The Future of Education

Michael B. Horn
The Future of Education Podcast

Interviews with the top innovators & changemakers so that you can stay on top of the trends transforming transform learning, education, and the development of talent worldwide so that all individuals can build their passions, fulfill their potential, and live a life of purpose michaelbhorn.substack.com

  1. AUG 26

    Empowering and Untethering Teachers with AI

    Satya Nitta, Co-Founder and CEO of Merlyn Mind, an education AI company that allows teachers to automate and voice-activate once clunky digital teaching tasks, as well as the founder of Emergence, which just came out of stealth mode with a raise of a whopping $97.5 million in venture capital, joined me to discuss how the AI technology in Merlyn Mind untethers teachers from their computers, the new learning possibilities unlocked by that change, and the importance of the practical implementation of AI tools. Michael Horn:  Welcome to the Future of Education. Where we are dedicated to building a world in which all individuals can build their passions, fulfill their potential, and live a life of purpose. Today, we will discuss transforming our K-12 system and supporting educators globally. I'm delighted to introduce our guest, Satya Nitta, the founder and CEO of Merlyn Mind. Merlyn Mind is one that’s been on my radar for quite a number of years for its approach to artificial intelligence. We’ll hear how their approach is very distinct from a lot of the hype and conversations around AI at the moment. Satya, thank you so much for being here. It's great to see you. I appreciate you joining us. Satya Nitta:  Pleasure to be here, Michael. Michael Horn:  You bet. Let's dive in. You founded Merlyn Mind back in 2018, well before the current craze around large language models like ChatGPT. Even back then, adaptive learning was a big topic, and AI was frequently discussed in that context. When you started Merlyn Mind, you made an important decision to focus on serving the teacher first. I’d love to hear about that origin story and why you made that decision. What was the vision behind Merlyn Mind? Satya’s Journey with AI in Education Satya Nitta:  Sure. Before Merlyn Mind, I was at IBM Research for 18 years. In the first half, I was advancing Moor’s Law, working on chip technologies. In the latter half of my time there, I worked on AI. I got into AI around the time Watson won Jeopardy. I was given the keys to the kingdom around 2012 to 2013 when Watson won Jeopardy. That was a seminal moment when a computer seemingly understood language, complex allusions, and puns, and beat the two best players in this complex quiz game. This was similar to Deep Blue beating Kasparov, and both events happened at IBM Research down the hall from where I had an office. When Watson won Jeopardy, IBM was approached by various companies wanting to use Watson in their industries, including education. In early 2013, I was given the opportunity to explore how to use AI in education. I had no prior experience in education. I was working on either advancing language modeling. Language models predated large language models, which is the whole chat GPT revolution. I was working on conversational systems and speech recognition, and I thought this was a great opportunity to take AI and do something in a particular domain. I concluded that AI works best in deeply domain-specific ways.  So I spent six months to a year studying cognitive psychology, neuroscience, and learning science. I already had some exposure to neuroscience, especially cognitive neuroscience because of an interest in a branch of computing called neuromorphic computing. So I went back to IBM, and I basically said to them “Look, we can do a number of things with AI and education. We can take the Watson system and build question-answering applications or chatbots across a number of things. Universities can use it to help students who are onboarding get all kinds of answers to their questions. We’re sitting here at IBM Research, one of the places that has really advanced computing, we need to do something foundational with AI and education. When tasked with integrating Watson into education, I drew from the 1957 Dartmouth Conference, where the term "artificial intelligence" was coined. The founders of AI, like Marvin Minsky and Herb Simon, saw teaching machines as a grand challenge. W

    31 min
  2. AUG 19

    Crisis Proofing Today’s Learners

    Jean Eddy, President and CEO of American Student Assistance, joined me to discuss career preparation for young people. We talked about the lessons from Jean’s new book, Crisis-Proofing Today’s Learners (buy it here!), including the importance of the middle school years, necessary attitudinal shifts, and striking the balance between passion and practicality. For those who are paid subscribers, I look forward to the conversation in the comments—and Jean and I look forward to sharing more content with you all soon with a new partnership we have in the works! More to come! The Future of Education is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Michael Horn: Welcome to the Future of Education, where we are passionate about building a world in which all individuals can build their passions, fulfill their potential, and live a life of purpose. To help us with that journey today, I'm delighted that we have Jean Eddy. She's the president and CEO of ASA, American Student Assistance, a great thinker, great friend, and author of a very important book. We'll delve into many interesting things that Jean is doing. It's titled Crisis-Proofing Today's Learners. Jean, so good to see you. Thanks for joining us. Jean Eddy: Absolutely. My pleasure, Michael. Thank you for reading The Future of Education. This post is public so feel free to share it. The Ikigai Concept Michael Horn: No, it's all mine. Trust me. So let's get into it. It's a terrific book, and for those who are wondering, should I buy it or not buy it? It's a fast read, but it packs so much information in each chapter, reframing how we think about the choices that young people have before them in their lives. But I want to start up front with this concept of Ikigai in your book. Tell us what that is and why it's so important. Jean Eddy: Well, I think that the Japanese absolutely got this right, where they were trying to provide a balance to an individual that would give them a full and meaningful life. Ikigai is about helping a young person figure out what they love, what they're good at, what the world needs—which is very important—and what they can be paid for. If you can provide those things over the course of a young person's lifetime or journey, then they have an opportunity to have that successful, meaningful, and happy life that Japan and, I would have to say, other countries aspire to. Michael Horn: Yeah. It's such an important concept, balancing self and purpose with contribution to the world and society, and what you can get paid for. So it's not just underwater basket weaving or something like that. Although maybe that's more important in the future. I don't know. But I guess I'm curious, in your mind, when an education system specifically, in a society specifically gets Ikigai right, what does that look like, and how far off are we from that today in America? The Future of Education is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Jean Eddy: Oh, boy. I would say that we're pretty far off. I'll start with the latter question. I think we are so focused within our systems about all the things that we believe young people need to have. It's really more about the basics and what we need to impart to our kids and less about this whole idea of discovery. I am a real fan of discovery work in that kids are looking for relevance, and oftentimes they can't see it in what they are doing in their classwork. They don't know how it relates to what they care about or what they see. In so much of the research we do, we find that kids oftentimes are even leaving high school without a sense of what they're good at. How is that possible? If our systems were more focused on that self-identification, what am I good at? What am I interested in? And then build from there, we could start to see the kind of change that we need to make in

    20 min
  3. AUG 12

    Team Teaching in Mesa Public Schools

    Andi Fourlis, Superintendent of Mesa Public Schools in Arizona, joined me to share how her district is reimagining the teaching profession. We discussed Mesa's work on team teaching, its impacts on learning and teacher satisfaction, and the ins and outs of implementing such an innovative change. As always, I look forward to your thoughts. Paid subscribers are able to comment and exchange ideas. The Future of Education is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Michael Horn:  Welcome to the Future of Education. I'm Michael Horn, and you are joining the show where we are passionate about building a world in which all individuals can fulfill their potential and live a life of purpose. To help us think through that, today we have a very special guest. Her name is Dr. Andi Fourlis. She's the superintendent of Mesa Public Schools in Arizona. Andi, thank you so much for joining us. Andi Fourlis:  So happy to be here. Thank you for reading The Future of Education. This post is public so feel free to share it. Andi’s Journey to the Work  Michael Horn: I can't wait to hear about your story because from my reading, it sounds like your pathway to becoming superintendent, and some of the formative experiences you had as an educator, have really shaped your approach as a superintendent. Can you share some of that journey with us before we get into the work you're doing now? Andi Fourlis:  Yeah. This is my 32nd year in education. I'm a career educator. From the time I was a little girl, I knew I was going to be a teacher. This is a dream of mine to be able to support children in so many different ways. I started off teaching middle school and had the great fortune to teach on a team with sometimes as many as five other teachers. I've always worked in a team environment, and outside of my first two years, I realized I needed to have a team. More heads are better together. I've worked in a variety of environments, from low-income schools to affluent schools. Kids are kids, and the more adults we can put around students, I quickly learned, made me a better teacher and got better outcomes for our kids. Michael Horn: It's interesting to hear you say that because it makes a lot of sense. I think people from the outside think educators like to be by themselves, but that wasn't your experience. What really caught my eye and made me excited to talk was a conversation I had with David Schuler, the executive director of the School Superintendents Association. He told me about the work you were doing with the Next Education Workforce initiative. A couple of years earlier, I had Arizona State University's dean, Carole Basile, join us to talk about the work she was pioneering there at the Next Education Workforce initiative. I believe Mesa has been one of the pioneering sites for the team teaching they espouse. Can you tell us about how this work started in Mesa? Andi Fourlis:  It's such an interesting journey. In 2019, I was a deputy superintendent, and I became superintendent in 2020. People always remember 2020 as a challenging year to become superintendent of the largest district in the state of Arizona. We had to invent and reinvent how we were going to do school, take care of children and their families, and take care of our employees. Throughout my career, I've been a classroom teacher, mentor teacher, and my path to the superintendency has been through teacher leadership. I've always been close to classrooms and understood that the working environment and conditions of teachers must change if we want better outcomes for our students. I've supported teachers as a director of professional development, director of curriculum, and assistant superintendent of teaching and learning. My pathway into the superintendency has always been about supporting teachers and learning. The Future of Education is a reader-supported publication. To receive new posts and support

    23 min
  4. AUG 5

    Concerning Trends in Philanthropy for Education Reform

    Stacey Childress, Senior Education Advisor at McKinsey & Co., rejoined me and Diane Tavenner to discuss the world of education philanthropy. Stacey draws from her previous experience at NewSchools Venture Fund and the Gates Foundation to analyze troubling trends in the sector. I was curious to learn what she and Diane would do differently—as funders and as operators. As always, thanks for reading, writing, and listening—and let me know what you think. Diane Tavenner: Hey, Michael. Michael Horn: Hey, Diane. It's good to see you. Diane Tavenner:  It's good to see you as well. I think the unofficial start of summer has happened. I know that because I had a big graduation last week. My son graduated from college, which is quite surreal. It's also the last episode of the season, which I can hardly believe. Michael Horn: First, congrats to you and to Rhett on the graduation. It's very exciting news. I can't believe it's the end of the season. We've had the chance to interview many interesting people, and we've particularly enjoyed having one guest back on the show. Diane Tavenner: That's true. I'm excited to reintroduce Stacey Childress. Regular listeners will be familiar with her. We originally teamed up for a two-part series on higher education and had so much fun that we decided to do it again for K-12 education.  Hopefully, folks are enjoying those episodes. During those conversations, we had some off-the-record dialogue about a big topic in education right now, and we decided it was an important conversation to have. So, welcome back, Stacey. We're thrilled to have you here. We've covered your credentials before, but today you're really in the expert seat, having been involved in multiple aspects of philanthropy, which is the direction we're going. Michael Horn: Hi, Stacey. Thank you for joining us again. Stacey Childress: I am happy to be here. There are two things I'm reflecting on now that this is my fifth episode in a row. Diane Tavenner: Yes. Stacey Childress: One, never say anything to you guys in an offhand way because it might become a podcast episode. Oh, we ought to do philanthropy, and now here we are. I've learned my lesson. The second thing is, I feel like I've moved from guest to long-term guest, almost like we’re in roommate mode. Changes in Education Philanthropy Michael Horn:  We'll see. Diane and I are persuasive. Either way, thank you for joining us. We're excited to dive into this topic of education philanthropy. As you both alluded to, it feels like the water around philanthropy and education is really churning right now. It feels different from how it has in the past. Maybe it's my imagination, maybe it's not. There was recently an article in Inside Philanthropy talking about the changing nature of education philanthropy, which struck a chord with us. Many of our listeners are running school networks, starting education nonprofits, or interfacing with donors. We wanted to dive into this important sector of the education reform movement to discuss how it is or isn't changing and its implications for our sector. Diane, what did I miss before we dive in? Diane Tavenner: I think you captured it well, Michael. Just a minute more on the philanthropy aspect. The article did a good job of capturing the feeling. The conversations I regularly have with folks in education, whether in nonprofits or school organizations, or anyone in the ecosystem who relies on philanthropy for their initiatives or operations, there's a real sense of worry, stress, and fear. There's a belief that there is less philanthropy available, and it's confusing what is being funded, if it's going to be there, and if long-term philanthropists will stay in the sector. This is a big conversation happening all around. Stacey, you’re in this a lot. Many people look to you as a whisperer in this space. Is that capturing what you’re experiencing? Stacey Childress: Yes, it is. There's a lot of uncertainty. Michael, you asked if these fo

    1h 19m
  5. JUL 15

    Tackling All That K12 Schools Try to Do: The Solutions (Part 2)

    Diane Tavenner and I welcomed Stacey Childress, Senior Education Advisor at McKinsey & Co., back for our second episode in our two-part series on the challenges facing K–12 education and promising strategies for addressing them. In this episode, each of us made the case for one high-impact reform to address the challenges laid out in the previous episode. We talked about: reforming how schools evaluate and recommend students, unbundling the core education experience, and doing more to instill character in values through education.  Diane Tavenner: Hey, Michael and Stacey. Wow. Michael Horn: You got to say hi to both of us. This is fun. Stacey Childress: Hi, Diane. Hi, Michael. The Two-Part Series on K12 Diane Tavenner: Good to be back together with you two. This is part two of a two-part episode the three of us are doing together. The premise for this episode started when we did a two-part episode previously around higher ed, and some of our devoted listeners and folks said that they enjoyed it so much, and they encouraged us to do something similar for K12, which we are doing. So this is our second episode, and it's so much fun to be back together with the two of you. Michael Horn: Hopefully, our listeners are not regretting that request after listening to the first part, but we're going to be briefer this time. It's our resolution. Stacey Childress: Yeah, we even wore ourselves out on episode one of this series. So, yes. Diane Tavenner: Just to remind folks, if you haven't heard it, part one was identifying the elements of the K12 system that are the core elements and then identifying the problems with them right now. That's all to lay the foundation so we could propose solutions. Since we recorded the first problem episode, we've had some good conversations, the three of us, and really pressed each other about how we wanted to approach solutions. We ran through a bunch of different options. But I think the one we got most excited about, and where we ended up landing, is rather than trying to go through a laundry list of all nine elements. Because it's expansive, if you listened to the first one, you had to hang in there for quite a long time with us. We decided that we would each pick one of the nine to work on solutions for. And it turned out we all picked different ones. So I think the approach we're going to take today is to make our case for why we would try to solve the element that we're picking, how we might solve it, and what solutions might be in the world already that are attempting to solve it. And in that, is there a way to unbundle it from the others to make it more possible? The other two of us will react to that and see if we have anything to add. Does that sound right? Michael Horn: Let's go forward with that as a plan. Diane, you get to go first, so you model what this looks like for us. Diane's Proposal: Reforming Schools’ Evaluator-Recommender Role  Diane Tavenner: All right, well, I'm happy to go first. I suspect some folks might be taking some bets right now on which of the nine we chose. I am going to pick what was item number six in our first episode, the evaluator recommender. Let me just start by saying I think there is a huge opportunity. You both know I've spent the last several years trying to figure out what I want to do post-Summit. As part of that exploration, I've been searching for what I think is the greatest lever we have for change in the K12 system. I keep returning, sort of sadly and reluctantly, to assessment at the big level. I am attracted to this category because I think it's a huge opportunity. I also think it's one of the easier things to unbundle from the rest of the K12 element list. I know that probably sounds counterintuitive to a lot of people because how in the world could you unbundle evaluation and recommendation? But I think with a mindset shift, it becomes pretty doable. Let me unpack three ways that I think we could do that and then share the mindset shift that

    1h 6m
  6. JUL 8

    Tackling All That K12 School Try to Do: The Challenges (Part 1)

    Inspired by our last conversation together on higher education, Diane Tavenner and I welcome back Stacey Childress, Senior Education Advisor at McKinsey & Co., for the first of a two-part series on the challenges facing K-12 education and promising unbundling strategies for addressing them. In this episode, we outlined the nine roles that K–12 education systems in the U.S. play and the problems schools face in playing each. We highlight the disconnect between current teaching models and the latest in the learning sciences, unravel the operational challenges schools face, stress the importance of intentionally teaching character and values, and more. If we missed anything, please let me know by writing! The Future of Education is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Diane Tavenner: Well, hey, Michael. Michael Horn: Hey, Diane. How are you? Diane Tavenner: I'm well. It feels like it's been a minute since we've been together here, but I am excited about how we're coming back together. We are so pleased to be welcoming back Stacey Childress to the podcast. What fun! Great to be here. We are getting the band back together again. For those of you who've been following along this season, the three of us spent two pretty extended episodes talking through the elements of higher education, the problems there, and potential solutions. We did that in response to a podcast by Marc Andreessen and Ben Horowitz. We were all pleasantly surprised at how much great feedback we got from our listeners. They loved those episodes, enjoyed them, and wanted us to do a parallel experience for K-12. We couldn't say no to that. So here we are again, and I'm looking forward to this conversation. The last one was quite rollicking, and I suspect this one might be fun as well. Michael Horn: I'm glad, Stacey, that you chose to, against your better judgment I'm sure, rejoin us for this conversation. Stacey Childress: Listen, I'm thrilled to be here. I had such a great time with you guys last time. I heard some feedback from people I know and some people I didn't know. Through LinkedIn, people sent me messages. That's been happening in the last week, which is interesting. I'd love to do it again. I also just left that conversation feeling certainly challenged but also energized from the quality and dynamism of the discussion. So I look forward to doing it again. Michael Horn: Well, we are glad you are back. Go ahead, Diane.  Introducing the Two-Part Series and the Nine Roles of Education  Diane Tavenner: Michael, I should just say, I guess I'm assuming that everyone knows Stacey, but let me do a quick introduction for those of you who may have missed those episodes and don't know Stacey. Stacey is a good friend of ours and a good friend to education. She has a long, amazing history of being a teacher, a very popular professor at Harvard, and working at the Bill and Melinda Gates Foundation, NewSchools Venture Fund, and AirDef. I could go on and on about her credentials, but most importantly, she deeply cares about what happens for our young people in America and has always been at the center of what we can do to serve them better. We are super grateful for her rejoining us. Michael Horn: Yes, indeed. With that, let's frame the episode today and get into the meat of it. For those who remember the higher ed episodes, we did two responding to the Mark and Ben podcast about the challenges facing higher ed. We reacted to those challenges they identified in the first episode and their solutions in the second episode. For this one, because we are doing it from scratch ourselves, Diane has been willing and generous enough with her time to come up with the core functions of the K-12 system, and I'll put it in air quotes. Right, it's sort of tasked with providing in this country. Diane will go through her list of, I think, nine areas at the moment. Stacey and I might supplement a l

    1h 24m
  7. JUL 1

    How School Districts Can Pay Vendors Based on Student Outcomes

    Brittany Miller and Jasmine Walker of the Southern Education Foundation's (SEF) outcomes-based contracting initiative joined me to discuss how this innovative approach, which ties financial payments to educational outcomes, is shaping the future of education funding and accountability. We dive into how outcome-based contracts works across different types of educational services, what sets SEF’s work apart, and why now is an opportune time for districts to get on board. Paying vendors based on student outcomes has long been one of my big pushes to school districts. It’s among the reasons I get excited by folks like Joel Rose and Teach to One who say they’d be thrilled to be paid based on outcomes. But so many superintendents have always asked me back: how can we actually do this? Brittany and Jasmine give some great answers—and helped me understand why past efforts in outcome-based contracts haven’t worked. The Future of Education is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Michael Horn: Welcome to the Future of Education, where we are dedicated to building a world in which all individuals can build their passions, fulfill their potential, and live a life of purpose. To help us think through this today… I'm excited about this topic because I feel like as far back as 2009 or 2010, after Disrupting Class had come out, I would be on the stump talking with district superintendents and the like, thinking about the importance of mastery-based learning, outcomes and stuff like that. I'd say, well, why don't you sign your vendors to outcome-based contracts? They would all look at me like how would we do that? And I didn't know the answer. So to help us think through that today, I'm tremendously excited because we have two individuals who are doing that on a daily basis. We have Brittany Miller. She's the director of the Southern Education Foundation's Outcomes-Based Contracting Initiative, so literally called the name that we want to talk about. And we have Jasmine Walker, who is the Senior Manager for the Outcomes-Based Contract Initiative work, and she's done this in Duval County, Florida, as well, which we'll hear about. So, Brittany and Jasmine, thank you so much for being here. It's great to see you both.  Brittany Miller: Yeah, thank you for having us. We're excited to chat. Brittany and Jasmine’s Journey to the Work Michael Horn: You bet. I'm excited to learn, so let's dig in with that. Before we get into some of the nitty gritty, Brittany, why don't I start with you? Tell us about how you got into this work. I understand that you put some of this into action in a previous position in Denver before you joined the Southern Education Foundation. I'd love to hear about your journey into this work. Brittany Miller: Absolutely. Prior to joining the Outcomes-Based Contracting Initiative on staff, I was a district leader participating in our cohorts, which is the way that we primarily teach outcomes-based contracting to districts. In that pilot cohort, Jasmine was my counterpart in Duval doing the same work that I was doing in Denver in that original cohort. What we were doing is we had just found out about all of the Esser financing that we were going to be getting for the district to support student learning recovery. I had just launched a new department, the Expanded Academic Learning department. With that, we had several initiatives that were focused on student learning recovery outside the traditional core instruction. One of those was high-impact tutoring. We had been involved in the feasibility work that happened out of Harvard University originally. I let out our first outcomes-based contracts for mathematics for our students in grades 4 - 12 with a virtual tutoring vendor, where I think it ended up being about 50% of the contract was contingent on meeting agreed upon student outcomes. So I learned a lot about how to reframe that c

    38 min
  8. JUN 24

    Making Time for Passion: The 2hr Learning Model

    Mackenzie Price, the founder of Alpha, an innovative private school network in Texas, and 2hr Learning, an educational technology that has sprung from the curricular model at her schools, joined me for this latest conversation. In it, she explains how Alpha leveraged technology and redesigned traditional school structures to more effectively and efficiently teach core competencies. 2hr Learning is now packaging that model so its benefits can be realized by educators everywhere. We talked about how schools can use the time freed up to better support students in pursuing their passions and building life skills—something that homeschoolers, Summit Public Schools, and Acton Academy (just to name a few) have long known. But Alpha and 2hr Learning come at this question from a different angle—not just with its branding, but also with its acceptance of traditional measures like test scores. I learned a lot from the conversation, and I look forward to hearing your thoughts as well. Michael Horn: Welcome to the Future of Education. I'm Michael Horne, and you are at the show where we are dedicated to building a world in which all individuals can build their passions, fulfill their potential, and live a life of purpose. And to help us think about that today, I'm tremendously excited because I've been hearing, I think everywhere, reading everywhere about the school and then school network and now app and a whole bunch of things called alpha schools. And we have the co founder herself, Mackenzie Price, and we're going to get to hear all about it and get a picture of it firsthand. So, Mackenzie, thank you so much for joining me. I can't wait for this conversation. Mackenzie Price: Well, Michael, I'm so thrilled to be here. I was really excited when I got this invitation.  Mackenzie’s Journey to Founding Alpha Schools Michael Horn: So I can't wait for us to have a great conversation about where the future of education is headed, because I think you're helping shape it. And so I want to hear more about that. So let's dive into it. What is Alpha schools? What's the story behind it? Mackenzie Price: Yeah, well, I will start at a little bit of the beginning, which is in 2014. I had some background in working on some education initiatives, but I don't think there's anything like being a mom to really bring those bear claws out and say, we need something better. So I have two daughters that are now 18 and 16 years old. But when it was time for them to go to school, we sent them down the street to our local public school. My husband and I are both products of public school education. So for us, that was kind of what we were going to do. But very quickly, I found myself getting frustrated with the lack of ability for much personalization or adaptation to happen for where my kids were. And I would say, after about two and a half years, my oldest daughter and I were having a conversation one day, and she said, mom, I don't want to go to school tomorrow. And I looked at her and I was like, what do you mean? You love school. And she looked at me and she goes, school is so boring. And I just had this light bulb moment of like, this is a kid who was one of those tailor made, goody two shoe good little girls who was, like, meant to go to school and love school. And in two and a half years, the system had kind of taken this kid and just wiped away that passion. And I'd been really involved in the school district that my kids were at. And I talked to administration. And they said, mackenzie, I understand your issues and your frustrations, but this is like trying to steer the Titanic, and it's just too hard. And that was my cue that we got to do something else. For me, it wasn't about going to private school over public. It was about, we need a new model of education. And I looked around and I didn't really see anything that was going to address the concerns I had. So I kind of said, I guess we need to start this ourselves. I found a couple other par

    38 min

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Interviews with the top innovators & changemakers so that you can stay on top of the trends transforming transform learning, education, and the development of talent worldwide so that all individuals can build their passions, fulfill their potential, and live a life of purpose michaelbhorn.substack.com

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