Accountability

, 26

Acton Academy

, 274–275

Adaptability

, 273

Adolescence

, 254–255

Advisory Board

, 197

Age of Enlightenment

, 300–301

Blair government

, 298–299

centralisation of control

, 296–297

comprehensive reorganisation

, 297

consciousness

, 295–296

expansion of chains of trust schools

, 299

future

, 303

market forces in school admissions and funding

, 297–298

National Curriculum

, 298

need for new statement of shared purpose

, 301–302

new voices at table

, 303–304

policy environment

, 299–300

relevance of learning to life and community

, 303

straitjacket of multi-layered, ‘irreversible’ reforms

, 297

varied settings for learning

, 302–303

Age of numbers

, 231

Age Related Expectations (ARE)

, 329

Agency

, 277–278

Alphabet Land

, 175

Alternative facts

, 16–19

Alternative truths

, 85–86

Ambiguous status of ideas

, 34–35

Analytical/creative skills

, 291

Anticipatory

, 120

Anti-learning culture

, 316–317

Anti-vaxxers, closed mind of

, 21–22

Appreciative Inquiry (AI)

, 118–120

Appreciative Mindset

, 127

Archaeology, overcoming barriers through

, 186–187

Art

, 167, 177–178

boy from Brooklyn

, 168–170

migration

, 170–174

overcoming barriers through

, 187–189

public sense of place

, 174–176

Wanderer, A

, 176–177

Artificial Intelligence (AI)

, 218, 241

Arts and Humanities in peril

, 160–161

ASPIRE

, 174

Auckland Project

, 179

Audience

, 28

Augmented reality

, 218

Australian Nuclear Science and Technology Association (ANSTO)

, 202

Australian School Innovation in Science, Technology and Mathematics (ASISTM)

, 323–324

Austrian economics, tradition of

, 28

Autocrats

, 77

Baby box

, 132–133

Barber-Phillips model

, 298

Barriers to engagement

, 185–186

Battle of ideas

ambiguous status of ideas

, 34–35

conventional orthodoxies

, 33–34

debating first principles

, 40

empowering robust exchange of ideas

, 42–43

fallacy of

, 49

festival

, 39–40

free thinkers welcome

, 41–42

language

, 40–41

new challenges to address new incursions on freedom

, 37–39

politics without ideas

, 35–36

politics without public

, 36–37

Beveridge Report

, 130

Big Data (BD)

, 218

Big ideas

, 132, 134, 322–323

Big Local

, 122–123

Bishop Big Dig

, 187

Black Lives Matter movement

, 211–212

Blair government

, 298–299

Bottom-up processes of renewal

, 70–71

Bouncing back

, 205–206

Bouncing forward

, 205–206

Breaking the News’

, 193–194

British Baccalaureate proposal

, 301

British Broadcasting Corporation

, 19

British Civil Service

, 69

British Library in London

, 193–194

Brooklyn, boy from

, 168–170

Brotherhood Sister Sol

, 281

Business leadership

, 184

Cancel culture

, 50–51

Celebrity

, 193–194

Centralisation of control

, 296–297

Chaos

, 193–194

Cheerscrolling

, 193–194

Childhood obesity

, 136

Choices

, 235–237

Christian faith communities

, 86

Church in UK

, 95–96

Citizens

, 180

engagement with parliament

, 101–102

Citizens’ Initiative Act (2012)

, 106

Civic assets

, 339–340

Civic ideas

, 76

Class

, 40–41

Classics

, 163–164

Classroom implications

, 100

Climate breakdown

, 232

Climate change

, 19–20

Climate change project

, 326–328

Climate emergency

, 40

Closed mind of anti-vaxxers

, 21–22

Code-breakers

, 183

Cohesive communities

AI

, 118–119

conversations

, 121–126

creative methodologies

, 119–121

ideas

, 119

ideas generation

, 126–127

questions worth asking

, 117–119

Collective positive resilience

, 222–223

Commanders in chief

, 72–73

Communicators in chief

, 72–73

Communities

, 40–41, 66, 68, 179–180, 189–190

plan

, 117–118

Community curriculum making

big idea

, 322–323

climate change project

, 326–327

examples

, 323–325

introverted schools and untapped talent

, 321–322

school case

, 325

social justice arguments

, 323

Comprehensive reorganisation

, 297

Coney Island

, 170

Confirmation bias

, 17–18

Conflict

, 193–194

Connectedness

, 214, 216, 340

Consciousness

, 295–296

Constructionist

, 119–120

Control

, 212–214

Conventional orthodoxies

, 33–34

Conversations

, 121–126

approaching communities with fresh perspective

, 121–122

Big Local and Dog Show

, 122–123

cross generational project

, 123

mutuality and voluntary responses

, 123–124

whole community plan

, 124–126

Coping

, 218–220

Coronavirus pandemic (COVID-19)

, 4, 20–21, 37

Creative ideas

, 321

Creative industries, power of

, 161–162

Creative methodologies

, 119–121

Appreciative Inquiry

, 119–120

positive deviance

, 120–121

visual minutes

, 121

Creativity

, 181

Creativity, Collaboration, Communication and Critical Thinking (4 Cs)

, 270

Crime

, 193–194

Crisis in education and need for transformation

, 241–243

Critical depth and breadth

, 308

Critical digital literacy

, 100

Critical literacy

, 100

Critical race theory

, 38

Critical thinking skills

, 78–79

Critically reflective practice

, 307, 312

holism

, 309–311

obstacles to using ideas in action

, 315–317

theorising practice

, 312–315

wellbeing interventions continuum

, 311–312

Cross generational project

, 123

Cultural appropriation

, 94–95

Cultural capital in local communities

, 179

barriers to engagement

, 185–186

curiosity

, 180–182

narrative

, 184–185

overcoming barriers through archaeology

, 186–187

overcoming barriers through art

, 187–189

positives of cultural engagement

, 182–184

Cultural engagement, positives of

, 182–184

Cultural Marxism

, 40–41

Cultural obstacles

, 316–317

Culture Wars

, 26, 41

Cultures

, 15

Curiosity

, 179–180, 182, 189–190, 278–279

Curriculum imperative

, 273–274

Deep learning

, 91–93

Deliverology

, 298–299

Demagogues

, 76–77

Democracy

, 100–102

Democracy and Education (Dewey)

, 146–148

Democratic participation, parliaments as enablers of

, 104–108

Digital platforms

, 218

Digital technology, new vistas of

, 234–235

Disaster

, 193–194

Discrimination

, 95–97

Distress

, 219

Dog Show

, 122–123

Doomscrolling

, 193–194

Education

, 78–79, 100

systems

, 10

Education Act (1870)

, 334–335

Education Act (1902)

, 334–335

Education Act (1944)

, 296

Education Action Zones (EAZs)

, 335

Education Investment Areas (EIAs)

, 336

Education Priority Areas (EPAs)

, 335

Educational formation

, 147

Educational leadership

, 244

Emotional control

, 213

Emotional Hijack

, 212

Emotional intelligence skills

, 291

Enclosed ‘epistemic bunkers’

, 151

Engaged communities

, 340

Engagement in culture

, 179–180

Entrepreneur’s journey

big ideas

, 132–134

challenge of ideas informed and inspired society

, 140–141

ideas

, 131–132

London’s child obesity taskforce

, 136–140

personal journey in making ideas reality

, 135–136

society in crisis

, 129–131

untangling ball of wool

, 134–135

Entrepreneurial approach of learning

, 139

Environmentalism

, 40

E-Petitions

, 107

Equality

, 29–30

Equity

, 246–247, 279, 281

Eustress

, 219

Evaluation

, 87–88

Evidence

, 29–30

‘Evidence-based’ agenda

, 23–24

Excellence in Cities (EiC)

, 335–336

Experiential learning

, 217

Experimentation

, 278–279

Faith communities

, 94–95

Faithful improvisation

, 91–92

Fake news

, 17–18

Fallacy of ‘battle of ideas’

, 49

False myths

, 75–76

Fears

, 88

Florida–Or You Can’t Fight Progress

, 172

Flourishing media

, 79

Frailties

, 88

“Free speech allowed”

, 41–42

Free speech fallacy

fallacy of ‘battle of ideas’

, 49

hypocrite of pseudo-free speech

, 51

ideas-led society

, 56–57

improving public discourse

, 57–58

salutary tale

, 49–51

speech and platform

, 51–53

structural inequality

, 55–56

truth

, 53–54

“Free thinkers welcome”

, 41–42

Freedom of conscience

, 38

Freedom of Information Act

, 18

Frustration

, 253–254

Fugitives

, 232–234

Future skills society

consequences for ideas-informed society

, 291–293

growing importance of skills in future workforce

, 290–291

megatrends

, 287–290

new skills for transformed labour market

, 285

shocks and megatrends

, 286–287

Futures-literate leadership

, 248–249

Generic knowledge

, 69

Gen-Z

, 209

Global Education Leadership Partnership

, 249

Global North

, 232

Global South

, 232

Good Friday Agreement of 1998

, 79

Good ideas

, 26

Graphic vocalisers (see Visual minutes)

Great resignation

, 209

Greenhouse effect

, 19

Grievances

, 78

Gross Value Added

, 162

Growth

, 216–218

Hard Times (1854)

, 158–160

Hard-and-fast evidence

, 29

Health care

, 184

High pressure and need for reflection

, 315–317

High-quality cultural venues

, 179–180

Holism

, 309–311

Honesty

, 26

Hostilities

, 78

House of Commons

, 102, 104

Chamber Engagement Team

, 107

House of Commons Library

, 104

House of Commons Library Services

, 103

House of Commons Library subject specialists

, 103

House of Commons Library training team

, 103

House of Lords

, 104

Housekeeping

fundamental questions

, 25–28

ideas

, 23–24

rationality

, 29

searching for clarity about meaning

, 24–25

tradition of Austrian economics

, 28

Human rights movement

, 211–212

Humanities

, 15, 163–164

subjects

, 55–56

Hypocrite of pseudo-free speech

, 51

Ideas

, 3, 75, 131–132, 308

ambiguous status of

, 34–35

demagogues and suppression of ideas

, 76–77

empowering robust exchange of

, 42–43

engagers

, 6–7

false myths and Yugoslavia tragedy

, 75–76

fracturing history

, 77–78

generation

, 126–127

malign forces

, 78–79

politics without

, 35–36

refusers

, 6

road to recovery

, 79–83

scars of history

, 83

Ideas-engagement

, 5

Ideas-informed society

, 26, 145–146, 148–149, 232

benefits of

, 4–5

caveats and challenges

, 5–7

consequences for

, 291–293

crisis in education and need for transformation

, 241–243

experience and insights

, 7–8

need educational experiences

, 243–244

new leadership

, 249–250

new models for leadership in education

, 244–249

Ideas-informed young citizens

agency and personalisation

, 277–278

applying and synthesising

, 276–277

curiosity and experimentation

, 278–279

curriculum imperative

, 273–274

empowering young citizens

, 266–267

equipping young people for chaotic world

, 265–266

equity

, 279–281

examples of holistic approaches

, 274–275

ideas informed society

, 281–282

knowledge-based curriculum

, 267–269

personal development

, 270–272

skills for powerful learning

, 277

whole school design

, 276–279

Ideas-led society

, 56–57

IdeaSpies Kiosk

, 202

IdeaSpies platform

benefits

, 197–198

creation and development

, 195

doomscrolling vs. cheerscrolling

, 193–194

evolving structure

, 195–197

future

, 201–203

Home Page

, 194

ideas

, 198–199

power of positive ideas

, 193

UpRising schools initiative

, 199–201

Identification

, 105

Illogical and dull doctrines

, 35

ImaGen Ventures

, 253–254

Impartiality

, 19

Implicit bias

, 27–28

Improvisation

, 92

Independent Inquiry into Child Sexual Abuse (IICSA)

, 89

Indigenous land rights

, 211–212

Inequality

, 247

Information

, 105, 232

users

, 102–103

Information distributors

, 103–104

Information literacy (IL)

, 99

citizens’ engagement with parliament

, 101–102

Contribution of libraries

, 100–101

and democracy

, 100–102

implications for classroom

, 100

information distributors

, 103–104

information users

, 102–103

Innovation

, 248

Inquiry

, 150–151

Inspiring Communities

, 336

Institute of Technology Education (iTE)

, 200

Integrity

, 26

Inter-generational mobility

, 63

Intergenerational social inequality

, 63–64

International bodies

, 242

Internet of things (IoT)

, 218

Interpersonal skills

, 291

Intersectionality

, 29–30

Intervention

, 105

Introverted schools

, 321–322

Inutility

, 157–158

Arts and Humanities in peril

, 160–161

Hard Times (1854)

, 158–160

humanities

, 163–164

policymakers

, 163

power of creative industries

, 161–162

Jewish faith communities

, 86

Job creation

, 81

Knowledge gap

, 180–181

Knowledge society

, 34–35, 149

Knowledge-based curriculum

, 267–269

Language

, 40–41

Leaders

, 72–73

Leadership

, 26, 243

new models for leadership in education

, 244–249

for new narrative

, 245–246

for renewal

, 73

Learner agency

, 303

Learning

, 147

across borders

, 258–261

culture

, 316

ecosystems

, 247

relevance of learning to life and community

, 303

varied settings for

, 302–303

LGBTQ+ equality movement

, 211–212

Liberal Party

, 63–64

Libraries, contribution of

, 100–101

Life-changing ideas

, 3

Life-long learning policy

, 184

Literacy

, 183–184

Logicality

, 29–30

London’s child obesity taskforce

, 136–140

Major design project (MDP)

, 199–200

Making Jam

, 123

Making sense of practice

, 314–315

Malign forces

, 78–79

education and critical thinking skills

, 78–79

flourishing media

, 79

perceived economic grievance

, 78

political divide

, 79

Market forces in school admissions and funding

, 297–298

Mass communication

, 147–148

Media

, 16, 18

Media and information literacy (MIL)

, 99

Megatrends

, 286–287, 290

Members of Parliament (MPs)

, 104

Memory Wall

, 175

Methodist Church

, 87–89

#Me Too movement

, 211–212

Metropolitan elite

, 90

Mickey Mouse courses

, 160–162

Miltonian exhortation

, 51

Modernity

, 68

Mothers and Babies: Reducing Risk Through Audits and Confidential Enquiries (MBRRACE)

, 96

Multiculturalism

, 38

Mutuality

, 123–124

Narrative

, 179–180, 184–185, 189–190

National Child Measurement Programme

, 136

National Curriculum

, 298

National Foundation for Educational Research (NFER)

, 288

National Literacy Strategy

, 299

National Professional Qualification for Headship

, 299

Neo-fascism

, 40–41

Net Zero Agenda

, 211–212

New leadership

, 249–250

New South Wales (NSW)

, 199–200

New vistas of digital technology

, 234–235

Non-learning culture

, 316

Not-so-new normal

, 334–335

Obesogenic system

, 138–139

Objectivity

, 26

OCSI’s Community Needs Index

, 339–340

Omicron variant

, 4

Openness

, 26

Opportunity Areas (OAs)

, 336

Optimism

, 210

Paradigm, conflicting

, 15–16

Parliamentary engagement

, 104–106, 108

Parliaments

as enablers of democratic participation

, 104–108

IL

, 99

information literacy and democracy

, 100–102

as information users and distributors

, 102–104

Participation

, 105

Passion

, 253–254

Pedagogy

, 100

Perceived economic grievance

, 78

Personal, Spiritual, Health and Citizenship Education (PSHCE)

, 270

Personal development

, 270–272

Personalisation

, 277–278

Perspective

, 210–212

Philosophy for Children programme (P4C programme)

, 150

Place

, 333–334

area ‘types’ in practice

, 339–340

brief and incomplete history of place-based policy making in education

, 334–336

improve ideas and policy relating to

, 338–339

prevailing ideas of ‘place’ inhibit policy

, 336–338

Platform

, 51–53

Play

, 90

Playful approaches

, 187–188

Pluralism

, 29–30

Poetic

, 120

Poetic principle

, 122–123

Polarisation

bottom-up processes of renewal

, 70–71

Britain’s unequal life-chances

, 63–66

communities and polities

, 66–68

escaping

, 68–69

leadership for renewal

, 73

top-down processes of renewal

, 72–73

Policy disconnect

, 255–257

Policy opportunity

, 255–257

Policymakers

, 134, 163

Political divide

, 79

Political literacy

, 100

Political managerialism

, 36–37

Political participation

, 104–105

Politics without ideas

, 35–36

Politics without public

, 36–37

Polities

, 66–68

Populism

, 55

Positive deviance

, 120–121

Positive ideas, power of

, 193

Positive Pandemic Plan (PPP)

, 199

Positive questions

, 120

Positive resilience

, 206–208, 222

Positives of cultural engagement

, 182–184

Postmodern relativism

, 35

Post-truth politics

, 102

Power

, 193–194

Proactive truth telling

, 87–88

Professionalisation

, 149

Professionals

, 149–150

Project-based learning (PBL)

, 322–323

Pseudo-free speech, hypocrite of

, 51

Public art

, 177–178

Public discourse

, 49, 53, 57

improving

, 57–58

Public engagement

, 105

Public sculpture

, 174

Purposefulness

, 208–210

Quality

, 57

Rabble-rousers

, 77

Racism

, 40–41

Radical uncertainty

, 67–68

Randomised Control Trial (RCT)

, 150

Rapid learning

, 69

Rathlin Development Community Association (RDCA)

, 124–125

Rationality

, 29

Reflection

, 87–88

Reflective conversation with situation

, 314

Renewal

bottom-up processes

, 70–71

leadership for

, 73

top-down processes

, 72–73

Repetition

, 91–92

Representation

, 57

Reputational path

, 27

Research-informed’ agenda

, 23–24

Resilience

, 88, 222

Resilience deficit

, 311

Ripples

, 238

Road to recovery

, 79–83

high cost

, 80

investment and employment

, 81

reconnecting citizens and trust in leaders

, 81–83

tackling segregation

, 80

Rotary Club

, 70–71

Safe space

, 39

Sanctuary

, 232–234

Satire

, 193–194

Scandal

, 193–194

School autonomy

, 296

Schools as communities of inquiry

, 145–146, 150–151

Democracy and Education (Dewey)

, 146–148

teachers as public intellectuals

, 148–150

Science

, 3–4

Sciences

, 15

Scientific facts

, 18–19

Scientific paradigm

, 15

SCOOP

, 197

Scriptures

, 86–87

Selflessness

, 26

Self-management skills

, 291

Semi-mythical narrative

, 76

Sensationalism

, 193–194

Serb victimhood

, 76

Shared purpose, need for new statement of

, 301–302

Shocks

, 286–287

Simultaneity

, 120

Site of Special Scientific Interest (SSSI)

, 327

Skills Builder Partnership

, 256

Skills Imperative 2035 research programme

, 291

Skills Imperative 2035: Essential Skills for Tomorrow’s Workforce, The

, 288

Social innovation

, 253

Social innovation programmes

, 259

Social inquiry

, 147–148

Social interaction

, 214

Social justice arguments

, 323

Societal upheaval moments

, 130

Society in crisis

, 129–131

Society of Human Resource Management (SHRM)

, 215–216

Soft skills

, 55–56

Solidarity

, 29–30

Sparks of inspiration

, 3–4

Spatial planning design

, 184

Speech

, 51–53

Stories

, 184

Story Wall

, 175

Storytelling

, 184

Straitjacket of multi-layered, ‘irreversible’ reforms

, 297

Structural inequality

, 55–56

Structured youth social innovation programme

, 253

Subsidiarity

, 69

Success

, 245–246

Super-smart society

, 218

Suppression

, 193–194

of ideas

, 76–77

Synthesising mind

, 273

Teachers as public intellectuals

, 148–150

Team-members

, 186–187

Technology

, 237–238

Thatcher government

, 296

Theorising practice

, 312–315

Thinkpol

, 30

3D printing

, 218

Tin Temples

, 172

Top-down processes of renewal

, 72–73

Traditional politics

, 3–4

Transformed labour market, new skills for

, 285

Transition Year

, 260–261

Trust schools, expansion of chains of

, 299

Truth

, 9–10, 53–54, 85, 87

discrimination

, 95–97

faith communities and cultural appropriation

, 94–95

frailties and fears

, 88

proactive truth telling

, 87–88

telling, forming, bearing communities

, 88–93

truthful people and truth-telling communities

, 97

witness in action

, 93–94

Truthful people

, 97

Truthful witness

, 90

Truth-telling communities

, 97

TwitterFiles investigations

, 38

Twitternet

, 26

UK labour market

, 286–287

UK Parliament

, 102, 108

UK’s professional body for librarians and information professionals (CILIP)

, 99

Uncertainty

, 21

Understanding

, 105

University of Edinburgh

, 54

Unrealistic optimism

, 211

Untapped talent

, 321–322

UpRising schools initiative

, 199, 201–202

UPSHIFT

, 253–254

in Action in India

, 258–259

Values blueprinting

, 215–216

Virtual reality

, 218

Visitors

, 184–185

Visual minutes

, 121

Volatile, uncertain, complex, ambiguous world (VUCA world)

, 129, 131, 205

bouncing back or bouncing forward

, 205–206

connectedness

, 214–216

control

, 212–214

coping

, 218–220

gains for individuals, governments and society

, 222–224

growth

, 216–218

perspective

, 210–212

positive resilience

, 207–208

purposefulness

, 208–210

thriving

, 207

wellbeing

, 220–222

Voluntary responses

, 123–124

Wanderer, A (film)

, 176–177

Waves

, 238

Wellbeing

, 220–222

interventions continuum

, 311–312

Western society

, 3–4

Whole community plan

, 124–126

Whole school design

, 276–279

Whole-systems approach

, 138–139

Witness as improvisation

, 90–91

Witness in action

, 93–94

Witness to truth

attending to other

, 92–93

experiments in

, 88–89

local and particular

, 89–90

Work pressures

, 315

Workplace resilience

, 206

XP Schools

, 275

Young Social Innovators (YSI)

, 259–261

Youth led social innovation

, 253

adolescence

, 254–255

learning across borders

, 258–261

passion and frustration

, 253–254

policy disconnect or policy opportunity

, 255–257

Yugoslavia tragedy

, 75–76