expected
things
this
to
grow,
but
I
didn't
expect
it
to
grow
as
fast
as
it
did,
and
I
was
reminded
oh
and
I
want
to.
I
want
to
just
take
a
step
back
and
just
remind
us
that
what
we
did
with
the
schools
is
the
same
thing
that
we
did
with
the
art
pieces.
We
created
a
pattern
in
physical
space.
C
We
created
a
social
process
that
allowed
other
people
to
create
that
pattern,
and
then
we
create
a
software
to
enable
the
social
process
in
the
growth
of
the
schools.
It
reminded
me
of
a
conversation
that
I
had
with
a
friend
of
mine,
who
is
an
acupuncturist
and
he's
and
I
was
talking
to
him
and
I
said,
step
and
I
said.
I
said
how?
How
do
you
do
it?
C
In
my
role
at
my
I'm
sorry,
he
said,
sometimes
the
energy
is
blocked
in
my
role
as
an
acupuncturist
is
to
unblock
the
energy
to
let
the
body's
energies
heal
itself
and
I
thought
that
was
beautiful
and
I
think
this
is
true
on
a
societal
level
as
well.
I
think
societies
have
the
ability
to
heal
themselves.
People
have
the
ability
to
heal
their
own
societies,
but
sometimes
that
energy
is
blocked
either
through
cost
or
through
or
through
lack
of
technical
knowledge
and
so
on.
C
A
C
C
Take
a
look
at
what
we've
done.
We've
created
a
school
model
where
which
is
led
by
the
children
and
supported
by
the
teacher,
rather
than
led
by
the
teacher
in
a
radically
mixed
age
environment,
where
children
of
mixed
ages
and
and
adults
work
side
by
side
in
public
spaces
that
are
prepared
for
learning,
rather
than
separating
places
of
learning
from
places
of
the
rest
of
life
with
a
social
network
that
connects
learners
and
teachers
of
all
kinds
in
all
ages.