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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Recognition and Affirmation: A Case for Social Learning

Recognition and Affirmation: A Case for Social Learning

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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More Than a Day for Employee Appreciation

More Than a Day for Employee Appreciation

Last Friday was Employee Appreciation Day. Employee Appreciation Day is a nice start, but if it is to make a difference in employee engagement and loyalty, that day must be the start of something bigger — something that makes employees feel valued as contributors, partners and people every day of the year.

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