In everyday conversation about the state of the world, we often hear folks lament that some people want to learn while lots of people are just not interested in growing or advancing their education. Books@Work believes that this assumption is faulty and that a spark of learning exists in most people. Now that hundreds of workers have participated in Books@Work seminars, it has become increasingly clear that the spark of learning becomes a flame (or even a fire!) when individuals of all backgrounds and job categories come together to discuss important ideas through literature. And the results have helped illuminate the importance of recognition as an element not only of personal growth, but also of positive outcomes in the workplace.
Often we think that recognition comes from rewards or pats on the back, but research has shown us that real recognition comes when people engage in experiences that promote self-confidence and self-respect as well as mutual respect for others.
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From empirical studies on the psychological impact of reading to such philosophical perspectives as Martha Nussbaum’s notion of literature’s capacity to foster the “moral imagination” of readers, intellectuals across the disciplines have established a growing consensus about the power of reading to foster empathy, a crucial civic intelligence in a free society and a powerful aptitude for professional success and leadership skills. While a growing body of evidence reveals the incredible power of literary reading to promote imaginative empathy and intellectual curiosity, that potential may not be achieved through the reading experience alone, especially given inequalities in formal backgrounds and educational experiences at most workplaces (and in many communities).
My years of teaching have taught me that tried-and-true conversation is the most enduring method of bridging differences and sharing ideas, and conversations about books make the most of their capacity to enhance readers’ empathy.
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Georgetown’s Center on Education and the Workforce’s new report makes the need to adapt for working learners clear and urgent. After all, as the authors state, “nearly 14 million people – 8 percent of the total labor force and a consistent 70 percent to 80 percent of college students” are working learners. “Learning while Earning: The New Normal,” takes a fascinating, detailed look at the people who work while going to school, either pursuing their first degree or returning for additional credentials. But what it leaves out is as important as what it includes. What happens to those who never pursue a first degree? And what about the 65 percent of the “$772 billion spent on postsecondary education and training . . . spent outside of the formal postsecondary education system”?
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The payoff for good, mindful work is a return to our senses. More than this: the labor that often goes unseen or unrecognized itself has many virtues, many hidden stores of knowledge the like of which the rest of us can only imagine. Nina MacLaughlin examines this often unseen work, and her book, Hammer Head: The Making of a Carpenter, offers insightful glimpses into mentorship, craftsmanship, and the rewards and difficulty inherent to learning.
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We were honored to be featured in The Huffington Post last week by Kimberly Rae Connor, blogger and Director of Interdisciplinary Studies at the University of San Francisco’s Department of Public and Nonprofit Administrations–and we are more pleased to republish the article here. As Kimberly writes: “While opinion writers across the media have begun supporting and expanding humanities offerings as preparation for work and life, most have neglected to consider those who seldom get past the academic threshold in the first place but whose journeys have taken them to the workplace. Books@Work corrects that oversight. They recognize that 60% of workers in the U.S. do not have access to higher education. Many front line, blue collar and even middle management workers lack structured opportunities to engage in intellectual adventures by way of formal education and to benefit from the kinds of skill, knowledge, confidence, and empathy building experiences that can be elicited from reading and discussing literature.”
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Recently, Program and Curriculum Director Jessica Isaac sat down with a group of SUNY-Fredonia professors to talk about their experience with Books@Work. What she learned surprised her. Without the teaching objectives they are required to use in the classroom, these faculty felt adrift, even nervous–at the same time, they were invigorated. Many working in education complain that we live in an age of overassessment. They rarely talk about how assessment can be comforting and comfortable. But is comfort really the mark of a quality educational experience?
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Clémentine is demanding in her professionalism–she insists upon cooking good French cuisine with fresh ingredients. At the same time, her work ethic is dynamic and flexible. She transforms challenges into opportunities and overcomes the limitations set by American food practices in the 1940s.
It’s not all fun and escargots, however. The shadow of war looms as the family and Clémentine worry over loved ones left behind in France. But the artistry that typically goes into Clémentine’s cooking helps here, as well.
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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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We are excited to report on three exciting Books@Work developments that allow us to reach new audiences, deepen our engagement with the communities in which participants live, offer new ways for readers to reflect on texts and build relationships with one another, and build momentum toward transformational change across entire institutions.
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