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6 Questions That Healthy Organizations Ask | Inc.com
Why do we exist?
How do we behave?
What do we do?
How will we succeed?
What is most important–right now?
Who must do what? -
I think my friend @SteveG_TLC does a GREAT job of showing how #Curiosity and #Story can be the path drivers for learning – as opposed to the traditional-school path driver of “subject area knowledge.” In this video, Steve demos how curiosity about a profile – “the Bionic Chef” can spur learning about bioengineering, geography, heathcare, psychology, etc. And this pursuit was catalyzed by a project called The Flying Classroom, created by Barrington Irving. If you are interested in seeing other ways to organize and catalyze paths of learning, @SteveG_TLC’s Google Earth videos are a super way to explore possibilities.
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http://t.co/psgz7I8lun @jbrettjacobsen @scitechyEDU @GrantLichtman @Learn21Tech @boadams1 fantastic resource for you Design peeps!
HT @dmonaco
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In the archers’ doggedness Lewis finds the central distinction that serves as a backbone of her book — far more important than success (hitting the bull’s-eye) is the attainment of mastery (“knowing it means nothing if you can’t do it again and again”), and in bridging the former with the latter lives the substance of true achievement. (The distinction isn’t unlike what psychologist Carol Dweck found in her pioneering work on the difference between “fixed” and “growth” mindsets.) Lewis writes:
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Mastery requires endurance. Mastery, a word we don’t use often, is not the equivalent of what we might consider its cognate — perfectionism — an inhuman aim motivated by a concern with how others view us. Mastery is also not the same as success — an event-based victory based on a peak point, a punctuated moment in time. Mastery is not merely a commitment to a goal, but to a curved-line, constant pursuit.
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One essential element of understanding the value of failure is the notion of the “deliberate incomplete.”
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There is an inevitable incompletion that comes with mastery.
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Masters are not experts because they take a subject to its conceptual end. They are masters because they realize that there isn’t one.
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People driven by a pursuit that puts them on the edges are often not on the periphery, but on the frontier, testing the limits of what it is possible to withstand and discover.
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the opposite of failure, which may not be success—that momentary label affixed to us by others — but reconciliation, aligning our past with an expanded vision that has just come into view.
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we choose how we designate and how we relate to our own experience, and out of that choice, especially amidst tribulation, springs our capacity for triumph
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it's about learning 