​‘All grown-ups were once children... but only few of them remember it.’ (The Little Prince)

Available in over 600 languages and dialects worldwide: after the Bible, The Little Prince is apparently the 2nd most-translated book in the world. I was first given a copy back in my early 20s by a close German friend, Rudi. He saw beauty and magic in the story that was, on reading it, to entrance me too. More recently, I was invited by Jasmin to use The Little Prince as a sample reader-response resource for Development Communication students in the Philippines.

In advance of each seminar, I invite the students to read a section of the book and then to engage in a conversation with me about its potential meanings, its significance in their personal-cultural contexts and its practical applications in their lives and work. Questions included: ‘The narrator says that adults need everything explained to them. Do young people and adults see the world differently? What might young people notice that adults overlook?’

In today’s seminar, we explored, ‘The Little Prince’s home is a tiny asteroid. What places, communities or relationships make up your world?’ – to which they immediately identified, and unequivocally prioritised, ‘family’, alongside other people and features. We also explored, ‘The Little Prince takes care of his tiny planet by removing the young baobabs before they become dangerous. What small problems in your community could become much bigger if ignored?’

The questions with greatest personal resonance for these DevCom students included: ‘If you were to meet the Little Prince today, what would you want to ask him – and what would you want to understand about his world before trying to communicate with him?’ And, ‘If you were to meet him, what would he ask you?’ One (an artist) said, ‘Draw me a better sheep!’ Another, ‘Have you stayed true to your childhood dreams – or have you become too compromised?’

‘Do you have the patience to wait until your mud settles and the water is clear? Can you remain unmoving until the right direction arises by itself?’ (Lao Tzu)

'What do we do when a good question creates more anxiety or uncertainty, rather than less?' I was marking assignments this week for participants on an advanced Action Learning facilitator training programme, leading to Institute of Leadership & Management recognition for those who successfully complete it. One participant quoted Lao Tzu’s words (above) as a profound reflection on the value of reflection in Action Learning.

We often associate the ‘Action’ in Action Learning with what happens after the session: the action someone decides to take as a result of the conversation. But what if action is also what happens during the session? For example, when a peer asks a question that challenges an assumption, opens up a new perspective or invites someone to notice something different in their thinking, feeling or behaviour. A question can be a form of action.

I sometimes think of such questions as like pebbles thrown into a pond. They disturb the surface and create a splash. The ripples spread and, for a moment, it can be difficult to see clearly. A carefully chosen question can unsettle something that previously seemed certain. It can bring thoughts, feelings, assumptions or possibilities into awareness that weren't felt or visible before. And this is where the Action Learning set’s response becomes important. Do we immediately throw in another pebble? Or can we wait?

Silence can feel uncomfortable and we may be tempted to fill it. We may ask another question, offer an observation, provide an interpretation or try to help the person reach a conclusion. But perhaps, sometimes, the most helpful thing we can do is…nothing…and hold the space for something to emerge. If we allow the water to settle, a person may begin to see a reflection on the surface, or may notice what is hidden beneath it, or begin to see something that wasn't there, or wasn't visible, before.

Perhaps that is where the ‘Learning’ in Action Learning happens. Not necessarily in the question itself. Not necessarily in the answer. But in the space between the two. Of course, this isn't always easy. When something has been stirred up inside us, our own perception and judgement can become clouded. We can feel a strong urge to resolve the uncertainty, regain our bearings and do something.

And yet Lao Tzu's question offers a different possibility: Can we remain unmoving until the right direction arises by itself? For an Action Learning facilitator and peers, this may require patience, confidence and a willingness to resist the temptation to intervene. It may mean trusting the process. It may mean trusting the person. It may mean trusting God. It may mean trusting ourselves enough to tolerate not-knowing what will happen next.

I don't think this means that we should always wait for perfect clarity before taking action. Sometimes it’s action itself that generates learning. But neither should we assume that movement is always progress. I’m reminded of these words by Ernesto Cardenal: ‘We are mirrors of God, created to reflect Him. Even when the water is not calm, it still reflects the sky.’ We don't need the water to be perfectly still before a revelation is possible.

So, in Action Learning, perhaps the question isn't only, ‘What question should I ask next?’ but: ‘What might become visible if I have the patience – and trust – not to ask it?’

​‘This is a turning point, a real turning point…it breaks my heart.’ (Angela Merkel)

If you’ve been watching the world news recently, you may have noticed the AfD (‘Alternative for Germany’) achieved previously-unimaginable electoral success in Saxony-Anhalt state this week. Such an astonishing result has sent shock waves throughout Germany and across wider Europe. With almost 78% voter turnout and nearing 44% of the vote, the AfD is seen by some voters as the cultural salvation of Germany and by others as a total moral-political disaster.

This new situation begs the question: How did Germany get here in the first place? Many years ago, whilst working in anti-Nazi youth work in Germany, my mentor reflected astutely that, ‘In the past, the Nazis didn’t seize power – they were voted in. So, the really important question today is: What are the critical conditions in which something like the Nazis could look like a good idea again - and even more so, what can we do to prevent those conditions arising?’

In exit polls, voters placed issues of identity, security, economy and inclusion high on the list. 91% of AfD voters are concerned about foreigners living in Germany – a consequence of Angela Merkel’s open borders decision in 2015. 83% view the central Government as unconcerned with the needs and interests of ordinary people, and 73% of all voters believe the people of former East Germany (which includes Saxony-Anhalt) are often treated as second class citizens.

And that’s just the tip of the iceberg. It’s a toxic, polarising and explosive mix. Some argue that such views, beliefs and sentiments are manipulated by 'far-right' billionaires on social media, subversive Russian influencers or some other malign force. Others push back with anger, frustration and despair that what they perceive, feel and experience as legitimate concerns are routinely ignored, dismissed or silenced by the State. ‘What are the critical conditions..?’ Scary.

‘When beginning to work in a new way, a golden rule is to go slowly and take small steps.’ (Catherine Widdicombe)

This week’s webinar with DevCom students in the Philippines focused on the ‘Non-Directive Approach’, pioneered in the early days of community development by Reg and Madge Batten and adapted subsequently by Catherine Widdicombe and George Lovell, founders of AVEC. We looked at distinctions between directive (doing to/doing for); non-directive (doing with/enabling others to do for themselves) and positive withdrawal (stepping back/not stepping in) as potential intervention strategies, depending on the specific needs or aspirations of individuals or groups.

We looked at different scenarios in which students have witnessed or used each approach, including the rationale for choosing them and what the potential pros and cons are, especially if used or over-used as a default (e.g. directive – useful in emergencies or where new knowledge is needed, risk of learned helplessness; non-directive – useful to enhance agency, risk of domination by powerful actors; positive withdrawal – useful to build confidence, risk of feeling abandoned).

A key question each begs is ‘what approach would be most beneficial for this individual or group in this situation at this time?’ More complex underlying questions include, ‘who decides what is beneficial?’, ‘who gets to decide which approach is appropriate?’ and ‘how are such decisions reached?’ The answers to such questions are rooted deeply in, for instance, specific contextual cultures, beliefs, values, norms and expectations. This calls for those engaged in development to be aware of their own assumptions if they are to order to avoid unwittingly imposing them on others.

‘Make better decisions, willingly.’ (Vianzzi)

This week’s workshop with grassroots Filipina activists focused on influence – what it is and how to do it. I liked student Vianzzi’s concise summary (above) of the goal of influencing others in the advocacy arena. A key word for me is ‘willingly’, which points towards motivation and choice. When seeking to influence, I’m hoping to evoke something in another person or group – a fresh insight, for instance – that leads to a free change in their own decisions, directions and actions.

Student Chrisha highlighted the importance of clarity of intention. For instance, before presenting a case or a call to action, to clarify (not least for myself) in advance: What do I want my audience to know; how do I want them to feel; what do I want them to do? The students also emphasised the cultural-relational importance of valuing their hearers; seeking to understand and respect their interests, hopes and concerns; and modelling personal integrity to build and sustain trust.

‘Be an inconvenience.’ (Bill Bontigao)

I met with some incredibly impressive Filipina students this morning who are studying Development & Communications with a vision to transform their society in the future. I was struck by their depth of understanding of complex social, political and environmental issues and their passion to make a tangible difference in the world. Wow. It provoked me to reflect on my own life at their age, and my own work now.

Our conversation was based around Greenpeace founder, Bob Hunter’s, five key principles to influence radical change: Plant a Mind Bomb; Put your Body where your Mouth is; Fear Success; The Revolution will not be Organised; Let the Power go. We discussed what these principles mean and call for in practice; where they have witnessed or experienced them in real life; their validity in the world today; and how to apply them.

It begged the important question of how far individual activists can impact societies and beyond. As examples, we looked at Greta Thunberg’s early activism; Jasmin’s role modelling and impact in the Philippines; how God chooses seemingly insignificant people (including John and Jesus Christ) and achieves amazing things through them. Our lives and actions can create ripple effects we could never anticipate or imagine.

‘Agency is learning to see ourselves not as victims of our circumstance but rather as architects of our own better futures, and to do so even in the face of real obstacles.’ (Ian Rowe)

I worked with a group of 25 experienced practice supervisors from a UK charity last week that specialises in providing support for children, young people, families and carers. They had been trained recently in trauma-informed practice and my role as leading and influencing change consultant was to help them think through how to engage wider key stakeholders and embed it in practice.

During the course of the day, we explored a range of psychological insights and principles that included:

Change happens around us, transition happens within us; the same change can mean different things to different people; people may resist a change if they don’t feel heard and understood; people are more likely to embrace a change if they feel able to exercise a degree of choice, influence or control; ask people, ‘What would this mean for you?’ and ‘What would you need?’

I was particularly struck by the stance of one participant. When I invited the group to take a leap of faith by volunteering for an activity without telling them first what the activity would entail, Hina stepped up immediately. When I asked her why, she said she could still choose to step down if she decided she didn’t want to do whatever I asked of her next. A great role model for personal agency.

‘See the light in others, and treat them as if that is all you see.’ (Wayne Dyer)

Today’s coach training workshop was with participants in and from Colombia and Peru who are working with Tearfund, an international Christian NGO. I noticed immediately their strong sense of awareness and concern for the people of Venezuela in the aftermath of recent devastating earthquakes. I was struck too by the relational warmth in their interactions with one-another and with me during the coaching skills practice sessions.

Their language was rich and evocative and felt quite different to more transactional approaches I’ve sometimes encountered in other contexts. One of the participants, for instance, opened their coaching conversation with ‘Thank you for your trust’, followed by ‘What is the search you are sensing within you?’ Another said, ‘Thank you for your willingness to explore this today.’ What beautiful ways to open a conversation. Respectful and honouring.

One of the participants used the metaphor of a treasure hunt for coaching conversations. It reflected the idea of seeking and searching – enabling a person to discover hidden treasures by engaging alongside them in their struggle and quest. It reminded me of Jesus’ words: ‘Ask… Seek… Knock…’ and his parable about hidden treasures – truths and realities that lay hidden: except to those who genuinely seek and search and to whom they are revealed.

‘Christianity is not the sacrifice we make but the sacrifice we trust.’ (P.T. Forsyth)

Jasmin found the prospect of the poorest children arriving at school, humiliated among their peers for not having even the most basic notepads and pens, absolutely unbearable. This was last week as children in the Philippines prepared for a new semester. Having no discretionary income to provide for what they need and seeing the children’s own families struggling in dire poverty too, Jasmin sold her family’s small motorbike to buy them books, bags and pens.

This radical act left me reeling. I thought immediately of my own motorbike, standing here in the garage as a gift from my father and only used for pleasure riding. Jasmin’s actions are rooted in faith in God and a determination to trust Jesus completely. How easily I give away what I don’t need. How easily I rationalise what I tell myself I do need. Giving what I do need to satisfy the needs of another person is where true sacrifice starts. God – deepen my love and trust.