health & self-compassion
As leaders we must be humble enough to know that there is a lot that we do not know. Humility is a virtue and if we ever arrive to a place where we think we have nothing else to learn, then we have become ignorant and our skills will become obsolete. Through absolutist thinking, many people strive to find the right answer or the perfect response to a situation. Our stubbornness for achieving this degree of justice in our thinking is exhausting, and off-putting to others.
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In Plato’s Allegory of the Cave, he describes a group of prisoners who are chained inside a cave facing a wall. These prisoners are only able to see shadows on this wall that are cast by people carrying objects behind them who are walking in front of a fire. These shadows are the prisoners only reality. Eventually, one prisoner escapes and is perplexed and frightened by the fire and the world outside. The other prisoners prefer not to be freed as they are content with their reality, and do not want to be exposed to the outside world. Plato compares these prisoners to our own ignorance and insecurity of other ideas and forms. The possibility that other ideas may exist is frightening and that some people would rather stick to the reality that they know (i.e. staring at shadows cast in the cave).
To lead with the head and heart means to constantly be open to understanding new ideas.
Challenging our perceptions
We must be prepared to have our ideas challenged and willing to have our paradigms shifted. Some of history’s most famous scientists were criticized harshly and doubted for proclaiming theories that were once considered taboo. A science historian named Naomi Oreskes endearingly referred to Albert Einstein, Charles Darwin, and Copernicus as “Merchants of Doubt” in her 2011 book that reflects on the history of scientific theories. Each of these scientists developed numerous theories that have revolutionized the ways in which we now understand our world. They did this in spite of criticism and doubt.
In order to truly engage in constructive debate, leaders must have the ability to understand and even argue both sides of an issue. In addition, our ability to manage ambiguity should lead us to the conclusion that there are not simply two sides to any given issue, but likely several. This humbleness and understanding allows us to more objectively make decisions and ultimately learn. People often feel pressure to “pick a side” of an issue, debate, or argument. We should instead, seek to understand all sides.
People tend to become comfortable with their routine, and are blind to possible dysfunction that has formed around them over time. The Boiled Frog metaphor describes how we become comfortable with dysfunction when it is slowly introduced into our routine, even if it makes sense at the time. The fable describes that if a frog is placed in tepid water and the heat is slowly increased, the frog will adapt to the harmful temperature not notice the danger. In contrast, if a frog is suddenly placed in boiling water, it will realize the danger and immediately jump out. We all should be aware of our tendencies to lose objective perception of functionality due as it relates to our comfort level.
While many of us may identify as lifelong learners, we should assess whether we are doing so in an open and proactive manner, or are we just stimulating our intellect with information that we already know and are comfortable with. Have we found ways to challenge our own thinking by learning new methods previously unfamiliar to us or by accepting others theories?
The stages of learning
There are four generalized stages of learning any new skill that have been popularized since the 1970s. While their description has been adapted to a variety of technical industries – the four stages share the same common theme:
In many areas of academics there is a maxim, “See one, do one, teach one.” The original context was that of those learning in the apprenticeship model – and it was popularized early on in medical schools. While the “SODOTO” model has been recently criticized in medicine for the sake of patient safety, there are many areas in which this model is a standard of attaining practical skills, experience and knowledge. Some examples are culinary arts, computer programming, engineering and more. When we can develop an expert skill and teach it to another, we have not only embraced a divine art (teaching), but have also reinforced our understanding of the skill itself.
We should constantly push ourselves to learn more about push our levels of comfort.
To lead with the head and heart means to constantly be open to understanding new ideas.
Challenging our perceptions
We must be prepared to have our ideas challenged and willing to have our paradigms shifted. Some of history’s most famous scientists were criticized harshly and doubted for proclaiming theories that were once considered taboo. A science historian named Naomi Oreskes endearingly referred to Albert Einstein, Charles Darwin, and Copernicus as “Merchants of Doubt” in her 2011 book that reflects on the history of scientific theories. Each of these scientists developed numerous theories that have revolutionized the ways in which we now understand our world. They did this in spite of criticism and doubt.
In order to truly engage in constructive debate, leaders must have the ability to understand and even argue both sides of an issue. In addition, our ability to manage ambiguity should lead us to the conclusion that there are not simply two sides to any given issue, but likely several. This humbleness and understanding allows us to more objectively make decisions and ultimately learn. People often feel pressure to “pick a side” of an issue, debate, or argument. We should instead, seek to understand all sides.
People tend to become comfortable with their routine, and are blind to possible dysfunction that has formed around them over time. The Boiled Frog metaphor describes how we become comfortable with dysfunction when it is slowly introduced into our routine, even if it makes sense at the time. The fable describes that if a frog is placed in tepid water and the heat is slowly increased, the frog will adapt to the harmful temperature not notice the danger. In contrast, if a frog is suddenly placed in boiling water, it will realize the danger and immediately jump out. We all should be aware of our tendencies to lose objective perception of functionality due as it relates to our comfort level.
While many of us may identify as lifelong learners, we should assess whether we are doing so in an open and proactive manner, or are we just stimulating our intellect with information that we already know and are comfortable with. Have we found ways to challenge our own thinking by learning new methods previously unfamiliar to us or by accepting others theories?
The stages of learning
There are four generalized stages of learning any new skill that have been popularized since the 1970s. While their description has been adapted to a variety of technical industries – the four stages share the same common theme:
- Stage 1: Unconscious Incompetence. We do not know, what we do not know. We are simply unaware that there is something that we do not understand. We may deny the usefulness of a particular lesson or skill. We must first be introduced to this topic, and then have a desire to learn about it in order to move to the next step.
- Stage 2: Conscious Incompetence. We are now aware of a new skill lesson and have a desire to learn more about it. We not yet understand how we will learn about this, or the entirety of its eventual value. We will be expected to make mistakes in this stage.
- Stage 3: Conscious Competence. We begin to understand how to do something, or how something works – though our growing awareness is not yet fully realized. Demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.
- Stage 4: Unconscious Competence. We are now able to perform this new skill with consistent successful results. We are aware of how the task is performed well, and how to avoid mistakes. The individual may be able to teach it to others, depending upon how and when it was learned.
In many areas of academics there is a maxim, “See one, do one, teach one.” The original context was that of those learning in the apprenticeship model – and it was popularized early on in medical schools. While the “SODOTO” model has been recently criticized in medicine for the sake of patient safety, there are many areas in which this model is a standard of attaining practical skills, experience and knowledge. Some examples are culinary arts, computer programming, engineering and more. When we can develop an expert skill and teach it to another, we have not only embraced a divine art (teaching), but have also reinforced our understanding of the skill itself.
We should constantly push ourselves to learn more about push our levels of comfort.