Inner Development Goals for Integrative Learning
Beki Aldam, Crossfields Learning
Where did the Inner Development Goals come from?
In 2015, all UN member states adopted the 17 Sustainable Development Goals. These goals represent international agreement that we have to dramatically change our ways of living, if we are to continue to inhabit Earth without destroying her irrevocably. According to who you are, those changes should occur very soon, right now, yesterday, or at some point in the future. But there is almost universal acceptance that something drastic needs to change. The UN talks of us being in “an ambitious decade” at the end of which the goals are met, in 2030.
Why are we not steaming towards the accomplishment of these goals? For many who are concerned about it, movement towards the goals seems achingly slow, or even non-existent. The recent return of populist governments across the world has further scuppered progress and, in some cases, introduced dangerous regressions.
Frustrations about this lack of progress began to grow soon after the goals were ratified. In early 2019 a group of academics, thinkers and leaders got together to discuss the view that what was impeding the world’s transformation to sustainable development was something about the way humanity currently functions, “at the core, we are the problem. The way we’re acting in the world, and the way we solve problems, is the problem.” [innerdevelopmentgoals.org]
Environmental lawyer and academic Gus Speth articulated it best, when he said: “I used to think the top environmental problems were biodiversity loss, ecosystem collapse, and climate change. But I was wrong. The top environmental problems are selfishness, greed, and apathy.”
This group agreed that, as humans, “we lack the inner capacity to deal with our increasingly complex environment and challenges.” Luckily though, all is not lost, because, “modern research shows that the inner abilities we now all need can be developed.” [innerdevelopmentgoals.org]
The development of these inner abilities is the foundation of the Inner Development Goals (IDGs).
What are the Inner Development Goals?
The IDGs are an identified list of transformative skills for sustainable development. They show us which qualities and skills we need to develop and nurture, in order to be able to meet the UN’s Sustainable Development Goals.
Crucially, there will be guidance on how to develop these necessary skills, which will be “open source and free for all to use”.
Reading the full IDG report is interesting, because over a thousand people worldwide have had an input in their evolution. And there were many discussions on how they ought to be presented. Essentially, though, there was a need to make them accessible, and easy for mass communication and education. Agreement was made that 23 skills and qualities would be presented in five ‘dimensions’ or categories:
Why do we think they are important?
At Crossfields Institute, we have a commitment that everything we do should make the world a better place. We believe that education has the power and potential to be a force of positive change in the world. And we aim not only to care for and nurture the environments around us, but to promote environmental responsibility wherever we can.
For us, then, the IDGs align clearly with what we wish to help our learners achieve – real, lasting, positive change in the world.
How can they improve and enhance IE?
The IDGs give us a framework to develop our own skills and qualifications. Many of those skills are vital to becoming effective learners. For example, developing your co-creation skills (as part of part 4. Collaborating – Social Skills) will ensure that learners are better able to work in pairs or groups to create their work. It will lead to more satisfying learning experiences; better outcomes for learners and teachers; and a higher quality of work that we can showcase as a result. Everyone benefits!
If anything, we think Integrative Education and IDGs complement each other. Arguably, young learners are better equipped to grasp the concepts of, and improve, their skills and qualities for life, in an environment where the learning better reflects the world around them; where their thinking is already connected across different subject areas; and where they are required to work in pairs or groups as part of their everyday educational experience.
Most importantly, the IDGs give us practical help in addressing the needs of humanity. And they help people to navigate the anxieties and uncertainties that can impede progress and impair the quality of our lives. Climate change anxiety, rising alarmingly in the younger demographic, is a very real challenge that we must support our young learners – and their teachers – through. As this article in the Lancet argues, “we owe it to children and young people to prioritise mitigation of climate change at its source, while at the same time investing in evidence-based tools to support their mental wellbeing in the face of this ongoing crisis.”
How have we used them in our work?
We have embedded the principles of the IDGs into our Integrative Education Level 3 qualifications.
The IDGs work alongside research methods, independent project work, cross-cultural competencies, eco-literacy and many other complementary elements that prepare young people for the next stage in their lives, and to be active and responsible global citizens.
How can you find out more?
Read the full IDG report to find out more about the project.
Crossfields Institute Level 4 Award in Internal Quality Assurance: Integrative Approach