In response to an article about how CEOs can deepen their perspectives by reading philosophy, we argue that a class of “Philosopher Kings” is not enough. Executives who are serious about thinking deeply and learning from philosophical texts can broaden their outlook — and potentially their results — by including the sentries at the table.
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This week we begin two new Books@Work programs for Chautauqua’s employees, partnering with a wonderful group of faculty from Fredonia (SUNY). We are excited about the beginning of this partnership — one that we hope to strengthen through collaboration on Chautauqua’s exploration of 21st century literacies this summer, and in many other ways in the years to come.
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In order to realize our mission of more engaged reading as a community of learners and thinkers, we need greater investment in building basic literacy skills. That is why basic literacy programs – including efforts to support grade level reading and early childhood intervention – are so important. Basic literacy is a gateway for lifelong learning and the expansion of educational and economic opportunities. We honor and celebrate this work on International Literacy Day.
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What really happens when employees participate in Books@Work? While participants tell us that getting to know their colleagues and sharing perspectives is the number one reason they enjoy the program, what exactly does this collective reflection have to do with work? New research suggests that not only is collective reflection relevant, it just might make your employees more productive!
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What can you do to help improve literacy? The Literacy Cooperative, a nonprofit organization dedicated to improving literacy rates in Northeast Ohio has launched – today – a campaign: the Top 10 Things You Can Do to Improve Literacy in the Greater Cleveland Area. Books@Work is honored and excited to be included in the Literacy Cooperative’s Top 10. The campaign is both hands-on and holistic, recognizing that there is a great need for literacy education for both children and adults. Together, we can make a difference.
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At Books@Work, we know that our participants are committed to learning and personal growth. This program exists to encourage and support individuals and communities as they engage with reading, conversation, and collaboration. Without the active engagement of our participants, Books@Work would not be possible.
We are pleased to announce the Books@Work Badge, a digital representation of that journey. Using Mozilla’s Open Badge system, the Books@Work Badge is both a testimony to participant learning as well as a credential that individuals can take with them as they move forward in their careers and communities.
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Athletic victories do not come easily, as we all know. Performing requires countless hours of practice, conditioning, and hard work. In his 1854 Walden, Henry David Thoreau made an impassioned plea for what we might call the athletic reading of challenging books. For many people, Thoreau is remembered as the lone cabin-dweller enjoying direct contact with nature. If we remember Thoreau only for his ecological consciousness, however, we miss one of the most compelling defenses of active literacy in American literature.
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We have a societal narrative that says that busy, working people have no interest in high quality literature, or in challenging themselves to explore complex texts. This narrative permeates the current national dialogue on education as a means to get a job rather than learning to become a better learner (and a better worker). It fuels the humanities “crisis” about which we read so much. Underlying these messages is the insidious belief that the liberal arts – literature, the arts, history and culture, the natural and the social sciences – belong not to the working classes but somehow to the leisure class and the leisure class alone, as if critical thinking, communication, intellectual debate and skills of analysis, resilience and reinvention should be rationed or parceled out to a narrow few.
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“Likes” and “dislikes” are the currency of our digital world. But is “liking” a book a relevant question? Is it possible to gain meaning and value from a book that you do not like? Is there a better way to evaluate the impact of a book or a story?
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When most people think of the writer John Cheever, they think of the stuff of Mad Men: wealthy old New England suburbs, outdoor swimming pools, bored housewives, frustrated husbands and afternoon martinis. Cheever’s world is hard to imagine from the shores of the Rock River in Beloit, Wisconsin, a town that has endured prolonged economic hardship.
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