To two ature college students, Ada Bain and Nathan Bain, all ture grandchildren, ‘and to Andra Looper, ie gil who was 5 fascinated with astronomyConrENTs The Roots of Success + 2. Whar Makes an Exper 32 Managing Yourself 6 Tearing How to Eobrace Failure 99 6 Bncoursgemene 6 1 Cuviosiy and Endless Edveation 199 {8 Makingshe Hard Choices 22 pllgue astI THE Roots or Success ery Kafka came foe sal town i the Akan 2s Ona. Her lies community inthe backwoods of thar largely rural ate had none of che artiste trappings tha would lat define herlfeand make her one of the mosecelebrated designers and plan nets the country. fat, she later reported, he eown didn even hime a movie theater. Once 2 weak, “a genleman” would come co town with 2 tnt et cup in the squat, and show a movie “fhe did't get drunk thar ek: Her fry didn’ have much money, and chey moved around = lor eying co make ends meet. She weno sscen schools in reehe years and midway through her senior yar she ranfered from 2 fay lrg school in Hoe Springs ny bamlse that had only se graduating sudents. "I think only fve of us actually made i” she lace reported. “I even went to schools char don’t exit anymore be ase they were so small and cowl barely scrape roger enough teachers” Ye all dha moving didn’ dine her “Ie made me forge ‘ny own methods of using what che schooe ore me," she co duded. “I Sgured ove very e ty job ws to go ingo that school and understand how chat culure ly that all schools are cules, and works, No one inher family had ever gone to calles igh out high schoo, although her Gather did atend a Bape seminary later 0,“They seldom rad anything but the Bible, and exsept fr the Holy Word, thay had no books in the hosies where she gre upon stoves, When she was four and five, her greaegrandiather would tel er stores he had ean fom his parents, oF ones he had jst ‘ade up along the way. Aer spinning 3 yarn that would fscinate the lle gi, he would pene at her and say, “Now ou ell me a stor.” And so she would begin. The old man woul ak her quer tions abour the characters and animals wandering throsgh het tals forcing hee to invent more decilsabous them. When Sheery seas in che eighth grade a fe jars after her great grandfather passed amop, he decided she was “person ofthe sory” and that ‘he wanted tobe a writer To become awrite, she elized that she ord eo learn mors nd chat nea eventually going to college. Because her Family was poor, she knew ic wouldn't be ea, and thus she began to ish arn fr some means to pay for er higher ‘edacation, Inher senior year of high schol she entered and won a national writing contest that promised to pay all expenses for her fs yarin college. When she asked her parents where she could go to school on the scholarship, dey tld he she could go a univer Sigy tp Texas because they knew a dorm director ehere who could keep an eye on herifahe pot sick. “That ll she ative on campus, ll ofestement abou her new adventure in this faraway city, and was presented with list of latory couse. Before she lfe home, howe, she had promised Inrself hae every szrester, she would sake at less one course "just forme" something she would enjoy: When she looked athe list of -requtements, she spaced a happy coincidence, course that looked ‘mersting buraso fled aie arts eequitement. Terwas 2 course io the Drama Department called “ncegraton of Abilis” The ive itself spoke wa childhood memory When she vwasa litle i her fther had told er chat the mose succesful po ple, “the most intresting” people, che people “who gor he most ‘tof ie were the “people who were che bes integrated.” He had told her chat she should make a connection between every course she took and find way car they velapped. "When I std" she Conclsded, "I should tink abou what happened in biology and bho char applied to English, or musi.” ‘She decided to enol. Ie would change her if Her class met in a strange theater with seager on four sides and chai that you could pin aoand eo face any diesion. As se sar lone of those high-bakes chairs the Best day, 2 man wih dark, ‘way air came into che room and ston the edge af one ofthe stages He began speaking sboue erestvgy and people "This is « lass in dccovering your omn creative aii,” he wold the students, anu all youl have to help you with your discovery is yourselt sun getting scqinned with che wsyyou work” ‘Sherylaverreporeed shar shed never encountered anything quite like this srange man who saton the edge of che sagen is sui are se. "We're going to ge you some prem” he said, and some of them are prey eazy, bue sey all wor” As Shercy evita bitin ber revolsng chai, he continoed. "What you bring to this ls is yourself a your dase o participate, and what you doin here de ends Sally upon that” ‘Over ehae Sse mening and in che days to come, er profesor, aul Bakes invited Sherry and he ote dents to paricpateina new kind of ening, "To some” he said, “groweh isalmos all just {impo your memory. To othe, "eles in learning how gage \workhow co pur mocosrogecher, bow to actach pipes mi forme as so problem" The pugpose ofthat ype of growth, he aad" sneer co devslp a new method bu ro become exremely adept athe od ones" Toa thin! group, groweh means you develop “euls™ and “system in which you can eatimate "how fa blow your owe -sandatds other people have fale.” You “pin, dictate slap backs, smoke cigars i backrooms, belong to important commites, Be ‘comes paeudo artist musician, actor, proper preacher, politician, You drop names and surround yoatself wth position” ‘To only few, Baker concluded, “growth isthe discovery ofthe ‘dynamic power ofthe mind Iie dtcoeting youself and who you. are and how you can use yourself Tha'sllyou have, Bake emmphs sized tha in all of human history, no one has exe had your st of| tbody cesses and life experiences, Noone has eer had brain exact lke yours, You ee one of a Kin. You can lon at probleme from an ange none ele can ee Bt yout ms find oe who you se and how you work ifyou expect ro unleash the powers of your ‘owe mind, ‘As Sherry Kaa sa in chat eevling cha, now listening intent tne profs invited er int that highest level of groweh, “Every bod is omique” he kop saying, nd you have mach ro conrebute to ‘the word. “Bach of ou has your own philosophy, your own vie point your orn physical tensions and background" heemphasized "Yu conte rom acer sola certain Family with oe withouc rel ows background, You were boen ia certain house 1 2 ertain family ara certain time, Nobody els in che word has done 0" You can, Bake argued create in ways that no one deca. “This is a hook shout creative people and how they became chat sway These creative people went to college and emerged from that ‘experience asdynamic and insovaivemen and women wh changed the wold in which ehey lived. How did thee college experiences, patiulatl ther interaecions with professors, change hee pares ‘of thinking? Although cure and future college students may find this question mort compelling, eachers x parents wil ls ind s- lutions hee for fosering creative development and deep learning Who We Studied and Why | begin wih the story of Shersy Kafka because her experience in ‘hac cose with Paul Baker Bec: many ofthe aor conceptsand approaches we will encounter repeated and because char couse ‘ransformed the lies of hundreds of people who Became scientists, _mscinns, physicians, earpenters,lscorians, painters, hairdressers, philanchropis, ears, pliscal leaders, teachers, philosophers, writers, designers engines, anda raf of othe creative folks, What those "bese salents” cid was take a phenomena clas, often fit afl from their major atea of study, andl use cheir experiences in shat course to change tei ives “They pursund che development of the dynamic power of the mind, and that end-noc academic honors or simply surviving co: lege-became dei primary goal. En Baker’ course, they laced 2 ew language of ceativity chat centzed on what you do with pace, time, motion, sound, and silhouere, Sherry and her thers, neighbors, Nobel Laureates, MacArthur “Genius Grane cipiens, Emmy winners and a few curcent college students. We share some of dhe stories: some Fanny, some sad, but all inspiring. negeating Your Abiliies and Finding Your Passion “Thins alas” Paul Baker hep saying, “thacassumes you arent ‘ted in de work of che mind” Sherry hadlynoviced he guy sce fing nest her—a ferare pro football playec—as chey oth istered intel. Cea can come in any area, Baker explained, noe jst theasts“Iecould bea seraion,a scene formal, oa book, bucit could also be something you build, a wellplaanel tree spe, 3 ‘beautiful meal, ora well-run gas tation” Enginoers scientist, phy scans, scans realestate brokers, lawyers, historians, alg Jats, and others ean all become ceatve people in their om eld. A work de mind, Baker concluded, could be aoyehing fesh and in- Her professors something thar day eh starcad most ofthelas, bu Sherry found ir intiguing. “Aloe of people know ded when they were juniors in igh seo” Baker declared. "They've got he same concept, the same ways of looking at conditions aout chem, the same answers the same emotional and visual i ages and pictures that cheyve always adhere hasbeen practically o change in them, He invied Sheeyand her classmates into a ifeenc kind off ture one in which chy came to kom temsches, and out ofthat knowledge eared ro create and grow “hope everyone in his ass wil decide to rake conta of ther lines, t each inside hemes, co explore who they area whae they hive, and lene to use those inner powers.” He paused and looked atthe people sitting in the back row. "Noe for succes, nt co be seen tha's not imporane ‘Wha isimportan is char you Rill your ow personal need to keep To be creative, he emphasized again and again, you must under stand yourself snclacng your strengths and your weakness, You svoseatn to integrate your abies, to rain cher é support each cher. To do that, you mute open up alogue wih your inner sel, Baker asked che sudents to keep a notebook handy to weer theic reactions to che exercise, “Write ut your life sory up 0 now and write your reactions eo seything we do Writ m pencil, he ‘old hem, fo wih eryons, Whatter suits you.” Most importa, ‘examine ourself and how you work. "Get used to he pattern by which chings come up in your mind and in your imagination. Find ‘out when al ac what mes ofthe day yous work best and wht mo tivates you" Ise anger or seeniy? Do you want to prove someone ‘dse wrong? “What sor of inner needs do yo full?” he asked sverything you cas, he tod the class, will come from inside you, so you muse know years, That's the reason you mas write your life toy and ear to allo yourself tod out wha’ inside you, and to discard he pars that are old and stale and enhance tnd we the elements of yourself chat are unique, beautiful, and ose ‘ery dy cherefte the clas began with physica exrlss “ogee the Blood Homing” Baker old them. “Teannor work wth ou fou sate it and lsess”he sid. “t wane de Blood flowing and your ‘Yeats later, long after she had helped redesign cies, published 4 novel, made television dacumenciries, and worked on projets found che world, Sherry recalled how ths phenomenal larsing experience began s unfold Baker talked about work and told the sadents they ad to find out what kepe chem from working Write ‘paps, he sid on your resistance ro work. Explore your habits “Think about some sally creative wore ou did i che pat and ask yourself what you halo do bore you di char work Whar condi tions? What mood? Did you pu your feet up? Walk around? Look tthe window? Did you nesd a closed space with no discactions? ‘An open area? Whete did you go? Visualize yourself working and then go doit "have ro ext ice cream is” he confessed “Faulks” he tol the clas, “elimbed up a eee quie often. He es of, siting dwt by the magazine also spent hours with bss counter of che local drugstore bstning ro people come and go Aditi si hat he wrote al of Ae Lay Dying while perched on the back of «wheelbarrow stoking a fumace at the Universi of Mis sisippi” he god is not wo do what Faulkner dd, buco wndeestand your self ro explore who you ae, bow your mind works, and what keeps itfiom wocking, Ths cour hecld the sues is Fundaereneally about you Teil explore the ways you react fo work and aequaiyou with yoursel so har you will now wit you can bring co the table. “Many cimes you may wake ep a cree oslck in che mor ng an yu should ge up then and wok, I'yu mind is alie and vical ge up and wore Wha he los ofa ew hours of leepifyou an do something?” Maybe you hae co scare yourselF into working, Baker mused, ‘Think about what it wil be like when yow are ole, when you ap proach death Willyou hae alteady ded inside or will your mind be alive with ow ideas char wnmistakaly your own? Fis, you must lara abou yourself. Next find a great eave work ofthe mind tha exits your sits election in others and in yours probe behiad dae work, sv is inner nature, and explore the possibiles ic suggest: Then fi you own passion and le it ive you. "Ifyou ae nor capable of exicement, you wll ever peo duce aything” Baker warned, Sherry shifed sigh in her rsoving chair and ook a leet lance around this strange place i which she found hersel€. On these four stages in the years o come, she Would se adazling a ray of ighes and sounds a snd popping porpouti of senes that would whitl about the audience man aay of coors and extses, tines and yshms, and silhouette nd sounds, These performances would Blend mories and liv actors, breaking all che ules of drama and bending her senses. Hamlet would appear at three charac fers all of whom would ter about sited sages that ose from the Ic, allowing audiences co lake down upon the drama ae they spun in th chairs to follow the ourse ofthe play, Action never stopped. No curesins dropped ro cut the movemenie No batirs x ised across space or tim, onl action, constantly pouring around he roo, Buc for nou, she focused on the words ofa single man, perched upon the edge of ome of those four sages and speaking in 2 way hat both boshered and comvtdet Baker warmed che seudents that good ideas or results don’t coune quickly ot only 9a Few alee people. Ifyou want to lest something, you have to keep working gah aside lure, te You muse explore, probe, question, relate, br and keep going sluimaely ejecting the easy ist ansers and ap proaches. You muskerp looking for smeshing better Don't worry, he said char your fire effoes wll be pty “shiney” Bar chings wil come with work, "When [was a bo” he tod eer, °T was ‘catcher on the neighborioed baseball tam. Before graduated fro highschool, | must have shrowm dow co second base hun: dreds of ines uni Teould hit a spot” with precision, "Bue Thad to people and how a all of the elonents you dione inzegrated in the Lo an individual? Most ofall how di you create somechiog ‘original? To wor throxgh this tak, you must top being concerned aboutresults,Inierse yourself che process and through cha ex rie build a new it, In che fourth exercise, sdents picked an inanimate objee From nature and began wring desripdve adjectives about t-about its colo, recur, lines, mass, and maybe rhyehm. The Jooked atic From diferent angles and in diffrene moods, and wroce as many twos as they could imagine, From ere, chy Began ro give ie 2 tytn, andl From shat sym cy erated a characte, a person sso began to at They wrote dialogue forthe charate and exeated a sene wieh words «space that eeflected the nature of the ‘charac. “About fifteen or eventy mes during the dling peo: ‘es Baker ol them, "Yu are going to ge quick sul very time you do so write i€ out and go back and male yours sare ‘over He reminds chem again to cease bring concerned with te sulls and «o engage io the process. “When you are building a ‘ew kind of ie for yours, his process of discovery isthe key fo growth.” Dont rush eo a fase answer oF a qui res he con sade, Inthe fifth and culminating exercise, the studenes found nob jcc with several difrene kinds of line in ian they dew on po pet ehos lines they liked. A re limb, jagged rac, flower any thing wich complex Hines. Then they began 0 walk ou the lines, andr fel che yc chey encountered and the colors an sounds they mig assign vo difrene nes. They began to nd oe which lines pleased chem and which they might discard, They mighe en Tange some line as thee smuscles respond ro them and toss aie othe, ess traci ones. Baker asked the students olsen thee sruscles, ole cei physical responses to line and thythm domi- fate their reactions, pushing asi entirely any intellectual judy sens. This ial exercise extended overseveral woos, during which the stacenrs would produce vavious works of aretha extended out of those ines that chey kept and expanded upon, Some woud write music. Others would pane, and some would produce a seulpcue But the protets dt matter: “Tee an eerie in whic you ate going co ister wo your own muscles,” Baker od them, Inall ofthese cxrciss, Sheer and her lgsmaes Found rewards ‘oc in che results they produced bu inthe opportunity tha each ‘exercise ffoned them ro explore tis owe thinking ad bow ehey responded o spacetime coor, sound, an silhouette, Noone cared what their execs looked tke, only char ehey used them to hase ‘his inner conversation with themseies. Out ofthese eazy ati ties, chy slowly ealzed the unigue qualies they could Bring 29 any of chevediensons. They began to vale the cesive procs 38 the coniral cove of heir own edcaton, and eo se that while i ould find expression in the art, ie could also appeac in chemical formula, 1 new way of looking at hisry, a red way of previing, ‘medic servis, new surgical method, = cure for cancer, 2 well planned path, a creative meal, ot even in what you do with your ‘ach excise helped stadene se that the genus to create started both within themselves and inet appreciation of he great works ‘ofthe mind fom oehers."zealzed," one of those people reported years late, “that an imporeane part of Being creative was recogni ing good ideas and beau erations when I encountered them tnd finding ways to make them sy ona.” But i alo meane—and ‘his wns crcial-rejectng che obvious first answers that eatin tha gien ws and pushing or somecbing fresh Tn Paul Baer’ exercises, sudents cular a sense of awe and cacitement, qualities we Found repeatedly in ehe people we ser owed, They were simply enchrlled with che word, with leaesing, vith the possible of eaching new eels of excellence of ding ew way 1 understand of do, Their enthusiaem extended to not just one specialized ates of sud o profession but an array of ub jects, often mining che arte and scenes, Lain and madicine, bis: ‘ory and comedy, o journal an jus, to mame afew With al most chile fcinaton, our highly erste best students racked the uuknowa,cjecting the commonplace and porsuing ther own woke of che nnd, They found ehe mediation to do so within ‘hemzlies and took contra oF cheieown Taening, Laer in theook, wel explore the pour of wha papchologists cll inerinsic ‘moxtation, the seul thar comes fiom deep within you. Such a ppowerand her's the carch-can wither and ie you let extrinsic -macivators~grades, reward, prizes-overwhele yu! and make you (a onanipulate. ‘These best students also leaned that nohing i easy. Growth quits hard work The woe sa complex place, We al hecome crea {ues of habiin the ways we think a at. To leat is to sep away those deply ingrained habits of he mind. Todos requis at we push ourseles, har we Keep building and rebuilding, quewioning _seugaling. and seking. In fact, this is one of the major diffrences we found between highly successfl seudents and mediocre ones: average stents think chey can ll ight aay they are going tobe good ar some: ting TFthey doa'e ge ic immediacy, dey tow up his hands and sy, "T ean’ do i" Their more accomplished clastmaees hate 3 completely diferent atie~and i i lange a mee of atcnude ‘ther than ably. They sick with assignments mach longer and ae always relactane co ge i€ up. “T haven't leaned i yo” chey snighe sy, wile ochers woud ry, "Tm aoe good 2” history, muss sath, weiting, or whatent: Traditional cooling rewards quick an sers—the peson with the hand up fest. Buran innovative work of the mind, something that lass and changes the world, demands slow and steady progress It equies time and devodion. You can ral what you can do until you struggle with something over and cover again. The high achicvers we sted leaned tha to ge themseles to work, chy must believe chat chey can do ic-even visualize them selves doing and they must undestand themselves “How do you wor bes dey asked themsehes. How can you moxivateyoursel® ‘All had learned the power ofnerinsc mosivaton ose woeking For eats ike grades and honors, “Grades never marred,” chey eo a, Everything serimed from an internal dese w learn, ro create, sud to grow. "Based on my fe experience,” Nell deGrasse Tyson ‘noted, ambition and innovason rump grades evey time: ‘Sherty and her classmates began ise thar chey were responsible {or theivown education. Don'edo itor che teacher, they learned do infor yourself Doiebecauseit serves your need to grow. "Tame out ‘of tha clas" she reported yeas ltt, “understanding ear Ease’ foing to scbool for ny teachers. They dln’ ive my ie was che only one responsible for who was going tobe." Growing the Creative Lite ‘We can hein ose the unfalding of thi creative in people who neverwen through Baker's course, yc ulimtely experienced some- thing smile, Le Leman became one af the most celebrated and innorativechoceographers in American theater, blending politics and science, soulseiching and personal meaning-making the e peieaial with the fancfl. In thousands of dance pevformances ‘round the world, che Dance Exchange shared he lines that dc vide artand science, public and performers, learning and encersis- sent. Uae recently she had ever head of Paul Bake, but she has independently developed similar exercises to spark che imaginations and cea of busines leaders, plisans educators, and others In che concent of her exercises, as Nobel Prize-winning economist Paul Sanvelson petit, Good questions outank easy answers.” ‘Li came from a certain house anda cetsin si, fom a cer tain fsily a a certain time. She grew up in Milwaukee, where her ithe instilled in he aquest for justin, and where she learnedco dance ant find fascination with polcal history and its newer ding stuggles between privegeand equa, Asa chil she built Sich antsy word wi dolls and ater with charactees rom his: forical aves “read all dese books” shes “biographies and tistoricl novels andl ae night before went coslep, Fi create these umaring stoves, using people fom those books Te that world along the shores of Lake Michigan, wherein the winter snow piled up lke frosting on 2 cupcake and chidsen fel {eked in an urban water spout on a hor August aernoon, Lz sag ‘Gedo nd meaning and parpose in life, co mold her own vals lind wo find = place and a ay of thinking that would give er ie reaning, The lines of bee ile were often straight, lke the grid of ets hae eiscrossed Milwaukee, bur sometimes chey et at od es like Muskego Avene, or curved genty along che shores of ‘Miwaukee Ba. Her rhychms came from che seasons, from the pa the of ward polities char engaged her Taher, from the sounds of the cy, rom dance cages, and from che ancien pattems of gious commicment Lis went to school on dance scholaship at Denningeon College in Vermont, where the ines ran up and ove ills, not ike che Ha pucake of land and water chat hosted her yout, Mwackee and {he Lake bad been like 2 sage upos which the players of her real td faneasy life danced ro the music of politic and religion, where Li had srugged with how she could both dance and “do all che thinge my father wanted une to do in the work, eo She socal verongs erate justice” where se had sree foe several years stich the whole question of God” le Bennngcon the ines ancl pat Teams chased, and so did the space an slhouerte, the sours and yh “Tad a checkered cllge cares” she remembered Transferred to Brandeis afer two yas, got marsed and chen divorced before Aropping our For a yea" Li went back school at she Univesity ‘oF Maryland, where she graduated afteranother yar and then goa aster’ degre Frm George Washington Uaiversiry. Along the way, the had afew memorable leasing experiences. At Bennington, 3 history profesor had given her 2 question and some historical re sources, and asked hero draw ber osm conclusions and writea pa er about it "That was the whole course” she recalled. “My profes Sor mec with me twice a week to se fT had any questions Tha’: ‘where [ lerted eo chowsograph to Gnd my oa voice” Later a Maryland she cook 8 course in improtsaion that helped Sve hee to make mistakes ad earn from them. Mostafa, she owed ee plore. I could spend hours bac in the stacks of Use Library just palling books of che shelf ecng msg.” te he years after college Li found her own ceeasiaty inthe expe- fences of es if and in her ability tm oxplre them. She recognized ‘he unique combinacion of lines, space, motion, time, and shou ‘ue cha pours into her entence and that allowed her © address “ropcs of call, soil, and hscorieal importance.” She staged acclaimed dances about "the defense budget and other milcary ‘matters and her company celebrated che centennial of the Sarue ‘of Libery with a gant production oa an catdooe sage in Manat ‘an, Rather than denying and repessng che fanasy work of hee youth, she evenly freed seo soarin the heaveos How did she doo? fe che chapets to come, we wl explore how ‘our highly sucessful individuals realized hee visions In general he individuals we chose ealized ther uniqueness, de> fined thera, and found a purpose and meaning fr thie sade ies and lives, We wil see how shey used thar purpose and meaning to build poweril engines of mocvacion thar proiuced magaicent resus They found within chemselvesa way to mociate hei work “That intrinsic motivation became their driving fore. We wl come 3to undestand che poser oF intentions and how much they deter Thine oucomes in if, They developed fleibe indse for them {elves in which they came to appreciate their unique qualities cher Ssrengts and weaknesses, and their capacity grow: We wil ex. poe how such concepts of growch helped people ro keep exying ven after misakes and missteps We wil te how they carne deal ‘oth fare and to use it productive “rhase highly productive and creative individuals think about shit om thinking while they ate thinking, Tha process, alled rmeacpiton, allows people ro engage in a valuable comversaton Grit chemselies, exploring heir background, questioning and cor ‘ecting thei thinking i process, and pursuing che dynamic powes Sf chai owe minds They also appseciae dhe messy quality oF We tind ty great questions and the dificuly of drawing conclusions ‘We wll esplove an appeoach tn erica ehnking dae allows the best sae to conffont and thiol meaningfully about difculeprob- Tees and to become adie i their exper, this way exper encing Bakers highest evel of growth “They ae ale co comfort chemseles and find personal ranguil iy own in che face of che most distressing and potentially depress ing developments, These individuals also possess an enbanesd cx pity for empathy. The capacity for selcomfort=more than any fotions of selfestem-allovsd them co confront their own weak ‘nesses and look fr areas of growth. All these iva live bal [ned ies an lea fom sch assortment of Bis rates chan from one narrow discipline. We will explore the power ofa broad fefucadion, and how our subjects sed tha kin of learning exper “nce to grow this minds and become highly creative, compassion Se, eutious, andl critica thinking iedividuals, bese able con- frome adapsvly all of challenges Finally, chose we studied confonted saber than avoids the questions thac allowed many of them to shine academically Ina ‘al chapter, we will explore how people can both learn deeply and take high grades. Bue more than thas, we will examine how they read, studied and Ist to ete i ways chat enabled thers £0 ‘gow their own minds, make significant conebutionsin the world land find meaning for thei ves. Openinga New World nest Bate grew up in Series of small wos east and centtl "Teaas, where his parents taughe in the local school. Like many small own boys in shat sat, he ive closer che land helping his patents farm a ew acres on the edge oF rown. He cared for 3 cow oF fvo and absorbed che tyes lines, and textures fafa country “He leames to ge up ety feed animale and perform other chores (aneary ising habit he carried into colle), and he earned to play the clarinet because he liked Benay Goodman's music. Saeah Goodrich grew up in San Antonio, Texas, a cy with a srong Hispanic heritage and cutare. Neal half ofthe people in the city spoke Spanish. In that envicoamenc, Sarh became in trigued wid Spanish clare and language, andl wanted eo flow her mouher a8 «schoolteacher She nas an only child, and in the sme she would roel wich her parents down to Salil, high in ‘he Sierra Madee Mounesins in norchero Mexico ‘Whe Surah and Ernest graduated fiom high school, they went off a college and evenly found chemselves taking Pal Baker's Iegetin of Abilities course togechet “opened up a whole new sol hey ported I "We discovered the theater, music, a thizeceuce, and creat” In college Sarah eruced education andSpanish. Emest focused on chemistry, took more history eases than he had 9, and planned mo go ro modal whol. Yet they bh Found in that couse a life-transforming experienc, an exploration fhe acs and creative tharinfluenced neatly eveything ehey dis thereafter Like so iany other seadents whe moved through Bakers classoom, they begat #0 see how a work of ar challenges your thinking, how ic stimulates your mind. Most ofall, ehey began co discover themssves and their owe creative alii, nest digo t medial soa afer college, and hear Sarah go marred. He became an otolaryngologist and eventually set upa peatce in Austin, Teas, where he would ereatewhar became one of| the largest singe practice ea, nose and throat clinic in the cour tay A ew yeats into bis practic, he bought a fling company that nade soundproof rooms whete peoples bearing could be tested land bummed it ino one o che largest businesses of ts Kind in she ‘world. The company branched ot inco practice rooms fr ms ‘ans and radio broadease booths. Ssrah caught Spanish in high Sehool, lived ew summers in Spain, and along with Emest be “ame aeciv inthe Ie arts community Thy both enjoyed explo ing works of art shat challenged their thinking. Together, Ernest snd Surah helped eunaform He world of music, dant theses op rs ae suscurms in cera Tesas. They give thes cme and thee none, showering millions of dollars on art smuseums,scholaeship and cecital hal, asad for outstanding teaching in the sciences, and other enterprises, In one magnificent philanchropis gesture ‘lone, chey gave te Universi of Texas at Austin $35 milion dollars to edow the Schoo of Musi. They gave away much of thee fo tue wo suppor the beauty, integration, and challenge hac comes fom works of art ‘ec che lessons they learned aboue themselves in college, and the creativity they develope ina course chat “opened up a whole new ‘world found ies greatest expression age in the number of dollars ‘hey poured nce che comsmaiy, bu i ehe people dey became in the values and aiudes they developed, in che humility wieh which they approached thei wealch and good freone and in the creative ‘way they used io bring che power and beauty ofthe art to other people. Since thee days singin ehose revolving chars in the St tio One Theater, Emnest nd Sarah had learned ro negra the ats famo every aspect of thee Being aad 0 fel the harmony Berween vaous art forms and thei ow ses and community. When asked. Sarah if hey had a large collection of artworks in their home, she {uiely responded, “Oh, no. Thar would never do, We've lived in che Samemoxes ras house fa yeas, and not enough people could see 2 arg collection here. We'd wane to share art with everyone. We'd pocicin a museum wo it could bcome a pare oF common.” Genius Kdeneified ‘One day while Wil Allen was ctsng lence fom his garden, che telephone sng When the tall urban farmer and former professional Dasketall payer answered, a man on the other end asked, “Have you over head of che MacArthur Genius Award?” Will confessed that he hadnt. “Weve been flowing you For abour three years” the maa continued and you ae one ofthe winners his year You wil sectve half a milion dollars oer the ner five years, and you ‘an do anything you want with ic” Several years ae, Will admitted ‘hat he almost hung up on the caller He dia realize thatthe Mac ‘ArchurFoundacon somualy selects few people who have been do- ing highly create wor, cals hems aotof the bie, and offs them $500,000.Will ike Liz also came fom 2 certain soil and a certain Sy He used his 100 in that land to ceate one of the mos ingenious and promising uaa expeiment inthe world. His parents had ‘ean shareroppes in Sout Carolina bu had moved ro southern ‘Maryland ousse Washingon, D.C. where chey survived on farm "We ddn’chave much mone he remersbered, and coulda’ by stu, bur we always a plengy of good, nourishing fod that sve grew When he war ehitton, he learned to play baskecall by ‘ackinga peach basket an old ok wee an caking am The lanky ‘foo stinch teenager progeesed sapidy in the sport, and he oon became one of the top young players i the country, a high fehoolAllAmedican for dice soars. With offers from mote chan fone hundred schools fo play college bal, he chose the Universi of ‘Miami He was the est Afsican America to play on the intecole ‘sate basketball team atthe South Florida schoo “Aneighbor had taught im to read evea before he wenc tschool ‘Years lter ne sil emembered going with her cose a production of Shakespeare's Ohl, and sll fle moved by the power of that ‘sory. Unt he entesed the see grade, he had attnded segregated Schools in Mansgomery Count; Maryland, “We got hand:medown textbooks fom the white schools,” he emebered. "Some of che poges were missing nd many of them were marked up. You couldn't fea cher very well” When he went co Misr "few Klan people objected, but fr che most partie went prety smarty” He max jored in physical education and sociology, but aso took more Courses in bistogy than reqited simply because he found i fac tating “Wher {played profesional all in Belgium afer cllege” ‘he noted “that knowledge of European history came in hand ‘When he lef his pares’ farm 10 enter callege, he swore he'd neve go back to thar kindof work. Ata youth hed ad chores: Ad every day before he could play any spore-chopping wood, wee ‘nga gardenand he thought eha gong to college would fee him foe tha lif, Bute was noc une he learned to draw on his frm= {ng heritage that be found the cssive activ thar would wi hin both the MacArthur Fellowship Avard andthe Theodore Roosevelt “Award, the “ighetshonoe” the Nasional Callie Athletic Asso tation (NCAA) confers on anyone. Four presidents have wor che “Teddy asi cae, and so have senator, secretaries of tate, 36+ trons, and 3 fatnous heart surgeon, The fst recipient was Pres dene Dwight D. Eienhower, Will Allen wos i for being an urban farmer ‘When he was in Belgium playing profissional bal, he had gone vith 2 teammate ro family frm 9 help plant potatoes and had iscoered a hidden passion for frming” After he reurned othe ‘nied States and spent rome cme in Business wie a Cincinnati company, he seats farming ouside Milwaukee, where hie wife had grown up, and evenally cook over ce las remaining farm wichin the boundaries of char midwestern city On that twoace por he «eats. revotion draw fies his own history and vale Will founded and became the chief executive officer of Growing, Powe, a nonprofe corporation intended ro address one of the Fun- damental problems of urban ving, In big cites around the world, poople don’t know how t gow cheir own food an asually chink they can’t The depend on lange corporations o provide ther with the sul tey eat, often grown under conlitions cha cn be sus ‘ined forever Bocuse of dhe damage it es uo the environment rom thae system, iy dvelers often dine on syatheic products, ‘ore chemical concoctions than organic aueriion. Ia addition,people without jabs in an urban area have no means to suppore shemaches. W Yenonprofe company teaches thers how to produce ‘his ow Foo, even in abig ci ‘x eshome base in central Milwaukee, cha ewoace plot would csentually contain the fis of a sexes of community food centers “These centers experimented with new ways of groming food and parenered wich local people to help thems produce dei own, “a2 space no larger than 2 small supermasket” che websive proclaims, “lie some 2,000 plants and vegetables, chousands of fish, and a livestock iventory’ of chickens, goats, ducks, rabbits, and bes" 1s both Milwaukee and Chicago, Growing Power tains people to row tue ow food, using methods handed down for generations and cutting-edge approaches cc adjust co an urban ecvironment ‘Satellice training ston have emerge in several sates across the South and in New England, "These systems,” she organizasion states, “provide high-quality sa, heslth, affordable food forall residents in de commniny” Curent plans eal forthe creation oF sn ianovatve five-story vera arm, “The crete genius behind chis revolution simply followed che same pattern that che Integration of Abilities course aught is dens, Wl Alen looked within his own fe nd drew from that ex patience. He analyzed urban space and cherie ie eakes grow aad Aiseribute fod, and thought abour ways wo employ ee space and tian a no ane ad cone before him, He stats Growing Powers tomatic experiment after kids from 2 gganticlowincome housing proce asec him for help in prodcing thee own food. He mar Sele hei deicaton an ound inspiration both inthe value oF Delping oer, which his parents nailed i hie, adam che termination of those neighborhood cldeen But he also learned to recagnize good tess when he encountzad ther, la the process building his wrhan ft, be explored a wide range of technolo: fe, ftom aguaponic, which groms sh and plans i 2 closed ss tem, ran anacrobic digester hac produces energy from food was [Wil has develope new mathods of composting co eye much of the waste and create a sustainable system of farming that doesnt Aepend on chemical ferizes, an he now teaces those methods toothers This “Farmesia-Chisf rans company witha si milion dollar-and expanding annual budget "The shareetopper's som who sated and runs the nonprofit Growing Power speared Time magazine’ is of the 100 most in Suen people it he world. He was invited tothe White House co help Fist Lady Michele Obama launch a progam ro reduce rene age obesiy, and he now counsels universities al communi Tea frson urban farming. es highly respeced voice on national and, inernational food policies and emerging agviculral eehnologies ‘When he ceeied che Teddy, be cold a reporter, “I ell value this ssa, because i shows eat seudencathletes can apie o be mote ‘han just entetsinment symbols for people" Cleary he valued his lays playing a eam spor and he cold mie he se hat experince co Test how to bald the personal relationships thar made Growing. Powera major plier in a importine urbas movement "e357" he portant creation, however, he didnt mention his contributions to turban farming ors basketball aver “helped my wife ear three swonderfl hide.” Creativ comes may forms.2 WHAT MAKES AN EXPERT? Wo ja Haskins was goving op oo te nth shoe of Long, us be he dpe al conn cs thar changed te wo an te at thereat ns woking cmap a ted ‘Miu waa ie theld m iw Cn eee er eer A ner te bad ht far eed dom the nes and wen me che pine pee hat ‘Sone arth all eer af he Soa proper ne Imo pce yak wi plc, mean we, ar ong ny bu cha ooed mori a sen how tn Tear ofc uel sling eet ta plate meson Tan Soon a Suna arco hen et una be woe is ike he teat op infrmaron on inary neyo ene He be (Sm ned won on ath fay dn gh ‘XCar nd sh ath cme ao bce nid th ‘pe pur poles none mpeg ballet enh btw undenan! ow ple olde fed tome thing th so Sua soneade eeything he unestood thouthe wine Heb odes nnd how th weld ete aed nye hang chore mod, Be mu © how iy This feat in te conpu nny Sa cerested in musi for mich the same resoanot so much to pe form but to find out why various sounds would appeal to diferent people, Why would certain music move yeu? Why would someone Tscen to cetain pateras of sound and aoe others? By thetime eensred Corel as an eighten-yearod eeshonan, hae had made a lise of four great questions he wanted to pursue, First, why does anyching exis? “Nodhiag seems more probable chan something” he explained long after he had fathered the fst suc. cessful mebile computing devie and helped build Palm and Hand: spring inc billion-dollar corporations. Second, given that & uni sere does exist, why do we have dhe porcular laws of physics that see dl? Why is i chat we have a electromagnetic Bld or that B sme? he mused. This, wy do we ave Ie and whats es mature? Finally given cha exis, whac’s the nature of intelligence? “La rye, Lexpected at leas o answer the las one,” he explained "eff received good grades but newer placed a the top ofthe class 4 what Ta 4d in class” sid, bu dae freak out shout making she bese gades” He wsually sain che front row, paid "centon andi the wor st he focused on what fascinated him, Because simple ansecs never saniied, he probed for deeper expic nations, “In aie that meane asking net just how the erick was done, bu also about how anyone could be feoled by i” In history, it meant hunting for causes and consequences: in engineering, or how and why something worked. Yee heals ciscnered that for many of dhe subjest he panued, thee was no place to “Took cup ro simple anew Ta college, he didn’t hve any gieat teacher: or Bfechanging ‘courses bat he enjoyed his Beedom and soon discover vo loves: physics and he gi he woul ae mary. "Having someone ele in ny lf nade age dilfezence." he eported2 Wuat Makes an Expert? Whee jeft Hawkins was growing up on che north s device that changed the world, he and his so brochers and his f shore of Long lean, yers before he designed smal compu hor invented stuf, mostly val-ooking contraptions that oad ‘My house wis ite like the old movie You Can't Ze ith You be later reported, At dinnertime, the boys and ehei father woe ov thet meals anu went imedistely to che gigantic garage shat seemed larger than all che rest ofthe house pu egsthe. In that magic space, they tskered with plastics, metals, nd woods, fish ioning a ctazy boa chat looked ove ike an alien hoverraft than like any of the usual sling vesels thar pled ehe waters of Long I land Soxnl ona Sunday afternoon, ‘When he wasnt bulling cu he would side his bike eo he brary o loo up information om history, society, or scence, Hebe came fascinated with books on mathematical games, and in high school he joined che m ch team, Jel so became inerigued i magic, not just eo perform some mystiing tick to bale his fends, bur to understand how people could be fooled by some thing thar so obviously contradicted everyting be understood bout the universe, He built models in his tind of ew the world worked, and if anything challenged those adel, he wanted 9 “now why This ite gin in the ompute industry Beease in rested in vec fot such the same reaton—not 40 much 6 per form but to ind our why vatious sounds would appeal to difxene ople, Why would certain ruse move you? Why would someone seen certain pares of sound and not hers? Byte ine Jf entered Cornell aan eighteen oarcld fest, he had made a list of four great questions he wanced co usu, Fire, why does anything exit? “Nothing seems more probable than something.” he explained long afer he ad fachered the iste Do seats ae he oportniyecolborate with oh ee 2 Dees the couse alow sens lig apporsnies to engaein cessing wich he ame problns queins anda? | has higher ler aces in pst fone guesconsor bi Dow then finer hat eslabeason? ; os erie edback, an hen ty agin bare ayone "aes 4 Does the clas encourage pesatin an opportunity oe : thee worl? Or does cwrthing ide on one or ta high aks ee ise ness ce eden ate weed an he pin? | papers whore chee mo chance oie ndimprove what hey People ding ye some cousins that dents arene in che ommnect wor, pees conan ply memorize yal is bor they can lagen dng sek bck fn oleae rie Dh work ad sek ne ny substi nll phys oemoconal wrk Ottee course ile student valved ve Before che sadents now th eng der to ear sey pace innate Te scmlatingemorper Thos later dase are ike she way ro poole let to play the plano, Tey don’ memorize keyboard Soke or months before pusing ee ges on ceva. Ais tole sid bese long ag, “For dhe things we must earn do be fore we an thet, we learn by dong ther. 5. Doestheeouse challenge exaing ways of thinking and seing he wor? People build mental models fhe worl and chen tend ts those peaigms to understand everything dey enouncer. One ofthe ret radions fiber ae educations that tidal helps sant eaize the prblens thy Ec in being whatever heyy ace puting hem in sraaons in which hei exiting modes donot rk, Other courier wil nee bllenge anything tv ill others wil simpy exc stadent accept ifeent dogs wich 6, Doe the ours expec sede re quetions or esning to grapple wich imporane gue ri mount thse own argunens ackange ides accep cha Teng ad defes their conclusions with evidence and reason? 7. Doesehe eoutseand professor prove the kind af suppor chat st lene needs they seg wih importa intiguing, and Beau i goetons This apport ay tke many forsee physical, and someemes een eon Do seaents come scare abou the ngs, dhe promises nd in siuaonsof the cour andabour whether heiceising paradigms Felchallengd and do nt oe? g- Dostuensinshe dian gently ein coat of her owned jon, ipl wo: Do they bee thar thet work willbe consideted sand hon by equtemenes sty ann Roping ith standade shat a inportae bao e 1. Dees the cours enourag a help snuent ‘ons, coneps, and information roaly wth other cours and wih thee understanding of he word? Does the cous fe inductve opportunites toes, ving fom speci examples to geerl principle? Ordos er ony several principles tobe memoria rgurgicared? 13 Deethe insacor ga ey eareabou the neice ona and eka wel-ving of seudentn and help and encourage ‘hem to hin abou he kindof wold choy want to lp crete aed Live and she mesningfl plop of hey would sh to Foy? ssuc caring bingo the structure ofthe couse? Does the profesor model ner ise importa ehical questions, ‘usin ay way on ales, ncoutgereerton and hip sues think abou eheie meaning and purpose ine and te kind of per son they wane to become? Does or she eter selxamination, = sense of jue mph, and soci responsi? sth emonseably inset in helping studs becomeciscally ‘hinking cunous, crest, cing and sompasionase indus? Do the police and acts ofthe couse rellet those concerns? ashe inseuceor aga with ir ois ovn sense utp, sons ha faethe sms Have thozexragles bean shed with dents? 4 Do studene belie tae tei wc in course wl mace tate sil -dilfeence inthe woe? 15, Dees the rstractor eat belo in the sent ailies ogo to develop de dyaic powers of thi indo dors the eacher re tha sites come pepackage, with ite na chance ©rermr————Er———————O——eoO ton? Does she insract he fed or Bese view of the in telgnce and len edd ia re elas? What Do You Do When You're Bored? Some people cold me chat they never had any highly simting teachers, yet chey managed to Irn deeply 2nd ro emerge a adap tive and creative people, They remained ative learners, no matter Uthat the insructor di, They formlaed ig questions, rea iehe profesor sd. In che amidst oF mind-nurbing lecture, the ac tive leaner speculated abou possibile, applications, nd imp) Cations “Tabvays found something oF ners," became a common renin from out subjects. Mor immportanc, dey explored actively ‘outside of class, eading and thinking. setehing and contempla ing. “With the Inert, che posses ae almost ends,” one person said They took coatral of heirown education and remained ‘imately responsible forts conten and quality. How Will You Read? ‘When you pick ups book oracle and un your ees oer words on a page, what happens in your mind? Whar’s going on as you wad these pages? "To tll someone to red a book,” says David Dunbar, a teacher ia the CUTYeerm program at che Masters School, “is ike felling ec soccer balls and asking soeieone who doesn’t now any- thing about the rules or strategie 1 go play the game” Reading can tale many forms, and how cis done makes hogelifeence ‘We discovered that our sradents who emerge as highly reative and cially thinking indiduals often employ series of eppreaches to thei reading pintesins Before opening the book they have quensions in min: Wha'hill about? Whit he point? How oes his relate 0 ocher subject? How does thi challenge ne? They endo Bd meaning nthe text ri appl ito some pode ikea deere in seach of ues ina murder cry, hey begin scouring the ex with gestions hat ed ore ng realize thatthe ite ine eh we clr nd words ae mere symbol sanding foe sme ay outside the poge a ile, ens a coneept or something ofthe Sot They go looking For that meaning tharlesbeind the page tating the prised wont a6. ‘window though whic hey can see someting efor bepnning he ing hey speculate on wha they expect to rico a hey 9. Good readers iment the book theta they ae abou ro encounte They imagine question snd possible nn then mesre hoe gore agai wha hey eventually fiom the printed ge Sch» practice help ther ork em serves another importa purpose. A growing boy of eidenee srg suggests hat pelting onl peeing bye finding he orc nave” help people cone slave expert beer able to congue ununelproblens” They enjoy aking on eure, ‘hoe ese wher the on procedures don work they have esperence in poultice they an," wl i ape ‘Ste how an 47 soli ha eres obvi can prove eo Beso adequate when onspated o what some expert as dese. The next ime round the wl be wise fr looking for holes ine om hisking. As Jon Beansfor,aaring sents, ori, sping ones ld ies ad behuvins™ ant he anothers ave conned at people are mse ity c0 ch that pone dey have at pecEE lated about possible solsions fore they ead what a authors 5, They enamine book epi a nonfton one) they read looking sought ale of content fr elas abou porpos and rac, wading any summary sesons reskin rnin rough headings and noticing the kind of evidence and rand onclsiona oft lt npaize induce or ded teh? When mas irpubshed? What do know about th author? Wythe wt 2? What major qusiona she ying to anaes? “Lofen peti en iy minster sing qeions aboue = charts? What an they el yoo Ise par fete? sha’ the urpos of dha sere and haw does his bok ino che broader sche? Wha do ant m geo ofthis work? Wha uesons 2m trying to anaver? Does he book addres the ety of wn some importa rangsnt of ny primary concern? Do un derstand the aura of = chlalpaperbeloe planpng nt he body of Should zat ehe dicusion bere pling cough goetons, pet contemplate and integrate. They wt notes | tsmes they struggle wid what quran they wane ta, bu dse scrulsBecomepartafthe ceding pace Making comsectons especially in sence, math, and egincsring Alsciplineofen meanevicsalang concept grappling wth ides, Binkingabout dhe impiations and appliaions aking aboot evidence nan argument or xperment ooking procedures but thinking constant sboutiden that ie iin howe tp ae ap bing thacemerpng understanding co somelase probe. 5. Wich ional erate hey connect varie of way, Wha ae the gra plop question thar this orl shoe ory raises, fay? How desc alp me conFoat nyse snd he wold in ‘which lin, othe one tha would ike to eeate? They ca ook 2 poe fo its ezuy aden, bur dhe ans explore ary is ‘atare asa election of culture ora sie and place They an concert i cllenge ovals ad perspectives rane is symbole and metaphocs and how th invoke etna though and ‘orl Is ilke a 200 or museum ater chan journey? How in page ude create cern enon? Wy do Try oe laugh? Or laugh sp fam crying? Does the book lp me be more emp hate an compassionate? Dots ithlp ne jon illerent comms nity andro understand the ales and perspective ofthe wer? ow does ira sp dine, hth id novement, hoor an sound? Haw do chose resents compare with the way the rudy of phys, for example, nigh approach the same sje oF how my cal approaches ben? Desichep ee oe ue ‘ex and moray ifn? How doe lo tha? What iui sour he way il approach this ply novel? Given ny back ound and origin thi and people and hom tha produced ely dot spond asf do che sar coments dhe this ‘rk empl? When read an opening line ofa gras nvel ike One Handed Yao Stade, why do cern words conjure up sich sonia, mystery ad intrigue May et ter a he sd he ring squad Colonel Auslano Buena was remember hat dst afternoon when his fier tok him ro coer ie | Innonfiton, making connacians often means looking fist for urnents inthe tx ecogizing shar ne ery sate sts | Wien an argument hat ey argument contains a oihason an premises feed in suppor of ha concarion Some times that means rcopzing tha some oncasons ze imple rather chan ated, and 0 ae oe peti. ‘When sede atively ake pean argument hey canbe to ask gussions about hove arts, Do the premises seppe che con Huson ot we ft sy, “oes tis make enc)? What ler tie ideas can caw rot hese infrmaton? What ising? Wace the premise Lace the concen? Or does the ‘vidence ake chighl probable? What major anceps dacs his sngument employ and wharesunpons does itrake? How is his ‘elated to something I'v look ain ober dase, and in ie Thy eat he ality and he nace of he edence IF the dence comes rm infrence, des it makes senses oes What it {serine Are heer poibeway locke athe same ence icc fom an observation, dost elt Gad oat who ihe oberg and fom what perspective? As sci lars chy tevogniae he Kinde of agreements and dis rere haces betwen tists an othritr they hae rend with rir own noone. To people can ve iinet ‘der wl enetining the sme bell Or they can belie senehing fer ad eer agro ine in tte. Ia toca tus, frexanpe ton schoanscan Bodh gree on what nude Unite Sas 9 Become ive in he Second Wold ‘War bu lage on wheter the country shou have done so IF the dgreemen sti abo alae, no peas evidence il Ialy make adsense Ihe are abose belie chen evidence come ipo Sommer conlicsing asad ow fom de ‘nosing bar noaway. Ac sraent contemplate these pos sis vic nds Boome sbaper nd mre yatamatic 9 Maay of oa sabjpers usin when they red and later doce hat 26 In summary aking notes on notes on notes ‘hac eduction, they can begin coc evdene and conlssons,t0 poke a the estimenies nd generalizations to notice wha cone ‘cepts are employed, whac asumpion ave bee de andro think abou hicimplications and applications. Many people ep dlcionary ahr ate, ooking up unanie words, or eter es speculate abou their posible meaning dein defini ome conta thea zting show supporiions once they arable to chick herein book Orbea eatents engage inal cognive stv at the seine. ‘They remember undead, pp aa, yh and eae earthy rad Many college profesor, homey, opie thir reac ep in courses aif ha ist of mena aces as to be conquered der aherehan nan inegrate ahi, Thy insist thastudens memorize ge bodies of information before thinking about the sta Burshe humaa bain dosn't work hat ny fase jo, for cxample to leer” the flloweng nurer hari, emember hen, you might finde imposed: 1ons9696u8, Buti yo Sit elie che che are erly se aguare of he ms one rough nine cis; 2 % ig 3 3 65, 4% 48,0) Hey srceuy to rece. You mustundertad before you can cemember If You hate applied tha compreensont same consul prob- lemit achat much deper and mere meaningfl You ca pone You aby 0 splyfyeu have eaken dea nd information apart tnd looked a hei elements nd the elationipe among them, You can eabance tha capacey to analzeifyou hae ied 0 pat {hing back gether in new ways you hase eat something with the dest and infceaion ave al becomes more mess ingfl (Recall MaryAnn Hopkin and er thes aking spare family caine age The process the same, wheter iwiacs or aguments) When Renmin Bloom ad ie cllagues cae ‘up with he amos lit fates in which che human bein cul ngage (call understand, apy ana, cei and ‘val hee wat nein in that eonomy tat adi had tobe ‘congustedin ode. Yer may echo wil organize earnings ie oes. “They ve afb plan wo teach John Bargh and his collegues scared long go tht tn pry dys hey arpa ring to each, they wll renerber and undeeand more. [na now ‘asc experiment easked one group of adeno nady soe verb tei fo themes Heston hero eet teach ee someone ele. The wrod group sine Fr re ee ifthey neve scwally aught anyone? Our best stents went fr be yond shar pein, ppg ito ju oe emerson oF tworsina ls bu tothe undertanding of eas, tei appiations nd implications {Ar Sune Ola Calle ia Minnesot, sensi agent ‘ory paysholgyelaes dove he Benefsof preparing teach cemetary tents som topi fom thei college cla. “Challeng ing yourself co teach fy comple sei conepe es eleme tary sree one Saint Ola wadergradate epored, forts Ou to understand the concep ine and out andro beceative in eign wape otc ™ Ie progaceelaboraie approaches «9 suing hat connect and ieee ‘the Universi of Vig suds Andre Kai's Ri sian erate las dows just ead ad discuss Wa and Petey ‘ake Teo behind bas, preparing eminac frinmatesof juve rile detention fli. The undergraduates po ino the Beat “venile Coneson Concer an hour ae ofthe every caps, slp young boys jae fora vary ffs, Thy ead Rus a ‘su cratae vo graple with ete fundamen questions Who sm? Why amt ere? How shoul? "Thi asi applied ie "To eine the corse sudents mos fist pts che instructor for “erat” one sud conelded, "You ping io your disso, coking charge of heir om eeaion and joining what Per Palmer and Andee Kain il “ommunty of rth” = pce whe people eaploce question an ea rather than juste ‘ie fics, they bare with some of the espe qusion of our ‘ene and pepe stimulate cha same struggle wishin young nacre ls, they ean fn ways thar profound nen row they wil subsequently think as and el Aare they (ik dep tlsionsips eh se mari oe another adhe nang people thy encour at esamont. “essemed ike eye sss hot lining eich othr" one aden epreed. "eee tuck othe common goin. Weal wanted oes" another solute “For once Las aetlly blero take erature and ap- plyttoasicution, ha amos forgo thar was posable ad smd thi student "ew ery rao find people commenting usc to ear temas tlk" one person csr "other lasses ‘ny main movin is gration Mecadionin hie cles war not tole thee guy donm, Thad to beereto rake sre they under aod” “These Rosia erature dees tht of Ue grade a ex pinse, many forthe Breteme «focus on undersanding dep ‘As hey prepa or jut explain something to someone ese but ‘ro imulate in chat person a deep consideration ofsome important idea the undergraduates inchs clave developed thet profound ‘comprehension and appreciation. Few seadnts et an opporcricy 1 ach and evan when they do, toa centerson preptiag prt senration athe han Foster a conversation. Yr we he fomFY orle who cetiny understood the val of elaborating on ei ‘umleuning,pepringas if they panned to elp someone eke Teen and exploring she ich airy wae tht hy nigh on foc abody of mazcial atl che same fallbodied invenigaton and elaboration takes, lace in “reading” alecrore. The bet students will asccate and in fegrate, incrrogare and examine. One tick stadents use sco take «recor importa information and ideas The other ots down questions, reminders, speculation, implica ‘ions, applications, and posses Some stents wil draw line dave the middle ofa page, wit space on the lft forall ehose in ‘guises On che ight, hey record any information, procedures com ‘eps orieas, nd thoy learn to proces an elaborate as they hea somedhiag ae tather than simply becoming a stenographer tying to pet everyting down” Some peopl ake notes in class and then make notes on cheir notes af soon 28 possible.“ would buy these “second shovt?tealy cheap yellow paper and cake notes on eatin clas, and then lace make more permanent noes inspiral noe bool,” one person reported. ‘We dia’ investigate ndor Rai, Nobel Lautece in physics, but tae supposedly once arributed his habi of elaborated learning vo bis mother, “My mother made me a scent without ever intend ing” e sai, While other parenes in Brooklyn, where he grew apy asked thet children what chey learned in schoo, his mombada di Feteningiry everyday "ay the would 9,‘ you ack a good {question today? That dfesencadhing good questions-made me esome a cients!" ‘nly inthis context cam we understand something tha seer af the peop Tinervewed tld me. “idee ely ty hae ach, they sad although [read a lot® That obviously doe’ mean they ever eacked book. In ft, they spenc long hut in the brary reading or inthe laboratory doing experiments, Ie means that they Aida depend om laseaninute cram sessions oF rote review of mi ber that they constancy caborated, questioned, ex plored. They took ideas and arguments apare as chey rad dhe ‘Whar about this idea or infoemacion epeaks eo ae? I it che ie, slythin, sound space, or shape? How does it infuence my values? ‘Does this make sense? Why? Elow is it lard o something wedi casted in another dass or some consequential problem? As they ‘ead and questioned, probed and contemplated, speclated and valated, our best students cane to understand and apply and ae they did, hey cemembered How Will You Study? Yer there comes a time when students must review material, and row that proces unfolds lakes an enormous difference. On cold sinter days a dhe University of Minnesors, sow often covers che carapus, When spring begins ro mle che frozen white blanket, roenes bloom all aos he fading ce, adding lle dot of calor hte and there. Bren before mn leaves spring fom the dormant branches of tees and bashes, the fst breath of nonffering tem peratures prompts stodents to don their smimer garb, pecaps hoping tht if hay des forthe occasion, they may hasten che a rival of balay weither, neo this ensronmentin che late 19608 am James Jenkins and Thomas Hyd, and an experiment that would help sparc arevolacon in thinking abou how best say hecwo pchologse created several groups oF dents nd gave them « ist of words to std They asked some seen > noicesometing cachererivial-whethe each word had che leer Bin i “Tey inacructed others co rte each ir on ee Uist Fries "peas ness” Presuiably, those doing the rating would ae 0 chink shout mening while che others imply nodizedleters, Ne surpris ‘ingly he seen who cite rating could recall more of che words when ested | ‘Whar caughe thee of later paychoogits was dhe simple notion ‘hav if ecadenes process material atively and meaningfully they wll remember more chan chey sil ehey simply repeat ita milion times or noice something eval aboutit Over the nex forty year researchets conned co invesigaze what approaches tose wil work best. Sores of writers published guidebooks on how to make good grades based on chat research, and Claude Olay a business profesor af Atzona Stare Universiy, made a smal forcune sell fing cheeky videoapes and DVDs enstled “Whete Thee's a Will, “Thete’ an A Yer moet of the conclusions in all char material hase several msjor flaws, For one, those results came from looking at wich approaches produce the most eal and the highest grades, “They haven’ generally investigated which ones suppore deep lear {ng and creative ives For another, any of those techniques an be ‘enupoyed in behalf of strategic goal, yet once scadens focus exis sively or ven primarily on geting the A, he are unlikely 0 become dep leamers,adapive experts or highly cearive people ‘Ate chece some key techniques thar wil both grow che dynamic power of he mind and support aalense sucess Think there are, sn hey ace found largely inthe appeals that we sa mong out best students Not surprisingly, those ways of doing things have tong sapport from she reseazc os human learning, yr they re give special rereading of shar Leerarue in igh of our stores bout highly creative people and the vast and growing boy of work on deep Iesening, What does the resetch tll ws about how best 2 view mani? labor cabot, elaborate. Associate, associat, associate, Make connections. Ask questions, Bvaloat, Phy with words in your osm ‘mind. Have fun. As Jenkins and Hyde demonstrated, een the Some- ‘whae sly nocon of rating a word on ies “peasanmness” wil help. ‘When Tinctoduced thie as, 1 se chem inthe concert of snc nd wines in Minnesota, greatly increasing che chances that you vil remember where they did chee orginal research and even what thay concladed. You can think about ehe syehm a word convey, the lines and colors of is meaning, The more associations you ake, che eater your chances of recalling later Develop understanding bf ying remember Recall the n= ‘ber example I mentioned earlier (14916, ee}? This same principle apples to vicualy anything you might xy co staff away in the memory banks Understanding requires a deep nebwork of asain tions and itis those intricate strands of connection that make r- ‘alling even possible. rm currenty trying vo lean Chinese char acters used in writing Mandarin, Ar Sst, the rask seemed almost ienposible, and every guidehook I consulted advised blind memory, repeating them over and ove again. er I began t0 make progress ‘only when started taking them apart ncicing that they often con- sist of several characters, each wih ts own meaning. Tat about making up stories with them, and learning other tales that native prs and readers have passed down for generations The chars terthat means the same thing that the Bgl word “xy” cones now looks eo me like a sick gute ofa person with i large es, 2 single tea dripping from the corner ofthe lef one. The character far "fors” consists of toe amaller stick drawings ofa tree. Te con forgo!” contains che characters or Woman and eld.: ; Repose ripe rept: No mater how mac xy to associate, ean remember some character only after epeatd exposure But how ‘sfien should repeat them? Dees it pay co repeat endlely the night before the big examination orto strech te same number of eps ons ver days and wee, prhaps spending lt otal tine? Di _gen seudents wll often spend hours ying to memorize dats and names, parts of dhe call or other details Recent research has diseos- ‘ered, howeves, that some of that tadional proces can bea waste oftime. Consider how the brain works, When you encounter somedhing rnew-ee's ay anew word~you wil begin to forget almoseine- dlitly, and a day’ laser you might not reall a all. Buta second ‘exporute will etend he rime you can remember it And s wil a tad x fourth and se on Bach ine you heart you ean wa aitle Iielonger befor encountering again and stl nor forgerit that rest expoture catches your brain just before che word falls ou of rind, you can restore its eshness. Bue what sche ideal space be- teem exponures, bet for immediate recall an exstination and fa bow ic will influence the way you will subsequendy think, ac, and feel? Aldhough research offs no deiniciv answers co his question, seems cleat chat the empitialsudieseenfore the pare mong the peopl | inuzviewe In guneal, they spaced cei eepes- ons snd, most important, studied une inthe contest of making connections with other things. Several people have cried to work ‘our exactly how long you can go bufre you need another injection, with the general notion thi each time you encouncer someting, you can go longer and longer before dhe ext exposure, Some pop lar Iguge esi programs, ike Pmnseus, are ased in pe on this principle, Bach tine you hear anew word, you will mee cage vith a few seconds, but che hid instance might bea minuce ae, ‘hefourth, several minus on, and se ninh die could bethenext day. Compaterstsited Mashcad, ike SuperMemo and Aaki, have ven rit eo work ou algorithms for exactly how long those inter vals shouldbe, and some people argue that any more fegust ex: posure simply wases ane. although some empirical researchers doubr the eidence, milion of language lerness have found rest sucess using carefully spaced eepesiion sechniques. These pro grams have become increasingly popula among stents in erans- lation schools in Burope and econ language learners in China Allo dat suggests char you wil Bene mos from spacing stad ver evra weeks rather than jor massing itrighe before a big tes, slthoughlaconinutebrushap afer weks of sy could helen: ste more accutcy on che examination, Parchermor, that ie ‘acl che pater char nocced among our subjects. They ree and reviewed constant, ekg noes on thie tes and immersing ‘hermslves in che material as chey went. Dudley Herschbach and ‘thers nae outlines upon outlines. Tia Fler began preparing ‘sj, mting out ber though repeatedly, using new language and ideas feequendy until hey became par o he. Can you sped 00 much cme reviewing? Probably, especially iF allf that ime comes masse right before an exam. F you space it ‘ur property ver maay weeks, you can move Wkly spend les teal ‘mand achieve more then you would in an alight eram ssion. Compute prograts can help focus pour attention on dhe harto- reinember iene, giving less ut tl enough time co ee tems you remeber easly ‘et epeicion will pay its grease rewards fone inthe midst of seasingfl and elaborsted work, Thus, I remember more From my language tape, in which Ion engaged sv corwersatons cha somsuthente than Ido from fiping through flashcards, een though the ater sometimes help polish my sil recall characters cha see Frequent in intresting pasages that read rather ehan those meet ony on the backside of my sudy arts Testing beter then raring growing body of evidence strongly suggests cha if teat mje on thar vocabulary, even when I got ssrong, Iwill ean more than I wil simply going over and over che same material Something happens in the brain when we ce 19 Aig something out ofits deepen barrel, The act of eeatching, ying to ral, and pieting together something builds erg and sable connections dha just never emenge From repeating the item again tnd again. That maybe one ofthe reasons that explaining a concept te someone elie helps you to remember what you understand. in that envionment you test your ability to reall When ster to my language ses, bene mou if atop the player ad ty to resem ber a phrase rather than wai 15 fr the nartatoe to give me the an sve Humans construct thee memories each time they bring thera to mind nd those repeated constructions wien [tex myself make it easier to rebuild them the nex time, We hear stoic from se dents who had stand together, quzzing and pring ene another, tach person eaking a rum a teaching the others, Suppose you begin y juss guesing and getting cweything wrong. Will hat belp as much as reying ore correct anowers?Shoulde’t you at est study rt before attempting to remember something? Ifyou just guess wily before somebody ells you the tight answer, youll undoubtedly ge it wrong, and wort that practice of cer rect information diminish you eacing? Quite che cnteasy argoes denne recent seseach, In experiments 2 the University of Calif a Los Angeles, paychologies gave students ewo diffrent ways 12 le sore material, Half of them had to gues ata responte Best brforeseing the correct one. The ahess sie fet. So whe du beter on a subsequent examination? Those who had Sts genera posible annsors, even though they wie all wrong, scot sgn ‘andy higher than che audents who had spen their me renewing ‘the material ist. In another expviment, the researchers gave su ders 2 sienife article on vison. Half the subst just rad eho article then fice test om how mich oF they rtm The others tok a st bore reading. Late, they tok another exam see how much they could eal. ven thogh those who reid iat had copies of the arile shat highlighted and tact al ofthe tmaterial char would be on the exam, and those who speculaed Bist id's the specalator id signicaney better om the final xan. Day aly sud in he seme pat? Da? you sedi diffe ples, that help eae variety and tha ich experience can sin force what you are leening, When Tia Fl and othes 0 Aid school work in differen places rather than in some Fvorce ‘nook, chat habit reflected the esearch on learning, Numerous x periments have found thse i learners simply sty in a lest 190 Alifecent ples, they are more likely r recall the mate In one ofthe Bnet such alto dren groups seed a is of words Seve sudents etumed tothe same room evice while ther cow texparts spent the sume amount of time divided between tw lca tions, When asked to reall as xany words onthe Uist as possible, thse who had moved around did fa better. Vtity cents rich a ion, even when those connections fore inthe background, voully outside of swe ate consciouly thinking Dont malic, But do sly more tsp one bjt a tie, That probubly sounds ike contradictory gibberish burs noe, Watching, television while reading history or playing a compucer game while tying to write paper heepe you from concentrating. Numerousexperiments ave found that wieh che exception of very fw cou ‘ine tasks chat we've done eepeacedy over many eat, ce human brain ean'realyperioem evo dierent asks simlancusy. Ths, we can walk and talk a the same time, be we ca ely read @ book and watch eleison simlaneously: Instead we wil at best sich constandly been dhe evo, taking rice a ong to Bash the hook and getting less or of” “Try cis experiment Fis, write each ofthe lees fen AtoZ, ‘Then do the same forthe murnbers 10 26, Nest, write the eters and numbers aleeratel 1,2, B, ands fot, Ifyou tied both twa, you'd find thac alternating Beaeen the oxo task ees far longer chen doing the numbers and chen shelters: Maltasking doesn't work, But we alo have evidence chat stents remember fr beser ant ‘understand more deeply when they conan integrate subjects ox ster even ones as ifereneas chemistry and history. Ths, stay Ing emo or more subjects almost simultaneously can help cresechat integration. That might mean atrmating berwen che sno in ways ‘hat conscantly look for connections, and finding ways to dhink bout one in che cones ofthe ether Dudley Heschbach sw links becween research on polymers and ehe ouecome of Would War I “The chemisry research allowed the United Stare to develop are ‘al rubber a atime when Japan soughe congue alof the rubber ‘ree-groving areas of southeast Asa, inde qt place wih if any darctione Or maybe two or chee of lem, Some students belive tha the learn best while listening to music, and some may. The research doesn’ give us definitive answers, but sewral studies have found thae while incoverts and stave ill both lear less while ltening to mag incovers vil ster the most Other reseach Bind has instrumental mie as works beer than veal, bur both can be distracting. Much of che joucome may depend on you, Once more, examining your own ex- pevences can help guise your decison. You must be honest wih yourself however, and distinguish beraeen what you want to doand. swhac really works. Brot Recent years have produced considerable evidence that éhebin and lating bene from regular and area exercise ad uate and scheduled sep, and healthy and balanced its. Ses Juve found, for example, tae eegular aerobic execize can lp in: crease the size ofthe hippocamps an aes of the brain that con- wibuces co memory.” Wendy Suz [New York Univers found thae seen who did aerobic exercise foram hour before listening toa eeare i signiicandy beter than seadents who didave Paul Baker grasped something salar long befor the medical research accumulated. Pioe to each of those ‘cases in he Integration oF Abies course, student dl both wo- alan physical exercises Specult somone wildy, about pose soluions and comecont co hair you hone antbng When jou encounter a math problem ‘ora historical pul, begin so suppose this and that, plang wih posites ane dewioping tentauve hypotheses bur aluas ree ‘ogpizing thar anything you eight conjure out of your imaging tion hase be ested, Dos’ ust wai for someone to give you the a professor of neroecence at ‘How Will You Write? Jose write. growing body of esearch ells that puting words on ‘paper (ora computer screen) can have enormous benef especally| iF you use cha eerie to examine yourself, your hfe, your values, 49| and even your most rsumatic eapeiences: Examples abound inthe literate As I noted in Chaptr 3, physics sadets athe Univer sry of Colorado win wroce for fiteen minutes ice a mest on vac they valued earned higher marks thas thir classmates wa Aida’ tn Jspan, investigators found that eolege undergraduates ‘sho wioce expressively about some taumati experience in their lives improved heir working memory pacity At Noch Carolina State University, socal scientists found simlarresules Freshmen ‘wo wrote about their “thoughts and flings” upon entering col lege improved thie working memory signiiantly while chose who penned essays on more tril matte did't! After decades of ex pling ce inlaence of expressive wring, che poycologise James Pennebaker sees even larger benefits. “When people transform thie feelings and shougher abous personally upseting experiences into language” he wrote reendy, "cei physical and mental health of ten improves” "ete owe your le sory up to now, and write your actions 9 cveythng we do® Pal Baker tld his studenss eri in the lass. sid’ marcer what they used, or oven what they wrore. There was fo right or wrong way todo it, Write im penel he ineructd, “or ‘with crayons, Whatever sts youu” Mot important, examine your sland how you work. In his second exercise, Baker gave students sword and asked dhe to wee whatever came indo use seam ‘ofconsciousness, tole thet own words low with no concer about farm orthe ules of writing In boch Bake’ lass and inthe psychological experiments, form and grammar rales didn't mater. Fxpression counted for ey thing, Weiing with no standards in mind had huge benefits Bat there comes a time in every student when cheir compositions ‘must fallow particular dictates. Honing one's writing skils is mat ter of pacing diigency and lsening to fda, Is these any- thing from che ives and thinking of our subjects char might aid sha proces? ise, and most fondamentaly, our mast effective students re- coghize what's involved. “Leeming co wri,” one pesou told us, means joining a new communisy and accepting is standards” ‘What iakes something cours, and something ele mistake? A certain family of readers and writers has come to expect partcu- Jar fos, and while those idea vary, none of chem emexged arhi- raily, They sew a purpose, worked our over centuries They help make an essay compelling and cleat, logical and persuasive, No an- guage o punctuation is inherenly "wrong." eis just different than ‘whara certain community expects, Secoud, good reading fortts good writing and vce vers. Like any wise nove, the best students pay attention tothe nies de- ‘ees ofthe masters of the language, recognizing good prose when ‘the seit Overtime, they lean to emulate it They pay lose acen- tion to dhe rules of langage posed down over many generations of readers and writers, respecting the ood ideas when they nountet ‘hem. Usimately, however, chey are willing o play with convention. ‘They toy with sentences, evstng thet pares one way and then an- other, discovering how the langwage works, learning wha readers vl expect, saisyng those needs, buralso knowing how and where to-employ the rghe surpise oily sees ime and dedicarion to write in ways tha oer people will want to read People learn towrte in alanguage by wri- ing and gecingfsdback on thei forts, and our bese stadent of tun soughe classes that would ge chem that experience Bue dey Aida’ confine ther effort to school: Berar dey took a dep i terestin heir able tink early and communicate ehey worketeee EEEEEEEE EEE —EEE——eO on i constantly Nel deGraste Ton, the astrophysics who as published nine popular books in scence andl numerous arts, struggled wieh is writing but adie the elasity and engagement ofthe prose he readin che New York magazine. He se ou

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