Posts Tagged ‘obedience to authority’

In Spiritual Intelligence, The Ultimate Intelligence, Danah Zohar and Ian Marshall, write, “The young son of a Chilean biologist, Umberto Maturana, became unhappy at school because he felt his teachers were making it impossible for him to learn. They wanted to teach him what they knew, rather than drawing out what he needed to learn. As a result Maturana wrote “The Student’s Prayer,” of which this translation is an abridged version. It expresses the spiritually intelligent individual’s response to the conforming pressures of parents, teachers, bosses or the crowd.” A Student’s Prayer Umberto Maturana Don’t impose on me what you know, I want to explore the unknown And be the source of my own discoveries. Let the known be my liberation, not my slavery. The world of your truth can be my limitation; Your wisdom my negation. Don’t instruct me; let’s walk together. Let my richness begin where yours ends. Show me so […]

In his book The Global Achievement Gap, educator Tony Wagner identifies the core competencies everyone should master by the end of high school: Critical thinking and problem solving (the ability to ask the right questions) Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurialism Accessing and analyzing information Effective written and oral communication Curiosity and imagination How to teach these competencies? Perhaps by following the mantra, “First do no harm.” In another book, Creating Innovators, Wagner identifies five ways in which current educational practices actively undermine the development of these competencies: By focusing on individual achievement (e.g., GPA), schools fail to promote collaboration skills. By rewarding specialization, which hinders innovation. Wagner says the director of talent at Google once told him, “If there’s one thing that educators need to understand, it’s that you can neither understand nor solve problems within the context and bright lines of subject content.” By penalizing mistakes, which makes students risk-averse. […]

A study of our academic elite In an Atlantic Monthly article from 2001, “The Organization Kid,” David Brooks writes about going to Princeton University to learn about “what the young people who are going to be running our country in a few decades are like.”What Brooks found with respect to the over-structured lives of the Princeton undergraduates he spoke to is very close to how I remember my undergraduate classmates at Harvard from 1999 to 2003: I asked several students to describe their daily schedules, and their replies sounded like a session of Future Workaholics of America: crew practice at dawn, classes in the morning, resident-adviser duty, lunch, study groups, classes in the afternoon, tutoring disadvantaged kids in Trenton, a cappella practice, dinner, study, science lab, prayer session, hit the StairMaster, study a few hours more. One young man told me that he had to schedule appointment times for chatting with his friends. No time […]