Innovative Teaching Quotes

If we were left to ourselves with the task of taking the gospel to the world, we would immediately begin planning innovative strategies and plotting elaborate schemes. We would organize conventions, develop programs, and create foundations… But Jesus is so different from us. With the task of taking the gospel to the world, he wandered through the streets and byways…All He wanted was a few men who would think as He did, love as He did, see as He did, teach as He did and serve as He did. All He needed was to revolutionize the hearts of a few, and they would impact the world.

There are only two ways to influence human behavior: you can manipulate it or you can inspire it. Very few people or companies can clearly articulate WHY they do WHAT they do. By WHY I mean your purpose, cause or belief - WHY does your company exist? WHY do you get out of bed every morning? And WHY should anyone care? People don’t buy WHAT you do, they buy WHY you do it. We are drawn to leaders and organizations that are good at communicating what they believe. Their ability to make us feel like we belong, to make us feel special, safe and not alone is part of what gives them the ability to inspire us. For values or guiding principles to be truly effective they have to be verbs. It’s not “integrity,” it’s “always do the right thing.” It’s not “innovation,” it’s “look at the problem from a different angle.” Articulating our values as verbs gives us a clear idea - we have a clear idea of how to act in any situation. Happy employees ensure happy customers. And happy customers ensure happy shareholders—in that order. Leading is not the same as being the leader. Being the leader means you hold the highest rank, either by earning it, good fortune or navigating internal politics. Leading, however, means that others willingly follow you—not because they have to, not because they are paid to, but because they want to. You don’t hire for skills, you hire for attitude. You can always teach skills. Great companies don’t hire skilled people and motivate them, they hire already motivated people and inspire them. People are either motivated or they are not. Unless you give motivated people something to believe in, something bigger than their job to work toward, they will motivate themselves to find a new job and you’ll be stuck with whoever’s left. Trust is maintained when values and beliefs are actively managed. If companies do not actively work to keep clarity, discipline and consistency in balance, then trust starts to break down. All organizations start with WHY, but only the great ones keep their WHY clear year after year.

To teach that a comparatively few men are responsible for the greatest forward steps of mankind is the worst sort of nonsense.

One of the newest figures to emerge on the world stage in recent years is the social entrepreneur. This is usually someone who burns with desire to make a positive social impact on the world, but believes that the best way of doing it is, as the saying goes, not by giving poor people a fish and feeding them for a day, but by teaching them to fish, in hopes of feeding them for a lifetime. I have come to know several social entrepreneurs in recent years, and most combine a business school brain with a social worker's heart. The triple convergence and the flattening of the world have been a godsend for them. Those who get it and are adapting to it have begun launching some very innovative projects.

Individualizing education and starting with empathy for those we serve is where innovative teaching and learning begins.

A lot of scientific evidence suggests that the difference between those who succeed and those who don't is not the brains they were born with, but their approach to life, the messages they receive about their potential, and the opportunities they have to learn.

Whether [new Protestant church movements] place their emphasis on new worship styles, expressions of the Holy Spirit’s power, evangelism to seekers, or Bible teaching, these so-called new movements still operate out of the fallacious assumption that the church belongs firmly in the town square, that is, at the heart of Western culture. And if they begin with this mistaken belief about their position in Western society, all their church planting, all their reproduction will simply mirror this misapprehension.

The daughter of Lithuanian immigrants, born with a precocious scientific intellect and a thirst for chemical knowledge, Elion had completed a master's degree in chemistry from New York University in 1941 while teaching high school science during the day and preforming her research for her thesis at night and on the weekends. Although highly qualified, talented, and driven, she had been unable to find a job in an academic laboratory. Frustrated by repeated rejections, she had found a position as a supermarket product supervisor. When Hitchings found Trudy Elion, who would soon become on of the most innovative synthetic chemists of her generation (and a future Nobel laureate), she was working for a food lab in New York, testing the acidity of pickles and the color of egg yolk going into mayonnaise. Rescued from a life of pickles and mayonnaise…

Success doesn't teach as many lessons as failure

Every time a student makes a mistake in math, they grow a synapse.” There

Many parents have asked me: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.

Teaching is a Creative profession, it is our duty as School Leaders and Education Influencers to offer the right climate to foster innovation and support Innovative Teaching practices within our schools, and that's what will make our students succeed in the 21st century

Allah sends down natural disasters to control population explosion. He encourages us to go to war, He creates Pakistan and Akhand Bharat. In doing this, He teaches humans new and innovative methods of birth control.

Complexity is the prodigy of the world. Simplicity is the sensation of the universe. Behind complexity, there is always simplicity to be revealed. Inside simplicity, there is always complexity to be discovered.” —Gang Yu

Leonardo da Vinci, the defining Renaissance man and perhaps the greatest intersectionalist of all times, believed that in order to fully understand something one needed to view it from at least three different perspectives.15

Better to teach a man to fish who already loves to fish.

The problem with the rat race is that even if you win, you’re still a rat. —Lily Tomlin

Every subject is much easier than the people who wish to make money teaching it would have you know. So, for every single subject that can be systematized, there is a systematization that allows you to get 80% percent of the power with probably 5 or 10% of the effort. So the key question is that you have to prove that you have the superpower to rearrange the subject, to disintermediate the people who get paid for teaching it – which will always push you towards mastery, which is a question of getting the last 2 or 3% out of the system. And so the good news is that you can rearrange any subject to learn most of it very, very quickly. The bad news is that it will feel terrible because you will be told that you are doing the wrong thing and dooming yourself to a life of mediocrity as a jack of many trades, master of none – but in fact, the problem is that the jack of one trade is the connector of none. Good luck!

With well-designed pedagogy, we can empower kids with critical skills and help them turn passions into decisive life advantages. The role of education is no longer to teach content, but to help our children learn—in a world that rewards the innovative and punishes the formulaic.

In the technology sector failure is often a precondition to future successes, while prosperity can be the beginning of the end. If the rise and fall of BlackBerry teaches us anything it is that the race for innovation has no finish line, and that winners and losers can change places in an instant.

The key point here is that large companies typically fail at disruptive innovation because the top management team is dominated by individuals who have been selected for delivery skills, not discovery skills. As a result, most executives at large organizations don’t know how to think different. It isn’t something that they learn within their company, and it certainly isn’t something they are taught in business school. Business schools teach people how to be deliverers, not discoverers.

Out of love and desire to protect our children's self-esteem, we have bulldozed every uncomfortable bump and obstacle out of the way, clearing the manicured path we hoped would lead to success and happiness. Unfortunately, in doing so we have deprived our children of the most important lessons of childhood. The setbacks, mistakes, miscalculations, and failures we have shoved out of our children's way are the very experiences that teach them how to be resourceful, persistent, innovative and resilient citizens of this world.

No matter what you teach, your students aren’t likely to remember every lesson, but they will remember how you spoke and acted toward them and how you made them feel. There is no getting around the fact that your actions and words are so important. That’s true for everyone, but if you are in education, it’s something that cannot be understated or forgotten. Your words—whether harsh, inspiring, degrading, or kind—can stick with people for the rest of their lives. Don’t ever forget that.

Innovations must not only be valuable, they must also be put to use by others in society.

Intersectional innovations, on the other hand, change the world in leaps along new directions.

Always give help when needed, always ask for help when you need it

Design thinking is about cognitive flexibility, the ability to adapt the process to the challenges.

the most pressing task is to teach people how to learn.

By 1940 Grace Hopper was bored. She had no children, her marriage was unexciting, and teaching math was not as fulfilling as she had hoped.

Robert B. Barr and John Tagg, “From Teaching to Learning—A New Paradigm for Undergraduate Education,” Change,

It was not even necessary for people to know how to sing to be considered rock musicians. Bob Dylan had no clue, but that did not stop him from becoming one of the greatest artists ever.

According to such a universalist and perennialist perspective, the teachings of Neoplatonism were not a sort of regrettable innovation (as modern classicists would have it), but the faithful perpetuation of pre-Platonic metaphysics put into a new dress. Plato himself was merely a link (albeit crucial) in the Golden Chain of the Pythagorean, Orphic and different Oriental traditions.

a large-scale policy mandating a mono-cultural curriculum – focused on teaching to the job may very well create a society of trained workers; but it will fail at creating a learning society. If we want to maintain a position of being inventive and vibrant and robust, we need an inventive, vibrant and robust educational philosophy. Just as teaching to the test distorts the learning process in ways that are often directly in opposition to the desired outcomes of the test, a teaching policy aimed at jobs alone may very well end up destroying jobs, or at the very least compromising a truly innovative culture.

five suggestions that can work to open mathematics tasks and increase their potential for learning: Open up the task so that there are multiple methods, pathways, and representations. Include inquiry opportunities. Ask the problem before teaching the method. Add a visual component and ask students how they see the mathematics. Extend the task to make it lower floor and higher ceiling. Ask students to convince and reason; be skeptical.

What does the Dalai Lama’s life teach us? Certainly, he is a sterling example of turning adversity into joyful service. But there is more to him than that: he is also a model of innovation and adaptation. He has taken the tenets of Buddhism and made them relevant to everyone. His message is not just about personal happiness and good karma; it is also very much about respecting the earth’s resources, recognizing the equality of all people, and sharing with the less fortunate.

Although the view that, once discovered, ideas can be imitated for free by anybody is pervasive, it is far from the truth. While it may occasionally be the case that an idea is acquired at no cost—ideas are generally difficult to communicate, and the resources for doing so are limited. It is rather ironic that a group of economists, who are also college professors and earn a substantial living teaching old ideas because their transmission is neither simple nor cheap, would argue otherwise in their scientific work. Most of the times imitation requires effort and, what is more important, imitation requires purchasing either some products or some teaching services from the original innovator, meaning that most spillovers are priced.

I faced people from all walks of business who fully disregarded design (though they were completely influenced by it). I also met fine artists who drowned in their own work and the dense creative universe in their minds. Then I met designers. And instantly fell in love. Let me tell you why. Designers are familiar with critiques. They not only tolerate them but actively look out for them. They honestly believe in iterations and learn to edit down their work. They embrace simplicity and create beauty based on requirements other than their own. Design education teaches you to run away from assumptions and to have the stomach to scrap your work often. I’m bringing this up because it’s time to bridge the gap between design and business.

Church leader. I urge you to teach the whole counsel of God. Make sure your chief motive is feeding the sheep truth and genuinely reaching the lost with the full biblical message of salvation rather than building a big following. If your primary goal is to get those who attend to come back to next week’s service, ask the Holy Spirit to forgive you and refocus your principal strategy on shepherding the flock of God with truth. Stay relevant, fresh, and innovative in method but timeless in message. Believer

But in situations where innovations proliferate, where group boundaries are uncertain, when the range of entities to be taken into account fluctuates, the sociology of the social is no longer able to trace actors’ new associations. At this point, the last thing to do would be to limit in advance the shape, size, heterogeneity, and combination of associations. To the convenient shorthand of the social, one has to substitute the painful and costly longhand of its associations. The duties of the social scientist mutate accordingly: it is no longer enough to limit actors to the role of informers offering cases of some well-known types. You have to grant them back the ability to make up their own theories of what the social is made of. Your task is no longer to impose some order, to limit the range of acceptable entities, to teach actors what they are, or to add some reflexivity to their blind practice. Using a slogan from ANT, you have ‘to follow the actors themselves’, that is try to catch up with their often wild innovations in order to learn from them what the collective existence has become in their hands, which methods they have elaborated to make it fit together, which accounts could best define the new associations that they have been forced to establish.

It turns out that even believing you are smart—one of the fixed mindset messages—is damaging, as students with this fixed mindset are less willing to try more challenging work or subjects because they are afraid of slipping up and no longer being seen as smart.

Another misconception about mathematics that is pervasive and damaging—and wrong—is the idea that people who can do math are the smartest or cleverest people. This makes math failure particularly crushing for students, as they interpret it as meaning that they are not smart.

As far as I'm concerned, it should be common knowledge to recognize the uses and power of suggestion and hypnosis. Once this phenomenon is better understood, one can understand mass manipulation. Individuals can then make rational decisions for health and livelihood, and eventually citizens will choose, and even vote clearly. This awareness of suggestion is akin to teaching children about “good touch or bad touch,” but for the mind: good speak and bad speak. Think about it, and then please advocate for education innovations and critical thinking.

Mathematics is at the center of thinking about how to spend the day, how many events and jobs can fit into the day, what size of space can be used to fit equipment or turn a car around, how likely events are to happen, knowing how tweets are amplified and how many people they reach.

depatterning factor.” There are times in the evolution of a species when the old patterns no longer avail, and the radical, potentially innovative perceptions and behaviors that psychedelics sometimes inspire may offer the best chance for adaptation. Think of it as a neurochemically induced source of variation in a population.

private school teachers tend to have fewer credentials and to cling to traditional teaching styles, such as lecturing while students sit in rows and take notes. Public school teachers, by contrast, are much more likely to be certified, to hold higher degrees, and to embrace research-based innovations in curriculum and pedagogy

Teaching students by example to be self-starters and to continuously evaluate how they might improve their education helps them learn how to effectively learn. When we stop simply telling students how to learn, and, rather, act as a “guide on the side,” we can support them in a way that encourages them to find their own solutions.

We are committed to involving as many people as possible, as young as possible, as soon as possible. Sometimes too young and too soon! But we intentionally err on the side of too fast rather than too slow. We don’t wait until people feel “prepared” or “fully equipped.” Seriously, when is anyone ever completely prepared for ministry? Ministry makes people’s faith bigger. If you want to increase someone’s confidence in God, put him in a ministry position before he feels fully equipped. The messages your environments communicate have the potential to trump your primary message. If you don’t see a mess, if you aren’t bothered by clutter, you need to make sure there is someone around you who does see it and is bothered by it. An uncomfortable or distracting setting can derail ministry before it begins. The sermon begins in the parking lot. Assign responsibility, not tasks. At the end of the day, it’s application that makes all the difference. Truth isn’t helpful if no one understands or remembers it. If you want a church full of biblically educated believers, just teach what the Bible says. If you want to make a difference in your community and possibly the world, give people handles, next steps, and specific applications. Challenge them to do something. As we’ve all seen, it’s not safe to assume that people automatically know what to do with what they’ve been taught. They need specific direction. This is hard. This requires an extra step in preparation. But this is how you grow people. Your current template is perfectly designed to produce the results you are currently getting. We must remove every possible obstacle from the path of the disinterested, suspicious, here-against-my-will, would-rather-be-somewhere-else, unchurched guests. The parking lot, hallways, auditorium, and stage must be obstacle-free zones. As a preacher, it’s my responsibility to offend people with the gospel. That’s one reason we work so hard not to offend them in the parking lot, the hallway, at check-in, or in the early portions of our service. We want people to come back the following week for another round of offending! Present the gospel in uncompromising terms, preach hard against sin, and tackle the most emotionally charged topics in culture, while providing an environment where unchurched people feel comfortable. The approach a church chooses trumps its purpose every time. Nothing says hypocrite faster than Christians expecting non-Christians to behave like Christians when half the Christians don’t act like it half the time. When you give non-Christians an out, they respond by leaning in. Especially if you invite them rather than expect them. There’s a big difference between being expected to do something and being invited to try something. There is an inexorable link between an organization’s vision and its appetite for improvement. Vision exposes what has yet to be accomplished. In this way, vision has the power to create a healthy sense of organizational discontent. A leader who continually keeps the vision out in front of his or her staff creates a thirst for improvement. Vision-centric churches expect change. Change is a means to an end. Change is critical to making what could and should be a reality. Write your vision in ink; everything else should be penciled in. Plans change. Vision remains the same. It is natural to assume that what worked in the past will always work. But, of course, that way of thinking is lethal. And the longer it goes unchallenged, the more difficult it is to identify and eradicate. Every innovation has an expiration date. The primary reason churches cling to outdated models and programs is that they lack leadership.

20th Century 21st Century Scale and Scope Speed and Fluidity Predictability Agility Rigid Organization Boundaries Fluid Organization Boundaries Command and Control Creative Empowerment Reactive and Risk Averse Intrapreneur Strategic Intent Profit and Purpose Competitive Advantage Comparative Advantage Data and Analytics Synthesizing Big Data

What is the purpose of education? Is it to impart knowledge and facts or is it to nurture curiosity, effortful problem solving, and the capacity for lifelong learning? Educational historians have repeatedly shown that today’s schools were designed during the first half of the twentieth century to meet the demands of the industrial era, not an innovative knowledge economy. “Very few schools teach students how to create knowledge,” says Professor Keith Sawyer of Washington University, a leading education and innovation researcher. “Instead, students are taught that knowledge is static and complete, and they become experts at consuming knowledge rather than producing knowledge.” This is unacceptable. Change

Here, new information, new empirical data, led to a direct challenge to the way in which the gods were envisioned. This new doubt encouraged a new kind of punishment for doubt. Set up about 438 BCE, the law against Anaxagoras’s atheism held that society must “denounce those who do not believe in the divine beings or who teach doctrines about things in the sky.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

... schools in many industrialized nations were not, for the most part, designed to produce innovative thinkers or questioners -- their primary purpose was to produce workers. The author Seth Godin writes, "Our grandfathers and great grandfathers built schools to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked." To create good workers, educations systems put a premium on compliancy and rote memorization of basic knowledge -- excellent qualities in an industrial worker. (Or, as the cartoonist and Simpsons creator Matt Groening puts it, "it seems the main rule that traditional schools teach is how to sit in rows quietly, which is perfect training for grown-up work in a dull office or factory, but not so good for education.") And not so good for questioning: To the extent a school is like a factory, students who inquire about "the way things are" could be seen as insubordinate. It raises, at least in my mind, a question that may seem extreme: If schools were build on a factory model, were they actually designed to squelch questions?

Innovation management is about more than just planning new products, services, brand extensions, technological inventions, or novelties. It’s about imagining, organizing, mobilizing, and competing in new ways. To do that with any degree of success, organizations should heed the words of American countercultural poet Tuli Kupferberg: “When patterns are broken, new worlds emerge.

What promotes the power and pleasure of learning with and through materials? How can an atelier inspire and sustain creative, innovative thinking and learning throughout the school community? What kind of organization and interconnections among materials, spaces, people, and ideas do we need to invent in our North American context for poetic, expressive languages to flourish and to make the teaching and learning experience rich and whole?

People that think are many, people that reason are few. People that theorize are many, people that prove are few. People that speculate are many, people that know are few. People that assume are many, people that verify are few. People that hear are many, people that listen are few. People that preach are many, people that practice are few. People that see are many, people that observe are few. People that recall are many, people that comprehend are few. People that question are many, people that answer are few. People that entertain are many, people that educate are few. People that misguide are many, people that enlighten are few. People that lecture are many, people that demonstrate are few. People that start are many, people that finish are few. People that quit are many, people that persevere are few. People that fall are many, people that rise are few. People that compete are many, people that win are few. People that criticize are many, people that inspire are few. People that blame are many, people that pardon are few. People that condemn are many, people that console are few. People that undermine are many, people that strengthen are few. People that take are many, people that give are few. People that teach are many, people that mentor are few. People that harm are many, people that heal are few. People that doubt are many, people that believe are few. People that wish are many, people that strive are few. People that plan are many, people that prevail are few. People that lose are many, people that gain are few. People that fail are many, people that succeed are few. People that imitate are many, people that originate are few. People that innovate are many, people that invent are few. People that conceive are many, people that realize are few. People that dream are many, people that achieve are few. People that divide are many, people that unify are few. People that follow are many, people that lead are few. People that command are many, people that influence are few. People that control are many, people that guide are few. People that feel are many, people that empathize are few. People that yearn are many, people that fulfill are few. People that trust are many, people that are devoted are few. People that age are many, people that mature are few. People that rage are many, people that forgive are few. People that despair are many, people that hope are few. People that fear are many, people that love are few. People that curse are many, people that bless are few.

The researchers found that when students were given problems to solve, and they did not know methods to solve them, but they were given opportunity to explore the problems, they became curious, and their brains were primed to learn new methods, so that when teachers taught the methods, students paid greater attention to them and were more motivated to learn them. The researchers published their results with the title “A Time for Telling,” and they argued that the question is not “Should we tell or explain methods?” but “When is the best time do this?

The key stone of Westem civilization is the sphere of spontaneous action it secures to the individual. There have always been attempts to curb the individuais initiative, but the power of the persecutors and inquisitors has not been absolute. It could not prevent the rise of Greek philosophy and its Roman offshoot or the development of modem science and philosophy. Driven by their inborn genius, pioneers have accomplished their work in spite of ali hostility and opposition. The innovator did not have to wait for invitation or order from anybody. He could step forward of his own accord and defy traditional teachings. In the orbit of ideas the West has by and large always enjoyed the blessings of freedom. Then came the emancipation of the individual in the field of business, an achievement of that new branch of philosophy, economics. A free hand was given to the enterprising man who knew how to enrich his fellows by improving the methods of production. A horn of plenty was poured upon the common men by the capitalistic business principie of mass production for the satisfaction of the needs of the masses.

Most kids are raised to do what they're told, to follow rules, to stop asking why. They're taught to stop asking "what if". And this is exactly how we breed generations of human beings who are incapable of being their own persons, who are incapable of invention, who are incapable of innovation, who are incapable of exacting progress and change in our world. Teach your children to ask why, to ask what if, to learn rules but then to form their own rules and to break the ones that do not serve higher purposes. Raise your children to become their own persons and to build doors where none were found before.

In his revolutionary work Pedagogy of the Oppressed, published in 1970, Paulo Freire describes what is still the dominant model of teaching today. In this model, students are viewed as empty “bank accounts” to be filled with knowledge by teachers — not as participants who have a say in what and how they learn. This model is not designed to enable students to learn — especially not to learn to think for themselves — but rather to control the learning process, students’ access to information, and their ability to critically analyze it. In this way, the education system perpetuates existing social structures and power hierarchies.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

(12) TWELVTH SIGN: Another sign of the learned man of the next world is that he saves himself from innovations even though the people are unanimous on innovations and novelties. He is rather diligent in studying the conditions of the companions, their conduct and character and their deeds. They spent their lives in jihad, meditation, avoidance of major and minor sins, observation of their outer conduct and inner self. But the greater object of thought of the learned men of the present time is to teach, compose books, to make argumentation, to give Fatwa, to become mutawali of Waqf estates, enjoy the properties of orphans, frequent the rulers and enjoy their company.

Code for Humanity (The Sonnet) There is no such thing as ethical hacking, If it were ethical they wouldn't be teaching it. Because like it or not ethics is bad for business, They teach hacking so they could use it for profit. With the right sequence of zeros and ones we could, Equalize all bank accounts of planet earth tomorrow. Forget about what glass house gargoyles do with tech, How will you the human use tech to eliminate sorrow? In a world full of greedy edisons, be a humble Tesla, Time remembers no oligarch kindly no matter the status. Only innovators who get engraved in people's heart, Are the ones who innovate with a humane purpose. Innovate to bridge the gap, not exploit and cater to disparities. In a world run by algorithms of greed write a code that helps 'n heals.

In a fear-based, failure-averse culture, people will consciously or unconsciously avoid risk. They will seek instead to repeat something safe that’s been good enough in the past. Their work will be derivative, not innovative. But if you can foster a positive understanding of failure, the opposite will happen. How, then, do you make failure into something people can face without fear? Part of the answer is simple: If we as leaders can talk about our mistakes and our part in them, then we make it safe for others. You don’t run from it or pretend it doesn’t exist. That is why I make a point of being open about our meltdowns inside Pixar, because I believe they teach us something important: Being open about problems is the first step toward learning from them. My goal is not to drive fear out completely, because fear is inevitable in high-stakes situations. What I want to do is loosen its grip on us. While we don’t want too many failures, we must think of the cost of failure as an investment in the future. I

It sounds like an innovative answer to the problem that everybody faces at an amusement park, and one perfectly in keeping with the approaches currently in place at airports and even on some crowded American highways—perfectly in keeping with the two-tiering of America. You can pay for one level of access, or you can pay for another. If you have the means, you can even pay for freedom. There’s only one problem: Cutting the line is cheating, and everyone knows it. Children know it most acutely, know it in their bones, and so when they’ve been waiting on a line for a half-hour and a family sporting yellow plastic Flash Passes on their wrists walks up and steps in front of them, they can’t help asking why that family has been permitted the privilege of perpetrating what looks like an obvious injustice. And then you have to explain not just that they paid for it but that you haven’t paid enough—that the $100 or so that you’ve ponied up was just enough to teach your children that they are second- or third-class citizens.

Rather, productivity is about making certain choices in certain ways. The way we choose to see ourselves and frame daily decisions; the stories we tell ourselves, and the easy goals we ignore; the sense of community we build among teammates; the creative cultures we establish as leaders: These are the things that separate the merely busy from the genuinely productive. We now exist in a world where we can communicate with coworkers at any hour, access vital documents over smartphones, learn any fact within seconds, and have almost any product delivered to our doorstep within twenty-four hours. Companies can design gadgets in California, collect orders from customers in Barcelona, email blueprints to Shenzhen, and track deliveries from anywhere on earth. Parents can auto-sync the family’s schedules, pay bills online while lying in bed, and locate the kids’ phones one minute after curfew. We are living through an economic and social revolution that is as profound, in many ways, as the agrarian and industrial revolutions of previous eras. These advances in communications and technology are supposed to make our lives easier. Instead, they often seem to fill our days with more work and stress. In part, that’s because we’ve been paying attention to the wrong innovations. We’ve been staring at the tools of productivity—the gadgets and apps and complicated filing systems for keeping track of various to-do lists—rather than the lessons those technologies are trying to teach us. There are some people, however, who have figured out how to master this changing world. There are some companies that have discovered how to find advantages amid these rapid shifts. We now know how productivity really functions. We know which choices matter most and bring success within closer reach. We know how to set goals that make the audacious achievable; how to reframe situations so that instead of seeing problems, we notice hidden opportunities; how to open our minds to new, creative connections; and how to learn faster by slowing down the data that is speeding past us.

Leaves are also teaching scientists about more effective capture of wind energy. Wind energy offers great promise, but current turbines are most effective when they have very long blades (even a football field long). These massive structures are expensive, hard to build, and too often difficult to position near cities. Those same blades sweep past a turbine tower with a distinctive thwacking sound, so bothersome that it discourages people from having wind turbines in their neighborhoods. The U.S. Fish and Wildlife Service also estimates that hundreds of thousands of birds and bats are killed each year by the rotating blades of conventional wind turbines. Instead, inspired by the way leaves on trees and bushes shake when wind passes through them, engineers at Cornell University have created vibro-wind. Their device harnesses wind energy through the motion of a panel of twenty-five foam blocks that vibrate in even a gentle breeze. Although real leaves don't generate electrical energy, they capture kinetic energy. Similarly, the motion of vibro-wind's "leaves" captures kinetic energy, which is used to excite piezoelectric cells that then emit electricity. A panel of vibro-wind leaves offers great potential for broadly distributed, low noise, low-cost energy generation.

Rejecting failure and avoiding mistakes seem like high-minded goals, but they are fundamentally misguided. Take something like the Golden Fleece Awards, which were established in 1975 to call attention to government-funded projects that were particularly egregious wastes of money. (Among the winners were things like an $84,000 study on love commissioned by the National Science Foundation, and a $3,000 Department of Defense study that examined whether people in the military should carry umbrellas.) While such scrutiny may have seemed like a good idea at the time, it had a chilling effect on research. No one wanted to “win” a Golden Fleece Award because, under the guise of avoiding waste, its organizers had inadvertently made it dangerous and embarrassing for everyone to make mistakes. The truth is, if you fund thousands of research projects every year, some will have obvious, measurable, positive impacts, and others will go nowhere. We aren’t very good at predicting the future—that’s a given—and yet the Golden Fleece Awards tacitly implied that researchers should know before they do their research whether or not the results of that research would have value. Failure was being used as a weapon, rather than as an agent of learning. And that had fallout: The fact that failing could earn you a very public flogging distorted the way researchers chose projects. The politics of failure, then, impeded our progress. There’s a quick way to determine if your company has embraced the negative definition of failure. Ask yourself what happens when an error is discovered. Do people shut down and turn inward, instead of coming together to untangle the causes of problems that might be avoided going forward? Is the question being asked: Whose fault was this? If so, your culture is one that vilifies failure. Failure is difficult enough without it being compounded by the search for a scapegoat. In a fear-based, failure-averse culture, people will consciously or unconsciously avoid risk. They will seek instead to repeat something safe that’s been good enough in the past. Their work will be derivative, not innovative. But if you can foster a positive understanding of failure, the opposite will happen. How, then, do you make failure into something people can face without fear? Part of the answer is simple: If we as leaders can talk about our mistakes and our part in them, then we make it safe for others. You don’t run from it or pretend it doesn’t exist. That is why I make a point of being open about our meltdowns inside Pixar, because I believe they teach us something important: Being open about problems is the first step toward learning from them. My goal is not to drive fear out completely, because fear is inevitable in high-stakes situations. What I want to do is loosen its grip on us. While we don’t want too many failures, we must think of the cost of failure as an investment in the future.

If this is true—if solitude is an important key to creativity—then we might all want to develop a taste for it. We’d want to teach our kids to work independently. We’d want to give employees plenty of privacy and autonomy. Yet increasingly we do just the opposite. We like to believe that we live in a grand age of creative individualism. We look back at the midcentury era in which the Berkeley researchers conducted their creativity studies, and feel superior. Unlike the starched-shirted conformists of the 1950s, we hang posters of Einstein on our walls, his tongue stuck out iconoclastically. We consume indie music and films, and generate our own online content. We “think different” (even if we got the idea from Apple Computer’s famous ad campaign). But the way we organize many of our most important institutions—our schools and our workplaces—tells a very different story. It’s the story of a contemporary phenomenon that I call the New Groupthink—a phenomenon that has the potential to stifle productivity at work and to deprive schoolchildren of the skills they’ll need to achieve excellence in an increasingly competitive world. The New Groupthink elevates teamwork above all else. It insists that creativity and intellectual achievement come from a gregarious place. It has many powerful advocates. “Innovation—the heart of the knowledge economy—is fundamentally social,” writes the prominent journalist Malcolm Gladwell. “None of us is as smart as all of us,” declares the organizational consultant Warren Bennis,

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.

The extraction of discrete parts of Chöd teachings from their broader philosophical contexts is symptomatic of how Chöd has been incorporated into and transmitted through other Tibetan Buddhist lineages. For example [...] Chöd practices gradually merged with pre-existing models of deity yoga, such the Vajrayoginī practices within Nyingma, Kagyü, and Geluk traditions. Fundamental Chöd practices such as those described in The Common Eightfold Supplementary Section do not tend to involve the kind of deity visualization common to *anuttaratantra practices, but many Mahāmudrā Chöd practices have been reconciled with other lineages through the employment of such visualizations. The incorporation of Chöd by the Geluk and Kagyü schools has thus had equivocal results: on the one hand, fragments of Chöd teachings are preserved, but on the other, the distinctiveness of Chöd is diminished in the service of different fundamental standpoints such as that of Mahāmudrā.

...the Chöd teachings attributed to Machik Labdrön both rely and innovate on Buddhist representations of mental functionings of a human being, including the onto-epistemological trope of the Universal Base Consciousness [ālaya-vijñāna] and the psycho-ethical trope of Negative Forces as Düd [bdud, māra, demon]. By drawing on and revising these traditional models, Chöd is able to develop effective techniques for "cutting through mind.

The ongoing success... reflects two fundamental shifts that have transformed my teaching, consulting, and advisory work since 'Serious Play'. The first is transitioning from the practice of selling solutions to the promise of providing an effective approach. The second is moving from the “transmission of expertise” toward the “cultivation of capability.

Up to this point, Philip hadn’t actually heard much about the kingdom. Even though he had studied theology for four years and listened to thousands of sermons, somehow he had never heard the kingdom of God explained. Philip was shocked to discover that Jesus’s central message was not forgiveness or love or even reconciliation. Rather, the single theme that unites Jesus’s teachings in the Bible is this mysterious kingdom of God.

Together they forged a new world based on new ideas—what became known as the Renaissance. As a result, the city became the epicenter of a creative explosion, one of the most innovative eras in history. The effects of the Medici family can be felt even to this day.

Interestingly, to be considered creative, it is not enough that an idea is new. To say that 4 + 4 = 35,372 is definitely original, but it hardly qualifies as creative.

A person with low associative barriers, on the other hand, may think to connect ideas or concepts that have very little basis in past experience, or that cannot easily be traced logically. Therefore, such ideas are often met with resistance and sentiments such as, “If this is such a good idea, someone else would have thought of it.” But that is precisely what someone else would not have done, because the connection between the two concepts is not obvious.

Gould was clearly the expert taxonomist, but it was Darwin who proposed the radical notion: Was it possible for a species of birds to split into two (or more) species if the birds were isolated on separate islands? This notion eventually became the basis for what may be considered the most significant scientific revolution of our time, the theory of evolution.

Cultural diversity does not only imply geographically separated cultures. It can also include ethnic, class, professional, or organizational cultures. The mere fact that an individual is different from most people around him promotes more open and divergent, perhaps even rebellious, thinking in that person.

we must employ tactics that allow us to learn as many things as possible without getting stuck in a particular way of thinking about those things.

All of this suggests that it makes sense to spend significant amounts of time reading and drawing, learning and experimenting, without guidance from instructors, peers, and experts.

Why are we so hesitant about working in diverse teams? The reason is at least in part a function of human nature. Humans have a tendency to stick with people who are like themselves and avoid those who are different. Psychologists have a name for this tendency. They call it the similar-attraction effect.

For instance, when childproof lids on medicine bottles were introduced, it led to a significant increase in the number of child poisonings because parents became less careful about keeping the bottles away from their children.

IT HAS BEEN CENTURIES since someone came up with a new way to make a mess of a human life. Innovation isn’t needed, since qualities like lust, dishonesty, anger, and envy do the job so well. Ranking high among these tried-and-true life disrupters is the power of lust. The practice of modesty recognizes the true power of sexual desire, and seeks to curb its expression, so that our personal and professional lives can be productive and happy. There is nothing so dear to God as modesty. —MIDRASH PESIKTA RABBATI 185B

Because while I might've been convinced as a child that my life as a black woman somehow invalidated me as a human being, I'm grateful to say that that was some straight-up, country-fried bullshit! Black women gave birth to the planet. Every human being, regardless of race or creed, originated from the womb of a black woman. That's just science! Not only are we the crust and core of civilization, we are innovative. Brilliant. Beautiful... And yes, MAGIC, among many other adjectives. Black women happen to be the most educated group in America (so far), and every day, there are more and more of us being told we can't and defiantly showing the world that we can and we will. It took a while for me to unlearn the bad lessons my parents taught me about my existence by accident, as well as the bad lessons the media has been teaching me on purpose (that's another story entirely), but I'm glad I have learned. I'm even grateful for the bad lessons I was taught in the first place. As it turns out, I'm pretty stubborn, so teaching me that my life will be bad, fueled my ambition to have the best life possible. -- "Gal: A Hard Row to How" by Gadbourey Sidibe

Small Groups LOLMD (Journey) Groups Knowledge transfer Life transformation Leader prepares Everyone prepares Low commitment, low cost High commitment, high cost Members sign up Leader selects members Teach, Pray, Care, Share Truth, Equipping, Accountability, Mission, Supplication Size: 8 – 25 Size: 4 – 10 Produces community Produces mature and equipped followers of Christ Non-Christians and Christians Christians Mixed-gender group Men with men Women with women Leader is a teacher Leader is a disciple, coach, mentor Missional hope Missional experience Fellowship Leader development

Age of Aquarius: 2000–4000CE Aquarius is an Air sign ruled by Uranus, which evokes a spirit of unity and oneness. This influence translates into unconventional innovations, and humanitarian ideals that serve the greater good. With the emergence of the internet, we’ve already witnessed mass communication transmitted through the airwaves. This supports free speech, enables the sharing of ideas and information, and promotes a global outlook that catalyzes positive social change.

At Honda, it’s sink or swim. They don’t teach you step-by-step; they just throw you into the pool and let you figure it out on your own. If you don’t know how to swim at first, you need to be aggressive to survive. We are to try out whatever we think is necessary to take ourselves to the next level.

That the "problem" of reading was simultaneously caused and invented by schools and their insistence on teaching "classes" and "groups"—-and by the resulting quest of teachers to find ways to "teach," i.e., ways to standardize and to measure. That there simply is no way to measure what is crucial about reading a book—namely whether or not the kid liked the book, whether he imagined himself involved in the adventures of Jim Hawkins, whether or not he was changed by it. "This should change your life," says Rilke. Who can measure that? And yet it is all that counts.

Why did they insulate us from criticism? Why didn't they load us up with useful tools? Why didn't they teach us to satisfy an audience? I realized I had been scammed. They wanted us to feel as good as possible for as long as possible in order to get as much money out of us as they could. The way to do that was to assure us we were already geniuses.

I'm still just as slow… At the end of the eleventh grade, I took the measure of the situation, and came to the conclusion that rapidity doesn't have a precise relation to intelligence. What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant. (Schwartz, 2001)

It behoves us always to remember that in physics it has taken great men to discover simple things. . . . How far even then mathematics will suffice to describe, and physics to explain, the fabric of the body, no man can foresee. It may be that all the laws of energy, and all the properties of matter, and all the chemistry of all the colloids are as powerless to explain the body as they are impotent to comprehend the soul. For my part, I think it is not so. Of how it is that the soul informs the body, physical science teaches me nothing; and that living matter influences and is influenced by mind is a mystery without a clue. Consciousness is not explained to my comprehension by all the nerve-paths and neurons of the physiologist; nor do I ask of physics how goodness shines in one man’s face, and evil betrays itself in another. But of the construction and growth and working of the body, as of all else that is of the earth earthy, physical science is, in my humble opinion, our only teacher and guide.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

Too much expertise, as we have seen, can fortify the associative barriers between fields. At the same time, expertise is clearly needed in order to develop new ideas to begin with.

In a famous 1987 study, researchers Michael Diehl and Wolfgang Stroebe from Tubingen University in Germany concluded that brainstorming groups have never outperformed virtual groups.7 Of

long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics. (Thurston, 1990)

the researchers found that the students who memorized more easily were not higher achieving; they did not have what the researchers described as more “math ability,” nor did they have higher IQ scores (Supekar et al., 2013). The

The brain researchers concluded that automaticity should be reached through understanding of numerical relations, achieved through thinking about number strategies (Delazer et al., 2005).

On the basis of Buddhism, understood as a science of the mind, he has emphasized the convergences between his own contemplative tradition and the contemporary neurosciences. As a result of this dialogue, a definition of ethical principles applicable to the scientific realm has emerged, along with innovative research prospects.

For Harari the great innovation that separated us from the apes was what he calls the Cognitive Revolution, around 70,000 years ago when we started migrating out of Africa, which he thinks gave us the same sort of modern minds that we have now. “At the individual level, ancient foragers were the most knowledgeable and skilful people in history.… Survival in that area required superb mental abilities from everyone” (55), and “The people who carved the Stadel lion-man some 30,000 years ago had the same physical, emotional, and intellectual abilities we have” (44). Not surprisingly, then, “We’d be able to explain to them everything we know—from the adventures of Alice in Wonderland to the paradoxes of quantum physics—and they could teach us how their people view the world” (23). It’s a sweet idea, and something like this imagined meeting actually took place a few years ago between the linguist Daniel Everett and the Piraha foragers of the Amazon in Peru (Everett 2008). But far from being able to discuss quantum theory with them, he found that the Piraha couldn’t even count, and had no numbers of any kind.

I want to discover something new a different way of interpreting humanity perspective is a kind of augmented reality that teaches us to change our view