Free Range Humans

In this episode of Free Range Humans, Rod Allen and Jal Mehta engage with Caleb Collier to explore the concept of designing schools that prioritize human flourishing over traditional metrics of success. They discuss the historical purpose of education, the importance of decision-making and the acceptance of failure in the learning process, and how these principles can lead to a more enriching educational environment. For consultants: Understanding these educational philosophies can inform how they advise organizations on fostering environments that prioritize human development and self-management.

In this episode of Free Range Humans, hosts Rod Allen and Jaal Mehta engage with Susan Engel, a professor and author, to discuss her new book, American Kindergarten. Engel explores the realities of kindergarten classrooms, contrasting public narratives about education with her observations from various schools, emphasizing the promises made to children regarding their learning experiences and the importance of understanding their development as students. For consultants: This episode highlights the significance of recognizing the implicit promises made in educational settings, which can inform their approach to fostering self-management and trust within organizations.

In this episode of Free Range Humans, Rod Allen and Jal Mehta engage with Dr. Leighton Schnellert to discuss the critical role of belonging in educational settings. Dr. Schnellert emphasizes the importance of inclusive education, addressing common misconceptions, and outlining practical strategies for fostering a sense of belonging among students. He shares concrete methods for teachers to create a supportive classroom environment that values diversity and encourages student voice. For consultants: Understanding the significance of belonging in educational contexts can enhance your practice by equipping you with tools to guide organizations in fostering inclusive environments that promote engagement and collaboration.

Ted Dintersmith left venture capital to document how schools nationwide prepare students for standardized tests and top-down compliance, not the creativity and agency the actual world demands. His PEAK framework, purpose, engagement, autonomy, knowledge, crystallizes what learning should cultivate; he holds up Finland's trust in teacher autonomy against the American obsession with standardized math and multiple-choice proof of learning. The ripple reaches democracy itself: schools that train obedience to authority produce citizens unpracticed in judgment and self-direction. For consultants: the people you're asking to embrace self-management and distributed authority were educated in systems that actively rewarded compliance and centralized decision-making.

Zane Olina, who leads professional support for Latvia's Ogre Municipality after curriculum reform and OECD Learning 2030 work, grew up in the Soviet system and learned early that real learning happens when students solve problems without preset answers, not when they memorize and follow rules. Extracurricular activities model this naturally: kids show up by choice, develop expertise through trial and error, and build confidence that classrooms designed around task completion rarely cultivate. For consultants: Olina's approach mirrors Semco's premise that when people can design their own path and see progress on problems they choose, they become capable and committed in ways that rule-driven structures never produce.