Collaborative Learning Quotes

In the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed.

The Fulcrum is not the first institution to have learned an eternal truth of humankind: No need for guards when you can convince people to collaborate in their own internment.

Those who can ask without shame are viewing themselves in collaboration with—rather than in competition with—the world.

When young people develop basic leadership and collaborative learning skills, they can be a formidable force for change.

Everyone I have spoken with about working with the Russians in space exploration believes that the United States has learned a great deal from Russia and that Russia has learned a great deal from the United States – and that the entire international space partnership is much better because of it.

Companies can learn a lot from biological systems. The human immune system for example is adaptive, redundant, diverse, modular, data-driven and network collaborative. A company that desires not just short term profit but also long term resilience should apply these features of the human immune system to it's business models and company structure.

Training often gives people solutions to problems already solved. Collaboration addresses challenges no one has overcome before.

Those who can ask without shame are viewing themselves in collaboration with—rather than in competition with—the world. Asking for help with shame says: You have the power over me. Asking with condescension says: I have the power over you. But asking for help with gratitude says: We have the power to help each other.

Many pedagogical experts argue that schools should switch to teaching “the four Cs”—critical thinking, communication, collaboration, and creativity.3 More broadly, they believe, schools should downplay technical skills and emphasize general-purpose life skills. Most important of all will be the ability to deal with change, learn new things, and preserve your mental balance in unfamiliar situations.

Collaboration allows teachers to capture each other's fund of collective intelligence.

First Globals are ready to go anywhere, experience everything, and work and live in exotic places, and for them, family life takes priority over work life and a flexible, diverse, collaborative, fun learning environment is key.

One of the goals of this show is to have a much more genuinely global perspective [...] This really is a global, collaborative endeavor [...] There is a shared working condition that's universal, and there are overlapping trajectories and aspirations and we can learn from each other.

A method of schooling founded by the Italian educator Maria Montessori that emphasizes collaborative, explorative learning, and whose alumni include Google’s founders, Sergey Brin and Larry Page; Wikipedia founder Jimmy Wales; video-game designer Will Wright; Amazon’s founder, Jeff Bezos; chef Julia Child; and rap impresario Sean Combs.

Debate is an attempt to cling to the illusion of control provided by a point of view designed to keep the ego in place; dialogue is an attempt to dance with the unknown at the risk of losing what we think we know.

Many parents these days, however, are learning that discipline will be much more respectful—and, yes, effective—if they initiate a collaborative, reciprocal, bidirectional dialogue, rather than delivering a monologue.

When you engage with people, you build your own insight into what’s being discussed. Someone else’s understanding complements yours, and together you start to weave an informed interpretation. You tinker until you can move on.

Real education happens only by failing, changing, challenging, and adjusting. All of those gerunds apply to teachers as well as students. No person is an “educator,” because education is not something one person does to another. Education is an imprecise process, a dance, and a collaborative experience.

Library stacks from this perspective are not a repository; they are a crowd.

In order to become a better innovator, you're going to learn how to write songs.

Learning is not only tied to reading thick old books, writing serious academic essays, and advancing in mathematics. Today, it’s just as critical to be innovative, to collaborate, and to imagine.

It makes me proud of all of us who are secretly going to pieces behind closed doors but still somehow keeping it together for the public, collaborating in the shaky ongoing effort of not letting civilization fall apart for one more day.

The letter is only an aid to philosophical communication, the actual essence of which consists in arousing a particular train of thought. Someone speaking thinks and produces—someone listening reflects—and reproduces. Words are a deceptive medium for what is already though—unreliable vehicles of a particular, specific stimulus. The true teacher is a guide. If the pupil genuinely desires truth it requires only a hint to show him how to find what he is seeking. Accordingly the representation of philosophy consists purely of themes—of initial propositions—principles. It exists only for autonomous lovers of truth. The analytical exposition of the theme is only for those who are sluggish or unpracticed. The latter must learn thereby how to fly and keep themselves moving in a particular direction. Attentiveness is a centripetal force. The effective relation between that which is directed and the object of direction begins with the given direction. If we hold fast to this direction we are apodictically certain of reaching the goal that has been set. True collaboration in philosophy then is a common movement toward a beloved world—whereby we relieve each other in the most advanced outpost, a movement that demands the greatest effort against the resisting element within which we are flying.

early development of the region’s secret police. Through both reading and conversations, I sought to understand how ordinary people learned to cope with the new regimes; how they collaborated, willingly or reluctantly; how and why they joined the party and other state institutions; how they resisted, actively or passively; how they came to make terrible choices that most of us in the West, nowadays, never have to face.

Color blindness has become a powerful weapon against progress for people of color, but as a denial mindset, it doesn’t do white people any favors, either. A person who avoids the realities of racism doesn’t build the crucial muscles for navigating cross-cultural tensions or recovering with grace from missteps. That person is less likely to listen deeply to unexpected ideas expressed by people from other cultures or to do the research on her own to learn about her blind spots. When that person then faces the inevitable uncomfortable racial reality—an offended co-worker, a presentation about racial disparity at a PTA meeting, her inadvertent use of a stereotype—she’s caught flat-footed. Denial leaves people ill-prepared to function or thrive in a diverse society. It makes people less effective at collaborating with colleagues, coaching kids’ sports teams, advocating for their neighborhoods, even chatting with acquaintances at social events.

The New Groupthink did not arise at one precise moment. Cooperative learning, corporate teamwork, and open office plans emerged at different times and for different reasons. But the mighty force that pulled these trends together was the rise of the World Wide Web, which lent both cool and gravitas to the idea of collaboration.

Learning is best achieved through relationships—having the right conversations with the right people in the right context—and collaborative action.

Asking is, at its core, a collaboration.

A quiet room, or a room led by a teacher, doesn’t promote student leadership, but an active, collaborative classroom does!

Wise leadership requires collaboration; otherwise it will lead to failure.

Knowledge is a social construct, a consensus among the members of a community of knowledgeable peers.

Genuine collaboration is an environment that promotes communication, learning, maximum contribution, and innovation.

I can’t force my students to learn and mature academically, socially, and emotionally. But I can offer incredible experiences that make them eager to learn.

In reality, my connection with each student doesn’t start the year that they are placed in my classroom.

because of the collaborative opportunities offered by social networking sites, wikis, blogs, and many other interactive digital sources. But beneath these sites are networks and, sometimes,

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

So what should we be teaching? Many pedagogical experts argue that schools should switch to teaching “the four Cs”—critical thinking, communication, collaboration, and creativity.3 More broadly, they believe, schools should downplay technical skills and emphasize general-purpose life skills. Most important of all will be the ability to deal with change, learn new things, and preserve your mental balance in unfamiliar situations.

Our argument here is that our institutions of learning have changed far more slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies.

I began looking for these four: Smart. It doesn’t mean high IQ (although that’s great), it means disposed toward learning. If there’s a best practice anywhere, adopt it. We want to turn as much as possible into a routine so we can focus on the few things that require human intelligence and creativity. A good interview question for this is: “Tell me about the last significant thing you learned about how to do your job better.” Or you might ask a candidate: “What’s something that you’ve automated? What’s a process you’ve had to tear down at a company?” Humble. I don’t mean meek or unambitious, I mean being humble in the way that Steph Curry is humble. If you’re humble, people want you to succeed. If you’re selfish, they want you to fail. It also gives you the capacity for self-awareness, so you can actually learn and be smart. Humility is foundational like that. It is also essential for the kind of collaboration we want at Slack. Hardworking. It does not mean long hours. You can go home and take care of your family, but when you’re here, you’re disciplined, professional, and focused. You should also be competitive, determined, resourceful, resilient, and gritty. Take this job as an opportunity to do the best work of your life. Collaborative. It’s not submissive, not deferential—in fact it’s kind of the opposite. In our culture, being collaborative means providing leadership from everywhere. I’m taking responsibility for the health of this meeting. If there’s a lack of trust, I’m going to address that. If the goals are unclear, I’m going to deal with that. We’re all interested in getting better and everyone should take responsibility for that. If everyone’s collaborative in that sense, the responsibility for team performance is shared. Collaborative people know that success is limited by the worst performers, so they are either going to elevate them or have a serious conversation. This one is easy to corroborate with references, and in an interview you can ask, “Tell me about a situation in your last company where something was substandard and you helped to fix it.

Programming is the immediate act of producing code. Software engineering is the set of policies, practices, and tools that are necessary to make that code useful for as long as it needs to be used and allowing collaboration across a team.

Swain (2000) considers collaborative dialogues such as these as the context where ‘language use and language learning can co-occur. It is language use mediating language learning. It is cognitive activity and it is social activity’ (p. 97).

In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training.

the success of creation spaces can be traced back to careful design at the outset by a small group of people who were very thoughtful about the conditions required to foster or “scaffold” scalable collaboration, learning, and performance improvement.

Three Big Ideas That Drive the Work of a PLC The essence of the PLC process is captured in three big ideas: 1. The purpose of our school is to ensure all students learn at high levels. 2. Helping all students learn requires a collaborative and collective effort. 3. To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning—and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

One afternoon in the fall of 2015, while I was writing this book, I was driving in my car and listening to SiriusXM Radio. On the folk music station the Coffee House, a song came on with a verse that directly spoke to me—so much so that I pulled off the road as soon as I could and wrote down the lyrics and the singer’s name. The song was called “The Eye,” and it’s written by the country-folk singer Brandi Carlile and her bandmate Tim Hanseroth and sung by Carlile. I wish it could play every time you open these pages, like a Hallmark birthday card, because it’s become the theme song of this book. The main refrain is: I wrapped your love around me like a chain But I never was afraid that it would die You can dance in a hurricane But only if you’re standing in the eye. I hope that it is clear by now that every day going forward we’re going to be asked to dance in a hurricane, set off by the accelerations in the Market, Mother Nature, and Moore’s law. Some politicians propose to build a wall against this hurricane. That is a fool’s errand. There is only one way to thrive now, and it’s by finding and creating your own eye. The eye of a hurricane moves, along with the storm. It draws energy from it, while creating a sanctuary of stability inside it. It is both dynamic and stable—and so must we be. We can’t escape these accelerations. We have to dive into them, take advantage of their energy and flows where possible, move with them, use them to learn faster, design smarter, and collaborate deeper—all so we can build our own eyes to anchor and propel ourselves and our families confidently forward.

at Microsoft, we concluded that success has always required that people master four skills: learning about new topics and fields; analyzing and solving new problems; communicating ideas and sharing information with others; and collaborating effectively as part of a team.

If your goal is innovation, then your role must instead be to create an environment—a setting, a context, an organization—where people are willing and able to do the hard work of innovation themselves: to collaborate, learn through trial and error, and make integrated decisions.

What the field needed, he argued, was what he called inverse reinforcement learning. Rather than asking, as regular reinforcement learning does, “Given a reward signal, what behavior will optimize it?,” inverse reinforcement learning (or “IRL”) asks the reverse: “Given the observed behaviour, what reward signal, if any, is being optimized?”15 This is, of course, in more informal terms, one of the foundational questions of human life. What exactly do they think they’re doing? We spend a good fraction of our life’s brainpower answering questions like this. We watch the behavior of others around us—friend and foe, superior and subordinate, collaborator and competitor—and try to read through their visible actions to their invisible intentions and goals. It is in some ways the cornerstone of human cognition. It also turns out to be one of the seminal and critical projects in twenty-first-century AI.

Scrum is about whole people, not about skills. Scrum is not I, but We. It is about sharing, learning, continuous improvement, vibrant interaction, passionate collaboration, and personal growth. Scrum is about tribes, it is about building community. Each tribal member needs a sense of belonging, a personal quest.

Tips and Pointers for Building a Spiritual Life from Scratch Pray Meditate Be aware / Stay awake Bow Practice yoga Feel Chant and sing Breathe and smile Relax / Enjoy / Laugh / Play Create / Envision Let go / Forgive / Accept Walk / Exercise / Move Work / Serve / Contribute Listen / Learn / Inquire Consider / Reflect Cultivate oneself / Enhance competencies Cultivate contentment Cultivate flexibility Cultivate friendship and collaboration Open up / Expand / Include Lighten up Dream Celebrate and appreciate Give thanks Evolve Love Share / Give / Receive Walk softly / Live gently Expand / Radiate / Dissolve Simplify Surrender / Trust Be born anew

He later told the Queen’s alumni magazine that the most important thing he learned during his two years there was “how to work collaboratively with smart people and make use of the Socratic method to achieve commonality of purpose,” a skill, like those of industrial relations, that future colleagues would notice had been only partly honed.

But in the years to come, as Muslim prestige and learning sank, and Hindu confidence, wealth, education and power increased, Hindus and Muslims would grow gradually apart, as British policies of divide and rule found willing collaborators among the chauvinists of both faiths. The rip in the closely woven fabric of Delhi’s composite culture, opened in 1857, slowly widened into a great gash, and at Partition in 1947 finally broke in two. As the Indian Muslim elite emigrated en masse to Pakistan, the time would soon come when it would be almost impossible to imagine that Hindu sepoys could ever have rallied to the Red Fort and the standard of a Muslim emperor, joining with their Muslim brothers in an attempt to revive the Mughal Empire.

Although I play an important part in the facilitation of these lessons, the students take ownership of the problem-solving and reflection portions and display great leadership skills while collaborating with one another. Students rave about how much fun each experience is, and I’m meeting all of my objectives, Essential Questions, and Common Core standards along the way!

We as educators must take seriously our responsibility to create growth-mindset-friendly environments - where kids feel safe from judgement, where they understand that we believe in their potential to grow, and where they know that we are totally dedicated to collaborating with them on their learning. We are in the business of helping kids thrive, not finding reasons why they can’t.

The transformation of a business-as-usual culture into one focused on innovation and driven by design involves activities, decisions, and attitudes. Workshops help expose people to design thinking as a new approach. Pilot projects help market the benefits of design thinking within the organization. Leadership focuses the program of change and gives people permission to learn and experiment. Assembling interdisciplinary teams ensures that the effort is broadly based. Dedicated spaces such as the P&G Innovation Gym provide a resource for longer-term thinking and ensure that the effort will be sustained. Measurement of impacts, both quantitative and qualitative, helps make the business case and ensures that resources are appropriately allocated. It may make sense to establish incentives for business units to collaborate in new ways so that younger talent sees innovation as a path to success rather than as a career risk.

Innovators and creators are persons who can to a higher degree than average accept the condition of aloneness—that is, the absence of supportive feedback from their social environment. They are more willing to follow their vision, even when it takes them far from the mainland of the human community. Unexplored spaces do not frighten them—or not, at any rate, as much as they frighten those around them. This is one of the secrets of their power—the great artists, scientists, inventors, industrialists. Is not the hallmark of entrepreneurship (in art or science no less than in business) the ability to see a possibility that no one else sees—and to actualize it? Actualizing one’s vision may of course require the collaboration of many people able to work together toward a common goal, and the innovator may need to be highly skillful at building bridges between one group and another. But this is a separate story and does not affect my basic point. That which we call “genius” has a great deal to do with independence, courage, and daring—a great deal to do with nerve. This is one reason we admire it. In the literal sense, such “nerve” cannot be taught; but we can support the process by which it is learned. If human happiness, well-being, and progress are our goals, it is a trait we must strive to nurture—in our child-rearing practices, in our schools, in our organizations, and first of all in ourselves.

The Romans, by that means, made pagans out of indigenous people. The moral syntax of the Roman word pagan means having the quality of village life and village mindedness. It means living at a distance from the seat of power and the arbiters of orthodox belief and observance, and living at the shadowy edge of a ploughed field. It designated undomesticated, unbroken bush dwellers, those for whom the light of culture of the eastern Mediterranean kind had not yet dawned. It is a powerful distinction to make, with powerful, enforceable criteria. The Romans didn’t invent pagan, but they did make pagans out of the country people they conquered. Though the word at this time meant something like “those on land unbroken,” the change in meaning to the modern European sense of pagan as “enemy of the true religion” tracks the arc from agricultural practice to systematic ethnic cleansing. Through a programme of shame and systematic desecration, they marginalized traditionalists, drove wedges of privilege between families, rewarded collaborators, confounded and demeaned the local languages, compromised indigenous lifeways. They made another kind of war on the indigenous aptitude for living alongside ancestors. Though certainly not the history many of us were taught to emulate or admire, it is there, stones in the sediment of the Europe that founded America. As the Romans went their civil, ruinous way, they made a point of learning from the newly conquered something of the traditional histories, alliances, and enmities of the area. They learned these enmities not to conclude them but to collude with them and deepen them, to further them, prey upon them, employ them, turning the conquered against the not-yet conquered, holding themselves out as the new, powerful ally who would right ancestral wrongs, securing and obliging and forcing the newly conquered to raise the foreign conqueror to the status of a mysteriously benevolent foreign God. Sleeping with the enemy began in earnest. This is a lesson and example relied upon heavily by Hernando Cortes as he made his ruinous way across Mexico early in the sixteenth century, and it made Cortes a dark legend in the old and new worlds.

Nasty Gal Obsessed: We keep the customer at the center of everything we do. Without customers, we have nothing. Own It: Take the ball and run with it. We make smart decisions, put the business first, and do more with less. People Are Important: Reach out, make friends, build trust. No Assholes: We leave our egos at the door. We are respectful, collaborative, curious, and open-minded. Learn On: What we’re building has never been built before—the future is ours to write. We get excited about growth, take intelligent risks, and learn from our mistakes. Have Fun and Keep It Weird.

So what should we be teaching? Many pedagogical experts argue that schools should switch to teaching “the four Cs”—critical thinking, communication, collaboration, and creativity.3 More broadly, they believe, schools should downplay technical skills and emphasize general-purpose life skills. Most important of all will be the ability to deal with change, learn new things, and preserve your mental balance in unfamiliar situations. In order to keep up with the world of 2050, you will need not merely to invent new ideas and products but above all to reinvent yourself again and again.

And yet, my research shows that this isn't actually the case. The lightning bug researchers discovered that when the fireflies were able to time their pulses with one another with astonishing accuracy (to the millisecond!), it allowed them to space themselves apart perfectly, thus eliminating the need to compete. In the same way, when we help others become better, we can actually increase the available opportunities, instead of vying for them. Like the lightning bugs, once we learn to coordinate and collaborate with those around us, we all begin to shine brighter, both individually and as an ecosystem.

People say that I’m so controversial but I think the most controversial thing I’ve ever done is to stick around. What I would like to say to all the women here today is this. Women have been so oppressed for so long that they believe what men say about them. And they believe they have to back a man to get the job done. And there are some very good men that worth of backing, but not because they’re men but because they’re worthy. As women we have to start appreciating our own worth and each other worth. Seek out strong women to be friend, to align yourself with, to learn from, to be inspired by, to collaborate with, to support, to be enlightened by.

Some collaborative work is fine for introverts, even beneficial. But it should take place in small groups—pairs or threesomes—and be carefully structured so that each child knows her role. Roger Johnson, co-director of the Cooperative Learning Center at the University of Minnesota, says that shy or introverted kids benefit especially from well-managed small-group work because “they are usually very comfortable talking with one or two of their classmates to answer a question or complete a task, but would never think of raising their hand and addressing the whole class. It is very important that these students get a chance to translate their thoughts into language

Perhaps most important, they both require revision. And revision usually means collaboration. Whenever I talk to students, one of the key points I try to make is that their teachers aren’t crazy or cruel to make them edit and revise their papers. Author Jonathan Rogers gave me that advice on things to talk about at school visits. Not only do the kids need to learn revision, they need to hear from someone else that their teachers are right. The thing the Resistance doesn’t want you to know is that revision is the fun part. My brother, an author and playwright, is also a formidable editor. He understands story as well as anyone I know, and he delights in revision.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Specialisation, accompanied by exchange, is the source of economic prosperity. Here, in my own words, is what a modern version of Smithism claims. First, the spontaneous and voluntary exchange of goods and services leads to a division of labour in which people specialise in what they are good at doing. Second, this in turn leads to gains from trade for each party to a transaction, because everybody is doing what he is most productive at and has the chance to learn, practise and even mechanise his chosen task. Individuals can thus use and improve their own tacit and local knowledge in a way that no expert or ruler could. Third, gains from trade encourage more specialisation, which encourages more trade, in a virtuous circle. The greater the specialisation among producers, the greater is the diversification of consumption: in moving away from self-sufficiency people get to produce fewer things, but to consume more. Fourth, specialisation inevitably incentivises innovation, which is also a collaborative process driven by the exchange and combination of ideas. Indeed, most innovation comes about through the recombination of existing ideas for how to make or organise things. The more people trade and the more they divide labour, the more they are working for each other. The more they work for each other, the higher their living standards. The consequence of the division of labour is an immense web of cooperation among strangers: it turns potential enemies into honorary friends. A woollen coat, worn by a day labourer, was (said Smith) ‘the produce of a great multitude of workmen. The shepherd, the sorter of the wool, the wool-comber or carder, the dyer, the scribbler, the spinner, the weaver, the fuller, the dresser . . .’ In parting with money to buy a coat, the labourer was not reducing his wealth. Gains from trade are mutual; if they were not, people would not voluntarily engage in trade. The more open and free the market, the less opportunity there is for exploitation and predation, because the easier it is for consumers to boycott the predators and for competitors to whittle away their excess profits. In its ideal form, therefore, the free market is a device for creating networks of collaboration among people to raise each other’s living standards, a device for coordinating production and a device for communicating information about needs through the price mechanism. Also a device for encouraging innovation. It is the very opposite of the rampant and selfish individualism that so many churchmen and others seem to think it is. The market is a system of mass cooperation. You compete with rival producers, sure, but you cooperate with your customers, your suppliers and your colleagues. Commerce both needs and breeds trust.

If collaboration is a headache for learning in the workplace, it’s hard to know where to start with schools. First, most schools don’t call it ‘sharing’ anyway – they call it ‘cheating’. Think about it for a moment: the kids who are now in school will be entering a workplace where internal and external collaboration is the work. We prepare them for this interconnected world, by insisting that almost everything they do, every piece of work they submit, is their own work, not the fruits of working with others, because every student has to have an individual, rigorously assessed, accountable grade – if they don’t, the entire examinations system collapses like a deck of cards.  Except it doesn’t.

classic work like The Tale of Genji, as one recent translator has it, “The more intense the emotion, the more regular the meter.” As in the old-fashioned England in which I grew up—though more unforgivingly so—the individual’s job in public Japan is to keep his private concerns and feelings to himself and to present a surface that gives little away. That the relation of surface to depth is uncertain is part of the point; it offers a degree of protection and makes for absolute consistency. The fewer words spoken, the easier it is to believe you’re standing on common ground. One effect of this careful evenness—a maintenance of the larger harmony, whatever is happening within—is that to live in Japan, to walk through its complex nets of unstatedness, is to receive a rigorous training in attention. You learn to read the small print of life—to notice how the flowers placed in front of the tokonoma scroll have just been changed, in response to a shift in the season, or to register how your visitor is talking about everything except the husband who’s just run out on her. It’s what’s not expressed that sits at the heart of a haiku; a classic sumi-e brush-and-ink drawing leaves as much open space as possible at its center so that it becomes not a statement but a suggestion, an invitation to a collaboration. The reader or viewer is asked to complete a composition, and so the no-color surfaces make

I hope I have now made it clear why I thought it best, in speaking of the dissonances between fiction and reality in our own time, to concentrate on Sartre. His hesitations, retractations, inconsistencies, all proceed from his consciousness of the problems: how do novelistic differ from existential fictions? How far is it inevitable that a novel give a novel-shaped account of the world? How can one control, and how make profitable, the dissonances between that account and the account given by the mind working independently of the novel? For Sartre it was ultimately, like most or all problems, one of freedom. For Miss Murdoch it is a problem of love, the power by which we apprehend the opacity of persons to the degree that we will not limit them by forcing them into selfish patterns. Both of them are talking, when they speak of freedom and love, about the imagination. The imagination, we recall, is a form-giving power, an esemplastic power; it may require, to use Simone Weil's words, to be preceded by a 'decreative' act, but it is certainly a maker of orders and concords. We apply it to all forces which satisfy the variety of human needs that are met by apparently gratuitous forms. These forms console; if they mitigate our existential anguish it is because we weakly collaborate with them, as we collaborate with language in order to communicate. Whether or no we are predisposed towards acceptance of them, we learn them as we learn a language. On one view they are 'the heroic children whom time breeds / Against the first idea,' but on another they destroy by falsehood the heroic anguish of our present loneliness. If they appear in shapes preposterously false we will reject them; but they change with us, and every act of reading or writing a novel is a tacit acceptance of them. If they ruin our innocence, we have to remember that the innocent eye sees nothing. If they make us guilty, they enable us, in a manner nothing else can duplicate, to submit, as we must, the show of things to the desires of the mind. I shall end by saying a little more about La Nausée, the book I chose because, although it is a novel, it reflects a philosophy it must, in so far as it possesses novel form, belie. Under one aspect it is what Philip Thody calls 'an extensive illustration' of the world's contingency and the absurdity of the human situation. Mr. Thody adds that it is the novelist's task to 'overcome contingency'; so that if the illustration were too extensive the novel would be a bad one. Sartre himself provides a more inclusive formula when he says that 'the final aim of art is to reclaim the world by revealing it as it is, but as if it had its source in human liberty.' This statement does two things. First, it links the fictions of art with those of living and choosing. Secondly, it means that the humanizing of the world's contingency cannot be achieved without a representation of that contingency. This representation must be such that it induces the proper sense of horror at the utter difference, the utter shapelessness, and the utter inhumanity of what must be humanized. And it has to occur simultaneously with the as if, the act of form, of humanization, which assuages the horror. This recognition, that form must not regress into myth, and that contingency must be formalized, makes La Nausée something of a model of the conflicts in the modern theory of the novel. How to do justice to a chaotic, viscously contingent reality, and yet redeem it? How to justify the fictive beginnings, crises, ends; the atavism of character, which we cannot prevent from growing, in Yeats's figure, like ash on a burning stick? The novel will end; a full close may be avoided, but there will be a close: a fake fullstop, an 'exhaustion of aspects,' as Ford calls it, an ironic return to the origin, as in Finnegans Wake and Comment c'est. Perhaps the book will end by saying that it has provided the clues for another, in which contingency will be defeated, ...

In its endeavour, science is communism. In science men have learned consciously to subordinate themselves to a common purpose without losing the individuality of their achievements. Each one knows that his work depends on that of his predecessors and colleagues and that it can only reach its fruition through the work of his successors. In science men collaborate not because they are forced to by superior authority or because they blindly follow some chosen leader, but because they realize that only in this willing collaboration can each man find his goal. Not orders, but advice, determine action. Each man knows that only by advice, honestly and disinterestedly given, can his work succeed, because such advice expresses as near as may be the inexorable logic of the material world, stubborn fact.

All of us have to learn how to invent our lives, make them up, imagine them. We need to be taught these skills; we need guides to show is how. Without them, our lives get made up for us by other people. Human beings have always joined in groups to imagine how best to live and help one another carry out the plan. The essential function of human community is to arrive at some agreement on what we need, what life ought to be, what we want our children to learn, and then to collaborate in learning and teaching so that we and they can go on the way we think is the right way. Small communities with strong traditions are often clear about the way they want to go, and good at teaching it. But tradition may crystallize imagination to the point of fossilizing it as dogma and forbidding new ideas. Larger communities, such as cities, open up room for people to imagine alternatives, learn from people of different traditions, and invent their own ways to live. As alternatives proliferate, however, those who take the responsibility of teaching find little social and moral consensus on way they should be teaching -- what we need, what life ought to be. In our time of huge populations exposed continuously to reproduced voices, images, and words used for commercial and political profit, there are too many people who want to and can invent us, own us, shape and control us through seductive and powerful media. It's a lot to ask of a child to find a way through all that alone. Nobody can do anything very much, really, alone. What a child needs, what we all need, is to find some other people who have imagined life along lines that make sense to us and allow some freedom, and listen to them. Not hear passively, but listen.

When it comes to assessment, the traditional model of assessment is assessment for learning. What people like to talk about now is that the twenty-first-century model is assessment of learning. But if assessment is merely the way we are able to determine how much learning has occurred, then the ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they’ve changed. There are schools that do this. There’s a remarkable school in New Hampshire that, for them, the thing that matters the most is that people who graduate from their school have seventeen specific habits of mind and work—everything from collaboration and leadership to curiosity and wonder. They’ve developed these really thoughtful behavioral rubrics that break down each of those habits by subskills.

It truly is a team sport, and we have the best team in town. But it’s my relationship with Ilana that I cherish most. We have such a strong partnership and have learned how we work most efficiently: I need coffee, she needs tea. When we’re stressed, I pace around and use a weird neck massager I bought online that everyone makes fun of me for, and she knits. When we’re writing together she types, because she’s faster and better at grammar. We actually FaceTime when we’re not in the same city and are constantly texting each other ideas for jokes or observations to potentially use (I recently texted her from Asheville: girl with flip-flops tucked into one strap of tank top). Looking back now at over ten years of doing comedy and running a business with her I can see how our collaboration has expanded and contracted. But it’s the problem-solving aspect of this industry, the producing, the strategy, the realizing that we could put our heads together and figure out the best solution, that has made our relationship and friendship what it is. Because that spills into everything. We both have individual careers now, but those other projects have only been motivating and inspiring to each other and the show. We bring back what we’ve learned on the other sets, in the other negotiations, in the other writers’ rooms or press situations. I’m very lucky to have jumped into this with Ilana Rose Glazer, the ballsy, curly-haired, openhearted, nineteen-year-old girl that cracked me up that night at the corner of the bar at McManus. So many wonderful things have happened since we began working together, but there are a lot of confusing, life-altering things in there too, and it’s such a relief to have someone who completely understands the good and the bad.

So what does “It’s your call” mean? Most simply: When it comes to making decisions about your kids’ lives, you should not be deciding things that they are capable of deciding for themselves. First, set boundaries within which you feel comfortable letting them maneuver. Then cede ground outside those boundaries. Help your kids learn what information they need to make an informed decision. If there’s conflict surrounding an issue, use collaborative problem solving, a technique developed by Ross Greene and J. Stuart Albon that begins with an expression of empathy followed by a reassurance that you’re not going to try to use the force of your will to get your child to do something he doesn’t want to do. Together, you identify possible solutions you’re both comfortable with and figure out how to get there. If your child settles on a choice that isn’t crazy go with it, even if it is not what you would like him to do.

Brunelleschi’s successor as a theorist of linear perspective was another of the towering Renaissance polymaths, Leon Battista Alberti (1404 –1472), who refined many of Brunelleschi’s experiments and extended his discoveries about perspective. An artist, architect, engineer, and writer, Alberti was like Leonardo in many ways: both were illegitimate sons of prosperous fathers, athletic and good-looking, never-married, and fascinated by everything from math to art. One difference is that Alberti’s illegitimacy did not prevent him from being given a classical education. His father helped him get a dispensation from the Church laws barring illegitimate children from taking holy orders or holding ecclesiastical offices, and he studied law at Bologna, was ordained as a priest, and became a writer for the pope. During his early thirties, Alberti wrote his masterpiece analyzing painting and perspective, On Painting, the Italian edition of which was dedicated to Brunelleschi. Alberti had an engineer’s instinct for collaboration and, like Leonardo, was “a lover of friendship” and “open-hearted,” according to the scholar Anthony Grafton. He also honed the skills of courtiership. Interested in every art and technology, he would grill people from all walks of life, from cobblers to university scholars, to learn their secrets. In other words, he was much like Leonardo, except in one respect: Leonardo was not strongly motivated by the goal of furthering human knowledge by openly disseminating and publishing his findings; Alberti, on the other hand, was dedicated to sharing his work, gathering a community of intellectual colleagues who could build on each other’s discoveries, and promoting open discussion and publication as a way to advance the accumulation of learning. A maestro of collaborative practices, he believed, according to Grafton, in “discourse in the public sphere.” When Leonardo was a teenager in Florence, Alberti was in his sixties and spending much of his time in Rome, so it is unlikely they spent time together. Alberti was a major influence nonetheless.

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

A beautiful example of a long-term intention was presented by A. T. Ariyaratane, a Buddhist elder, who is considered to be the Gandhi of Sri Lanka. For seventeen years there had been a terrible civil war in Sri Lanka. At one point, the Norwegians were able to broker peace, and once the peace treaty was in effect, Ariyaratane called the followers of his Sarvodaya movement together. Sarvodaya combines Buddhist principles of right livelihood, right action, right understanding, and compassion and has organized citizens in one-third of that nation’s villages to dig wells, build schools, meditate, and collaborate as a form of spiritual practice. Over 650,000 people came to the gathering to hear how he envisioned the future of Sri Lanka. At this gathering he proposed a five-hundred-year peace plan, saying, “The Buddha teaches we must understand causes and conditions. It’s taken us five hundred years to create the suffering that we are in now.” Ari described the effects of four hundred years of colonialism, of five hundred years of struggle between Hindus, Muslims, and Buddhists, and of several centuries of economic disparity. He went on, “It will take us five hundred years to change these conditions.” Ariyaratane then offered solutions, proposing a plan to heal the country. The plan begins with five years of cease-fire and ten years of rebuilding roads and schools. Then it goes on for twenty-five years of programs to learn one another’s languages and cultures, and fifty years of work to right economic injustice, and to bring the islanders back together as a whole. And every hundred years there will be a grand council of elders to take stock on how the plan is going. This is a sacred intention, the long-term vision of an elder. In the same way, if we envision the fulfillment of wisdom and compassion in the United States, it becomes clear that the richest nation on earth must provide health care for its children; that the most productive nation on earth must find ways to combine trade with justice; that a creative society must find ways to grow and to protect the environment and plan sustainable development for generations ahead. A nation founded on democracy must bring enfranchisement to all citizens at home and then offer the same spirit of international cooperation and respect globally. We are all in this together.

In August 1977 Canadians reacted with horror and revulsion when they learned that in the 1950s and early 1960s, one of the most eminent psychiatrists in the country had used his vulnerable patients as unwitting guinea pigs in brainwashing experiments funded by the CIA and the Canadian government. Behind the doors of the so-called sleep room on Wards 2 South, Dr. Ewen Cameron, the director of Montreal’s Allan Memorial Institute, exposed dozens of his own patients to barbaric treatments from which some never fully recovered. Operating under the belief that he could wipe brains clean of "bad behavior" and program in new behaviour, Cameron kept patients in a chemical sleep for weeks and months at a time exposing them to massive amounts of electro-shock and drugs such as LSD, and forced them to listen to tape-recorded messages repeated endlessly through headphones. Cameron was not alone in his desire to reprogram the human brain. The U.S. intelligence establishment found in him an eager collaborator, and funded his work substantially and covertly. Eventually, after years of stonewalling by the CIA, nine of the dozens of victims were at last given a chance to claim restitution for Cameron’s “treatments” by taking the powerful U.S. intelligence agency to court.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

These include: 1.Do the Right Thing—the principle of integrity. We see in George Marshall the endless determination to tell the truth and never to curry favor by thought, word, or deed. Every one of General Marshall’s actions was grounded in the highest sense of integrity, honesty, and fair play. 2.Master the Situation—the principle of action. Here we see the classic “know your stuff and take appropriate action” principle of leadership coupled with a determination to drive events and not be driven by them. Marshall knew that given the enormous challenges of World War II followed by the turbulent postwar era, action would be the heart of his remit. And he was right. 3.Serve the Greater Good—the principle of selflessness. In George Marshall we see a leader who always asked himself, “What is the morally correct course of action that does the greatest good for the greatest number?” as opposed to the careerist leader who asks “What’s in it for me?” and shades recommendations in a way that creates self-benefit. 4.Speak Your Mind—the principle of candor. Always happiest when speaking simple truth to power, General and Secretary Marshall never sugarcoated the message to the global leaders he served so well. 5.Lay the Groundwork—the principle of preparation. As is often said at the nation’s service academies, know the six Ps: Prior Preparation Prevents Particularly Poor Performance. 6.Share Knowledge—the principle of learning and teaching. Like Larry Bird on a basketball court, George Marshall made everyone on his team look better by collaborating and sharing information. 7.Choose and Reward the Right People—the principle of fairness. Unbiased, color- and religion-blind, George Marshall simply picked the very best people. 8.Focus on the Big Picture—the principle of vision. Marshall always kept himself at the strategic level, content to delegate to subordinates when necessary. 9.Support the Troops—the principle of caring. Deeply involved in ensuring that the men and women under his command prospered, General and Secretary Marshall taught that if we are loyal down the chain of command, that loyalty will be repaid not only in kind but in operational outcomes as well.

Pull in Friendships and Fresh Adventures: Five men are walking across the Golden Gate Bridge on an outing organized by their wives who are college friends. The women move ahead in animated conversation. One man describes the engineering involved in the bridge's long suspension. Another points to the changing tide lines below. A third asked if they've heard of the new phone apps for walking tours. The fourth observes how refreshing it is to talk with people who aren't lawyers like him. Yes, we tend to notice the details that most relate to our work or our life experience. It is also no surprise that we instinctively look for those who share our interests. This is especially true in times of increasing pressure and uncertainty. We have an understandable tendency in such times to seek out the familiar and comfortable as a buffer against the disruptive changes surrounding us. In so doing we can inadvertently put ourselves in a cage of similarity that narrows our peripheral vision of the world and our options. The result? We can be blindsided by events and trends coming at us from directions we did not see. The more we see reinforcing evidence that we are right in our beliefs the more rigid we become in defending them. Hint: If you are part of a large association, synagogue, civic group or special interest club, encourage the organization to support the creation of self-organized, special interest groups of no more than seven people, providing a few suggestions of they could operate. Such loosely affiliated small groups within a larger organization deepen a sense of belonging, help more people learn from diverse others and stay open to growing through that shared learning and collaboration. That's one way that members of Rick Warren's large Saddleback Church have maintained a close-knit feeling yet continue to grow in fresh ways. imilarly the innovative outdoor gear company Gore-Tex has nimbly grown by using their version of self-organized groups of 150 or less within the larger corporation. In fact, they give grants to those who further their learning about that philosophy when adapted to outdoor adventure, traveling in compact groups of "close friends who had mutual respect and trust for one another.

Loth as one is to agree with CP Snow about almost anything, there are two cultures; and this is rather a problem. (Looking at who pass for public men in these days, one suspects there are now three cultures, in fact, as the professional politician appears to possess neither humane learning nor scientific training. They couldn’t possibly commit the manifold and manifest sins against logic that are their stock in trade, were they possessed of either quality.) … Bereft of a liberal education – ‘liberal’ in the true sense: befitting free men and training men to freedom – our Ever So Eminent Scientists nowadays are most of ’em simply technicians. Very skilled ones, commonly, yet technicians nonetheless. And technicians do get things wrong sometimes: a point that need hardly be laboured in the centenary year of the loss of RMS Titanic. Worse far is what the century of totalitarianism just past makes evident: technicians are fatefully and fatally easily led to totalitarian mindsets and totalitarian collaboration. … Aristotle was only the first of many to observe that men do not become dictators to keep warm: that there is a level at which power, influence, is interchangeable with money. Have enough of the one and you don’t want the other; indeed, you will find that you have the other. And of course, in a world of Eminent Scientists who are mere Technicians at heart, pig-ignorant of liberal (in the Classical sense) ideas, ideals, and even instincts, there is exerted upon them a forceful temptation towards totalitarianism – for the good of the rest of us, poor benighted, unwashed laymen as we are. The fact is that, just as original sin, as GKC noted, is the one Christian doctrine that can be confirmed as true by looking at any newspaper, the shading of one’s conclusions to fit one’s pay-packet, grants, politics, and peer pressure is precisely what anyone familiar with public choice economics should expect. And, as [James] Delingpole exhaustively demonstrates, is precisely what has occurred in the ‘Green’ movement and its scientific – or scientistic – auxiliary. They are watermelons: Green without and Red within. (A similar point was made of the SA by Willi Münzenberg, who referred to that shower as beefsteaks, Red within and Brown without.)

The war against ISIS in Iraq was a long, hard slog, and for a time the administration was as guilty of hyping progress as the most imaginative briefers at the old “Five O’Clock Follies” in Saigon had been. In May 2015, an ISIS assault on Ramadi and a sandstorm that grounded U.S. planes sent Iraqi forces and U.S. Special Forces embedded with them fleeing the city. Thanks to growing hostility between the Iraqi government and Iranian-supported militias in the battle, the city wouldn’t be taken until the end of the year. Before it was over we had sent well over five thousand military personnel back to Iraq, including Special Forces operators embedded as advisors with Iraqi and Kurdish units. A Navy SEAL, a native Arizonan whom I had known when he was a boy, was killed in northern Iraq. His name was Charles Keating IV, the grandson of my old benefactor, with whom I had been implicated all those years ago in the scandal his name had branded. He was by all accounts a brave and fine man, and I mourned his loss. Special Forces operators were on the front lines when the liberation of Mosul began in October 2016. At immense cost, Mosul was mostly cleared of ISIS fighters by the end of July 2017, though sporadic fighting continued for months. The city was in ruins, and the traumatized civilian population was desolate. By December ISIS had been defeated everywhere in Iraq. I believe that had U.S. forces retained a modest but effective presence in Iraq after 2011 many of these tragic events might have been avoided or mitigated. Would ISIS nihilists unleashed in the fury and slaughter of the Syrian civil war have extended their dystopian caliphate to Iraq had ten thousand or more Americans been in country? Probably, but with American advisors and airpower already on the scene and embedded with Iraqi security forces, I think their advance would have been blunted before they had seized so much territory and subjected millions to the nightmare of ISIS rule. Would Maliki have concentrated so much power and alienated Sunnis so badly that the insurgency would catch fire again? Would Iran’s influence have been as detrimental as it was? Would Iraqis have collaborated to prevent a full-scale civil war from erupting? No one can answer for certain. But I believe that our presence there would have had positive effects. All we can say for certain is that Iraq still has a difficult road to walk, but another opportunity to progress toward that hopeful vision of a democratic, independent nation that’s learned to accommodate its sectarian differences, which generations of Iraqis have suffered without and hundreds of thousands of Americans risked everything for.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

doctoral candidate in the Department of Art, Art History, and Visual Studies at Duke University, joined this project in the Fall of 2007. Collaboration (especially with so many participants) is an enormous

Manage Your Team’s Collective Time Time management is a group endeavor. The payoff goes far beyond morale and retention. ILLUSTRATION: JAMES JOYCE by Leslie Perlow | 1461 words Most professionals approach time management the wrong way. People who fall behind at work are seen to be personally failing—just as people who give up on diet or exercise plans are seen to be lacking self-control or discipline. In response, countless time management experts focus on individual habits, much as self-help coaches do. They offer advice about such things as keeping better to-do lists, not checking e-mail incessantly, and not procrastinating. Of course, we could all do a better job managing our time. But in the modern workplace, with its emphasis on connectivity and collaboration, the real problem is not how individuals manage their own time. It’s how we manage our collective time—how we work together to get the job done. Here is where the true opportunity for productivity gains lies. Nearly a decade ago I began working with a team at the Boston Consulting Group to implement what may sound like a modest innovation: persuading each member to designate and spend one weeknight out of the office and completely unplugged from work. The intervention was aimed at improving quality of life in an industry that’s notorious for long hours and a 24/7 culture. The early returns were positive; the initiative was expanded to four teams of consultants, and then to 10. The results, which I described in a 2009 HBR article, “Making Time Off Predictable—and Required,” and in a 2012 book, Sleeping with Your Smartphone , were profound. Consultants on teams with mandatory time off had higher job satisfaction and a better work/life balance, and they felt they were learning more on the job. It’s no surprise, then, that BCG has continued to expand the program: As of this spring, it has been implemented on thousands of teams in 77 offices in 40 countries. During the five years since I first reported on this work, I have introduced similar time-based interventions at a range of companies—and I have come to appreciate the true power of those interventions. They put the ownership of how a team works into the hands of team members, who are empowered and incentivized to optimize their collective time. As a result, teams collaborate better. They streamline their work. They meet deadlines. They are more productive and efficient. Teams that set a goal of structured time off—and, crucially, meet regularly to discuss how they’ll work together to ensure that every member takes it—have more open dialogue, engage in more experimentation and innovation, and ultimately function better. CREATING “ENHANCED PRODUCTIVITY” DAYS One of the insights driving this work is the realization that many teams stick to tried-and-true processes that, although familiar, are often inefficient. Even companies that create innovative products rarely innovate when it comes to process. This realization came to the fore when I studied three teams of software engineers working for the same company in different cultural contexts. The teams had the same assignments and produced the same amount of work, but they used very different methods. One, in Shenzen, had a hub-and-spokes org chart—a project manager maintained control and assigned the work. Another, in Bangalore, was self-managed and specialized, and it assigned work according to technical expertise. The third, in Budapest, had the strongest sense of being a team; its members were the most versatile and interchangeable. Although, as noted, the end products were the same, the teams’ varying approaches yielded different results. For example, the hub-and-spokes team worked fewer hours than the others, while the most versatile team had much greater flexibility and control over its schedule. The teams were completely unaware that their counterparts elsewhere in the world were managing their work differently. My research provide

In the late 1950s and early 1960s, leading up to its first coup in March 1963, the Ba‘th in general, and Saddam Hussein in particular, had relations with the US intelligence services. On the testimony of King Hussein of Jordan, we learn that the CIA collaborated actively with the Ba‘th in its coup of March 1963, which led to the killing of thousands of communist opponents.

But the more we learn about happiness and fulfillment, the more apparent it becomes that family, community, meaningful work and networks of trustworthy collaborators and friends are the sources of happiness and fulfillment, not the accumulation of institutional promises and more  stuff, which turns out to have little impact on happiness or fulfillment.

and through secular media outlets. 7. Recruit and train a sufficient number of staff and volunteers for the event to help make personal connections with participants and learn of their needs and interests. 8. Collaborate with other institutions in the community to develop a more effective program. This also allows you to extend the geographic reach of the program and multiply the number of events you can sponsor. 9. Invite participants to follow-up events that are consistent with their needs and interests and with the event they are attending. The path to deeper engagement requires a charted course. 10. You never get a second chance to make a first impression. Make sure that the event is appealing. Moreover, every experience, even introductory ones such as Public Space Judaism events, should have value and meaning.

Students are encouraged to connect with others, and to collaborate and create with them on a global scale. It’s not “do your own work,” so much as “do work with others, and make it work that matters.” To paraphrase Tony Wagner, assessments focus less on what students know, and more on what they can do with what they know.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

One of the keys to achieving a goal is to share it with someone, so I recommend an accountability partner. Choose your spouse, sponsor, or someone in your company who’s committed to remaining positive, who’s collaborative, and who’s working toward something similar as you! Set a weekly talk time to inspire one another, share best practices, and celebrate successes! Social integration is powerful. Processing with positive people allows you to discuss and apply what you’re learning! Get an accountability partner right away and start goal setting today! Track your activity daily.

This is clearly not the most expedient route—we learned that writing a collaborative novel doesn’t amount to doing half the work, but rather, doing twice the work—but it was a wild new kind of work, a work that takes the other’s half, and raises it by half. This felt intimate—showing

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

collaborative teacher teams should build assessments to assess narrow learning targets rather than the entire standard.

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

Collaborative teams of teachers need to have laser-like clarity about where they are going. They need to filter out all distractions and focus on each individual student’s mastery of what has been determined to be essential. Once developed by the team, the essential learnings should be shared with students in order to engage them in their own learning as much as possible.

The spirit we create together in a group. Whenever people come together they create a field of energy that is the combination of their individual spirits and intentions. This field can be shaped purposefully or left to form on its own. Too often groups make the mistake of assuming that getting down to business is the most effective way of using their time together. They fail to intentionally create a positive learning environment.

In every organization, community or group of people, there are times when our happiness or security feel threatened, and our natural reaction is to run the other way. But sooner or later we find the threats returning and compounding. Effective leaders realize that survival, success and safety come from going toward the place where the fear seems to originate, and having the courage to confront threats. In his book, The World Behind the World, Michael Meade reflects on this folk tale and what it means for people seeking a meaningful path through life. “Those who seek security in a rapidly changing world run right into the teeth of one dilemma or another,” Meade writes. “It might be better to run toward the roar and learn what it means to live in a time of many endings.

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.