Three Tools for Better Teams

Three Tools for Better Teams

At the beginning of his popular book on collaboration, Adam Kahane repeats a joke he heard on his first trip to Cape Town. He writes that when faced with overwhelming problems, “we have two options: a practical option and a miraculous option. The practical option is for all of us to get down on our knees and pray for a band of angels to come down from heaven and solve our problems for us. The miraculous option is that we work things through together.”

While this joke has a humorous truth to it, it actually doesn’t require a miracle to work things through in business. Evidence shows that you can’t successfully solve problems through collaboration unless you have first prepared an ecology of mutual respect. Right now, summer gardens are bursting into color – but we must not forget that this growth is the result of nourishment and care. Successful collaboration in organizations may feel miraculous, but it comes out of a carefully-crafted environment that nurtures creative problem-solving. So how do we create that environment?

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Is Curiosity the “Holy Grail” of Lifelong Learning?

Is Curiosity the “Holy Grail” of Lifelong Learning?

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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Curiosity: One Key to Lifelong Learning

Curiosity: One Key to Lifelong Learning

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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