---
description: >-
  Ecosystemic change doesn't need to be monumental — even small projects can be
  woven together to orchestrate with each other.
---

# Projects

My projects span over a decade of work across education, media, policy, and research — not just analyzing systemic challenges, but actively intervening through experimental design, collective ownership, and ecosystem innovation.

***

## **🎬 If There is a Reason to Study (2009–2016)**

{% embed url="https://youtu.be/tn4Owtz9ZWA?si=WsN5buAE2gVhnxq6" %}

{% tabs %}
{% tab title="Challenge" %}
* Lack of student voice and participation in the public discourse surrounding education.
* Despite various reform efforts, students continue to feel dehumanized and alienated from their sense of purpose, self-worth, and society, often driven by the pressure to gain admission to a good high school, university, or job.
{% endtab %}

{% tab title="Design" %}
* This project involved ethnographic research in a public alternative school during a time when higher education had become universalized, yet universities were producing a significant number of unemployed graduates, making it a natural experiment.
* The film's early popularity (notably its selection by the Public Television Service in 2010) was utilized to engage stakeholders in education—students, parents, educators—through workshops and recruitment opportunities for the film team.
* The production process itself became a [Learning by Caring](ideas-and-as-change-models/learning-by-caring) platform, creating a regenerative space for youth to participate in meaningful work beyond their traditional schooling.
{% endtab %}

{% tab title="Outcome" %}
* Sparked national dialogue and media discourse on education reform and contributed to a national campaign that led to the discontinuation of the Basic Competence Test (BCT).
* Received recognition at over 10 international film festivals.
* Theatrically released in Taiwan and Hong Kong starting in August 2016 and achieved a box office revenue exceeding NTD 1.5 million.
* It became the most successful crowdfunded Taiwanese documentary project in 2016.
* The film's production provided teenagers with a [Learning by Caring](ideas-and-as-change-models/learning-by-caring) opportunity. Real-world experiences driven by social purpose transformed the entire team of teens involved. For example:
  * One former dropout, who failed the Basic Competence Test (BCT) for two consecutive years, joined the project at age 17 as a production manager and later became an [award-winning YouTuber focused on rural sustainability](https://www.youtube.com/@Samsdailyproduction), despite never attending university.
  * Some teenage singers who participated in the production of the theme song later pursued careers in music, becoming social media idols or members of independent bands.
* The project led to follow-up initiatives and campaigns, such as [Design Your Own Education](#design-your-own-education-campaign-2010-2016), the [collaboration with the National Education Radio](#if-there-is-a-reason-to-study-radio-series-2016), and [Education Bypass Surgery](#education-bypass-surgery-campaign-2016).
* It also formed the basis of the concept of [Allocation Dependence](ideas-and-as-change-models/allocation-dependence) as an ethnographic natural experiment.
{% endtab %}

{% tab title="Read more" %}
📰[Wikipedia — If There is a Reason to Study](https://en.wikipedia.org/wiki/If_There_Is_a_Reason_to_Study)

🔗\[in Traditional Chinese] [Crowdfunding Page on ZecZec](https://www.zeczec.com/projects/reasontostudy?srsltid=AfmBOoq4RLOdtogoXZnYL8yV9RKcrk_v5ehjbYz0pisQl08YKUpQArSH)

🗞️Taiwan Film and Audiovisual Institute \[in Traditional Chinese] [A critique on education from the age of 14: an interview with Adler Yang](https://funscreen.tfai.org.tw/article/6154)

🗞️Film Review by Wonder Wong \[in Traditional Chinese] [_If There is a Reason to Study_ — an Incarnation](https://wongwonder.pixnet.net/blog/post/219564889)

🗞️Film Review by Pony World \[in Traditional Chinese] [_If There is a Reason to Study_ — Dedicated to your younger self taking exams](https://thinpony.wixsite.com/ponyworld/single-post/2016/08/30/-%E5%AD%B8%E7%BF%92%E7%9A%84%E7%90%86%E7%94%B1-%E7%8D%BB%E7%B5%A6%E7%95%B6%E5%B9%B4%E8%80%83%E8%A9%A6%E7%9A%84%E4%BD%A0)

🗞&#xFE0F;_&#x4D;umi Film Reviews_ \[in Traditional Chinese] [Do we really have a choice under the system? A review of _If There is a Reason to Study_](https://www.movier.tw/post.php?SID=117496)

🗞&#xFE0F;_&#x46;utureFamily Magazine_ \[in Traditional Chinese] [Adler Yang: If I had the choice, I want children to have a childhood filled with meaning and hope](https://futureparenting.cwgv.com.tw/family/content/index/660)

🗞&#xFE0F;_&#x53;henzhen Commercial Daily_ \[in Simplified Chinese] [I want to see through the myths to discover truth—An interview with Taiwan's youngest documentary director Adler Yang](https://mp.weixin.qq.com/s?__biz=MzAwODAzMzY0Mg==\&mid=201600928\&idx=1\&sn=5e471c41e201cb957ddb6863268b06d7\&scene=2\&from=timeline\&isappinstalled=0#rd)
{% endtab %}
{% endtabs %}

### Watch the full film on:

(Sign up & payment/subscription required)

* [Awakening Coop Lab](https://awakeningedu.org/if-there-is-a-reason-to-study/)
* [Alexander Street (Clarative)](https://search.alexanderstreet.com/preview/work/bibliographic_entity|video_work|4022963#/embed/object)
* [CATCHPLAY+](https://www.catchplay.com/tw/video/MBGnnAzz-Sn4B-YLCO-1L6m-sHNIG092xuI2)
* [friDay](https://video.friday.tw/movie/detail/13279/%E5%AD%B8%E7%BF%92%E7%9A%84%E7%90%86%E7%94%B1)
* [giloo](https://giloo.ist/zh-TW/episodes/1954/)
* [Hami video](https://hamivideo.hinet.net/product/289607.do?cs=2)
* [LINE TV](https://www.linetv.tw/drama/17267/eps/1)
* [Books.com.tw (DVD)](https://www.books.com.tw/products/D020062819?srsltid=AfmBOoribRJQNyS7QComyXyehXTl8O8EH1GZTL18C862BFtySod-fljt)
* [WorldCat (At the nearest library)](https://search.worldcat.org/title/1084871385)

***

## 🧩"Design Your Own Education" Campaign (2010–2016)

{% embed url="https://youtu.be/EqVNo_Pncas?si=H3-PidFIKInL-t1V" %}

{% tabs %}
{% tab title="Challenge" %}
* Mainstream education reforms often fail to engage frontline stakeholders—students, parents, and teachers—in meaningful co-design.
* These stakeholders often feel helpless and unsure of how to effect change.
{% endtab %}

{% tab title="Design" %}
* Many are aware of alternative or innovative education practices but feel overwhelmed by daily tasks, relationships, and systemic inertia, making it difficult to implement these practices.
* Rather than overwhelming them with more information, the focus was on helping them develop a systems mindset to identify vicious cycles and potential intervention points, along with a design mindset to become human-centered intrapreneurs who embrace iterations, trials, and errors.
{% endtab %}

{% tab title="Outcome" %}
* Engaged over 3,000 participants in participatory workshops across Taiwan, Hong Kong, and China, to design alternatives tailored to their local needs and aspirations using systems thinking, design thinking, and the [Care-Passion-Talent Framework](ideas-and-as-change-models/care-passion-talent-framework).
* Generated data that contributed to the development of models such as [Allocation Dependence](ideas-and-as-change-models/allocation-dependence) and [Learning by Caring](ideas-and-as-change-models/learning-by-caring).
* Crowdsourced issues, questions, and problems that were later discussed in [Awakening Magazine](#awakening-magazine-2012-2014), [National Education Radio](#if-there-is-a-reason-to-study-radio-series-2016), and the [Awakening Column in FutureFamily Magazine](#awakening-column-futurefamily-magazine-2015-2016).
* Many workshop participants went on to become education innovators and leaders in classrooms and nonprofits. For example, one participant became a former President of [City Wanderer](https://www.citywanderer.org/), an education nonprofit featured in Forbes.
{% endtab %}
{% endtabs %}



***

## **🗺️U.S. Survey on Education Democratization and Innovation Spectrum (2012)**

<figure><img src="https://478732721-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FTbiiVKUrN9bvoIKypqnf%2Fuploads%2FdYbxjKrG1cVMGGnmcqJz%2F2012%E6%8E%A1%E8%A8%AAKen%20Robinson2_%E6%B2%88%E6%BD%94%E4%BC%83%E6%94%9D.jpg?alt=media&#x26;token=b25e5d21-8a45-4af0-a339-e82510611de9" alt="" width="375"><figcaption></figcaption></figure>

{% tabs %}
{% tab title="Challenge" %}
* Taiwan often follows global trends, particularly from the U.S., without fully understanding the contexts behind them.
* Different innovations come with varying underlying values; implementing them wholesale could lead to fundamental conflicts and inconsistencies.
{% endtab %}

{% tab title="Design" %}
* We aimed to visit and interview various U.S. educational alternatives and innovations to map their spectrum. Key figures and organizations included:
  * Pre-launch edX and Coursera (we reached out but did not succeed in interviewing them)
  * Sir Ken Robinson
  * Yong Zhao
  * Nikhil Goyal (before the official launch of his first book)
  * Alternative Education Resource Organization
  * Institute for Democratic Education in America
  * Post-Occupy movement cooperatives
  * Public universities with nontraditional programs and admissions
  * Growing Without Schooling
  * And others.
* I led a group of four members, aged 15 to 17, to the U.S. to prototype the “[Reflexive Media](ideas-and-as-change-models/reflexive-media)” model. We successfully conducted several “participatory interviews,” allowing the audience to engage in discussions live-streamed with education pioneers.
{% endtab %}

{% tab title="Outcomes" %}
* Prototyped the [Reflexive Media](ideas-and-as-change-models/reflexive-media) model.
* Conducted the [first and only in-person interview with Sir Ken Robinson from Taiwan](#read-more-1).
* Became the Taiwanese representative for the [Alternative Education Resource Organization](https://www.educationrevolution.org/).
* Gained deeper insights into social change ecosystems, which are later developed into ideas and models such as [Education as Ecosystem Weaving](ideas-and-as-change-models/education-as-ecosystem-weaving); [one group member](https://www.linkedin.com/in/joannshen/), who was just 16 at the time, has since become a major advocate for learning ecosystems in Taiwan.
{% endtab %}

{% tab title="Read more" %}
�&#xDCF0;_&#x43;ommonWealth Education Magazine_ \[in Traditional Chinese] [Sir Ken Robinson: I Even Doubt the Very Act of Attending College](#if-there-is-a-reason-to-study-2009-2016)

📰\[in Traditional Chinese] [What can students do in the face of the collapse of education? Exclusive interview with Sir Ken Robinson, answers 17-year-old me: Be awake](https://medium.com/awakeningcooplab/%E9%9D%A2%E5%B0%8D%E6%95%99%E8%82%B2%E7%9A%84%E5%B4%A9%E5%A3%9E-%E5%AD%B8%E7%94%9F%E8%83%BD%E5%81%9A%E4%BB%80%E9%BA%BC-%E8%AE%93%E5%A4%A9%E8%B3%A6%E8%87%AA%E7%94%B1-%E4%BD%9C%E8%80%85-sir-ken-robinson%E5%9B%9E%E7%AD%9417%E6%AD%B2%E7%9A%84%E6%88%91-%E4%BF%9D%E6%9C%89%E6%B8%85%E9%86%92%E7%9A%84%E8%A6%BA%E7%9F%A5-867fed01f549)
{% endtab %}
{% endtabs %}



***

## **🎤Awakening Magazine (2012–2014)**

{% tabs %}
{% tab title="Challenge" %}
* The media audience's passivity as consumers reflects the broader consumerist passivity of citizens in contemporary democracies. This trend may lead to a preference for authoritarian leadership, where leaders promise improved "services" (See [reflexive-media](ideas-and-as-change-models/reflexive-media "mention")).
* Young people often lack constructive avenues to explore themselves and the world, as their time is consumed by school and cram schools.
* When youth do attempt to explore, this often leads to conflicts with their parents, due to the parents’ historical educational experiences and their concerns about their children's futures.
{% endtab %}

{% tab title="Design" %}
We established a youth-led publication platform across Taiwan, Hong Kong, and China based on the principles of [Reflexive Media](ideas-and-as-change-models/reflexive-media). All articles were co-written by teens and young adults, targeting adult readers (especially parents and educators) by:

* Crowdsourcing relevant issues from youth.
* Inviting young people to participate in collaborative inquiries through in-person interviews or call-ins.
* Using the co-created publication as a product of youth achievement to share with their parents. This alleviates parental concerns and updates them on educational information, reducing parent-child tension while empowering youth exploration and facilitating parental learning.

While empowering youth in the People's Republic of China with democracy is unattainable, providing them with online media that helps them discover their life directions may be a safer approach. This strategy could potentially sow the seeds for democracy in China in the coming decades.
{% endtab %}

{% tab title="Outcome" %}
* The magazine garnered 5,000 subscribers across Taiwan, Hong Kong, and China.
* Participants experienced life-changing outcomes, including a former high school dropout who resolved tensions with her parent through the magazine she co-produced. She ultimately gained admission to a top university without attending conventional high school or taking entrance exams and received the [Presidential Award](https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8\&s=805BA6FD34ADFC71).
* [One member in China](https://www.linkedin.com/in/%E6%A5%9A%E5%90%9B-%E6%B4%AA-0778597b/?originalSubdomain=cn), lacking formal journalism training but gaining experience through Awakening’s "[learning by caring](ideas-and-as-change-models/learning-by-caring)" approach, became an award-winning journalist and documentary producer focused on significant social issues, such as COVID-19.
{% endtab %}
{% endtabs %}



***

## 📻 If There is a Reason to Study – Radio Series (2016)

{% tabs %}
{% tab title="Challenge" %}
Students educational struggles were underrepresented in national media.
{% endtab %}

{% tab title="Design" %}
Produced a co-hosted radio series at National Education Radio based on crowd-sourced themes from previous workshops.
{% endtab %}

{% tab title="Outcome" %}
* Mainstream broadcast of youth-driven dialogue.
* Demonstrated scalable use of Reflexive Media across platforms.
{% endtab %}
{% endtabs %}

#### Listen to selected episodes (in Mandarin)

📻[Do I Really Have to Attend a “Good” University?](https://channelplus.ner.gov.tw/channel-program-episode/42099)

📻[How Could I Develop My Passion If I Don’t Even Have the Time to Study?](https://channelplus.ner.gov.tw/channel-program-episode/42098)

📻[Can't I Make My Dreams Feasible Career Pathways?](https://channelplus.ner.gov.tw/channel-program-episode/42097)

📻[Is Education a Kind of Commodity? Is it the “Preparation” for Career and Life?](https://channelplus.ner.gov.tw/channel-program-episode/42095)

📻[Is Studying Academics the Only Way to Success?](https://channelplus.ner.gov.tw/channel-program-episode/42094)

📻[Is My Life Doomed If I Fail My Exams?](https://channelplus.ner.gov.tw/channel-program-episode/42096)

***

## 📰 “Awakening” Column, FutureFamily Magazine (2015–2016)

{% embed url="https://futureparenting.cwgv.com.tw/family/authorDetail/index/10028" %}

{% tabs %}
{% tab title="Challenge" %}
Parental media in Taiwan lacked youth perspectives and complex social analysis.
{% endtab %}

{% tab title="Design" %}
Curated the first youth-written monthly magazine column targeting parents.
{% endtab %}

{% tab title="Outcome" %}
* Became a trusted space for intergenerational dialogue.
* Influenced media framing of youth agency and non-traditional paths.
{% endtab %}
{% endtabs %}



***

## 🏴‍☠️ **Education Bypass Surgery Campaign (2016)**

{% tabs %}
{% tab title="Issue" %}
Students felt trapped in the university entrance competition with no viable alternatives.
{% endtab %}

{% tab title="Design" %}
The campaign connected youth through [documentary](#if-there-is-a-reason-to-study-2009-2016) screenings to over 10 local social mission hubs, aiming to ignite real-world "[learning by caring](ideas-and-as-change-models/learning-by-caring)" experiences. This campaign sought to address the issue in the following ways:

* By connecting youth with peers and mentors relevant to their personal “learning by caring” aspirations, supportive communities for learning, development, and professional growth would be formed.
* Social action leads to real-world feedback (both material and non-material), which serves as a foundational learning resource directly linked to their causes.
* Youth engagement in real-world projects demonstrates their real-world skills and achievements, which could lead to career opportunities and entrepreneurship through engagement with actual potential clients and stakeholders.

As these real-world learning experiences became more substantial than what could be gained in a traditional university setting, the emphasis on which university to attend, or even attending university at all, would become less critical. This shift would help alleviate the intense competition for university placements.
{% endtab %}

{% tab title="Outcomes" %}
* More than 100 students visited hubs across Taiwan.
* The proposal advanced to the second round of the Thiel Fellowship.
* Although the initiative was discontinued due to capacity constraints (it was entirely volunteer-based, and three teenagers continued its leadership after I left for ethnographic research at a new elite university), this theory of change proved effective for all teenagers on the steering team.
{% endtab %}
{% endtabs %}



***

## 🕵️ Ethnographic Research on a New Elite University (2015–2020)

{% tabs %}
{% tab title="Issue" %}
Emerging global university models (e.g., nomadic/online-first) are gaining popularity but lack critical, long-term ethnographic evaluation.
{% endtab %}

{% tab title="Design" %}
Embedded as a student-researcher, documenting firsthand structural tensions between institutional innovation and cultural reproduction.
{% endtab %}

{% tab title="Outcome" %}
* Informed Taiwan’s reinterpretation of “experimental higher education” policy archetypes.
* Still exploring possible mediums/outlets for publication.
{% endtab %}
{% endtabs %}



***

## 🪺 **Re-Imagining Experimental Higher Education Unconference (2020)**

<figure><img src="https://478732721-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FTbiiVKUrN9bvoIKypqnf%2Fuploads%2F5hboTkHiYViOU0f8eJ0u%2Fimage.png?alt=media&#x26;token=a1128c93-5e3f-4a9a-a360-57afa89f8c43" alt="" width="375"><figcaption></figcaption></figure>

{% tabs %}
{% tab title="Issue" %}
* The Experimental Higher Education Act, legislated in 2017, has not produced any viable models that have passed review. Its implementation risks being dominated by neoliberal and elitist visions.
* Youth voices are underrepresented in the discourse surrounding higher education reform.
{% endtab %}

{% tab title="Design" %}
* Convened the first cross-national gathering on “Education as Sustainable Development” (EaSD), fostering solidarity among Asia’s alternative universities.
* Engaged with leadership from the Ministry of Education and prominent scholars on experimental higher education policy, as well as East Asian pioneers from alternative universities and Taiwanese youth.
* Ensured youth representation in all panels, workshops, world cafés, and open spaces.
{% endtab %}

{% tab title="Outcome" %}
* Formed the International Research and Action Alliance for Experimental Higher Education (IRAAEH), which later became a key player in alternative and experimental higher education in Taiwan and a hub for the Ecoversities Alliance in East Asia.
* Helped dilute elitist and neoliberal narratives about experimental universities by generating numerous news stories focused on ecological and cooperative visions.
* Invited to participate in governmental research on experimental higher education policy without holding a degree.
{% endtab %}

{% tab title="Read more" %}
🔗\[in Traditional Chinese] [Re-Imagining Experimental Higher Education Unconference](https://www.accupass.com/event/1912301458092010164160)

🗞&#xFE0F;_&#x4C;iberty Times_ \[in Traditional Chinese]  [Young people spontaneously formed the Experimental Higher Education Alliance to catalyze experimental universities in Taiwan](https://news.ltn.com.tw/news/life/breakingnews/3041976)

🗞&#xFE0F;_&#x46;utureFamily Magazine_ \[in Traditional Chinese]  [Create the university you want? There is no limit to imagining the experimental university](https://futureparenting.cwgv.com.tw/family/content/index/17109)

&#x20;🗞️Ministry of Education \[in Traditional Chinese]  [Taiwanese youths invited experimental universities in Japan and South Korea to share, hoping to promote Taiwan into an island of experimental education](https://teachersblog.edu.tw/events/1146)

&#x20;🗞&#xFE0F;_&#x54;he NewsLens_ \[in Traditional Chinese]  [Let Taiwan become the "Asian Experimental Education Center"! A youth-initiated, experimental higher education movement is on the way](https://becomingaces.com/article/141)
{% endtab %}
{% endtabs %}



***

## 🧾 **National Research on the Legislation of Public-Private Experimental Universities (2020)**

{% tabs %}
{% tab title="Challenge" %}
The Experimental Higher Education Act was legislated in 2017. However, no viable models have passed review, and its implementation faces risks of being co-opted by neoliberal and elitist visions.
{% endtab %}

{% tab title="Design" %}
Studied the ecological and cooperative models of alternative universities in South Korea and Japan. Positioned these institutions as nodes or hubs for ecosystem transformation.
{% endtab %}

{% tab title="Outcome" %}
[Co-authored a report and a book](#read-more-3) that shifted official paradigms from elitist models to ecological universities.
{% endtab %}

{% tab title="Read more" %}
[academia-as-distributed-knowledge-ecosystems-for-collective-transformation](ideas-and-as-change-models/academia-as-distributed-knowledge-ecosystems-for-collective-transformation "mention")

📝\[in Traditional Chinese] [Pathways for Future Revisions of the Experimental Higher Education Act (Ver. 1, 2020)](https://www.researchgate.net/publication/363889859_2020niandiyibanshiyangaojiaoxiufafangxiangyulujing_Pathways_for_Future_Revisions_of_the_Experimental_Higher_Education_Act_Ver1_2020)

📚\[in Traditional Chinese] [Chapter 5 - Alternative Higher Education in Korea: Reconstructionist Attempts to Address the Domination of Imperialism and Capitalism](https://www.researchgate.net/publication/360802880_diwuzhang_hanguodaiangaojiao_huiyingdiguoyuzibenzhuyizhipeidezhonggouzhuyichangshi_Chapter_5_-_Alternative_Higher_Education_in_Korea_Reconstructionist_Attempts_to_Address_the_Domination_of_Imperialism)

📚\[in Traditional Chinese] [The social context of Experimental Higher Education in Korea: Then and Now](https://www.researchgate.net/publication/341281219_hanguoshiyangaodengjiaoyufazhanmailuoyuxiankuanggaishu_The_social_context_of_Experimental_Higher_Education_in_Korea_Then_and_Now)

📚\[in Traditional Chinese] [The Social Context of Experimental Higher Education Practices and Pathways in Japan](https://www.researchgate.net/publication/341281228_ribenlingleigaodengjiaoyushijianxuexilujingyufazhanmailuo_The_Social_Context_of_Experimental_Higher_Education_Practices_and_Pathways_in_Japan)
{% endtab %}
{% endtabs %}



***

## 🌐 **Taiwan International Education Summit (2020–2021)**

<figure><img src="https://478732721-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FTbiiVKUrN9bvoIKypqnf%2Fuploads%2FHIeRKAZkcMMOiCSukZVa%2Fimage.png?alt=media&#x26;token=30e99426-8a26-41fa-91ed-d4b618ce4633" alt="" width="375"><figcaption></figcaption></figure>

{% tabs %}
{% tab title="Challenge" %}
The post-pandemic uncertainty revealed that education systems were structurally ill-equipped to handle complexity, relational crises, and the interplay between global and local issues. Strategic thinking was often fragmented across various ministries, disciplines, and cultural perspectives.
{% endtab %}

{% tab title="Design" %}
* Organized a pair of summits that brought together global thought leaders, local grassroots actors, youth, and public officials.
* The focus was to frame education not merely as traditional schooling, but as an ecosystemic function that fosters resilience, complexity literacy, and glocal innovation.
* The summit design incorporated West-East dialogues and included voices from the "ordinary" participants (e.g., children, students, citizens) through an open call for speakers.
* All sessions featured audience contributions, intertwining world cafes with keynote presentations, ensuring that all participants engaged in a co-authored workbook to make the summits truly participatory and educational.
{% endtab %}

{% tab title="Outcome" %}
* Engaged over 1,000 participants from more than 8 countries.
* Introduced systems thinking, complexity theory, and the concept of "education as ecosystem weaving" into Taiwan’s national education discourse.
* Inspired multiple spin-offs, including [research on creative changemakers](#research-on-the-holistic-needs-of-innovative-changemakers-2021) and new inter-ministerial dialogues.
{% endtab %}

{% tab title="Read more" %}
🔗[2021 Taiwan International Education Summit Program: The INNER and INTER-changes of Creative Changemakers](https://docs.google.com/forms/d/e/1FAIpQLSforzVUaNrilw--YfecV-J3NyZ3CgRoSJ22jj9KuRR1-l5d2g/viewform)

🎞️[2021 TIES Livestream Session "SOCIALpath: Tides and Ties of the Collectives" — ft. Ada Wong, Chungli Junior High, and Geoff Mulgan](https://www.youtube.com/live/7hldfz6bRcI?si=jM7Tc-7wzgwamcXV)

🎞️[2021 TIES Livestream Session "ECOlogic: Nurturing Nature and Nature Nurtured" — ft. Chiung-Fen Yen, Petra Wu, and Daniel Christian Wahl](https://www.youtube.com/live/hX09gG0_wCI?si=CkT1gOI-CiL31I9r)

🎞️[2021 TIES Livestream Sessions "OTHERwise: Wit ain’t from nowhere" + "SELFation: Agape with Self-Compassion" — ft. Kate Hsu, PoYa Hsu, Kate Robinson, Christopher Day, Alice Lee, Kageki Asakura](https://www.youtube.com/live/l8DQrRLwKGw?si=wvw9JHRBLlZgSOSz)

📰[2020 TIES Program: Towards an Anti-Fragile Paradigm in Education: Shifting the focus from EE (Effectiveness & Efficiency) to RR (Resilience & Robustness)](http://dx.doi.org/10.13140/RG.2.2.29227.25124)

📝[2020 TIES Introduction: How might higher education serve as the soil for robust and resilient societies?](http://dx.doi.org/10.13140/RG.2.2.34329.70242)

🎞️[2020 TIES Recording: How might higher education serve as the soil for robust and resilient societies?](https://youtu.be/IzHw5m_RSzs?si=Tms6kOeObKvH_ebg)

📝[2020 TIES Introduction: What does the transformation from the EE (Effectiveness-Efficiency) to RR (Robustness-Resilience) paradigm mean to education?](http://dx.doi.org/10.13140/RG.2.2.20907.92962)

🎞️[2020 TIES Recording: What does the transformation from the EE (Effectiveness-Efficiency) to RR (Robustness-Resilience) paradigm mean to education?](https://youtu.be/j4oh64vEwCk?si=eCXRmzBl8qEfoeNW)
{% endtab %}
{% endtabs %}





***

## 🏡 **Education Innovation for Regional Revitalization (2021–2022)**

{% embed url="https://youtu.be/TxQ65YFum1A?si=Edij-KWN5PkNm1wy" %}

{% tabs %}
{% tab title="Challenge" %}
The traditional education system tends to funnel rural "winner" youth into cities while leaving "loser" youth behind, which erodes local economies and cultural continuity. This dynamic exacerbates inequalities between rural and urban regions.
{% endtab %}

{% tab title="Design" %}
Co-developed a model that:

* Integrates students’ play and self-exploration.
* Shifts the focus of learning from "getting into universities in big cities and living a barely affordable life" to "discovering one’s passion for their hometown and identifying the needs of their community."
* Expands learning beyond schools and cram schools, utilizing the entire local community as a resource pool to address the resource gaps in rural areas.
{% endtab %}

{% tab title="Outcome" %}
This model&#x20;

* enhances students’ sense of belonging within their community and&#x20;
* provides clarity about their future career pathways,&#x20;
* encourages job-seeking and entrepreneurial behaviors among youth in rural areas, and as a result,&#x20;
* helps mitigate rural exodus.

The model is currently being studied and replicated in other regions of Taiwan.
{% endtab %}

{% tab title="Read more" %}
🎞️[What If the Disadvantaged Are Already the Most Resource Abundant? A Case for Shifting from "Forecast-based" to "Agent-based" Talent Incubation](https://youtu.be/V0JYOMW1bJw?si=-sziuenh2uKF55OF)

📝\[in Traditional Chinese] [The Possibility of Creating "Region-Revitalizing Education Systems": An Analysis of the Systemic Relationship Between Education and Regional Development](http://dx.doi.org/10.13140/RG.2.2.11020.18562)
{% endtab %}
{% endtabs %}



***

## **🔗Konrad Adenauer Civic Engagement Conference: Decoding Progress and Equity in Taiwan's Education (2021)**

<figure><img src="https://478732721-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2FTbiiVKUrN9bvoIKypqnf%2Fuploads%2FhVBxPhinY2f2tDLgIJlE%2Fimage.png?alt=media&#x26;token=0f65a999-f279-47d2-8127-f551f801d9ea" alt="" width="375"><figcaption></figcaption></figure>

{% tabs %}
{% tab title="Challenge" %}
Mainstream civic discourse in Taiwan, particularly regarding education, has been compartmentalized, reactive, and lacking systemic foresight.
{% endtab %}

{% tab title="Design" %}
A participatory policy symposium was organized, bringing together civil society leaders, youth, educators, and public officials to explore educational justice, social cohesion, and democratic imagination through the lens of systems change and international comparison.&#x20;

The event included case studies and follow-up world cafés prompted by “How might we...?” dialogues that focused on democratization, rural development, and equity. The aim was to overcome the existing compartmentalization and overspecialization in agenda-setting.
{% endtab %}

{% tab title="Outcome" %}
* The conference elevated youth voices in national civic policy discussions and attracted over 200 participants from various sectors.&#x20;
* It impressed international observers, leading to Taiwan's education innovators being featured in regional exchanges.&#x20;
  * This created new diplomatic, cultural, and epistemic bridges, notably when a Taiwanese education innovator was invited to replace a minister from another country as the keynote speaker at a regional roundtable.&#x20;
  * Plans were also made (though later canceled due to geopolitical factors) for Taiwan to host the Asia-Pacific Mayor’s Education Roundtable.
{% endtab %}

{% tab title="Read more" %}
🔗 \[in Traditional Chinese] [KASpaces Conference: Decoding Progress and Equality in Taiwan's Education](https://www.accupass.com/event/2110071751139365230310)

📚📰 \[in Traditional Chinese] [Can Education Become One of Taiwan's International Brands? Exploring the Possibility of "World's Experimental Education Island" From Our Work With a German Think Tank](http://dx.doi.org/10.13140/RG.2.2.33014.06720/3)
{% endtab %}
{% endtabs %}

#### Read the full report

&#x20;📚[Decoding Progress and Equality in Taiwan's Education: A Dialectic Between Value and Instrumental-Rationality](https://www.researchgate.net/publication/358661528_Decoding_Progress_and_Equality_in_Taiwan's_Education_A_Dialectic_Between_Value_and_Instrumental-Rationality)

&#x20;

***

## 🧘🏼 **Research on the Holistic Needs of Innovative Changemakers (2021–)**

{% tabs %}
{% tab title="Challenge" %}
Many existing incubators, fellowships, and funding opportunities for social changemakers primarily focus on various forms of "capital" necessary for social change, including human, knowledge, and financial capital. However, they often overlook the holistic needs of these individuals—such as physical, psychological, and existential well-being—which are crucial not only for their overall health but also for their success.
{% endtab %}

{% tab title="Design" %}
Co-conducted qualitative research with innovative changemakers who are addressing social issues across Taiwan, utilizing the network of ZA Share.&#x20;

This research involved mapping their developmental journeys and identifying patterns related to care, personal agency, the quality of relationships, and the need for both intra- and interpersonal support.
{% endtab %}

{% tab title="Outcome" %}
* This research is still ongoing.
* The [2021 TIES](#taiwan-international-education-summit-2020-2021) served as a platform for in-depth discussion on this issue.
{% endtab %}
{% endtabs %}



***

## 🧭 **Education Agenda 2032 (2021–2022)**

{% tabs %}
{% tab title="Challenge" %}
Taiwan lacked a long-term, integrative roadmap to align education with broader social, environmental, and economic changes.
{% endtab %}

{% tab title="Design" %}
Proposed an inter-ministerial foresight and design process based on complexity thinking and futures literacy. Developed policy blueprints and deliberative forum models to facilitate cross-sector alignment, contextualizing related issues along two axes: Restoration–Foresight and Local–Planetary.
{% endtab %}

{% tab title="Outcome" %}
* Drafted a strategic framework that remains available for future implementation.&#x20;
* The project is discontinued due to a leadership transition at the host think tank, but the insights gained continue to inform parallel reform initiatives.
{% endtab %}
{% endtabs %}

#### Read the draft agenda

🔗 [education-as-ecosystem-weaving](ideas-and-as-change-models/education-as-ecosystem-weaving "mention")

📝\[in Traditional Chinese] [Agenda Setting for "Taiwan Education Vision 2032"](http://dx.doi.org/10.13140/RG.2.2.24044.48000)



***

## 🕸️ East Asia Dojo for Transdisciplinary Research and Praxis (2025–)

{% tabs %}
{% tab title="Challenge" %}
Scholar-changemakers pursuing transformation-oriented work often experience epistemic isolation, institutional marginalization, and a lack of integrative support for their spiritual, intellectual, and civic growth.
{% endtab %}

{% tab title="Design" %}
Building a transdisciplinary, cross-cultural community of practice that bridges systems thinking, Post-Western inquiry, and collective experimentation. Part "invisible college," part reflective dojo, part grassroots lab — it fosters response-able awareness and applied transformation through embodied research and mutual support.
{% endtab %}

{% tab title="Outcome" %}
* Currently convening early cohorts of scholar-changemakers across Taiwan, Hong Kong, Japan, Korea, and Vietnam. Our 10+ founding members include&#x20;
  * an associate professor at Kyoto University,&#x20;
  * civic researchers with Taiwan’s Ministry of Digital Affairs,&#x20;
  * and a former leader of Hong Kong’s Umbrella Movement,
  * and more.
* Functions as both a hub for methodological innovation and a container for regenerative academic practice.
* Laying groundwork for decentralized knowledge ecosystems.
{% endtab %}
{% endtabs %}

#### Explore its vision

🔗 [academia-as-distributed-knowledge-ecosystems-for-collective-transformation](ideas-and-as-change-models/academia-as-distributed-knowledge-ecosystems-for-collective-transformation "mention")
