Warren Berger Quotes

You don’t learn unless you question.

Climb the mountain not to plant your flag, but to embrace the challenge, enjoy the air, and behold the view. Climb it so you can see the world, not so the world can see you.

Don’t just teach your children to read. Teach them to question what they read. Teach them to question everything.” After

The main premise of appreciative inquiry is that positive questions, focusing on strengths and assets, tend to yield more effective results than negative questions focusing on problems or deficits.

What if our schools could train students to be better lifelong learners and better adapters to change, by enabling them to be better questioners?

questions challenge authority and disrupt established structures, processes, and systems, forcing people to have to at least think about doing something differently.

What’s required is a willingness to go out into the world with a curious and open mind, to observe closely, and—perhaps most important, according to a number of the questioners I’ve interviewed—to listen.

If you dream of something worth doing and then simply go to work on it . . . if you think of, detail by detail, what you have to do next, it is a wonderful dream even if the end is a long way off, for there are about five thousand steps to be taken before we realize it; and start making the first ten, and stay making twenty after, it is amazing how quickly you get through those five thousand steps.

most creative, successful business leaders have tended to be expert questioners. They’re known to question the conventional wisdom of their industry, the fundamental practices of their company, even the validity of their own assumptions.

Picasso was onto this truth fifty years ago when he commented, “Computers are useless—they only give31 you answers.

when he came home from school, “while other mothers asked their kids ‘Did you learn anything today?’ [my mother ] would say, ‘Izzy, did you ask a good question today?

In the beginner’s mind there are many possibilities, but in the expert’s there are few.” Beginner’s

It’s easier to act your way33 into a new way of thinking than to think your way into a new way of acting.

Warren Berger, A More Beautiful Question

I’ve always been very concerned with democracy. If you can’t imagine you could be wrong, what’s the point of democracy? And if you can’t imagine how or why others think differently, then how could you tolerate democracy?

you can’t help but feel uncomfortable,” because it becomes clear that fear of failure “keeps us from attempting great things . . . and life gets dull. Amazing things stop happening.” But if you can get past that fear, Dugan said, “Impossible things suddenly become possible.

beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change.

A beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change.

Death to Core Competency,” suggests that whatever a company’s specialty product or service might be—whatever got you to where you are today—might not be the thing that gets you to the next level.

one of the most important things a leader can do is project a clear and distinctive point of view that others can follow. But that clear vision is arrived at, and constantly modified and sharpened, through deep reflection and questioning.

One of the many interesting and appealing things about questioning is that it often has an inverse relationship to expertise—such that, within their own subject areas, experts are apt to be poor questioners. Frank Lloyd Wright put it well when he remarked that an expert is someone who has “stopped thinking because he ‘knows.’”2 If you “know,” there’s no reason to ask; yet if you don’t ask, then you are relying on “expert” knowledge that is certainly limited, may be outdated, and could be altogether wrong.

This works well under most circumstances, but when we wish to move beyond that default setting—to consider new ideas and possibilities, to break from habitual thinking and expand upon our existing knowledge—it helps if we can let go of what we know, just temporarily.

Self-Management If you can read just one book on motivation—yours and others: Dan Pink, Drive If you can read just one book on building new habits: Charles Duhigg, The Power of Habit If you can read just one book on harnessing neuroscience for personal change: Dan Siegel, Mindsight If you can read just one book on deep personal change: Lisa Lahey and Bob Kegan, Immunity to Change If you can read just one book on resilience: Seth Godin, The Dip Organizational Change If you can read just one book on how organizational change really works: Chip and Dan Heath, Switch If you can read just two books on understanding that change is a complex system: Frederic Laloux, Reinventing Organizations Dan Pontefract, Flat Army Hear interviews with FREDERIC LALOUX, DAN PONTEFRACT, and JERRY STERNIN at the Great Work Podcast. If you can read just one book on using structure to change behaviours: Atul Gawande, The Checklist Manifesto If you can read just one book on how to amplify the good: Richard Pascale, Jerry Sternin and Monique Sternin, The Power of Positive Deviance If you can read just one book on increasing your impact within organizations: Peter Block, Flawless Consulting Other Cool Stuff If you can read just one book on being strategic: Roger Martin and A.G. Lafley, Playing to Win If you can read just one book on scaling up your impact: Bob Sutton and Huggy Rao, Scaling Up Excellence If you can read just one book on being more helpful: Edgar Schein, Helping Hear interviews with ROGER MARTIN, BOB SUTTON, and WARREN BERGER at the Great Work Podcast. If you can read just two books on the great questions: Warren Berger, A More Beautiful Question Dorothy Strachan, Making Questions Work If you can read just one book on creating learning that sticks: Peter Brown, Henry Roediger and Mark McDaniel, Make It Stick If you can read just one book on why you should appreciate and marvel at every day, every moment: Bill Bryson, A Short History of Nearly Everything If you can read just one book that saves lives while increasing impact: Michael Bungay Stanier, ed., End Malaria (All money goes to Malaria No More; about $400,000 has been raised so far.) IF THERE ARE NO STUPID QUESTIONS, THEN WHAT KIND OF QUESTIONS DO STUPID PEOPLE ASK?

As you make those daily choices about what to spend your time on and which possibilities to pursue, the author and consultant John Hagel suggests you ask yourself13 this question: When I look back in five years, which of these options will make the better story? As Hagel points out, “No one ever regrets taking the path that leads to a better story.

... 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?

The mind, if preoccupied with a problem or question long enough, will tend to come up with possibilities that might eventually lead to answers, but at this stage are still speculations, untested hypotheses, and early epiphanies. (Epiphanies often are characterized as “Aha! moments,” but that suggests the problem has been solved in a flash. More often, insights arrive as What if moments—bright possibilities that are untested and open to question.)

Carlin died in 2008, but his daughter, the comedian and radio host Kelly Carlin,16 feels the vuja de way of looking at the world—of observing mundane, everyday things as if one were witnessing something strange and fascinating—is exactly the way Carlin went through his life and got his material. “When the familiar becomes this sort of alien world and you can see it fresh, then it’s like you’ve gone into a whole other section of the file folder in your brain,” she said. “And now you have access to this other perspective that most people don’t have.

with others.” Bennett culls all of these bits59 and shares the best of them with the people at IDEO, or with a larger audience on his blog, The Curiosity Chronicles. For many of us, the beautiful question that calls to us is some variation of what Bennett is talking about: How do we continually find inspiration so that we can inspire others? That question must be asked and answered fresh, over and over. There is no definitive answer, at least not for the creative individual who wants to keep growing, improving, innovating. To say, I’ve figured it out—this is

As Winston Churchill once said, “The trick is to go from one failure65 to another, with no loss of enthusiasm.” But how does one learn to perform that “trick” of “failing enthusiastically”?

The answer is, through questioning. Rather than run from a failure or try to forget it ever happened, hold it to the light and inquire, Why did the idea or effort fail? What if I could take what I’ve learned from this failure and try a revised approach? How might I do that?

in addition to asking what went wrong, you should also ask, In this failure, what went right? (Conversely, when you try out something and it seems to have succeeded, look for what went wrong or could have been better,

In analyzing a series of setbacks, a key question to ask is Am I failing differently each time? “If you keep making the same68 mistakes again and again,” the IDEO founder David Kelley has observed, “you aren’t learning anything. If you keep making new and different mistakes, that means you are doing new things and learning new things.

In sharing early versions of an idea with the world at large, one is likely to receive negative feedback—which some people interpret as evidence of a failure. But that’s not necessarily true, says Harvard’s Paul Bottino, who points out that when it comes to feedback, “dissonance can actually be more valuable than resonance.” As people push back on your idea, it can be a good indication that you’re entering uncharted, potentially important territory—because you’re more likely to get negative feedback (“That could never work!”) on ideas that challenge common assumptions. “Dissonance is the most misunderstood kind of feedback,” Bottino says. “We really should welcome it and learn to make the most of it.

As for the answer, it belongs to whoever gets to it first. Holding back ideas—hoarding your beautiful questions—is usually pointless because it’s hard to make headway on something hidden in a drawer. Better to bring a question out into the light of day and trust that, with help from others, you’ll get something out of it—a solution, a learning experience, an insight, a fresh perspective, a sense of purpose—that will be yours.

To figure out the internal values, Yamashita urges company leaders to look back in time and consider this question: Who have we (as a company) historically been when we’ve been at our best? At the finest moments in a company’s history, Yamashita holds, its core values usually came shining through. But from time to time it may be necessary to revisit that past to reaffirm the company’s higher purpose.

At the same time, as Yamashita points out, it’s just as important to look forward when asking big questions about purpose. He urges clients to work on Whom must we fearlessly become? That can be a difficult challenge, he says, because it requires “envisioning a version of the company that does not exist yet.

Products come and go, leaders come and go, trends come and go,” says Yamashita, “but through all of that, you need to know the answer to the question What is true about us, at our core?

A recent article in Fast Company pointed out that a11 number of today’s leading companies—Nike, Apple, Netflix—have increasingly been finding success by moving outside their primary area of expertise. The article, with the provocative headline “Death to Core Competency,” suggests that whatever a company’s specialty product or service might be—whatever got you to where you are today—might not be the thing that gets you to the next level.

Then Grove posed an interesting question to his partner: If we were kicked out of the company, what do you think the new CEO would do? Grove and Moore reasoned that a new leader would feel no emotional attachment to the declining memory-chip business and would probably leave it behind. So they did likewise, shifting Intel’s focus to microprocessors—which set the stage for remarkable growth in the years to follow.

(replacing, for example, We make the world a better place through robotics! with How might we make the world a better place through robotics?). By articulating the company mission as a question, it tells the outside world, “This is what we’re striving for—we know we’re not there yet, but we’re on the journey.” It acknowledges room for possibility, change, and adaptability.

How might we create a culture of inquiry? This is a critical question for business leaders to address, but first they might well ask, Do we really want a culture of inquiry

If employees in a company are given more leeway to question, it means policies may be challenged. Established methods and practices might suddenly be looked at in a new light: Why are we doing it this way? Not everyone wants to have to continually defend proven methods.

Having a leader serve as the “questioner in chief” is fine, but it’s not enough. Today’s companies are often tackling complex challenges that require collaborative, multidisciplinary problem solving. Creative thinking must come from all parts of the company (and from outside the company, too). When a business culture is inquisitive, the questioning, learning, and sharing of information becomes contagious—and gives people permission to explore new ideas across boundaries and silos.

After observing about a hundred Q-storm sessions around the world, Gregersen has noted some patterns. “At around twenty-five questions, the group may stall briefly and say, ‘That’s enough questions.’ But if you push on beyond that point, some of the best questions come as you get to fifty or even seventy-five.

one of the big problems with brainstorming in general: Many ideas are tossed out, but the groups often don’t know how to winnow down to the best ideas. It can be easier to winnow down questions because the best questions are magnetic—they intrigue people, make them want to work more on those. RQI recommends coming out of a session with three great questions that you want to explore further.

As I was examining the ways some of today’s cutting-edge companies are trying to reinvent brainstorming, an interesting trend surfaced: a specific form of questioning using three words—How might we?

Tim Brown, the chief executive of IDEO, says that when his firm takes on a design challenge of almost any type, it invariably starts by asking How might we? Brown observes that within the phrase, each of those three words plays a role in spurring creative problem solving: “The how part assumes there are solutions out there—it provides creative confidence. Might says we can put ideas out there that might work or might not—either way, it’s okay. And the we part says we’re going to do it together and build on each other’s ideas.

The most important thing business leaders must do today is to be the ‘chief question-asker’ for their organization,” says the consultant Dev Patnaik of Jump Associates. However, Patnaik adds a cautionary note: “The first thing most leaders need to realize is, they’re really bad at asking questions.

The elegant simplicity of Square (and that of Dorsey’s earlier creation, Twitter) is a product of rigorous inquiry: Dorsey maintains that good design is about removing unnecessary features by continually asking, Do we really need this? and What can we take away?

Importantly, the professor was also “willing to ask questions without knowing the answer. Teachers and professors, we think our authority rests on having answers. But students find it really liberating to have a teacher say, ‘I don’t know the answer—so let’s figure this out together.

It’s one thing to see a problem and to question why the problem exists—and maybe even wonder whether there might be a better alternative. It’s another to keep asking those questions even after experts have told you, in effect, “You can’t change this situation; there are good reasons why things are the way they are.

These days, Gebbia and Chesky are asking a whole new set of questions about whether it’s feasible to create a “sharing economy.” At the core of this idea is the fundamental question Why should we, as a society, continue to buy things that we really don’t need to own? (Consider, for example, that the average power24 drill in the United States is used a total of thirteen minutes in its lifetime.) As Gebbia notes, we’ve spent decades accumulating “stuff” in the modern consumer age. “What if we spent the next hundred years sharing more of that stuff? What if access trumped ownership?

A year before Jennifer’s question and Land’s feverish walk, in December of 1942, he had said to Polaroid employees, “If you dream of something worth doing and then simply go to work on it . . . if you think of, detail by detail, what you have to do next, it is a wonderful dream even if the end is a long way off, for there are about five thousand steps to be taken before we realize it; and start making the first ten, and stay making twenty after, it is amazing how quickly you get through those five thousand steps.

nonexperts or outsiders are often better at questioning than the experts. No one would argue that expert knowledge isn’t valuable—but when it’s time to question, it can get in the way.

to ask powerful Why questions. To do so, we must: •  Step back. •  Notice what others miss. •  Challenge assumptions (including our own). •  Gain a deeper understanding of the situation or problem at hand, through contextual inquiry. •  Question the questions we’re asking. •  Take ownership of a particular question. While a fairly straightforward process, it begins by moving backward.

at least temporarily, it’s necessary to stop doing and stop knowing in order to start asking.

So perhaps the first rule of asking why is that there must be a pause, a space, an interruption in the meeting, a halt of “progress,” a quiet moment looking out the window on the bus. Often, these are the only times when there is time to question.

I position myself relentlessly as an idiot at IDEO,” Bennett observes. “And that’s not a negative, it’s a positive. Because being comfortable with not knowing—that’s the first part of being able to question.

Part of the value in asking naïve questions, Bennett says, is that it forces people to explain things simply, which can help bring clarity to an otherwise complex issue. “If I just keep saying, ‘I don’t get it, can you tell me why once more?,’ it forces people to synthesize and simplify—to strip away the irrelevances and get to the core idea.

I asked Meier about that second question, and she said it originally popped into her head about forty years ago, when a third-grade student at her Harlem school said to her, “What’s different about this school is you’re interested in what we don’t know, not just what we do know.” Meier was very taken with that comment; it confirmed to her, more than any of the impressive test results her school was achieving, that she was doing what she’d set out to do when she started the Central Park East schools.

Five learning skills, or “habits of mind,” were at the core of her school, and each was matched up with a corresponding question: Evidence: How do we know what’s true or false? What evidence counts? Viewpoint: How might this look if we stepped into other shoes, or looked at it from a different direction? Connection: Is there a pattern? Have we seen something like this before? Conjecture: What if it were different? Relevance: Why does this matter?

Before settling on her five habits of mind, Meier started with two particular ways of thinking she wanted to emphasize—skepticism and empathy. “I believe you have to have an open-mindedness to the possibility that you’re wrong, or that anything may be wrong,” she said. “I’ve always been very concerned with democracy. If you can’t imagine you could be wrong, what’s the point of democracy? And if you can’t imagine how or why others think differently, then how could you tolerate democracy?

In some ways, Meier was trying to extend the kindergarten experience through all grades. Teaching kindergarten “was such an extraordinary intellectual experience, and I thought, Why couldn’t we just keep doing that?” Only in kindergarten, she told me, “do we put up with kids asking questions that are off-topic.

What Dan Meyer did in showing the video and then holding back as he waited for that question to form in students’ heads was to transfer ownership: Instead of asking the question himself, he allowed students to think of it on their own—at which point it became their question.

Fear is the enemy of curiosity

And perhaps questions, by their very nature, invite and allow for more participation by more kids throughout the class. You don’t have to know the answer to ask a question, so the smart kids don’t dominate. Rothstein thinks it also has something to do with the students’ tendency to quickly become invested in the questions they’ve thought of on their own. “The ‘ownership’ part of this is very important,” he said. “We’ve had kids say that when you ask your own question, you then feel like it’s your job to get the answer.

In studying “master questioners,” Hal Gregersen inquired about their childhoods and found that most had “at least one adult in their lives who encouraged them to ask provocative questions.” The Nobel laureate scientist Isidor Isaac Rabi was one such child; when he came home from school, “while other mothers asked their kids ‘Did you learn anything today?’ [my mother ] would say, ‘Izzy, did you ask a good question today?

But business leaders sometimes find themselves thrust back into questioning mode during dire or dynamic times, when those rules and methods they’ve come to rely on no longer work. Such is the case in today’s business market, where the speed of, and need for, innovation has been ratcheted up—forcing some companies to ask bigger and more fundamental questions than they’ve asked in years about everything from the company’s identity, to its mission, to a reexamination of who the customer is and what the core competencies should be. Much of it boils down to a fundamental question that a lot of companies find themselves asking right now: With all that’s changing in the world and in our customers’ lives, what business are we really in?

The more we’re deluged with information, with “facts” (which may or may not be), views, appeals, offers, and choices, then the more we must be able to sift and sort and decode and make sense of it all through rigorous inquiry.

Through the years, companies from Polaroid (Why do we have to wait for the picture?) to Pixar (Can animation be cuddly?21) have started with questions. However, when it comes to questioning, companies are like people: They start out doing it, then gradually do it less and less. A hierarchy forms, a methodology is established, and rules are set; after that, what is there to question?

When I visited Watson and its programmers recently at IBM’s main research facility—where the machine, consisting of a stack of servers, resides alone in a basement, humming quietly and waiting for questions to crunch on—I inquired (directing my queries to the nearby humans, not the machine) whether Watson might ever turn the tables on us and start asking us wickedly complex questions. While that’s not its purpose, its programmers point out something interesting and quite promising: As Watson comes in increasing contact with doctors and medical students currently using the system, the machine is slowly training them to ask more and better questions in order to pull the information they need out of the system. As it trains them to be better questioners, Watson will almost certainly help them to be better doctors.

But if we can’t compete with technology when it comes to storing answers, questioning—that uniquely human capacity—is our ace in the hole. Until Watson acquires the equivalent of human curiosity, creativity, divergent thinking skills, imagination, and judgment, it will not be able to formulate the kind of original, counterintuitive, and unpredictable questions an innovative thinker—or even just your average four-year-old—can come up with.

This all comprises the first stage of innovative questioning—first confronting, formulating, and framing the initial question that articulates the challenge at hand, and trying to gain some understanding of context. I think of this as the Why stage, though not every question asked at this juncture has to begin with the word why. Still, this is the point at which one is apt to inquire: •  Why does a particular situation exist? •  Why does it present a problem or create a need or opportunity, and for whom? •  Why has no one addressed this need or solved this problem before? •  Why do you personally (or your company, or organization) want to invest more time thinking about, and formulating questions around, this problem?

(Basic formula: Q (questioning) + A (action) = I (innovation). On the other hand, Q – A = P (philosophy).

(Epiphanies often are characterized as “Aha! moments,” but that suggests the problem has been solved in a flash. More often, insights arrive as What if moments—bright possibilities that are untested and open to question.)

Exploring What If possibilities is a wide-open, fun stage of questioning and should not be rushed.

Often the worst thing you can do with a difficult question is to try to answer it too quickly. When the mind is coming up with What If possibilities, these fresh, new ideas can take time to percolate and form. They often result from connecting existing ideas in unusual and interesting ways.

What If possibilities are powerful things; they are the seeds of innovation. But you do not get from idea to reality in one leap, even if you’ve got spring-force dynamics on your side. What sets apart the innovative questioners is their ability—mostly born out of persistence and determination—to give form to their ideas and make them real. This is the final, and critical, How stage of inquiry—when you’ve asked all the Whys, considered the What Ifs . . . and must now figure out, How do I actually get this done? It’s the action stage, yet it is still driven by questions, albeit more practical ones.

incumbency has an interest in maintaining the status quo. To question well, you must have the ability to say, ‘It doesn’t have to be that way.

Everything that’s ever happened to you or occurred to you in your life informs every decision you make—and also influences what questions you decide to ask. So it can be useful to step back and inquire, Why did I come up with that question?” Burton adds, “Every time you come up with a question, you should be wondering, What are the underlying assumptions of that question? Is there a different question I should be asking?

Contextual inquiry is about asking questions up close and in context, relying on observation, listening, and empathy to guide us toward a more intelligent, and therefore more effective, question.

One classic example involved a hospital33 group that hired IDEO to help answer the question What is our patient experience like? The hospital executives were surprised when IDEO, instead of doing a snazzy PowerPoint presentation, showed them a long, deadly dull video of a hospital ceiling. The point of the film: “When you lie in a hospital bed all day, all you do is look at the ceiling, and it’s a really shitty experience,” IDEO’s Paul Bennett explained. The firm understood this because someone from IDEO actually checked into the hospital, was wheeled around on a gurney, and then lay in a hospital bed for hours. This kind of “immersive” approach enables the firm to consider a question or problem from the inside out, instead of from the outside looking in. (Soon after seeing the video, the hospital’s nurses took it upon themselves to decorate the ceiling tiles in each room.)

But this much can be said of Phillips, Polaroid’s Land, Netflix’s Hastings, Acumen’s Novogratz, the Airbnb founders, and others in this book: Confronted with a problem that was larger than themselves, they decided to make that problem—and the question that defined the problem—their own. The difference between just asking a question or pursuing it is the difference between flirting with an idea or living with it. If you choose the latter, the question will likely become what the psychotherapist Eric Maisel calls a “productive obsession.”35 It will surface, recede, then surface again. It will invade your dreams as it embeds itself in your subconscious. You’ll wrestle with it, walk with it, sleep with it.

The What If stage is the blue-sky moment of questioning, when anything is possible. Those possibilities may not survive the more practical How stage; but it’s critical to innovation that there be a time for wild, improbable ideas to surface and to inspire.

To get a picture of what’s going on, Heilman says, start by thinking of the brain as a forest full of trees. “Think of a neuron, or a nerve cell, as one of those trees,” he says. In this analogy, the cell body forms the tree trunk; there are major branches, known as axons, and smaller branches, dendrites, that extend out to the farthest reaches. “In the brain, some of those trees are closer together than others, and the branches communicate with each other.” As this happens, “neural connections” are formed, which can produce new thoughts, ideas, and insights.

remote associations—“like when we think of ‘table’ and the idea of ‘under the table’”—require more of a neural reach. The brain’s right hemisphere, made up of cells with longer branches, is better suited for this task.

We arrive at originality because the dendrites have reached out and made contact with the branches of faraway “trees,” thereby enabling us to combine thoughts, bits of knowledge, and influences that normally do not mix.

Just asking Why and What If will not necessarily cause these neural connections to occur—but questioning can help nourish the trees and extend the reach of those branches.

we can’t necessarily control the brain’s search for remote connections—much of which happens in the unconscious mind—but we can provide impetus and help guide that search by focusing on a problem to be solved, a challenging question to be answered. “Having that goal or that question you’re working on is very important,” Zhong confirms. If your conscious mind puts a big question out there, chances are good that your unconscious mind will go to work on it.

if you have a curious mind—and if you actively ask questions and gather knowledge to sate that curiosity—this also can aid in connective inquiry by providing “a plethora of raw materials to be connected,” as Zhong puts it. In particular, if your curiosity has been focused on a particular problem, and you’ve been doing deep thinking, contextual inquiry, questioning the problem from various perspectives and angles, asking your multiple Whys—it all becomes fodder for later insights and smart recombinations.

It also helps to have a wide base of knowledge on all sorts of things that might seem to be unrelated to the problem—the more eclectic your storehouse of information, the more possibilities for unexpected connections.

When I used to take tests in college, I would be very anxious,” he told me. “So I came up with a process whereby I would always answer the more obvious questions first. Then, as my anxiety would lessen, I’d start to answer more of the questions that required real thinking.

In the more relaxed state, neural networks open up and connections of all kinds form more freely.

For a questioner, it’s important to spend time with challenging questions instead of trying to answer them right away. By “living with” a question, thinking about it and then stepping away from it, allowing it to marinate, you give your brain a chance to come up with the kinds of fresh insights and What If possibilities that can lead to breakthroughs.

Google’s scientist-in-residence Ray Kurzweil47 revealed in an interview. He said that when he is working on a difficult problem, he sets aside time, right before going to bed, to review all the pertinent issues and challenges. Then he goes to sleep and allows his unconscious mind to go to work.

The sleeping or relaxed brain cuts off distractions and turns inward, as the right hemisphere becomes more active, leading to periods of greater connectivity.

And it’s possible you may get different results depending on which hand you doodle with,” Kounios says. “Using the left hand may stimulate the brain’s right hemisphere.

(The designer George Lois, who claims some of his best ideas have come while meandering through the Metropolitan Museum, says, “Museums are the custodians of epiphanies.”)

the conscious brain is resistant to wide-open idea generation and far-reaching connective inquiry. The mind is inclined to try to solve problems by doing the same things over and over, following familiar and well-worn neural paths. The idea, then, is to force your brain off those predictable paths by purposely “thinking wrong”—coming up with ideas that seem to make no sense, mixing and matching things that don’t normally go together. Proponents of this approach say it has a jarring effect on creative thinking; in neurological terms, when you force yourself to confront contrary thoughts or upside-down ideas, you “jiggle the synapses” in the brain,51 in the words of author and adult learning expert Kathleen Taylor. In so doing, you may loosen some of the old, stale neural connections and make it easier to form new ones.

Great questioners “keep looking”—at a situation or a problem, at the ways people around them behave, at their own behaviors. They study the small details; and they look for not only what’s there but what’s missing. They step back, view things sideways, squint if necessary.