In his recent TED Talk, Princeton professor Uri Hasson investigates what he calls “a device that can record my memories, my dreams, my ideas, and transmit them to your brain.” Drawing on his research, Hasson argues that this “game-changing technology” already exists—that it has existed for thousands of years, though we are only now learning to understand how it works.
The technology is “human communication” and, most important, “effective storytelling.”
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We’ve written a great deal about the power of conversations on this blog. Books@Work professors have considered how our seminars create space for hard conversations in the workplace and how they help us bridge differences and share ideas. When writing our reflections—our “Musings”—we continually refer back to our own conversations with participants. Conversations, we recognize time and again, open the door to empathy and understanding. They bring us closer to one another—especially when we take the time to share our stories and listen to those of others.
Recent research confirms our sense that conversation has the power to transform people and their relationships with others.
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We were delighted to participate in the first annual Cleveland Humanities Festival, in partnership with the Baker-Nord Center for the Humanities at Case Western Reserve University. Supported by Ohio Humanities, the Festival hosted speakers and events around the city over a two-week period in early April. Linked by the theme “Remembering War,” the Festival sought to “engage the public in addressing some of society’s most challenging issues and pressing concerns” in partnership with the region’s major museums, educational institutions, and arts organizations. For us, the Festival provided an opportunity to bring Books@Work beyond the workplace, and use diverse narrative representations of life experience to challenge assumptions and appreciate the memories, stories, and courage of others.
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Professors contribute very important elements to the success of our programs. Their years in the classroom help them foster thriving conversations in our discussion groups. Their time spent facilitating discussion helps them create safe spaces for difference and even productive disagreement. And their subject matter expertise brings an added layer of depth to discussion sessions. Most of all, professors are curious. They are curious about the participants’ life experiences and the way in which these experiences shape their reading of a text. They are excited to share their own interests with others.
Curiosity—the kind professors exhibit and foster—is a key to knowledge retention, making it instrumental to lifelong learning.
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April in the United States is National Poetry Month, and so it seems appropriate, as we read mindfully once again, to turn to a poet whose work emphasizes the relationship between the natural world and our deepest selves. A fellow of the National Academy of Arts and Sciences and winner of the National Humanities Medal, Wendell Berry is a prolific writer of prose—fiction and nonfiction—and poetry.
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Last week, we wrote about a recent Pew Internet study that confirmed the American hunger for continued learning opportunities: over the last 12 months, 74% of American adults report participation in some form of personal learning and 63% of employed adults report participation in some form of professional learning. Surprisingly, however, this learning is more likely than not to take place in a physical locale (a school, place or worship, library or a work-related venue) than on the Internet. Recent research on adult learning and development – as well as findings from our seminars – shed light on the complex reasons why adults prefer to learn socially.
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Last week, the Pew Research Center released a detailed report on Lifelong Learning and Technology, exploring the extent to which American adults seek extra knowledge for personal and work-related reasons. The report was heartening, if only because the number of American adults who consider themselves lifelong learners, in both personal and professional capacities, is far greater than I feared. But the report was most fascinating for its confirmation of something many of us suspect, but find unpopular to espouse: humans may still prefer to learn from each other than from technology.
First, the best news: The Pew research shows that 74% of American adults have participated in at least one form of “personal learning” over the past 12 months.
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As an undergraduate, I took as many classes as possible. Each course refracted the world back differently to me, shaping my perception and teaching me the value of nuance and depth. But I found myself fascinated by the professors themselves even more than I was interested in the course material. Most of all, I was taken with their curiosity. Though they taught courses that spanned centuries of history and knowledge, each professor approached his or her subject from a highly-refined specialty. Professors were experts in a small, specific area. They were deeply as well as broadly curious – about their subject matter, about their students. Their curiosity was contagious.
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How well do you know the person who sits next to you at work? What about the woman on the next floor, or down the hall? We are busy, and it’s all too easy to bring only a portion of ourselves to work, and to expect no more than a limited view into the lives of others.
And that’s a problem because, when we fail to recognize people in all their complexity or be recognized in turn, we create openings for misunderstanding and stress.
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