This paper argues that the “kindergarten approach to learning” – characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine – is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today’s society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers.

While brands have traditionally been planned and designed directly by corporations, the rise of networked media has challenged the coherence of centrally-managed brand identities. New blockchain-based decentralize organizations take this a step further by giving users financial incentive to spread brand narratives of their own We introduce the concept of headless brands to explain the community-driven brand dynamics of projects which have no centralized managerial body. We describe some elements of a headless brand's lifecycle, from formation to adoption, and suggest strategies to maintain a brand's coherence.

A key proposition about the information revolution is that it favors and strengthens “network” forms of organization. This makes sense because the new information and communications technologies—e.g., fax machines, electronic mail (e-mail), and computer conferencing systems—enable dispersed, often small actors to connect, coordinate, and act jointly as never before. The proposition is increasingly validated by the rise of web-like networks among environmental, human-rights, and other activist nongovernmental organizations (NGOs), among businesses that form strategic partnerships, and among interagency groups that operate at many levels of government around the world. In general, nonstate actors are ahead of state actors at using the new network designs.