Hidden Potential by Adam Grant

HIDDEN POTENTIAL is another insightful text by organizational psychologist Adam Grant (Think Again). Here, he explores “The Science of Achieving Greater Things,” emphasizing the importance of character traits like proactivity, discipline, and determination. He argues that these skills can be learned and nurtured, leading to a huge impact. In fact, Grant writes, "Potential is not a matter of where you start, but of how far you travel. We need to focus less on starting points and more on distance traveled." Grant uses research and examples from numerous fields (and countries, particularly Finland) to support his arguments about making learning fun and building a love of reading. HIDDEN POTENTIAL received a starred review from Kirkus.  Given his emphasis on the important role that teachers (and parents) play, this title would make a fascinating all school read – worthy of faculty discussion time with Grant’s guide. I am also curious how individual teachers, administrators, and students would respond to his quiz about imperfectionists, discomfort seekers, and sponges. A significant portion of the text is devoted to notes and there is an “Actions for Impact” summary which lists Grant’s “top 40 practical takeaways for unlocking hidden potential and achieving greater things;” just the right number to explore one idea per week during the average school year.

Think Again by Adam Grant

THINK AGAIN by Adam Grant (Originals and Give and Take) is all about “The Power of Knowing What You Don't Know” which is an impactful concept explored by a thoughtful, talented writer. Grant divides this text into three sections: opening our own minds (adopting a kind of mental flexibility); encouraging others to think again; and creating communities of lifelong learners.  Grant advocates for adopting a scientific frame of mind where “you’re expected to doubt what you know, be curious about what you don’t know, and update your views based on new data.” I especially like thinking about applying Grant’s ideas to the research skills we build with our students.  He explores concepts like confirmation bias and desirability bias while also noting, “when we try to convince people to think again, our first instinct is usually to start talking.  Yet the most effective way to help others open their minds is often to listen.” What would that look like in these polarized times, especially as we try to increase interest and acceptance of getting vaccinated against COVID-19? In some ways, it’s as if Grant anticipated this question, with an entire chapter profiling Vaccine Whisperers. Brene Brown described THINK AGAIN as “the right book for right now … choosing courage over comfort” while Bill and Melinda Gates called it “a must-read for anyone who wants to create a culture of learning and exploration.”  Including a summary list of Actions for Impact, extensive notes, and a helpful index, THINK AGAIN received a starred review from Library Journal. 

Working leads to Retirement Perspectives

RETIREMENT STEPPING STONES by Tony Hixon is meant to “Find Meaning, Live with Purpose, and Leave a Legacy.” Even the cover conveys a positive, playful attitude, and Hixon tends to take a realistic approach, noting “in life you will encounter stumbling blocks. Turn them into stepping stones.” He references “tough conversations about lifestyle, mental health, and the retirement transition.” While it is not happy news to learn that “your chance of suffering from depression goes up by close to 40 percent after you retire,” Hixon shares the personal story of his own mother’s suicide and devotes an entire chapter to looking at burnout, loss of structure and purpose. He offers a companion workbook filled with valuable exercises such as defining your values. In many ways, the questions he poses are not unlike those we might ask our students and/or recent graduates: What are you passionate about? What have you always wanted to try? How could your skill set benefit others?  This text will make readers think. For another recent perspective on work/life balance, see Adam Grant’s essay “The Real Meaning of Freedom at Work” in The Wall Street Journal.  

RETIREMENT AND ITS DISCONTENTS by Michelle Pannor Silver is subtitled “Why We Won't Stop Working, Even if We Can.” Silver, an assistant professor at the University of Toronto, explores the tension between idealized (travel, hobbies, volunteer work) and actual retirement in this sometimes scholarly book. The main sections of her text deal with issues faced by retirees from five particular groups: medical professionals, CEOs, elite athletes, professors, and homemakers. Admittedly, a curious cross section, Silver shares details from interviews about work/life balance and the impact of transitioning to retirement, especially when work may be a key factor in one’s identity. Silver says, “I hope this book inspires readers to question the social construct of retirement and to create a retirement strategy that avoids some of the discontentment shared…”  Overall, an interesting perspective and, although RETIREMENT AND ITS DISCONTENTS was written pre-pandemic, there is insight here for everyone who is contemplating a change in employment status as we navigate the “Great Resignation” which has been in the news lately.

The Breakthrough Years by Ellen Galinsky

THE BREAKTHROUGH YEARS is the latest parenting text from Ellen Galinsky, a well-respected researcher and prolific author who is currently President of Families and Work Institute. In this lengthy (560 pages) book, she presents “A New Scientific Framework for Raising Thriving Teens.” As she begins to outline the structure of her book, she highlights pleas from teens to address questions like: Why don’t adults understand us? and Why do adults have such negative views of teenagers? This echoes the sentiments expressed in the recently published Underestimated, although that text takes a decidedly less scientific tone. Galinsky notes five main messages which teens want to share: (1) Understand our development; (2) Listen and talk with us, not at us; (3) Don’t stereotype us; (4) We are trying to understand ourselves and our needs; and (5) We want to learn life and learning skills. Galinsky describes relevant research, including copious quotes from adolescents (ages nine to nineteen, per her definition). For example, she discusses emotional regulation, how adolescents learn to manage emotions, even the benefit of strong emotions, and then continues with a look at “the vital connection between rewards, motivation, and learning.” Perhaps the most helpful, though, are Galinsky’s thoughtful suggestions like those she offers for rethinking adolescence and seven reasons (e.g., protective instinct, fear, etc.) for why we experience difficulty in reframing negative attitudes towards teens. 

For each of the five key messages listed above, she repeats a pattern of quotes from teens; reflection on the message (with comments from adults and parents); and then a detailed and segmented overview of relevant science and summary lists (e.g., four components of foundational executive function skills) and proposed actions. The text’s layout with multiple subheadings, italics and bold typeface aids the reader’s comprehension. Frankly, there is SO much here to digest and apply that Galinsky’s text could easily provide a valuable yearlong one book-one school read. Roughly twenty percent is devoted to notes and bibliographic citations; she also provides an amazing list of the dozens of researchers and thought leaders interviewed. THE BREAKTHROUGH YEARS received a starred review from Publishers Weekly (“Overflowing with insight backed by scientific rigor, this is an essential companion for parents of adolescents.”) and very positive comments from experts like Lisa Damour, Angela Duckworth, Kenneth Ginsburg, Adam Grant, and Daniel J. Siegel. PLEASE NOTE: Family Action Network is hosting a Zoom session with Ellen Galinsky on Tuesday, April 16th at 7:00 pm. Watch their website for details on how to register. 

Added: Recording of the program (about an hour) is now available. 

This Could Be Our Future by Yancey Strickler

THIS COULD BE OUR FUTURE by Yancey Strickler, co-founder and former CEO of Kickstarter, is intended to be “A Manifesto for a More Generous World.”  As such, Strickler discusses how we have come to value financial maximization and how the solution is not to get rid of money, but to expand our concept of value. He argues that “our potential for a more generous, moral, or fair society is limited by the dominance of money as the be-all and end-all.” I know that students (and teachers) would be intrigued by this book, particularly those who are increasingly alarmed by our environmental situation, as well as the corruption and inequality that they perceive to be a result of our self-interest and materialistic lifestyle. As the publisher says, this book “is about how we got here [Part One], and how we change course [Part Two]. That later section is particularly fascinating, beginning with a brief overview of Maslow’s hierarchy of needs and moving to an exploration of graphs of self-interest vs. time; a concept that Strickler refers to as Bentoism. He introduces several scenarios and looks at the values associated with quadrants corresponding to Now Me, Future Me, Now Us and Future Us. There is an appendix with suggested reading, a comprehensive set of notes, and a useful index. THIS COULD BE OUR FUTURE seems like a must read book with positive blurbs from thought leaders including Seth Godin, Adam Grant, Simon Sinek, and Daniel Pink.

Inside the Box by David Epstein

INSIDE THE BOX by David Epstein (Range) presents his arguments on “How Constraints Make Us Better.” Epstein uses multiple stories and anecdotes to illustrate his point that too much choice can actually impede creativity. He discusses the benefits of ruthlessly prioritizing, “stop starting and start finishing,” and one page press releases (based on advice from Tony Fadell). In a recent New York Times piece, Epstein references Nobel Laureate Herbert Simon and contrasts Maximizers with Satisficers, claiming “that the path to the best outcome runs directly through the willingness to stop searching long before you’ve exhausted the options” (think about trying to choose a streaming service and video to watch). INSIDE THE BOX received a starred review from Publishers Weekly (“Through captivating case studies, Epstein reveals the transformative power of obstacles. It’s a game changer.”) and positive “blurbs” from Angela Duckworth, Seth Godin, Adam Grant, and Daniel Pink. Notes and references comprise roughly twenty-five percent of the text. A favorite story for me was referenced in The Wall Street Journal review: “Mr. Epstein used to make long lists that compelled multitasking and induced anxiety. Now, he writes, ‘at the top of each list is one single thing that, if accomplished, will mean it was a good day.’ This forced prioritizing means that he chooses something worth doing, does it and moves forward.” 

Robots and Artificial Intelligence

DANCING WITH ROBOTS by Bill Bishop offers “The 29 Strategies for Success in the Age of AI and Automation.” Bishop, a Canadian entrepreneur and futurist, argues that machine learning algorithms, automation, and artificial intelligence are increasingly important and pervasive elements and that it is essential that humans develop and hone effective interactions. Basically, he writes, “We won’t be able to beat them, and we can’t ignore them. We need to learn how to embrace and dance gracefully with them.” Generally optimistic about humans’ competitive edge, he summarizes “Five Human Superpowers: embodied pattern recognition, unbridled curiosity, purpose-driven ideation, ethical framing, and metaphoric communication.” Next, he outlines strategies such as Ask Purpose-Driven Questions or Facilitate Flow or Connect with Nature. These ideas challenge our fundamental assumptions, moving from “an economy predicated on assembly lines and assembly-line thinking to an economy structured as a network… of relationships mediated by technology.” As a result, Bishop contends that we need new skills, attitudes, and ways of being. While these strategies may not be original, they clearly have profound implications for what and how we teach in an effort to prepare students for the future. I look forward to discussing this accessible text with others.

RULE OF THE ROBOTS by Martin Ford (Rise of the Robots) describes “How Artificial Intelligence Will Transform Everything.” Ford encourages readers to view AI as “not as a specific innovation, but rather as a uniquely scalable and potentially disruptive technology.” He compares it to electricity and data to the new oil in a series of chapters which deal with topics like deep learning, disappearing jobs, and China and the role of the surveillance state. Roughly fifteen percent of the text encompasses a set of footnotes which have been extremely helpful to the student researchers who have repeatedly requested this text.  Ford concludes by saying that we need to “begin by solving the problem of income distribution while maintaining a strong incentive for people to educate themselves and pursue meaningful challenges.” No simple task.  

Those looking for an even more scholarly text should turn to WORK by James Suzman which is subtitled “A Deep History, from the Stone Age to the Age of Robots.” Suzman, an anthropologist by training, now applies those methods to solving contemporary social and economic problems. In this work, published about a year ago, the self-described advocate for taking “a far more relaxed approach to work,” argues that the “principle purpose, however, has been to loosen the claw-like grasp that scarcity economics has held over our working lives, and to diminish our corresponding and unsustainable preoccupation with economic growth.” WORK received a starred review from Kirkus, plus positive feedback from Adam Grant, Charles Duhigg, Seth Godin, and Susan Cain (author of Quiet) who describes Suzman’s text as, “An incisive and original new history that invites us to rethink our relationship with work -- and to reimagine what it means to be human in an ever-more automated future.” 

Hello, Cruel World! by Melinda Wenner Moyer

HELLO, CRUEL WORLD! by Melinda Wenner Moyer offers “Science-Based Strategies for Raising Terrific Kids in Terrifying Times.” In ten chapters Wenner Moyer, a contributing editor at Scientific American and a regular contributor to The New York Times, looks at Coping, Connecting, and Cultivating, all presented in a conversational, non-judgmental and helpful way. Adam Grant writes, “[Moyer’s] book is packed with evidence-based, nonobvious practical advice for nurturing resilience, kindness, critical thinking, and well-being.” I certainly saw the critical thinking aspect in the entire chapter devoted to Information Literacy which is full of ideas (including discussion prompts), plus some organizations (Thinking is Power, Reboot Foundation, etc.) that I did not know as well as skills (e.g., lateral reading) school librarians have been talking about for years. Other chapters cover self-compassion, resilience, self-control, relaxing, empathy, friendships, curiosity/inclusion, plus financial and information literacy and managing social media. HELLO, CRUEL WORLD! is a text which parents – and educators – should consult and discuss. At the end of each chapter there is a summary of key points, and the author also includes 300+ citations in a separate section. As Wenner Moyer says, much of her writing is about “being intentional about our choices and the kinds of conversations we have with our kids. … I implore you to take the advice that feels like it will be a good fit and leave the rest.”  

Get it Done by Ayelet Fishbach

GET IT DONE by Ayelet Fishbach offers “Surprising Lessons from the Science of Motivation.” To address this topic, Fishbach draws on her professional experience as the Jeffrey Breakenridge Keller Professor of Behavioral Science and Marketing at the University of Chicago Booth School of Business and as the past president of the Society for the Study of Motivation. In order to better help her readers identify and effectively achieve the right goals, she breaks the book into four parts: Choose your Goal; Keep Pulling; Competing Goals; and Social Support. Each of those contains several chapters (“Put a Number on It,” “Incentives Matter”) with end of chapter questions for readers to ask themselves.  Fishbach acknowledges the impact of the pandemic, saying, “Like most people, I worry, get distracted, and struggle to stay motivated.” She maintains a generally positive, coach-like tone, and further notes that “getting anywhere, as well as sustaining the things you cherish in life, requires a great deal of pulling [motivation].” At school, we have certainly worked to address the difficulties our students have faced with maintaining momentum. This issue was echoed in Michael Luca’s recent Wall Street Journal review where he wrote, “had I read GET IT DONE when I was a struggling student, the path to where I am now might have been a lot smoother.” Perhaps Fishbach will also craft a version aimed specifically at young adults, similar to Covey’s adaptation, The 7 Habits of Highly Effective Teens?

Professor Fishbach will be speaking (via Zoom) on Tuesday, January 18 at 7:00pm for an event sponsored by Family Action Network (FAN); I am looking forward to that talk especially after seeing the number of positive comments regarding GET IT DONE from authors like Adam Grant, Carol Dweck, and Angela Duckworth.

Scout Mindset by Julia Galef

THE SCOUT MINDSET by Julia Galef is one of my favorite books of the year. I am seriously considering using portions of this non-fiction text to reinforce key concepts when I teach research skills. Galef emphasizes the difference between a “soldier mindset” (follow the rules) and a “scout mindset” (be open to new ideas and ways of scanning the environment). Many times, our students are set on proving a pre-conceived thesis, rather than letting the research organically drive their conclusions. Discussing Galef’s points about the disadvantages of defending our beliefs against outside threats and ignoring contrary evidence could lead students to appreciate the (re)search aspect of looking for information as well as reward a willingness to experiment more fully with databases and credible web sites.  As Michael Shermer notes in his Wall Street Journal review of THE SCOUT MINDSET, “’I was wrong’ and ‘I changed my mind’ become virtues instead of vices.” I loved Galef’s tales of the scout mindset where “there’s no such thing as a ‘threat’ to your beliefs. If you find out you were wrong about something, great – you’ve improved your map and that can only help you.”

And, I have found a great video to visually reinforce this point with students – be ready to try the unconventional, just like Javy Baez running the bases for the Cubs:

Here is a quick summary of the contrast which Galef describes: 

 

Additional positive reviews from Adam Grant (Think Again) and Daniel Kahneman (Noise – review forthcoming).