Core Argument - The industry needs system-wide transformation that begins within, requiring innovation on inner maps of how to navigate life [2] - The industry is treating the world as complicated when it is complex, requiring humility, awareness, and system sense [9] - The critical upgrade is human, focusing on the kind of humans shaping AI [14][15] Key Dimensions - Self: Thoughts, feelings, and signals inside individuals [19] - Other: Reality unfolding in the person or persons across from individuals [19] - System: The environment and the bigger currents of culture, tech, politics, power, and capital [20] Essential Human Skills - Befriending oneself and nature, recognizing their interconnectedness [20][21][22] - Seeking and being truth, reclaiming voice in a world of disinformation [22][23] - Following one's north star, using discernment as a lifeline [24] - Practicing perspective-taking, seeking disconfirming evidence to deepen understanding [26][27] - Co-creating with AI and others, collaborating radically to amplify human thriving [27][28]

Challenges in Higher Education - The Canadian university sector has experienced over 5,000 job cuts since the introduction of international student caps in January 2024 [3] - Ontario universities are projected to lose 100,000 student spots, potentially leading to unmet workforce needs and increased competition for remaining seats [4] - The University of Waterloo announced a $94 million operational deficit, signaling a growing financial crisis in higher education [5] Impact of University Failure - Failure of universities could lead to failures in essential services like healthcare, due to underfunding and disconnection from communities [8][10][11] - Underfunding higher education endangers healthcare and healing systems [11] - The current university system is described as a "house of cards," vulnerable to collapse due to disconnected leadership, chronic underfunding, and lack of public trust [13][14] Proposed Solutions and Reimagining Higher Education - The report advocates for co-creation, involving students, faculty, and community groups in designing curriculums and research [19][20] - Governance in higher education needs reimagining to include inclusion, imagination, and innovation in decision-making [28] - The report suggests creating a "foresight council" with community members to anticipate and shape change, rather than just reacting to crises [29] - Universities should build "third spaces" for collaboration between community members, faculty, and students to foster civic engagement [33] - Tenure systems should be re-evaluated to ensure they promote equity, innovation, and sustainability [17][18]

Core Idea - The presentation explores the concept of co-creation in music education, emphasizing the importance of process, expression, and communication over technical perfection [12][16] - It contrasts formal music education with collaborative, experience-based learning, highlighting the value of engaging students' passion and cultural context [10][15] Personal Journey - The speaker's musical journey began in Austria, progressed through formal training, and evolved with experiences in China and rural music education programs [1][5] - A shift in perspective occurred from chasing technical perfection to valuing the co-creative process and emotional expression in music [11] Music Education - Traditional music education often focuses on theory and rote learning, potentially neglecting the joy and collaborative aspects of music [14] - Co-creation in music education involves students actively participating, expressing themselves, and connecting with their culture and environment [10] - The rural music education program demonstrated that students learn more effectively when they are engaged, participating, and making music together, even if the result is technically imperfect [9] - The program highlighted the importance of adapting teaching methods to students' interests and cultural backgrounds, fostering a sense of ownership and enthusiasm [10] Key Contrast - The presentation contrasts the structured, resource-rich environment of formal music education with the resource-limited but culturally rich environment of rural communities [12][13] - It suggests that passion, collaboration, and cultural relevance are more important than resources or technical perfection in fostering a love for music [16]