Develop New Skills Quotes

Today is a new day and it brings with it a new set of opportunities for me to act on. I am attentive to the opportunities and I seize them as they arise. I have full confidence in myself and my abilities. I can do all things that I commit myself to. No obstacle is too big or too difficult for me to handle because what lies inside me is greater than what lies ahead of me. I am committed to improving myself and I am getting better daily. I am not held back by regret or mistakes from the past. I am moving forward daily. Absolutely nothing is impossible for me.

Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life.

After putting economics aside, I found that there were two primary reasons why people quit:   They hated their manager; generally the employees were appalled by the lack of guidance, career development, and feedback they were receiving.   They weren’t learning anything: The company wasn’t investing resources in helping employees develop new skills.

Everything in life worth achieving requires practice. In fact, life itself is nothing more than one long practice session, an endless effort of refining our motions. When the proper mechanics of practice are understood, the task of learning something new becomes a stress-free experience of joy and calmness, a process which settles all areas in your life and promotes proper perspective on all of life’s difficulties.

Each holiday tradition acts as an exercise in cognitive development, a greater challenge for the child. Despite the fact most parents don't recognize this function, they still practice the exercise. Rant also saw how resolving the illusions is crucial to how the child uses any new skills. A child who is never coached with Santa Claus may never develop an ability to imagine. To him, nothing exists except the literal and tangible. A child who is disillusioned abruptly, by his peers or siblings, being ridiculed for his faith and imagination, may choose never to believe in anything- tangible or intangible- again. To never trust or wonder. But a child who relinquishes the illusions of Santa Claus, the Easter Bunny, and the Tooth Fairy, that child may come away with the most important skill set. That child may recognize the strength of his own imagination and faith. He will embrace the ability to create his own reality. That child becomes his own authority. He determines the nature of his world. His own vision. And by doing so, by the power of his example, he determines the reality of the other two types: those who can't imagine, and those who can't trust.

[Patricia Greenfield] concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen-based technologies has led to the “widespread and sophisticated development of visual-spatial skills.” We can, for example, rotate objects in our minds better than we used to be able to. But our “new strengths in visual-spatial intelligence” go hand in hand with a weakening of our capacities for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.

How you doing at 26 Fed?" “I’m growing and learning, meeting new challenges with confidence and enthusiasm while developing good work ethics and people skills.” “I’m surprised they haven’t fired your ass.” “Me too.

Overscheduled children lose the space to simply be with themselves and learn the art of being alone. In our noisy, busy world, the importance of developing the life skill of solitude, meditation, and quietly being with oneself can not be overstated.

The world is not sliding, but galloping into a new transnational dystopia. This development has not been properly recognized outside of national security circles. It has been hidden by secrecy, complexity and scale. The internet, our greatest tool of emancipation, has been transformed into the most dangerous facilitator of totalitarianism we have ever seen. The internet is a threat to human civilization. These transformations have come about silently, because those who know what is going on work in the global surveillance industry and have no incentives to speak out. Left to its own trajectory, within a few years, global civilization will be a postmodern surveillance dystopia, from which escape for all but the most skilled individuals will be impossible. In fact, we may already be there. While many writers have considered what the internet means for global civilization, they are wrong. They are wrong because they do not have the sense of perspective that direct experience brings. They are wrong because they have never met the enemy.

When we subtly shift toward both focusing on and finding joy in the process of achieving instead of having the goal, we have gained a new skill. And once mastered, it is magical and incredibly empowering.

Make sure you work at a place which gives you opportunities to learn, travel, explore, interact with intellectuals and new work skills.

Repetition is the mother of learning, the father of action, which makes it the architect of accomplishment.” ~ Zig Ziglar

Then there’s the issue of cognitive capacity. Deep work is exhausting because it pushes you toward the limit of your abilities. Performance psychologists have extensively studied how much such efforts can be sustained by an individual in a given day.* In their seminal paper on deliberate practice, Anders Ericsson and his collaborators survey these studies. They note that for someone new to such practice (citing, in particular, a child in the early stages of developing an expert-level skill), an hour a day is a reasonable limit. For those familiar with the rigors of such activities, the limit expands to something like four hours, but rarely more.

Then I said to myself, "If the centuries are going by, mine will come too, and will pass, and after a time the last century of all will come, and then I shall understand." And I fixed my eyes on the ages that were coming and passing on; now I was calm and resolute, maybe even happy. Each age brought its share of light and shade, of apathy and struggle, of truth and error, and its parade of systems, of new ideas, of new illusions; in each of them the verdure of spring burst forth, grew yellow with age, and then, young once more, burst forth again. While life thus moved with the regularity of a calendar, history and civilization developed; and man, at first naked and unarmed, clothed and armed himself, built hut and palace, villages and hundred-gated Thebes, created science that scrutinizes and art that elevates, made himself an orator, a mechanic, a philosopher, ran all over the face of the globe, went down into the earth and up to the clouds, performing the mysterious work through which he satisfied the necessities of life and tried to forget his loneliness. My tired eyes finally saw the present age go by end, after it, future ages. The present age, as it approached, was agile, skillful, vibrant, proud, a little verbose, audacious, learned, but in the end it was as miserable as the earlier ones. And so it passed, and so passed the others, with the same speed and monotony.

What kind of person will you have to become to get all you want? In fact, why not write down a few thoughts on this in your notebook or journal. Write down the kinds of skills you’ll need to develop and the knowledge you’ll need to gain. The answers will give you some new goals for personal development.Remember this rule: Income Rarely Exceeds Personal Development.

For a business to strengthen its position on the market, its managers should become skillful at helping their subordinates to set and achieve specific and measurable goals with realistic deadlines and clear expectations. Managers should also mentor employees through challenges, helping them grow and develop new skills.

Human beings have always been an unfinished species, a story in the middle, a succession of families, tribes, and societies in transition to new awarenesses. Although we have always prided ourselves on our willingness to adapt to all habitats, and on our skill at prospering and making ourselves comfortable wherever we are -- in a meadow, in a desert, on the tundra, or out on the ocean -- we don't just adapt to places, or modify them in order to ease our burdens. We're the only species that over and over again has deliberately transformed our surroundings in order to stretch our capacity for understanding and provoke new accomplishments. And our growing and enhanced understanding is our most valuable, and our most vulnerable, inheritance.

In music, musicians must be able to read musical notes and have developed the skill to follow the music from their studies. This skill allows them to read new musical notes and be capable of hearing most or all of the sounds (melodies, harmonies, etc.) in their head without having to play the music piece. By analogy, in Mathematics, we believe a scientist, engineer or mathematician must be able to read and understand mathematical codes (e.g., Maple, Mathematica) in their head without having to execute the problem.

We tend to use the word stress in negative ways, but stress is merely a demand on one or more of our body’s many physiological systems. Hunger, thirst, cold, working out, a promotion at work: All are stressors, and stress is an essential and positive part of normal development; it’s a key element in learning, mastering new skills, and building resilience. The key factor in determining whether stress is positive or destructive is the pattern of stress,

Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value.

Real pleasure comes from overcoming challenges, feeling confidence in your abilities, gaining fluency in skills, and experiencing the power this brings. You develop patience. Boredom no longer signals the need for distraction, but rather the need for new challenges to conquer.

We now know that the way to help a child develop optimally is to help create connections in her brain—her whole brain—that develop skills that lead to better relationships, better mental health, and more meaningful lives. You could call it brain sculpting, or brain nourishing, or brain building. Whatever phrase you prefer, the point is crucial, and thrilling: as a result of the words we use and the actions we take, children’s brains will actually change, and be built, as they undergo new experiences.

[Young] adults who take gap years tended to be less motivated than their peers before the gap year. But after their gap year, most of them find new motivation. They had higher performance outcomes, career choice formation, improved employability, and a variety of life skills. The gap year can be seen as an educational process in which skills and critical reflection contribute to an individual's development.

After three of four years of schooling, the nucleus basalis, which forms sharp memories in the brain, falls into disuse and decays. This is the part of the brain that makes learning so effortless for small children, and it is always activated in undomesticated humans. But neuroplasticity research has shown that damage to the nucleus basalis can be reversed by reintroducing activities involving highly focused attention, which results in massive increases in production of acetylcholine and dopamine. Using new skills under conditions of intense focus rewires billions of neural connections and reactivates the nucleus basalis. Loss of function in this part of the brain is not a natural stage of development--we are supposed to retain and even increase it throughout our lives. Until very recently in human history, we did.

Game developers know better than anyone else how to inspire extreme effort and reward hard work. They know how to facilitate cooperation and collaboration at previously unimaginable scales. And they are continuously innovating new ways to motivate players to stick with harder challenges, for longer, and in much bigger groups. These crucial twenty-first-century skills can help all of us find new ways to make a deep and lasting impact on the world around us.

Repeatedly comparing our situation with that of others is a kind of sickness of the mind that brings much unnecessary discontent and frustration. When we have a new source of enjoyment or a new car, we get excited and feel that we are at the top of our game. But we soon get used to it and our excitement subsides; when a new model comes out we become unhappy with the one we have and feel that we can only be satisfied if we get the new one, especially if other people around us have it. We are caught on the “hedonic treadmill” — a concept coined by P. Brinkman and D. T. Campbell.7 While jogging on a treadmill, we need to keep running simply to remain in the same spot. In this case, we need to keep running toward acquiring more things and new sources of excitement simply to maintain our current level of satisfaction.

Rapid learning offers another trace of talent. Sometimes a talent doesn't signal itself through yearning. For a myriad of reasons, although the talent exists within you, you don't hear its call. Instead, comparatively late in life, something sparks the talent, and it is the speed at which you learn a new skill that provides the telltale clue to the talent's presence and power.

Where there were once several competing approaches to medicine, there is now only one that matters to most hospitals, insurers, and the vast majority of the public. One that has been shaped to a great degree by the successful development of potent cures that followed the discovery of sulfa drugs. Aspiring caregivers today are chosen as much (or more) for their scientific abilities, their talent for mastering these manifold technological and pharmaceutical advances as for their interpersonal skills. A century ago most physicians were careful, conservative observers who provided comfort to patients and their families. Today they act: They prescribe, they treat, they cure. They routinely perform what were once considered miracles. The result, in the view of some, has been a shift in the profession from caregiver to technician. The powerful new drugs changed how care was given as well as who gave it.

The first skill to develop for sensing energy is the ability to pay attention. Learn how to observe others by being silent. You know what it is like to sit back and watch. Observe any area about which you want more information without judgment or having any opinions or preconceived ideas about it. As you think intently about something, you will begin to receive guidance, ideas, and new thoughts about the issue.

If we can show students that they have the power to develop a skill of their choice and that, while it is not easy, it has many rewards that will make it worthwhile, we make it much more likely that they will use deliberate practice to develop various skills over their lifetimes.

Don’t strive to be a well-rounded leader. Instead, discover your zone and stay there. Then delegate everything else. Admitting a weakness is a sign of strength. Acknowledging weakness doesn’t make a leader less effective. Everybody in your organization benefits when you delegate responsibilities that fall outside your core competency. Thoughtful delegation will allow someone else in your organization to shine. Your weakness is someone’s opportunity. Leadership is not always about getting things done “right.” Leadership is about getting things done through other people. The people who follow us are exactly where we have led them. If there is no one to whom we can delegate, it is our own fault. As a leader, gifted by God to do a few things well, it is not right for you to attempt to do everything. Upgrade your performance by playing to your strengths and delegating your weaknesses. There are many things I can do, but I have to narrow it down to the one thing I must do. The secret of concentration is elimination. Devoting a little of yourself to everything means committing a great deal of yourself to nothing. My competence in these areas defines my success as a pastor. A sixty-hour workweek will not compensate for a poorly delivered sermon. People don’t show up on Sunday morning because I am a good pastor (leader, shepherd, counselor). In my world, it is my communication skills that make the difference. So that is where I focus my time. To develop a competent team, help the leaders in your organization discover their leadership competencies and delegate accordingly. Once you step outside your zone, don’t attempt to lead. Follow. The less you do, the more you will accomplish. Only those leaders who act boldly in times of crisis and change are willingly followed. Accepting the status quo is the equivalent of accepting a death sentence. Where there’s no progress, there’s no growth. If there’s no growth, there’s no life. Environments void of change are eventually void of life. So leaders find themselves in the precarious and often career-jeopardizing position of being the one to draw attention to the need for change. Consequently, courage is a nonnegotiable quality for the next generation leader. The leader is the one who has the courage to act on what he sees. A leader is someone who has the courage to say publicly what everybody else is whispering privately. It is not his insight that sets the leader apart from the crowd. It is his courage to act on what he sees, to speak up when everyone else is silent. Next generation leaders are those who would rather challenge what needs to change and pay the price than remain silent and die on the inside. The first person to step out in a new direction is viewed as the leader. And being the first to step out requires courage. In this way, courage establishes leadership. Leadership requires the courage to walk in the dark. The darkness is the uncertainty that always accompanies change. The mystery of whether or not a new enterprise will pan out. The reservation everyone initially feels when a new idea is introduced. The risk of being wrong. Many who lack the courage to forge ahead alone yearn for someone to take the first step, to go first, to show the way. It could be argued that the dark provides the optimal context for leadership. After all, if the pathway to the future were well lit, it would be crowded. Fear has kept many would-be leaders on the sidelines, while good opportunities paraded by. They didn’t lack insight. They lacked courage. Leaders are not always the first to see the need for change, but they are the first to act. Leadership is about moving boldly into the future in spite of uncertainty and risk. You can’t lead without taking risk. You won’t take risk without courage. Courage is essential to leadership.

Real pleasure comes from overcoming challenges, feeling confidence in your abilities, gaining fluency in skills, and experiencing the power this brings. You develop patience. Boredom no longer signals the need for distraction, but rather the need for new challenges to conquer. Although

For a hoarder, staying clean isn't really about bins and labels; it's about processing items that come into the house. A good organizer can help a hoarder develop methods for sorting mail, for staying on top of recycling, and for making sure donated items get to their destinations... The repetition of bad cleaning skills is usually what got the hoarder into trouble in the first place, so an organizer works on repetition of new, positive cleaning skills.

In their quest for flawless results, research suggests that perfectionists tend to get three things wrong. One: they obsess about details that don’t matter. They’re so busy finding the right solution to tiny problems that they lack the discipline to find the right problems to solve. They can’t see the forest for the trees. Two: they avoid unfamiliar situations and difficult tasks that might lead to failure. That leaves them refining a narrow set of existing skills rather than working to develop new ones. Three: they berate themselves for making mistakes, which makes it harder to learn from them. They fail to realize that the purpose of reviewing your mistakes isn’t to shame your past self. It’s to educate your future self. If perfectionism were a medication, the label would alert us to common side effects.

greater fitness leads to more opportunity. This holds true for knowledge as well. When we acquire new skills, when we develop ourselves as human beings, we uncover new potential.

The most important skill for a new recruit from university will be the ability to learn.

If you want to continue to develop and expand your professional skills then you need a new environment.

It’s not sufficient to know that something is wrong. You also have to appreciate why it is wrong, how things might be changed, and then persuade others of the new possibilities.

Today however, a new generation must arise that will take their works further. This generation must rely less on signs and wonders, but rely more on developing skills and building industries.

This new science of performance argues that you get better at a skill as you develop more myelin around the relevant neurons, allowing the corresponding circuit to fire more effortlessly and effectively. To be great at something is to be well myelinated. This understanding is important because it provides a neurological foundation for why deliberate practice works. By focusing intensely on a specific skill, you’re forcing the specific relevant circuit to fire, again and again, in isolation. This repetitive use of a specific circuit triggers cells called oligodendrocytes to begin wrapping layers of myelin around the neurons in the circuits—effectively cementing the skill. The reason, therefore, why it’s important to focus intensely on the task at hand while avoiding distraction is because this is the only way to isolate the relevant neural circuit enough to trigger useful myelination. By contrast, if you’re trying to learn a complex new skill (say, SQL database management) in a state of low concentration (perhaps you also have your Facebook feed open), you’re firing too many circuits simultaneously and haphazardly to isolate the group of neurons you actually want to strengthen. In

As Morgan McCall, in his book High Flyers, points out, “Unfortunately, people often like the things that work against their growth.… People like to use their strengths … to achieve quick, dramatic results, even if … they aren’t developing the new skills they will need later on. People like to believe they are as good as everyone says … and not take their weaknesses as seriously as they might. People don’t like to hear bad news or get criticism.… There is tremendous risk … in leaving what one does well to attempt to master something new.” And the fixed mindset makes it seem all that much riskier.

I am completely an elitist in the cultural but emphatically not the social sense. I prefer the good to the bad, the articulate to the mumbling, the aesthetically developed to the merely primitive, and full to partial consciousness. I love the spectacle of skill, whether it's an expert gardener at work or a good carpenter chopping dovetails. I don't think stupid or ill-read people are as good to be with as wise and fully literate ones. I would rather watch a great tennis player than a mediocre one, unless the latter is a friend or a relative. Consequently, most of the human race doesn't matter much to me, outside the normal and necessary frame of courtesy and the obligation to respect human rights. I see no reason to squirm around apologizing for this. I am, after all, a cultural critic, and my main job is to distinguish the good from the second-rate, pretentious, sentimental, and boring stuff that saturates culture today, more (perhaps) than it ever has. I hate populist [shit], no matter how much the demos love it.

Just as athletes never quit training, high performers never stop consciously conditioning and strengthening their habits. Real success—holistic, long-term success—doesn’t come from doing what’s natural, certain, convenient, or automatic. Often, the journey to greatness begins the moment our preferences for comfort and certainty are overruled by a greater purpose that requires challenge and contribution. The skills and strengths you have now are probably insufficient to get you to the next level of success, so it’s absurd to think you won’t have to work on your weaknesses, develop new strengths, try new habits, stretch beyond what you think your limits or gifts are. That’s why I’m not here to sell you the easy solution of just focusing on what is already easy for you. Just so we’re clear: There’s a lot of work ahead.

In fact, the age of the Tyrants is the scene of a religious renaissance which on all sides throws up new ecstatic confessions of faith, new secret cults and new sects; but at first these develop underground and do not as yet reach the light of art. Thus we no longer find art being commissioned and stimulated by religion, but, on the contrary, we find in this period religious zeal being inspired by the increased skill of the artist.

Belisarius had developed a new-style tactical instrument with which he knew that he might count on beating much superior numbers, provided that he could induce his opponents to attack him under conditions that suited his tactics. For that purpose his lack of numbers, when not too marked, was an asset, especially when coupled with an audaciously direct strategic offensive. His strategy was thus more psychological than logistical. He knew how to provoke the barbarian armies of the West into indulging their natural instinct for direct assault; with the more subtle and skillful Persians he was able at first to take advantage of their feeling of superiority to the Byzantines, and later, when they learnt respect for him, he exploited their wariness as a means of outmanoeuvring them psychologically. He was a master of the art of converting his weakness into strength; and the opponent's strength into a weakness. His tactics, too, had the essential characteristic of the indirect approach-that of getting the opponent off balance, so that a joint becomes exposed and can be dislocated.

Practical-life activities keep fifteen-month-olds at the leading edge of their skill development, building their intelligence, deepening their concentration, and giving them a new appreciation of their expanding capabilities. In

If having a valued skill no longer guarantees employment, then the only way to be sure of being employable is to be able to develop new skills, as Seymour Papert (1998) observed: So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them, except for one skill. The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.

Leaders instill courage in the hearts of those who follow. This rarely happens through words alone. It generally requires action. It goes back to what we said earlier: Somebody has to go first. By going first, the leader furnishes confidence to those who follow. As a next generation leader, you will be called upon to go first. That will require courage. But in stepping out you will give the gift of courage to those who are watching. What do I believe is impossible to do in my field, but if it could be done would fundamentally change my business? What has been done is safe. But to attempt a solution to a problem that plagues an entire industry - in my case, the local church - requires courage. Unsolved problems are gateways to the future. To those who have the courage to ask the question and the tenacity to hang on until they discover or create an answer belongs the future. Don’t allow the many good opportunities to divert your attention from the one opportunity that has the greatest potential. Learn to say no. There will always be more opportunities than there is time to pursue them. Leaders worth following are willing to face and embrace current reality regardless of how discouraging or embarrassing it might be. It is impossible to generate sustained growth or progress if your plan for the future is not rooted in reality. Be willing to face the truth regardless of how painful it might be. If fear causes you to retreat from your dreams, you will never give the world anything new. it is impossible to lead without a dream. When leaders are no longer willing to dream, it is only a short time before followers are unwilling to follow. Will I allow my fear to bind me to mediocrity? Uncertainty is a permanent part of the leadership landscape. It never goes away. Where there is no uncertainty, there is no longer the need for leadership. The greater the uncertainty, the greater the need for leadership. Your capacity as a leader will be determined by how well you learn to deal with uncertainty. My enemy is not uncertainty. It is not even my responsibility to remove the uncertainty. It is my responsibility to bring clarity into the midst of the uncertainty. As leaders we can afford to be uncertain, but we cannot afford to be unclear. People will follow you in spite of a few bad decisions. People will not follow you if you are unclear in your instruction. As a leader you must develop the elusive skill of leading confidently and purposefully onto uncertain terrain. Next generation leaders must fear a lack of clarity more than a lack of accuracy. The individual in your organization who communicates the clearest vision will often be perceived as the leader. Clarity is perceived as leadership. Uncertainty exposes a lack of knowledge. Pretending exposes a lack of character. Express your uncertainty with confidence. You will never maximize your potential in any area without coaching. It is impossible. Self-evaluation is helpful, but evaluation from someone else is essential. You need a leadership coach. Great leaders are great learners. God, in His wisdom, has placed men and women around us with the experience and discernment we often lack. Experience alone doesn’t make you better at anything. Evaluated experience is what enables you to improve your performance. As a leader, what you don’t know can hurt you. What you don’t know about yourself can put a lid on your leadership. You owe it to yourself and to those who have chosen to follow you to open the doors to evaluation. Engage a coach. Success doesn’t make anything of consequence easier. Success just raises the stakes. Success brings with it the unanticipated pressure of maintaining success. The more successful you are as a leader, the more difficult this becomes. There is far more pressure at the top of an organization than you might imagine.

When you practice using your brain in this way, you will find yourself feeling really good a lot more often. Achieving personal freedom is all about developing new mental habits and skills and getting used to mentally running your brain the way you choose to run it.

One of the ideas of this book is to give the reader a possibility to develop problem-solving skills using both systems, to solve various nonlinear PDEs in both systems. To achieve equal results in both systems, it is not sufficient simply “to translate” one code to another code. There are numerous examples, where there exists some predefined function in one system and does not exist in another. Therefore, to get equal results in both systems, it is necessary to define new functions knowing the method or algorithm of calculation.

If you teach a student facts, concepts, and rules, those things go into long-term memory as individual pieces, and if a student then wishes to do something with them—use them to solve a problem, reason with them to answer a question, or organize and analyze them to come up with a theme or a hypothesis—the limitations of attention and short-term memory kick in. The student must keep all of these different, unconnected pieces in mind while working with them toward a solution. However, if this information is assimilated as part of building mental representations aimed at doing something, the individual pieces become part of an interconnected pattern that provides context and meaning to the information, making it easier to work with. As we saw in chapter 3, you don’t build mental representations by thinking about something; you build them by trying to do something, failing, revising, and trying again, over and over. When you’re done, not only have you developed an effective mental representation for the skill you were developing, but you have also absorbed a great deal of information connected with that skill.

Trance helps depotentiate our old programs and gives us an opportunity to learn something new. The only reason why we cannot produce an anesthesia at will, for example, is because we don’t know how to give up our habitual generalized reality orientation that emphasizes the importance of pain and gives it primacy in consciousness. But if we allowed young children to experiment with their sensory perceptual processes in a fun way, they might easily develop skills with anaesthesia that could be very useful when they needed it. This would be an interesting piece of research, indeed.

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

The new linguistic skills that modern Sapiens acquired about seventy millennia ago enabled them to gossip for hours on end. Reliable information about who could be trusted meant that small bands could expand into larger bands, and Sapiens could develop tighter and more sophisticated types of cooperation.

The following interventions are meant to be used in calmer moments, prime time for improving your relationship with your child, building new skills, and developing pathways for change. When things feel off in my own family, I begin with these strategies, which essentially result in connection capital deposits.

For groups that made this political transition to egalitarianism, there was a quantum leap in the development of moral matrices. People now lived in much denser webs of norms, informal sanctions, and occasionally violent punishments. Those who could navigate this new world skillfully and maintain good reputations were rewarded by gaining the trust, cooperation, and political support of others. Those who could not respect group norms, or who acted like bullies, were removed from the gene pool by being shunned, expelled, or killed. Genes and cultural practices (such as the collective killing of deviants) coevolved. The end result, says Boehm, was a process sometimes called “self-domestication.” Just as animal breeders can create tamer, gentler creatures by selectively breeding for those traits, our ancestors began to selectively breed themselves (unintentionally) for the ability to construct shared moral matrices and then live cooperatively within them.

When you try something new and don't succeed, it's important to view it as an opportunity to learn and develop your skills. Rather than giving up, take the time to reflect on what went wrong and how you can improve next time. With each failure, you'll become better equipped to handle challenges and overcome obstacles in the future.

Unfortunately, this natural connection between growth and enjoyment tends to disappear with time. Perhaps because “learning” becomes an external imposition when schooling starts, the excitement of mastering new skills gradually wears out. It becomes all too easy to settle down within the narrow boundaries of the self developed in adolescence.

Delegating, thinking strategically, communicating—you may think this all sounds like Management 101. And you’re right. The most basic elements of management are often what trip up managers early in their careers. And because they are the basics, the bosses of rookie managers often take them for granted. They shouldn’t—an extraordinary number of people fail to develop these skills. I’ve maintained an illusion throughout this article—that only rookie managers suffer because they haven’t mastered these core skills. But the truth is, managers at all levels make these mistakes. An organization that supports its new managers by helping them to develop these skills will have surprising advantages over the competition.

Rapid tech advancement requires a large body of highly skilled workers, the opportunities for large-scale collaboration among those workers, and a metric butt-ton of capital to pay for the development, operationalization, and application of new ideas. Demographic collapse is gutting the first, deglobalization is fracturing the second, and the combined pair are ending the third.

Seeing the positives in life is a muscle, a skill you can develop. It requires practice. Psychologist Shawn Achor’s research on gratitude journals found that simply writing down three new things you are grateful for, every night for three weeks, will start to change the way your brain perceives the world. The exercise trains you to notice things you might have otherwise missed,

Children need to do more than learn new skills. The theory of capabilities suggests they need to be challenged. They need to solve hard problems. They need to develop values. When you find yourself providing more and more experiences that are not giving children an opportunity to be deeply engaged, you are not equipping them with the processes they need to succeed in the future.

The truth is that we're drowning in busywork, nonproductive work, everything from "creative" banking and insurance bureaucracies to the pointless shuffling of data and the manufacturing of products designed to be obsolescent almost immediately- and I would argue that a great deal of what we're doing should just stop. Interestingly, people of all sorts are beginning to reconnect to skills and sensibilities that were bulldozed in the frenzy of 'development' that remade our world during the past two generations. Those orchards and fields that once covered the peninsula, the East Bay, and Silicon Valley are haunting us now, as we seek to relocalize our food sources and our economy more generally. People are relearning how to reuse things, how to fix broken items, and even how to make new things from the scraps of industrial waste. The world shaped by capitalist modernization is not good for human life and is certainly rough on the health of the planet. The hollowing out of communities whose lives were once anchored in the old Produce Market area or who shared life along the vibrant Fillmore blues corridor is precisely what people are trying to overcome.

Speaking of African Americans, the horrors of the African slave trade are more connected to the enslavement unleashed by Columbus than most people realize.26 The Portuguese began enslaving and exporting the native peoples of Labrador beginning in 1501. Early in colonial history, the British paid some tribes to capture members of other tribes; the British then sold these captives as slaves. Charleston, South Carolina, was a center for exporting indigenous American slaves before it became a center for importing African ones. Having developed a taste and skill for enslavement of the Tainos, Arawaks, and others in the New World, European colonizers quickly turned to Africa for additional “stock” for their slave market. Even Bartolomé de las Casas at one point recommended importing African slaves so that the indigenous peoples could be released, a recommendation he later regretted and repudiated.

As you develop a new skill at your own pace, you’ll start to identify your learning preferences. Do you prefer to start with details and work your way up to larger concepts? Or do you need to make a mental map before you can absorb specific facts and figures? You’ll have to discover that for yourself. When the information doesn’t gel right away, it doesn’t mean you’re bad or you don’t have the necessary talent. It just means you need to try another approach to the material.

At this point, you have two choices: you can either remain stagnant, using the same methods and skills to tackle the work that’s in front of you and continuing on your present course, or you can intentionally return to Discovery phase and challenge yourself to develop a new skill or means of expression. If you do the former, you are likely to begin a slow decline into mediocrity and misery. If you do the latter, you will be uncomfortable for a while, but you will continue growing.

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

Muhammad Iqbal, who had spent three rewarding years as a student in Europe in the first decade of the twentieth century, now wrote of it in the satirical tradition of the Illahabadi: The West develops wonderful new skills In this as in so many other fields Its submarines are crocodiles Its bombers rain destruction from the skies Its gases so obscure the sky They blind the sun’s world-seeing eye Dispatch this old fool to the West To learn the art of killing fast- and best On his previous trips to the West, Liang, like Tagore and Iqbal, had been a qualified admirer. During his longest sojourn there, he began to develop grave doubts about the civilization that had so blithely thrown away the fruits of progress and rationalism and sunk into barbarism. The ‘materialist’ West had managed to subdue nature through science and technology and created a Darwinian universe of conflict between individuals, classes and nations. But to what effect? Its materialistic people, constantly desiring ever-new things and constantly being frustrated, were worn out by war, were afflicted with insecurity, and were as far from happiness as ever.

Metalearning: First Draw a Map. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily. Focus: Sharpen Your Knife. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it. Directness: Go Straight Ahead. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable. Drill: Attack Your Weakest Point. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again. Retrieval: Test to Learn. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it. Feedback: Don’t Dodge the Punches. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore. Retention: Don’t Fill a Leaky Bucket. Understand what you forget and why. Learn to remember things not just for now but forever. Intuition: Dig Deep Before Building Up. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things. Experimentation: Explore Outside Your Comfort Zone. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...

If you’re going to make an error in life, err on the side of overestimating your capabilities (obviously, as long as it doesn’t jeopardize your life). By the way, this is something that’s hard to do, since the human capacity is so much greater than most of us would ever dream. In fact, many studies have focused on the differences between people who are depressed and people who are extremely optimistic. After attempting to learn a new skill, the pessimists are always more accurate about how they did, while the optimists see their behavior as being more effective than it actually was. Yet this unrealistic evaluation of their own performance is the secret of their future success. Invariably the optimists eventually end up mastering the skill while the pessimists fail. Why? Optimists are those who, despite having no references for success, or even references of failure, manage to ignore those references, leaving unassembled such cognitive tabletops as “I failed” or “I can’t succeed.” Instead, optimists produce faith references, summoning forth their imagination to picture themselves doing something different next time and succeeding. It is this special ability, this unique focus, which allows them to persist until eventually they gain the distinctions that put them over the top. The reason success eludes most people is that they have insufficient references of succeeding in the past. But an optimist operates with beliefs such as, “The past doesn’t equal the future.” All great leaders, all people who have achieved success in any area of life, know the power of continuously pursuing their vision, even if all the details of how to achieve it aren’t yet available. If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible.

Black America faced two options. We could seize on the great freedom we had just won in the civil rights victories and advance through education, skill development, and entrepreneurialism combined with an unbending assault on any continuing discrimination; or we could go after these things indirectly by pressuring the society that had wronged us into taking the lion’s share of responsibility in resurrecting us. The new black militancy that exploded everywhere in the late sixties—and that came to define the strategy for black advancement for the next four decades—grew out of black America’s complete embrace of the latter option.

The (unratified) Preamble of the European Constitution begins by stating that it draws inspiration “from the cultural, religious and humanist inheritance of Europe, from which have developed the universal values of the inviolable and inalienable rights of the human person, democracy, equality, freedom and the rule of law.”3 This may easily give one the impression that European civilization is defined by the values of human rights, democracy, equality, and freedom. Countless speeches and documents draw a direct line from ancient Athenian democracy to the present-day European Union, celebrating twenty-five hundred years of European freedom and democracy. This is reminiscent of the proverbial blind man who takes hold of an elephant’s tail and concludes that an elephant is a kind of brush. Yes, democratic ideas have been part of European culture for centuries, but they were never the whole. For all its glory and impact, Athenian democracy was a halfhearted experiment that survived for barely two hundred years in a small corner of the Balkans. If European civilization for the past twenty-five centuries has been defined by democracy and human rights, what are we to make of Sparta and Julius Caesar, of the Crusaders and the conquistadores, of the Inquisition and the slave trade, of Louis XIV and Napoleon, of Hitler and Stalin? Were they all intruders from some foreign civilization? In truth, European civilization is anything Europeans make of it, just as Christianity is anything Christians make of it, Islam is anything Muslims make of it, and Judaism is anything Jews make out of it. And they have made of it remarkably different things over the centuries. Human groups are defined more by the changes they undergo than by any continuity, but they nevertheless manage to create for themselves ancient identities thanks to their storytelling skills. No matter what revolutions they experience, they can usually weave old and new into a single yarn.

Now sensitiveness to the state of mind of the public is a difficult thing to achieve or maintain. Any man can tell you with more or less accuracy and clearness his own reactions on any particular issue. But few men have the time or the interest or the training to develop a sense of what other persons think or feel about the same issue. In his own profession the skilled practitioner is sensitive and understanding. lhe lawyer can tell what argument will appeal to court or jury. “The salesman can tell what points to stress to his prospective buyers. The politician can tell what to emphasize to his audience, but the ability to estimate group reactions on a large scale over a wide geographic and psychological area is a specialized ability which must be developed with the same painstaking self-criticism and with the same dependence on experience that are required for the development of the clinical sense in the doctor or the surgeon. The significant revolution of modern times is not industrial or economic or political, but the revolution which is taking place in the art of creating consent among the governed. Within the life of the new generation now in control of affairs, persuasion has become a self-conscious art and a regular organ of popular government. None of us begins to understand the consequences, but it is no daring prophecy to say that the knowledge of how to create consent will alter every political premise. Under the impact of propaganda, not necessarily in the sinister meaning of the world alone, the only constants of our thinking have become variables. It is no longer possible, for example, to believe in the cardinal dogma of democracy that the knowledge needed for the management of human affairs comes up spontaneously from the human heart. Where we act on that theory we expose ourselves to self-deception and to farms of persuasion that we cannot verify. It has been demonstrated that we cannot rely upon intuition, conscience or the accidents of casual opinion if we are to deal with the world beyond our reach.

When I was growing up it was still acceptable—not to me but in social terms—to say that one was not interested in science and did not see the point in bothering with it. This is no longer the case. Let me be clear. I am not promoting the idea that all young people should grow up to be scientists. I do not see that as an ideal situation, as the world needs people with a wide variety of skills. But I am advocating that all young people should be familiar with and confident around scientific subjects, whatever they choose to do. They need to be scientifically literate, and inspired to engage with developments in science and technology in order to learn more. A world where only a tiny super-elite are capable of understanding advanced science and technology and its applications would be, to my mind, a dangerous and limited one. I seriously doubt whether long-range beneficial projects such as cleaning up the oceans or curing diseases in the developing world would be given priority. Worse, we could find that technology is used against us and that we might have no power to stop it. I don’t believe in boundaries, either for what we can do in our personal lives or for what life and intelligence can accomplish in our universe. We stand at a threshold of important discoveries in all areas of science. Without doubt, our world will change enormously in the next fifty years. We will find out what happened at the Big Bang. We will come to understand how life began on Earth. We may even discover whether life exists elsewhere in the universe. While the chances of communicating with an intelligent extra-terrestrial species may be slim, the importance of such a discovery means we must not give up trying. We will continue to explore our cosmic habitat, sending robots and humans into space. We cannot continue to look inwards at ourselves on a small and increasingly polluted and overcrowded planet. Through scientific endeavour and technological innovation, we must look outwards to the wider universe, while also striving to fix the problems on Earth. And I am optimistic that we will ultimately create viable habitats for the human race on other planets. We will transcend the Earth and learn to exist in space. This is not the end of the story, but just the beginning of what I hope will be billions of years of life flourishing in the cosmos. And one final point—we never really know where the next great scientific discovery will come from, nor who will make it. Opening up the thrill and wonder of scientific discovery, creating innovative and accessible ways to reach out to the widest young audience possible, greatly increases the chances of finding and inspiring the new Einstein. Wherever she might be. So remember to look up at the stars and not down at your feet. Try to make sense of what you see and wonder about what makes the universe exist. Be curious. And however difficult life may seem, there is always something you can do and succeed at. It matters that you don’t just give up. Unleash your imagination. Shape the future.

Most people will spend their entire lives trying to be healthy, because they know that it helps them feel good, be happier, and live longer lives. The quest for a healthy life never ends; just because they’re healthy today does not mean they can stop everything and live healthily ever after. Even extremely healthy individuals have to keep up their motivation and good habits to maintain the lifestyle that they’ve worked hard to achieve. The same lesson applies broadly to all areas of improvement in your life. You can spend your entire life, working to be a better person, developing skills and habits to become a new version of yourself. Books, tools, coaches, and other resources that promise to make you perfect in one area of your life cannot be true; you will always have room for improvement.

There is an inherent, humbling cruelty to learning how to run white water. In most other so-called "adrenaline" sports—skiing, surfing and rock climbing come to mind—one attains mastery, or the illusion of it, only after long apprenticeship, after enduring falls and tumbles, the fatigue of training previously unused muscles, the discipline of developing a new and initially awkward set of skills. Running white water is fundamentally different. With a little luck one is immediately able to travel long distances, often at great speeds, with only a rudimentary command of the sport's essential skills and about as much physical stamina as it takes to ride a bicycle downhill. At the beginning, at least, white-water adrenaline comes cheap. It's the river doing the work, of course, but like a teenager with a hot car, one forgets what the true power source is. Arrogance reigns. The river seems all smoke and mirrors, lots of bark (you hear it chortling away beneath you, crunching boulders), but not much bite. You think: Let's get on with it! Let's run this damn river! And then maybe the raft hits a drop in the river— say, a short, hidden waterfall. Or maybe a wave reaches up and flicks the boat on its side as easily as a horse swatting flies with its tail. Maybe you're thrown suddenly into the center of the raft, and the floor bounces back and punts you overboard. Maybe you just fall right off the side of the raft so fast you don't realize what's happening. It doesn't matter. The results are the same. The world goes dark. The river— the word hardly does justice to the churning mess enveloping you— the river tumbles you like so much laundry. It punches the air from your lungs. You're helpless. Swimming is a joke. You know for a fact that you are drowning. For the first time you understand the strength of the insouciant monster that has swallowed you. Maybe you travel a hundred feet before you surface (the current is moving that fast). And another hundred feet—just short of a truly fearsome plunge, one that will surely kill you— before you see the rescue lines. You're hauled to shore wearing a sheepish grin and a look in your eye that is equal parts confusion, respect, and raw fear. That is River Lesson Number One. Everyone suffers it. And every time you get the least bit cocky, every time you think you have finally figured out what the river is all about, you suffer it all over again.

A key fact about such mental representations is that they are very “domain specific,” that is, they apply only to the skill for which they were developed. We saw this with Steve Faloon: the mental representations he had devised to remember strings of digits did nothing to improve his memory for strings of letters. Similarly, a chess player’s mental representations will give him or her no advantage over others in tests involving general visuospatial abilities, and a diver’s mental representations will be useless for basketball. This explains a crucial fact about expert performance in general: there is no such thing as developing a general skill. You don’t train your memory; you train your memory for strings of digits or for collections of words or for people’s faces. You don’t train to become an athlete; you train to become a gymnast or a sprinter or a marathoner

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

When difficulties seem insurmountable, optimists react in a more constructive and creative way. They accept the facts with realism, know how to rapidly identify the positive in adversity, draw lessons from it, and come up with an alternative solution or turn to a new project. Pessimists would rather turn away from the problem or adopt escapist strategies — sleep, isolation, drug or alcohol abuse — that diminish their focus on the problem.9 Instead of confronting them with resolve, they prefer to brood over their misfortunes, nurture illusions, dream up “magic” solutions, and accuse the whole world of being against them. They have a hard time drawing lessons from the past, which often leads to the repetition of their problems. They are more fatalistic (“I told you it wouldn’t work. It’s always the same, no matter what I do”) and are quick to see themselves as “mere pawns in the game of life.

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

As noted in About ESC Electrol Specialties Company began fabricating CIP System components as a vendor to one of the nations largest suppliers of cleaning chemicals to the Dairy industry more than 50 years ago. This vendor was a major provider of the engineering services, components and skilled personnel required to design and install CIPable automaed processes, for dairies initialy, and later food and beverage processors. This vendor was actively involved with new facility construction, but more importantly, also developed and applied the methodos of applying such new technology equally well to "recycle old dairies" via rennovation projects planned to provide the exisitng facility increased capacity, efficiency and quality capabilities, and keep it running during the rennovation process. This vendor worked on a design and install" basis and used its own wsanitary welding crews, even Internationally, through the mid 70s.

At the heart of every child is the need for play. Play is important for creativity, learning, and interacting with peers. But it’s also the way children communicate. If we want to show our children we love them, we need to play with them. Play is the magical portal to connection. Playing with our children isn’t about enjoying the activity as much as it is about connecting with them. Much as with love languages or personality types, understanding how our children play is critical. Author and psychologist Lawrence J. Cohen, the author of Playful Parenting, wrote, “Play is important, not just because children do so much of it, but because there are layers and layers of meaning to even the most casual play.” He pointed out the various layers of a father and son playing catch—from developing hand-eye coordination and the joy of learning a new skill to the bonding time the two are sharing. “The rhythm of the ball flying back and forth is a bridge,” Cohen wrote, “reestablishing a deep connection between adult and child; and comments like ‘good try’ and ‘nice catch’ build confidence and trust.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

WE LIVE IN AN age of nontraditional ladder climbing. Not just in politics, but in business and personal development and education and entertainment and innovation. Traditional paths are not just slow; they’re no longer viable if we want to compete and innovate. That’s great news, because throwing out the dues paradigm leads us toward meritocracy. But to be successful, we need to start thinking more like hackers, acting more like entrepreneurs. We have to work smarter, not just harder. We’ll see throughout the following chapters how Sinatra-style credibility and ladder switching—always parlaying for something more—are the foundation for how the most interesting people and companies in the world succeed. It’s not just how presidents get to the top. It’s how CEOs and comedians and racecar drivers hone their skills and make it in the big leagues. It’s how new businesses grow fast, and old businesses grow faster. It’s how entrepreneurs create life-changing products in record time and inventors parlay dreams for bigger dreams. Hacking the ladder is the mind-set they use to get places. The rest of this book is about becoming good enough to deserve it.

The Case of the Eyeless Fly The fruit fly has a mutant gene which is recessive, i.e., when paired with a normal gene, has no discernible effect (it will be remembered that genes operate in pairs, each gene in the pair being derived from one parent). But if two of these mutant genes are paired in the fertilised egg, the offspring will be an eyeless fly. If now a pure stock of eyeless flies is made to inbreed, then the whole stock will have only the 'eyeless' mutant gene, because no normal gene can enter the stock to bring light into their darkness. Nevertheless, within a few generations, flies appear in the inbred 'eyeless' stock with eyes that are perfectly normal. The traditional explanation of this remarkable phenomenon is that the other members of the gene-complex have been 'reshuffled and re-combined in such a way that they deputise for the missing normal eye-forming gene.' Now re-shuffling, as every poker player knows, is a randomising process. No biologist would be so perverse as to suggest that the new insect-eye evolved by pure chance, thus repeating within a few generations an evolutionary process which took hundreds of millions of years. Nor does the concept of natural selection provide the slightest help in this case. The re-combination of genes to deputise for the missing gene must have been co-ordinated according to some overall plan which includes the rules of genetic self-repair after certain types of damage by deleterious mutations. But such co-ordinative controls can only operate on levels higher than that of individual genes. Once more we are driven to the conclusion that the genetic code is not an architect's blueprint; that the gene-complex and its internal environment form a remarkably stable, closely knit, self-regulating micro-hierarchy; and that mutated genes in any of its holons are liable to cause corresponding reactions in others, co-ordinated by higher levels. This micro-hierarchy controls the pre-natal skills of the embryo, which enable it to reach its goal, regardless of the hazards it may encounter during development. But phylogeny is a sequence of ontogenies, and thus we are confronted with the profound question: is the mechanism of phylogeny also endowed with some kind of evolutionary instruction booklet? Is there a strategy of the evolutionary process comparable to the 'strategy of the genes'-to the 'directiveness' of ontogeny (as E.S. Russell has called it)?

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

When a domain reaches a point where the knowledge for skillful professional practice cannot be acquired in a decade, more or less, then several adaptive developments are likely to occur. Specialization will usually increase (as it has, for example, in medicine), and practitioners will make increasing use of books and other external reference aids in their work. Architecture is a good example of a domain where much of the information a professional requires is stored in reference works, such as catalogues of available building materials, equipment, and components, and official building codes. No architect expects to keep all of this in his head or to design without frequent resort to these information sources. In fact architecture can almost be taken as a prototype for the process of design in a semantically rich task domain. The emerging design is itself incorporated in a set of external memory structures: sketches, floor plans, drawings of utility systems, and so on. At each stage in the design process, partial design reflected in these documents serves as a major stimulus suggesting to the designer what he should attend to next. This direction to new sub-goals permits in turn new information to be extracted from memory and reference sources and another step to be taken toward the development of the design.

The future of democracy in developed countries will depend on their ability to deal with the problem of a disappearing middle class. In the wake of the financial crisis there has been a rise of new populist groups from the Tea Party in the United States to various anti-EU, anti-immigrant parties in Europe. What unites all of them is the belief that elites in their countries have betrayed them. And in many ways they are correct: the elites who set the intellectual and cultural climate in the developed world have been largely buffered from the effects of middle-class decline. There has been a vacuum in new approaches to the problem, approaches that don’t involve simply returning to the welfare state solutions of the past. The proper approach to the problem of middle-class decline is not necessarily the present German system or any other specific set of measures. The only real long-term solution would be an educational system that succeeded in pushing the vast majority of citizens into higher levels of education and skills. The ability to help citizens flexibly adjust to the changing conditions of work requires state and private institutions that are similarly flexible. Yet one of the characteristics of modern developed democracies is that they have accumulated many rigidities over time that make institutional adaptation increasingly difficult. In fact, all political systems—past and present—are liable to decay. The fact that a system once was a successful and stable liberal democracy does not mean that it will

5. Move toward resistance and pain A. Bill Bradley (b. 1943) fell in love with the sport of basketball somewhere around the age of ten. He had one advantage over his peers—he was tall for his age. But beyond that, he had no real natural gift for the game. He was slow and gawky, and could not jump very high. None of the aspects of the game came easily to him. He would have to compensate for all of his inadequacies through sheer practice. And so he proceeded to devise one of the most rigorous and efficient training routines in the history of sports. Managing to get his hands on the keys to the high school gym, he created for himself a schedule—three and a half hours of practice after school and on Sundays, eight hours every Saturday, and three hours a day during the summer. Over the years, he would keep rigidly to this schedule. In the gym, he would put ten-pound weights in his shoes to strengthen his legs and give him more spring to his jump. His greatest weaknesses, he decided, were his dribbling and his overall slowness. He would have to work on these and also transform himself into a superior passer to make up for his lack of speed. For this purpose, he devised various exercises. He wore eyeglass frames with pieces of cardboard taped to the bottom, so he could not see the basketball while he practiced dribbling. This would train him to always look around him rather than at the ball—a key skill in passing. He set up chairs on the court to act as opponents. He would dribble around them, back and forth, for hours, until he could glide past them, quickly changing direction. He spent hours at both of these exercises, well past any feelings of boredom or pain. Walking down the main street of his hometown in Missouri, he would keep his eyes focused straight ahead and try to notice the goods in the store windows, on either side, without turning his head. He worked on this endlessly, developing his peripheral vision so he could see more of the court. In his room at home, he practiced pivot moves and fakes well into the night—such skills that would also help him compensate for his lack of speed. Bradley put all of his creative energy into coming up with novel and effective ways of practicing. One time his family traveled to Europe via transatlantic ship. Finally, they thought, he would give his training regimen a break—there was really no place to practice on board. But below deck and running the length of the ship were two corridors, 900 feet long and quite narrow—just enough room for two passengers. This was the perfect location to practice dribbling at top speed while maintaining perfect ball control. To make it even harder, he decided to wear special eyeglasses that narrowed his vision. For hours every day he dribbled up one side and down the other, until the voyage was done. Working this way over the years, Bradley slowly transformed himself into one of the biggest stars in basketball—first as an All-American at Princeton University and then as a professional with the New York Knicks. Fans were in awe of his ability to make the most astounding passes, as if he had eyes on the back and sides of his head—not to mention his dribbling prowess, his incredible arsenal of fakes and pivots, and his complete gracefulness on the court. Little did they know that such apparent ease was the result of so many hours of intense practice over so many years.

Each purpose, each mission, is meant to be fully lived to the point where it becomes empty, boring, and useless. Then it should be discarded. This is a sign of growth, but you may mistake it for a sign of failure. For instance, you may take on a business project, work at it for several years, and then suddenly find yourself totally disinterested. You know that if you stayed with it for another few years you would reap much greater financial reward than if you left the project now. But the project no longer calls you. You no longer feel interested in the project. You have developed skills over the last few years working on the project, but it hasn’t yet come to fruition. You may wonder, now that you have the skills, should you stick with it and bring the project to fruition, even though the work feels empty to you? Well, maybe you should stick with it. Maybe you are bailing out too soon, afraid of success or failure, or just too lazy to persevere. This is one possibility. Ask your close men friends if they feel you are simply losing steam, wimping out, or afraid to bring your project to completion. If they feel you are bailing out too soon, stick with it. However, there is also the possibility that you have completed your karma in this area. It is possible that this was one layer of purpose, which you have now fulfilled, on the way to another layer of purpose, closer to your deepest purpose. Among the signs of fulfilling or completing a layer of purpose are these: 1. You suddenly have no interest whatsoever in a project or mission that, just previously, motivated you highly. 2. You feel surprisingly free of any regrets whatsoever, for starting the project or for ending it. 3. Even though you may not have the slightest idea of what you are going to do next, you feel clear, unconfused, and, especially, unburdened. 4. You feel an increase in energy at the prospect of ceasing your involvement with the project. 5. The project seems almost silly, like collecting shoelaces or wallpapering your house with gas station receipts. Sure, you could do it, but why would you want to? If you experience these signs, it is probably time to stop working on this project. You must end your involvement impeccably, however, making sure there are no loose ends and that you do not burden anybody’s life by stopping your involvement. This might take some time, but it is important that this layer of your purpose ends cleanly and does not create any new karma, or obligation, that will burden you or others in the future. The next layer of your unfolding purpose may make itself clear immediately. More often, however, it does not. After completing one layer of purpose, you might not know what to do with your life. You know that the old project is over for you, but you are not sure of what is next. At this point, you must wait for a vision. There is no way to rush this process. You may need to get an intermediary job to hold you over until the next layer of purpose makes itself clear. Or, perhaps you have enough money to simply wait. But in any case, it is important to open yourself to a vision of what is next. You stay open to a vision of your deeper purpose by not filling your time with distractions. Don’t watch TV or play computer games. Don’t go out drinking beer with your friends every night or start dating a bunch of women. Simply wait. You may wish to go on a retreat in a remote area and be by yourself. Whatever it is you decide to do, consciously keep yourself open and available to receiving a vision of what is next. It will come.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

The climate for relationships within an innovation group is shaped by the climate outside it. Having a negative instead of a positive culture can cost a company real money. During Seagate Technology’s troubled period in the mid-to-late 1990s, the company, a large manufacturer of disk drives for personal computers, had seven different design centers working on innovation, yet it had the lowest R&D productivity in the industry because the centers competed rather than cooperated. Attempts to bring them together merely led people to advocate for their own groups rather than find common ground. Not only did Seagate’s engineers and managers lack positive norms for group interaction, but they had the opposite in place: People who yelled in executive meetings received “Dog’s Head” awards for the worst conduct. Lack of product and process innovation was reflected in loss of market share, disgruntled customers, and declining sales. Seagate, with its dwindling PC sales and fading customer base, was threatening to become a commodity producer in a changing technology environment. Under a new CEO and COO, Steve Luczo and Bill Watkins, who operated as partners, Seagate developed new norms for how people should treat one another, starting with the executive group. Their raised consciousness led to a systemic process for forming and running “core teams” (cross-functional innovation groups), and Seagate employees were trained in common methodologies for team building, both in conventional training programs and through participation in difficult outdoor activities in New Zealand and other remote locations. To lead core teams, Seagate promoted people who were known for strong relationship skills above others with greater technical skills. Unlike the antagonistic committees convened during the years of decline, the core teams created dramatic process and product innovations that brought the company back to market leadership. The new Seagate was able to create innovations embedded in a wide range of new electronic devices, such as iPods and cell phones.

Scripture and Tradition Scriptural exegesis was no mere school exercise. The New Testament text became the battleground for the fierce debates over the nature of Jesus, God and man, that were waged in the fifth century and exegesis was the weapon that all the combatants wielded with both skill and conviction.23 The scriptural witness, often couched in familiar, popular, and even homely language, had to be converted into the abstract and learned currency of theology, the language of choice of the Church’s intelligentsia. Scripture, as it turned out, was merely the starting point. The steering mechanism was exegesis, and behind the exegesis, the helmsman at the rudder, stood another elemental principle: tradition.24 Judaism, Christianity, and Islam each possessed a Scripture that was, by universal consent, a closed Book. But God’s silence was a relative thing, and his providential direction of the community could be detected and “read” in other ways. Early within the development of Christianity, for example, one is aware of a subtle balance operating between appeals to Scripture and tradition. It was not a novel enterprise. By Jesus’ time the notion of an oral tradition separate from but obviously connected to the written Scriptures was already familiar, if not universally accepted, in Jewish circles. Jesus and the Pharisees debated the authority of the oral tradition more than once, and though he does not appear to have denied the premise, Jesus, his contemporaries remarked, “taught on his own authority,” not on that of some other sage. He substituted his authority for the tradition of the Fathers. Thus Jesus was proposing himself as the source of a new tradition handed on to his followers and confirmed by the Holy Spirit on the day of Pentecost. The Christian view that there was a tradition distinct from the Scriptures may have begun with the early understanding of Scripture as synonymous with the Bible—serious exegetical attention did not begin to be paid to the Gospels until the end of the second century—whereas the “tradition” was constituted of the teachings and redemptive death of Jesus, both of which Jesus himself had placed in their true “scriptural” context.25 Thus, even when parts of Jesus’ teachings and actions had been committed to writing in the Gospels, and so began to constitute a new, specifically Christian Scripture, the distinction between Scripture in the biblical sense and tradition in the Christian sense continued to be felt in the Christian community.26

As in other Buddhist Tantric techniques, recommended preliminaries for these practices include developing skill at both calm-abiding (zhi gnas; śamatha) and insight meditation (lhag mthong; vipaśyanā). As in earlier Buddhist teachings, many Chöd dehadāna practices emphasize renunciation, purification, and self-transformation through the accumulation of merit and the exhaustion of demerit. Rather than suggesting that one must wait to accumulate adequate merit before offering the gift of the body, however, Chöd provides the opportunity for immediately efficacious offering of the body through techniques of visualization. Using a technique which echoes the traditional Buddhist teaching of the of the mind-made body (manomayākāya), the practitioner engages in visualizations which allow her to experience the non-duality of agent and object as she offers her body. The process of giving the body as a means of attainment is commonly articulated in Chöd practice texts (sgrub pa; sādhana). These practice texts exhibit the framework of mature Tantra sādhana, including the stages of generating bodhicitta, going for refuge, meditating on the four immeasurables, and making the eight-limbed offering. Generally speaking, the main section of a developed Chöd sādhana has three components. The first two—a transference of consciousness (nam mkha’ sgo ‘byed) practice, and a body maṇḍala (lus dkyil) practice—have distinctly purifying purposes. The Chöd transference of consciousness practice has parallels with other Buddhist practices called "’pho ba." In this part of the visualization practice, the practitioner’s consciousness is "ejected" from one's body through the Brahma aperture at the crown of one's head. At this time, one's consciousness can be visualized as becoming identical with an enlightened consciousness, which is embodied in a figure such as Machik, Vajrayoginī (Rdo rje rnal byor ma) or Vajravārāhī (Rdo rje phag mo). [....] In th[e] first stage of this transformation, the practitioner identifies with an enlightened being, thus overcoming attachment to her own body-mind aggregates and purifying them through this non-attachment. In the second stage, the practitioner can extend this identification: the practitioner identifies the microcosm of her body with macrocosms of the mundane and supramundane worlds. The body maṇḍala (lus dkyil) stage also allows the practitioner to reconceptualize her body as expanding through space and time and becoming indistinguishable from the realm of the supramundane, or the Dharmadhātu (chos kyi dbyings). Through the process of reconstructing her identity, the practitioner is able to see herself as the ultimate source of offerings for all sentient beings.

To their surprise, they found that dopamine actively regulates both the formation and the forgetting of new memories. In the process of creating new memories, the dCA1 receptor was activated. By contrast, forgetting was initiated by the activation of the DAMB receptor. Previously, it was thought that forgetting might be simply the degradation of memories with time, which happens passively by itself. This new study shows that forgetting is an active process, requiring intervention by dopamine. To prove their point, they showed that by interfering with the action of the dCA1 and DAMB receptors, they could, at will, increase or decrease the ability of fruit flies to remember and forget. A mutation in the dCA1 receptor, for example, impaired the ability of the fruit flies to remember. A mutation in the DAMB receptor decreased their ability to forget. The researchers speculate that this effect, in turn, may be partially responsible for savants’ skills. Perhaps there is a deficiency in their ability to forget. One of the graduate students involved in the study, Jacob Berry, says, “Savants have a high capacity for memory. But maybe it isn’t memory that gives them this capacity; maybe they have a bad forgetting mechanism. This might also be the strategy for developing drugs to promote cognition and memory—what about drugs that inhibit forgetting as a cognitive enhancers?” Assuming that this result holds up in human experiments as well, it could encourage scientists to develop new drugs and neurotransmitters that are able to dampen the forgetting process. One might thus be able to selectively turn on photographic memories when needed by neutralizing the forgetting process. In this way, we wouldn’t have the continuous overflow of extraneous, useless information, which hinders the thinking of people with savant syndrome. What is also exciting is the possibility that the BRAIN project, which is being championed by the Obama administration, might be able to identify the specific pathways involved with acquired savant syndrome. Transcranial magnetic fields are still too crude to pin down the handful of neurons that may be involved. But using nanoprobes and the latest in scanning technologies, the BRAIN project might be able to isolate the precise neural pathways that make possible photographic memory and incredible computational, artistic, and musical skills. Billions of research dollars will be channeled into identifying the specific neural pathways involved with mental disease and other afflictions of the brain, and the secret of savant skills may be revealed in the process. Then it might be possible to take normal individuals and make savants out of them. This has happened many times in the past because of random accidents. In the future, this may become a precise medical process.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

Babel led to an explosion in the number of languages. That was part of Enki's plan. Monocultures, like a field of corn, are susceptible to infections, but genetically diverse cultures, like a prairie, are extremely robust. After a few thousand years, one new language developed - Hebrew - that possessed exceptional flexibility and power. The deuteronomists, a group of radical monotheists in the sixth and seventh centuries B.C., were the first to take advantage of it. They lived in a time of extreme nationalism and xenophobia, which made it easier for them to reject foreign ideas like Asherah worship. They formalized their old stories into the Torah and implanted within it a law that insured its propagation throughout history - a law that said, in effect, 'make an exact copy of me and read it every day.' And they encouraged a sort of informational hygiene, a belief in copying things strictly and taking great care with information, which as they understood, is potentially dangerous. They made data a controlled substance... [and] gone beyond that. There is evidence of carefully planned biological warfare against the army of Sennacherib when he tried to conquer Jerusalem. So the deuteronomists may have had an en of their very own. Or maybe they just understood viruses well enough that they knew how to take advantage of naturally occurring strains. The skills cultivated by these people were passed down in secret from one generation to the next and manifested themselves two thousand years later, in Europe, among the Kabbalistic sorcerers, ba'al shems, masters of the divine name. In any case, this was the birth of rational religion. All of the subsequent monotheistic religions - known by Muslims, appropriately, as religions of the Book - incorporated those ideas to some extent. For example, the Koran states over and over again that it is a transcript, an exact copy, of a book in Heaven. Naturally, anyone who believes that will not dare to alter the text in any way! Ideas such as these were so effective in preventing the spread of Asherah that, eventually, every square inch of the territory where the viral cult had once thrived was under the sway of Islam, Christianity, or Judaism. But because of its latency - coiled about the brainstem of those it infects, passed from one generation to the next - it always finds ways to resurface. In the case of Judaism, it came in the form of the Pharisees, who imposed a rigid legalistic theocracy on the Hebrews. With its rigid adherence to laws stored in a temple, administered by priestly types vested with civil authority, it resembled the old Sumerian system, and was just as stifling. The ministry of Jesus Christ was an effort to break Judaism out of this condition... an echo of what Enki did. Christ's gospel is a new namshub, an attempt to take religion out of the temple, out of the hands of the priesthood, and bring the Kingdom of God to everyone. That is the message explicitly spelled out by his sermons, and it is the message symbolically embodied in the empty tomb. After the crucifixion, the apostles went to his tomb hoping to find his body and instead found nothing. The message was clear enough; We are not to idolize Jesus, because his ideas stand alone, his church is no longer centralized in one person but dispersed among all the people.

If I as Pekwa Nicholas Mohlala take my family, my brothers and sisters, myself, and our children, combined, we have all the resources, knowledge, skills, and capacity to run a successful, profitable, and sustainable small business. If I take my extended family both maternal and partenal, my aunts and uncles and my cousins, myself, and our children, combined, we have all the resources, knowledge, skills, and capacity to run a successful, profitable, and sustainable medium business. If I take Ba Ga Mohlala family in general, including aunts, uncles, and grandchildren, combined, we have all the resources, knowledge, skills, and capacity to run a successful, profitable, and sustainable Big Business business. If I take Banareng clan including aunts, uncles, and grandchildren, combined, we have all the resources, knowledge, skills, and capacity to run a successful, profitable, and sustainable multinational business. YET, we are not able to do that because of lack of unity, and the lack of unity is caused by selfishness and lack of trust. At the moment what we have is majority of successful independent individuals running their individual successful, profitable and sustainable small businesses and successful individuals pursuing their own fulfilling careers. If ever we want to succeed as families and one united clan, we need to start by addressing the issue of trust, and selfishness. Other than that, anything that we try to do to unite the family will fail. And to succeed in addressing the issue of trust, and selfishness, we must first start by acknowledging that we are related. We must start by living and helping oneanother as relatives, we must first start by creating platforms that will overtime make us to reestablish our genetic bond, and also to build platforms where we can do that. So, let us grab the opportunity to use existing platforms and build new ones, to participate, contribute positively, and add our brothers and sisters, our cousins, and other extended family members to those platforms as a way towards building unity, unity of purpose, purpose of reclaiming our glory and building a legacy. Unity of empowering ourself and our communities. Unity of building a successful and sustainable socioeconomic livelihood for ourselves and our communities. We will keep on preaching this gospel of being self sustainable as Ba Ga Mohlala and Banareng in general, until people start to stop and take notice, until people start listening and acting, we will keep on preaching this gospel of being self sustainable as Ba Ga Mohlala and Banareng in general, until people take it upon themselves and start organizing themselves around the issue of social and economic development as a family and as a clan, until people realize the importance of self sufficiency as a family and as a clan. In times of election, the media always keep on talking about the election machinery of the ruling parties in refence to branches of the ruling parties which are the power base of those ruling parties. Luckily as Ba Gs Mohlala, we also have Ba Ga Mohlala branches across the country as basic units in addition to family, and extended family units. So, let us use those structures as basic units and building blocks to build up Ba Ga Mohlala and Banareng to become successful forces which will play a role in socioeconomic sphere locally, regionally, provinvially, nationally, and internationally. To build Ba Ga Mohlala and Banareng to be a force to reckon with locally, provinvially, nationally, and internationally. The platforms are there, it is all up to us, the ball is in our court as a collective Ba Ga Mohlala and Banareng. It must become a norn and a duty to serve the family and the clan, it must become a honour to selflessly serve the family and the clan without expecting anything in return. ALUTA !!!!!!!! "Struggle of selfsuffiency must continue

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.