Building a Knowledge Ecosystem:
Just like ecosystems in nature, a knowledge ecosystem evolves over time from the sustained interactions of all sub-systems, components, and parts whose capacities contribute to the development and evolution of the whole system. In natural ecosystems elements to do not compete for vital resources, therefore impeding developmental or evolutionary capacity of the whole. There is cooperation to create synergistic relationships and interactions that will build the aggregate fitness of the whole system, thereby creating the most optimal conditions for supporting all levels of creative activity.
Knowledge is a resource we will use to aggregate intelligence that will create the most optimal conditions for ecological development. In this context, knowledge is considered a means, not an end, for stimulating inquiry, discovery, learning, diversity and change.
Current Knowledge Is Not Sufficient
Current knowledge is not sufficient to support sustainable development in human ecology. We are on a learning journey now because we have to revitalize our aggregate fitness, and restore damaged ecological processes. Damage that was caused by misuse of our knowledge and lack of relevant understanding! Instead of sustaining life giving processes or optimizing conditions of global fitness, we systematically degrade these conditions everywhere we are able to inhabit.
Become Eco–Erudite!
In a knowledge ecosystem, capacity is built from collective intelligence: intelligence learned from the erudite pursuit of creating the most optimal conditions that will serve and fortify the greater good of the whole. Wisdom is the epitome of our learning journey when accumulated experience or erudition leads to such enlightenment as “serving the greater good of the whole environment also creates abundance for myself”!
Good Questions, whether they have correct answers or not, force us to re-evaluate our thinking process open and honestly. We achieve new understanding looking through the lens of possibility.
Only when we are able to view ‘life-as-we-know-it’ in the context of ‘ life-as-it-could-be’ will we really understand the human potential for conscious evolution. Our capacity for prediction, projection, and innovation are tools for learning. Our purpose for learning can lead us to constructive or destructive activities. So while we sense there is a higher and wider purpose for our existence, of what value is our knowledge if we never envision the possibilities of ‘life-as-it-could-be’ and learn to design for it?