1. New Work, New Education: The Twain Must Meet Tom Peters 07.11.01

2. 1. Work Will Never Be the Same!

3. 108 X 5 vs. 8 X 1* * 540 vs. 8 (-98.5%)

4. And Now the Equivalent … White Collar Revolution!

5. “A bureaucrat is an expensive microchip.” Dan Sullivan, consultant and executive coach

6. Automation+ 75% of what we do: 40 “expert” decision rules!

7. 2. Welcome to an Age of Self- determination!

8. Anne Busquet/ American Express Not: “Age of the Internet” Is: “Age of Customer Control”

9. “The Age of the Never Satisfied Customer” Regis McKenna

10. The control revolution. The potentially monumental shift in control from institutions to individuals made possible by new technology such as the Internet. Source: Introduction, The Control Revolution, Andrew Shapiro

11. “The Web enables total transparency. People with access to relevant information are beginning to challenge any type of authority. The stupid, loyal and humble customer, employee, patient or citizen is dead.” Kjell Nordstrom and Jonas Ridderstrale, Funky Business

12. Message: We are on the cusp of a “People’s [customer/ patient/ citizen/ etc.] Revolution.”

13. “Hyperlinks subvert hierarchy!” The Cluetrain Manifesto

14. “HR Employee Self-Service/ ESS” John Pask/IHRIM

15. B2E* *Business to Employee (IHRIM.link)

16. “Systems supporting one-to- one employee relationships will add competitive advantage.” “Employees expect far more access and control over their own information.” Source: IHRIM.link (2-3.200)

17. “Managing Benefits: Let Workers Do It” Source: Headline, Money & Medicine, New York Times (12.06.00); cited are specialist companies such as eBenX and Vivius of Minneapolis

18. “Human resource management (HRM) systems will begin to look more like customer relationship management (CRM) systems— where we must know as much about our people (existing and future) as we do about our customers.” “Applications in the future will be much more personalizable. Every user will have a customized way of working with their information. There will be more of a self-learning and intuitive model than we have today.” Source: IHRIM Journal (12.2000)

19. “Supply Chain” 2000: “When Joe Employee at Company X launches his browser, he’s taken to Company X’s personalized home page. He can interact with the entire scope of Company X’s world – customers, other employees, distributors, suppliers, manufacturers, consultants. The browser – that is, the portal – resembles a My Yahoo for Company X and hooks into every network associated with Company X. The real trick is that Joe Employee, business partners and customers don’t have to be in the office. They can log on from a cell phone, Palm Pilot, pager or home office system.” Red Herring (09.2000)

20. “A seismic shift is underway in healthcare. The Internet is delivering vast knowledge and new choices to consumers – raising their expectations and, in many cases, handing them the controls. [Healthcare] consumers are driving radical, fundamental change.” Deloitte Research, “Winning the Loyalty of the eHealth Consumer”

21. “We expect consumers to move into a position of dominance in the early years of the new century.” Dean Coddington, Elizabeth Fischer, Keith Moore & Richard Clarke, Beyond Managed Care

22. Consumer Imperatives Choice Control (Self-care, Self-management) Shared Medical Decision-making Customer Service Information Branding Source: Institute for the Future

23. Corporate Resistance to “It” “It all goes back to fear of losing control!” The Cluetrain Manifesto

24. How Dare They! “Surfing the net is new route to college: But counselors fear that some students will pick schools with little guidance” Headline, p1A, USA Today, 10.03.00

25. 3. We Take Charge II: Brand You Rules!

26. “If there is nothing very special about your work, no matter how hard you apply yourself, you won’t get noticed, and that increasingly means you won’t get paid much either.” Michael Goldhaber, Wired

27. 2010 “Demographics”: By 2010, full-time workers will be in the minority Source: MIT study (28August2000)

28. New World of Work < 1 in 10 F500 #1: Manpower Inc. Freelancers/I.C.: 16M-25M Temps: 3M (incl. CEOs & lawyers) Microbusinesses: 12M-27M Total: 31M-55M Source: Daniel Pink, Free Agent Nation

29. Taylorism to Tailorism: “Free Agency is the real new economy!” Source: Daniel Pink, Free Agent Nation

30. “The fundamental unit of the new economy is not the corporation, but the individual. Tasks aren’t assigned and controlled through a stable chain of command but are carried out autonomously by independent contractors - e-lancers - who join together in fluid and temporary networks to sell goods and services. When the job is done, the network dissolves and its members become independent again, circulating through the economy, seeking the next assignment.” Thomas Malone and Robert Laubacher

31. “We have entered an era in which work has become a personal choice. Rather than drawing one’s identity from the job, a job is now more and more perceived as an extension and a fulfillment of individual potential, and therein lies its main value.” Mihaly Csikszentmihalyi & Barbara Schneider, Becoming Adult

32. Message: Distinct … or Extinct

33. T.T.D./Assignment Construct a 1/8-page or 1/4-page ad for Brand You … for the Yellow Pages

34. “You are the storyteller of your own life, and you can create your own legend or not.” Isabel Allende

35. The Raw Material … The WOW Project!

36. “Reward excellent failures. Punish mediocre successes.” Phil Daniels, Sydney exec

37. “Every project we take on starts with a question: How can we do what’s never been done before?” Stuart Hornery, CEO, Lend Lease

38. Your Current Project? 1. Another day’s work/Pays the rent. 4. Of value. 7. Pretty Damn Cool/Definitely subversive. 10. WE AIM TO CHANGE THE WORLD. (Insane!/Insanely Great!/WOW!)

39. “Astonish me!” / S.D. “Build something great!” / H.Y. “Immortal!” / D.O.

40. 11 September 2000

41. 09.11.2000: HP bids $18,000,000,000 for PricewaterhouseCoopers Consulting business!

42. Brand You, Big Time! I AM AN ARMY OF ONE

43. THE I work for a company called Me STREET JOURNAL Adventures in Capitalism

44. THE rise up and flee your cubicle STREET JOURNAL Adventures in Capitalism

45. “I am an American, Chicago born, and go at things as I have taught myself, free-style, and will make the record in my own way.” Saul Bellow, The Adventures of Augie March

46. Invent. Reinvent. Repeat. Source: HP banner ad

47. Bill Parcells’ World/ Brand You World! BLAME NOBODY! EXPECT NOTHING! DO SOMETHING! NY Post (9/99)

48. 4. EduK80 (Education, K-80)

49. “My ancestors were printers in Amsterdam from 1510 or so until 1750 and during that entire time they didn’t have to learn anything new.” Peter Drucker, Business 2.0 (08.22.00)

50. “The average knowledge worker will outlive the average employing organization. This is the first time in history that’s happened. … So the center of gravity of higher education is shifting from the education of the young to the continuing education of adults.” Peter Drucker, Business 2.0 (08.22.00)

51. “Knowledge becomes obsolete incredibly fast. The continuing professional education of adults is the No. 1 industry in the next 30 years … mostly on line.” Peter Drucker, Business 2.0 (22August2000)

52. “You must realize that how you invest your human capital matters as much as how you invest your financial capital. Its rate of return determines your future options. Take a job for what it teaches you, not for what it pays. Instead of a potential employer asking, ‘Where do you see yourself in 5 years?’ you’ll ask, ‘If I invest my mental assets with you for 5 years, how much will they appreciate? How much will my portfolio of career options grow?’ ” Stan Davis & Christopher Meyer, futureWEALTH

53. 5. Why Does Business Abhor Training?

54. 26.3

55. 3 Weeks in May “Training” & Prep: 187 “Work”: 41 (“Other”: 17)

56. 1% vs. 367%

57. Divas do it. Violinists do it. Sprinters do it. Golfers do it. Pilots do it. Soldiers do it. Surgeons do it. Cops do it. Astronauts do it. Why don’t businesspeople do it [very much]?

58. T/D > 1.0

59. Conclusion: “We” are not serious!

60. HR Folks: YOU – not “marketing” - “OWN” THE “BRAND PROMISE”! (If you wish.)

61. Titles! Manager HRIS to Manager Human Capital Assets or Manager Employee Marketing* *IHRIM.link (2-3.201)

62. 6. Independence Rules (Redux) !

63. Beware Lurking HR Types … One size NEVER fits all. One size fits one. Period.

64. 48 Players = 48 Projects = 48 different success measures

65. Message to “scientists”: It AIN’T about the science. It’s NEVER about the science. It’s ALWAYS about the PASSION for the IDEA.

66. Fact: 1000s of PLAUSIBLE drug candidates. Winners based [mostly] on desire & tenacity of Project Manager/Team

67. “Learn not to be careful” Photographer Diane Arbus to her students (Careful = The sidelines, per Harriet Rubin in The Princessa)Harriet Rubin

68. The Cracked Ones Let in the Light “Our business needs a massive transfusion of talent, and talent, I believe, is most likely to be found among non-conformists, dissenters and rebels.” David Ogilvy

69. The NAESP …

70. Attributes of Those Who “Made” the 10th Grade History Book –Committed! –Determined to make a difference! –Focused! –Passionate! –Irrational about their life’s project! –Ahead of their time / Paradigm busters! –Impatient! / Action Obsessed

71. Attributes of Those Who “Made” the 10 th Grade History Book –Made lots of people mad! –Flouted the chain of command! –Creative / Quirky / Peculiar! / Rebels! / Irreverent! –Masters of improv / Thrive on chaos / Exploit chaos!

72. Attributes of Those Who “Made” the 10 th Grade History Book –Forgiveness > Permission –Bone honest! –Flawed as the dickens! – “In touch” with their followers’ aspirations –Damn good at what they do!

73. “Well-behaved women rarely make history.” Anita Borg, Institute for Women and Technology

74. Characteristics of the “Also rans”* “Minimize risk” “Respect the chain of command” “Support the boss” “Make budget” *Fortune, article on “Most Admired Global Corporations”

75. 7. Losing the War to Bismarck

76. “My wife and I went to a [kindergarten] parent- teacher conference and were informed that our budding refrigerator artist, Christopher, would be receiving a grade of Unsatisfactory in art. We were shocked. How could any child—let alone our child—receive a poor grade in art at such a young age? His teacher informed us that he had refused to color within the lines, which was a state requirement for demonstrating ‘grade-level motor skills.’ ” Jordan Ayan, AHA!

77. “How many artists are there in the room? Would you please raise your hands. FIRST GRADE: En mass the children leapt from their seats, arms waving. Every child was an artist. SECOND GRADE: About half the kids raised their hands, shoulder high, no higher. The hands were still. THIRD GRADE: At best, 10 kids out of 30 would raise a hand, tentatively, self-consciously. By the time I reached SIXTH GRADE, no more than one or two kids raised their hands, and then ever so slightly, betraying a fear of being identified by the group as a ‘closet artist.’ The point is: Every school I visited was was participating in the suppression of creative genius.” Gordon MacKenzie, Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace

78. “The main crisis in school today is irrelevance.” Daniel Pink, Free Agent Nation

79. “Schools were designed by Horace Mann, E.I. Thorndike, and others to be instruments of the scientific management of a mass population. Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled. To a very great extent, schools succeed in doing this. But in a society that is increasingly fragmented, in which the only genuinely successful people are independent, self-reliant, and individualistic, the products of school and ‘schooling’ are irrelevant.” A Different Kind of Teacher, John Taylor Gatto

80. “Our education system is a second-rate, factory-style organization, pumping out obsolete information in obsolete ways. [Schools] are simply not connected to the future of the kids they’re responsible for.” Alvin Toffler, Business 2.0 (09.00)

81. 8. In Need of that “White Collar Revolution”

82. J. D. Rockefeller’s General Education Board (1915): “In our dreams people yield themselves with perfect docility to our molding hands. … The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.” John Taylor Gatto, A Different Kind of Teacher

83. Milwaukee: $6,951 per student. Central administration: $3,481. Instruction: $1,647. A Different Kind of Teacher, John Taylor Gatto (Research reported in Education Update, Fall 1990)

84. 9. An Unnatural Way to “Learn”

85. “The time bomb in every classroom is that students learn exactly what they are taught.” Frank Smith, Insult to Intelligence

86. “What [standardized tests] actually measure is the tractability of the student, and this they do quite accurately. Is it of value to know who is docile and who is not? You tell me.” John Taylor Gatto, A Different Kind of Teacher

87. “Schoolteachers aren’t allowed to do what they think best for each student. Harnessed to a collectivized regimen, they soon give up thinking seriously about students as one-of-a-kind individuals, regardless of what they may wish were true.” John Taylor Gatto, A Different Kind of Teacher

88. “The best evidence that our schools are set up to ‘school’ and not be usefully educationally lies in the look of the rooms where we confine kids. Rooms with no clocks, no telephones, no fax machines, no stamps, no envelopes, no maps, no directories, no private space in which to think, no conference tables on which to confer. Rooms in which there isn’t any real way to contact the outside world where life is going on.” A Different Kind of Teacher, John Taylor Gatto

89. “Every time I pass a jailhouse or school, I feel sorry for the people inside.” Jimmy Breslin, 07.11.2001, on “summer school” in NYC [“If they haven’t learned in the winter, what are they going to remember from days when they should be swimming?”]

90. “It is absurd and anti-life to be compelled to sit in confinement with people of exactly the same age and social class. This cuts children off from the immense diversity of life and the synergy of variety. … It is absurd and anti-life to move from cell to cell at the sound of a gong every day of your natural youth in an institution that allows you no privacy. … In centuries past, children and adolescents would spend their time in real work, real charity, real adventures, and in the search for mentors who might teach them what they really wanted to learn.” A Different Kind of Teacher, John Taylor Gatto

91. “I discovered the brutally simple motivation behind the development and imposition of all systematic instructional programs and tests – a lack of trust that teachers can teach and that children can learn.” Frank Smith, Insult to Intelligence

92. “It is an inescapable reality that students learn at different rates in different ways. That creates the need for a schedule of sensitivity that only teachers close to the particular student can devise – not some theory-driven, central-office, computer-managed schedule.” Ted Sizer

93. Schools’ “Kafka-like rituals”: “enforce sensory deprivation on classes of children held in featureless rooms … sort children into rigid categories by the use of fantastic measures such as age-grading, or standardized test scores … train children to drop whatever they are occupied with and to move as a body from room to room at the sound of a bell, buzzer, horn, or klaxon … keep children under constant surveillance, depriving them of private time and space … John Taylor Gatto, A Different Kind of Teacher

94. Kafka-like rituals (cont.): “assign children numbers constantly, feigning the ability to discriminate qualities quantitatively … insist that every moment of time be filled with low- level abstractions … forbid children their own discoveries, pretending to possess some vital secret to which children must surrender their active learning time to acquire.” John Taylor Gatto, A Different Kind of Teacher

95. “[One factor contributing to widespread teacher dissatisfaction] is the extremely shallow nature of intellectual enterprise in schools. Ideas are broken into fragments called subjects, subjects into units, units into sequences, sequences into lessons, lessons into homework, and all these prefabricated pieces make a classroom teacherproof.” John Taylor Gatto, A Different Kind of Teacher

96. Ted Sizer, on the “logic” of high schools: “If we spend more than a day on the Bill of Rights, we can’t get to Grover Cleveland before Valentine’s Day.”

97. “We interrupt classes with public address system announcements, utterly forgetting that Hamlet’s soliloquy may lose something from the interjection of information about where the cheerleaders should meet after school.” Ted Sizer

98. “We parade adolescents before snippets of time. Any one teacher will usually see more than 10 students and often more than 160 in a day. Such a system denies teachers the chance to know many students well, to learn how a particular student’s mind works.” Ted Sizer

99. “The myth is that learning can be guaranteed if instruction is delivered systematically, one small piece at a time, with frequent tests to ensure that students and teachers stay on task.” Frank Smith, Insult to Intelligence

100. “A substantial amount of testimony exists from highly regarded scientists like [Nobel laureate] Richard Feynman, Albert Einstein, and many others, that scientific discovery is negatively related to the procedures of school science classes.” John Taylor Gatto, A Different Kind of Teacher

101. Messenger: “The mind is a machine, but a virtual machine. A system of systems. …” Helen: “Perhaps it isn’t a system at all.” Messenger: “Oh, but it is. … If you’re a scientist, you have to start with that assumption.” Helen: “I suspect that’s why I dropped science at school as soon as they let me.” Messenger: “No, you dropped it, I would guess, because it was doled out to you in spoonfuls of distilled boredom.” David Lodge, Thinks …

102. But Are They Being Taught to Think ? From MIT & JHU: “Students who receive honor grades in college-level physics are frequently unable to solve basic problems encountered in a form slightly different from the one in which they have been formally instructed and tested.” Howard Gardner, Unschooled Minds

103. 10. Higgins Knew!

104. “Andrew Higgins, who built landing craft in WWII, refused to hire graduates of engineering schools. He believed that they only teach you what you can’t do in engineering school. He started off with 20 employees, and by the middle of the war had 30,000 working for him. He turned out 20,000 landing craft. D.D. Eisenhower told me, ‘Andrew Higgins won the war for us. He did it without engineers.’ ” Stephen Ambrose/Fast Company

105. 11. Doing Stuff that Matters!

106. “Education, at best, is ecstatic. At its best, its most unfettered, the moment of learning is a moment of delight. This essential and obvious truth is demonstrated for us every day by the baby and the preschool child. … When joy is absent, the effectiveness of the learning process falls and falls until the human being is operating hesitantly, grudgingly, fearfully.” George Leonard, Education and Ecstasy [1968]

107. “Children learn what makes sense to them; they learn through the sense of things they want to understand.” Frank Smith, Insult to Intelligence

108. Per George Miller: Children as “informavores,” who “eat up new knowledge.” Frank Smith, Insult to Intelligence

109. “During the first years of life, youngsters all over the world master a breathtaking array of competences with little formal tutelage.” Howard Gardner, The Unschooled Mind

110. “ ‘Schooling’ takes place in an environment controlled by others. … ‘Education’ describes efforts largely self- initiated for the purpose of taking charge of your life wisely and living in a world you understand. The educated state is a complex tapestry woven of broad experience, grueling commitments, and substantial risk taking.” A Different Kind of Teacher, John Taylor Gatto

111. “We underrate our brains and our intelligence. Formal education has become such a complicated, self-conscious, and over-regulated activity that learning is widely regarded as something difficult that the brain would rather not do. … Such a belief is probably well-founded if the teachers are referring to their efforts to keep children moving through the instructional sequences that are prescribed as ‘learning activities’ in school. … We are all capable of huge and unsuspected learning accomplishments without effort.” Frank Smith, Insult to Intelligence

112. “Each of us has a design problem to solve: to create from the raw material around us the curriculum for a good life. It isn’t easy, and it isn’t the same for any two people.” John Taylor Gatto, A Different Kind of Teacher

113. Mary Foley, homeschooling mother of four, Cape Cod: “If we are not free to educate our children, liberty is an illusion. I do not have a curriculum. The state does not have the power to standardize children. My method has been successful enough to produce a daughter who is a member of the National Honor Society and twin sons who tested in the top one percent on a national placement test for two consecutive years. The priorities of our curriculum are daydreaming, natural and social sciences, self-discipline, respect of self and others, and making mistakes.” John Taylor Gatto, A Different Kind of Teacher

114. “I want to give you a yardstick, a gold standard, by which to measure good schooling. The Shelter Institute in Bath, Maine, will teach you how to build a three thousand square-foot, multi-level Cape Cod home in three weeks’ time, whatever your age. If you stay another week, it will show you how to make your own posts and beams; you’ll actually cut them out and set them up. You’ll learn wiring, plumbing, insulation, the works. Twenty thousand people have learned to build a house there for about the cost of one month’s tuition in public school.” John Taylor Gatto, A Different Kind of Teacher

115. “The most extraordinary result was the unanimity and conviction with which boys and girls— aged 8 to 11 —called for a broader curriculum, with much more science, history, geography, history, art, craft, woodwork, electronics, cooking and technology. They wanted, above all, more work which allowed them to think for themselves, to experiment, to engage in first-hand observation.” Frank Smith, Insult to Intelligence

116. “Learning is never divorced from feelings.” Frank Smith, Insult to Intelligence

117. The Learner’s Manifesto The brain is always learning. Learning does not require coercion. Learning must be meaningful. Learning is incidental. Learning is collaborative. The consequences of worthwhile learning are obvious. Learning always involves feelings. Learning must be free of risk. Frank Smith, Insult to Intelligence

118. U.C. Ed Dean Walter Karp: “From the first grade to the twelfth, from one coast to the other, instruction in America’s classrooms is almost entirely dogmatic. Answers are ‘right’ and answers are ‘wrong,’ but mostly answers are short.” Frank Smith, Insult to Intelligence

119. Richard Paul, Director, Center for Critical Thinking: “We need to shift the focus of learning from simply teaching students to have the ‘right answer,’ to teaching them the process by which educated people pursue right answers.” Frank Smith, Insult to Intelligence

120. James Coleman, 1974: “Develop in youth the capabilities for engaging in intense concentrated involvement in an activity.” Source: Mihaly Csikszentmihalyi & Barbara Schneider, Becoming Adult

121. “While not every child will develop interests as fascinating as Darwin’s, without the enthusiasm that leads to intense, concentrated activity, a child will likely lack the perseverance needed to face the future successfully. We may not know what jobs will be available to young people ten years from now. … But to the extent that teenagers have had experiences that demand discipline, require the skillful use of mind and body, and give them a sense of responsibility and involvement with useful goals, we might expect the youth of today to be ready to face the challenges of tomorrow.” Mihaly Csikszentmihalyi & Barbara Schneider, Becoming Adult

122. “Growing up to be a happy adult gets more and more difficult as occupational roles become more vague and ephemeral. Young people can no longer count on a predictable future and cannot expect that a set of skills learned in school will be sufficient to ensure a comfortable career. For this reason, we need to take a long look at the conditions that prepare youth for a changing, uncertain future.” Mihaly Csikszentmihalyi & Barbara Schneider, Becoming Adult

123. Gatto’s Lab School ONE. Independent Study. A day out of the school building, chasing ONE BIG IDEA. TWO. Apprenticeship. THREE. Community Service, a day a week. FOUR. Team up with parents, yours or someone else’s, for Family Teamwork Curriculum. FIVE. Class work. Jamal Watson, 13, from Children’s Express Quarterly; from John Taylor Gatto, A Different Kind of Teacher

124. Gardner’s MI7: Linguistic, Logical-mathematical, Spatial, Musical, Bodily-kinesthetic, Interpersonal, Intrapersonal.

125. “Actual content may not be the issue at all, since we are really trying to impart the idea that one can deal with new areas of knowledge if one knows how to learn, how to find out about what is known, and how to abandon old ideas when they are worn out. This means teaching ways of developing good questions rather than memorizing known answers, an idea that traditional schools simply don’t cotton to at all, and that traditional testing methods are unprepared to handle.” Roger Schank, The Connoisseur’s Guide to the Mind

126. “Apprenticeships & Projects” – Howard Gardner

127. EBF* to EBI** * Education By Fiat ** Education By Interest

128. “When they tell the story of their project, they are irresistible to admissions officers!” Dennis Littky

129. “If we are to configure an education for the world of tomorrow, we need to take the lessons of the museum and the relationship of the apprenticeship extremely seriously. … to think of the ways in which the strengths of a museum atmosphere, of apprenticeship learning, and of engaging in projects can pervade all educational environments.” Howard Gardner, Unschooled Minds

130. “Questions, questions, questions. They disturb. They provoke. They exhilarate. They humiliate. They make you feel a little bit like you’ve at least temporarily lost your marbles. So much so that at times I’m positive that the ground is shaking and shifting under our feet. Welcome to Socrates Café. Christopher Phillips, Socrates Cafe

131. E xplore!* * Damn It!

132. Message: Leadership is all about love! [Passion, Enthusiasms, Appetite for Life, Engagement, Commitment, Great Causes & Determination to Make a Damn Difference, Shared Adventures, Bizarre Failures, Growth, Insatiable Appetite for Change.] [Otherwise, why bother? Just read Dilbert. TP’s final words: CYNICISM SUCKS.]

133. “You must be the change you wish to see in the world.” Gandhi

134. “Create a Cause, not a ‘business.’ ” Gary Hamel, Fortune (06.00), on re-inventing a company (Exemplar #1: Charles Schwab)

135. Ben ZanderBen Zander: “ I am a dispenser of enthusiasm.”

136. “A leader is a dealer in hope.” Napoleon

137. Have you changed civilization today? Source: HP banner ad

138. “ Let’s make a dent in the universe.” Steve Jobs

139. 13. Tom’s Edu3M Manifesto* *Manifesto for Education in the 3 rd Millennium

140. Education3M Learning is a normal state. Children are learnavores. Prodigious feats of learning are common as dirt. [Watch an H.S. QB studying game film.] We learn at different rates. We learn in different ways. Boys and girls learn [very] differently. In a class of 25, there are 25 different trajectories. Learning in 40-minutes blocks is bullshit. Learning for tests is utterly insane. There are numerous rigorous evaluation schemes, of which testing is but one—and abnormal, by “real world” standards.

141. Education3M We learn most/fastest/most completely when we are passionate about what we are learning and it matters to us. [Salience rules!] Think EBI/LBI: Education by Interest/Learning by Internship. Classrooms are abnormal places. We need changes of pace. [Japanese recess after each class.] International test scores are not correlated with hours-per-year in class. Big classes are slightly problematic. Big schools suck. Period.

142. Education3M “All this”—the right stuff—fits the NWW/New World of Work hand-in-glove. [NWW = Age of Creativity.] U.S. schools circa 2001 are a vestige of the Prussian-Fordist model, more interested in shaping behavior than stoking the fires of lifelong learning. Cutting art-music budgets is truly dumb. Learning is a matter of Intensity of Engagement, not elapsed time. [Aargh: 11 minutes on the Battle of Gettysburg.] Teachers need enough space-time-flexibility to get to know kids as individuals. Scientific discovery processes and the teaching of science are utterly at odds. [Exploration vs. spoon-feeding.]

143. “Reform”3M: Losing The War Against Bismarck all Over Again!

144. Education3M Our toughest “learning achievement”— mastering our native language—does not require schools, or even competent parents. [It does require a desperate need-to-know.] Great teachers are great learners, not imparters- of-knowledge. Great teachers ask great questions—that launch kids on lifelong quests. The world is not about “right” & “wrong” answers; it is about the pursuit of increasingly sophisticated questions—just ask a ski instructor or neurosurgeon.

145. Education3M Most schools spend most of their time setting up contexts in which kids learn not to like particular subjects. [Evidence shows that such anti- learning sticks!] Vigorous exploration is normal … until you are incarcerated in a school. “Bite size” education-learning is neither education nor learning. Learning takes place rapidly on the cheerleading squad, the football team, the school newspaper, the drama club, at the after-class job--just not in the hyper-structured classroom.

146. Education3M The “school reform” “movement” is a giant step … backwards … embracing the Prussian-Fordist paradigm with renewed vigor—at exactly the wrong time. There are large numbers of superb schools, superb principals, superb teachers; sadly, they not only fail to infect the [largely timid] rest, but are ordinarily supplanted by wusses & wimps. Alas, the teaching profession does not ordinarily attract “cool dudes & dudettes.” Schools of “education” should by and large have their charters revoked.

147. Education3M “Education” must “develop in youth the capabilities for engaging in intense concentrated involvement in an activity.” [James Coleman, 1974.] [Hint: It doesn’t.] [Hint: Understatement.] Stability is dead; “education” must therefore “educate” for an unknowable, ambiguous, changing future; thence, learning to learn & change is far more important than mastery of a static body of “facts.” [Was the “War of the Roses” really over roses? (1) I don’t remember. (2) Not remembering has not been a handicap.]

148. Education3M I never took a speech course. Hemmingway couldn’t spell. Etc. Etc. Etc.

149. The Horror: We get it all wrong. We know how to do “it” right!

150. My Education: People. (Damn few.) Mrs. Landers. Mrs. Gaver. Miss Churchill. Mr. Chapin. Mr. Hooper. Prof. Liang. Prof. White. Capt. Anderson. Gene. Allen. (Warren.) (Susan.)

151. My “educators’ ” secrets: They made me fall in love. They helped me figure out who I was.

152. Lucky me: Mom, Lucy, Mabel, Shirley, Tom, Paul, Roger, Mr. Chapin, Richard, Ta, The Dutchman, The Economist, Gene, Karl, Allen, Herb, Ian, Warren, Herb, Dennis, Mike, Susan. (They are my life!)

153. 14. Bringing Out the Best

154. Grameen Bank/Bangladesh “It’s not people who aren’t credit- worthy. It’s banks that aren’t people worthy.” $2.3B to 2.3M [typical 1 st loan: $15.] 98% recovery rate [94% to women!] 1/3 rd out of poverty; 1/3 rd up to non- poverty threshold Muhammad Yunus, Banker to the Poor

155. “The Grameen loan is not simply cash. It becomes a kind of ticket to self-discovery and self-exploration.” Muhammad Yunus

156. Why Don’t Most Biz Mgrs. Think This Way? “Coaching is winning players over.” * Phil Jackson *Not: “planning,” “implementing,” “clear communication,” “getting the org chart right.”

157. Insights from 80,000 managers: “People don’t change much. “Don’t waste time trying to put in what was left out. “Try to draw out what was left in. “That is hard enough.” Source: Marcus Buckingham & Curt Coffman, First, Break All the Rules: What the World’s Greatest Managers Do Differently

158. “It was much later that I realized Dad’s secret. He gained respect by giving it. He talked and listened to the fourth-grade kids in Spring Valley who shined shoes the same way he talked and listened to a bishop or a college president. He was seriously interested in who you were and what you had to say.” Sara Lawrence-Lightfoot, Respect

159. “It is impossible to claim that all good teachers use similar techniques: some lecture nonstop and others speak very little; some stay close to their material and others loose the imagination; some teach with the carrot and others with the stick. But in every instance, good teachers share one trait: a strong sense of personal identity infuses their work. ‘Dr. A is really there when he teaches.’ ‘Mr. B has such enthusiasm for his subject.’ ‘You can tell that this is really Prof. C’s life.’ ” Parker Palmer, The Courage to Teach

160. “One student said she could not describe her good teachers because they differed so greatly, one from another. But she could describe her bad teachers because they were all the same: ‘Their words float somewhere in front of their faces, like the balloon speech in cartoons.’ ” Parker Palmer, The Courage to Teach

161. Goal of the Year No. 1*: Find- Develop-Mentor ONE Extraordinary Person. *CEO, large financial advisory firm, April 2001

162. 15. Coping with/Thriving on the New World Order

163. “I don’t know.” Karl Weick

164. “The leader who says ‘I don’t know’ essentially says that the group is facing a new ballgame where the old tools of logic may be its undoing rather than its salvation. To drop these tools is not to give up on finding a workable answer. It is only to give up on one means of answering that is ill-suited to the unstable, the unknowable, the unpredictable. To drop the heavy tools of rationality is to gain access to lightness in the form of intuitions, feelings, stories, experience, active listening, shared humanity, awareness in the moment, capability for fascination, awe, novel words and empathy.” - Karl Weick

165. Weick I Uncertainty will be based less on insufficient facts and more on insufficient questions. There will be fewer experts and more novices. There will be more of a premium on staying in motion than on detaching and reflecting. There will be more migration of decisions to those with the expertise to handle them, and less convergence of decisions on people entitled by rank to make them.

166. Weick II There will be fewer attempts to capture the big picture and more attempts to capture the big story, with its ongoing, dynamic plot. There will be more focus on updating and plausibility and less on forecasting and accuracy. There will be more improvisation and fewer routines. There will be more humility and less hubris. Source: The Future of Leadership, Warren Bennis et al.

167. Great Great Granddad: Pushes the plow. Great Granddad: Horse now walks ahead of the plow. Granddad: Farm Hand to Factory Factotum. Dad: Factory Factotum to White Collar Cubicle Slave. And You: V.A. Player (“Brand You”) … or else!

168. America[ns] The … Beautiful Re-inventors Ben F. Ralph W.E. Dale C. N.V.P. Werner E./est “Tony R.”/“Coals Dude” Stephen