1. Increasing Human Wellbeing
(Sustainable Wellbeing =)
As challenger you regard the responder as occupational beings. What this means is that responders are (supposed to?) continually occupy themselves with meaningful, life-enhancing and fulfilling challenges with the purpose of increasing their wellbeing all the time. Of course, the major occupation of responders will be work, while there may be several other occupational activities they may fulfil, however, all of them will (should?) have the same purpose of ever increasing wellbeing for the responder.
The challenger has to measure the level of human wellbeing through its corresponding level of Occupational Intelligence (OI). This would be the level of the required response to a challenge or task with which the responders need to become occupied (meaning confronted, executed and resolved). Since the challenges of life requires the simultaneous activation of body, mind, soul and spirit it becomes important that the challenger ensure that all dimensions of the mind (1st, 2nd, 3rd and 4th) and its intelligences (or the whole mind/brain) are developed through experiential learning which is "learning by doing". This whole mind (brain) development is responsible for improving the development of all mental intelligences as well as all four inseparable components of the responder's human nature - body, mind, soul and spirit - holistically. Being so holistically developed, the responder has all the capacity to become individually independent and socially interdependent in all domains and on the corresponding and appropriate levels of life that provides its increasing human wellbeing.
Human wellbeing is obtained by the responder through the inseparable interplay between three critical OI components:
T: TASK (the challenge at hand)
M: MAN (the OI response level of the human being)
E: ENVIRONMENT (the ecosystem: the totality of the environment within which the task needs to be fulfilled)
The challenger's function is imbedded in education. However, the challenger's purpose is the holistic transformation of the responder. In that sense, the mode of education by the challenger, has to ensure that such transformation will be the result. Traditional education in the form of the transfer of knowledge, skills and values from teacher to the learner or even through technology, is counterproductive within the context of the purpose of education. The authentic purpose of education is to completely develop and fully utilise the incredible holistic potential of the responder in order to create a safe, sustainable and flourishing future for all. It is through the challenger's FACILITATING EXPERIENTIAL LEARNING - which demands learning through doing by the responder - that the most natural, authentic, natural, efficient and appropriate mode of education is achieved in A2B context.