-if we let problems define who we are, if we let problems serve as our guide, then our problems tell us what we can't do. we can't do this, we cant do that. our lives become negatives and absences.
-two groups were given a problem. the first group was asked to solve the specific problem with bike racks, and they flailed. the second group was asked to design the best bike rack they could, and they did. in the process, they solved a problem they didnt even know existed. the group that had never seen a bad example let their natural talent carry them to a good design. the group that saw the problem wanted to solve it so badly they couldnt think straight.
-why are you still a bad teacher when you could be a great something else?
-try harder, thats what we all learn we're supposed to do when we're facing a problem. but the harder you try, the worse it gets. because it keeps your focus on the problem.
-dont think of pink elephants.
-thinking about the problems first makes us 17 times more likely to fail.
-einstein didnt seek anyone's approval. his superpower, as it were, was a willingness to exist inside his own world, losing not a moment trapped inside the fear problem of what other people think. he could have absolutely fearless thoughts. he could venture down a path no one had ever trod. and he could do it without hesitation because he wasnt ducking danger and he wasnt worried about consequences. einstein saw his strengths in similar terms. 'i am a horse for a single harness, not cut out for tandem or team work'. most people would have trouble living outside the limits place by the judgment of others. it takes strength and sometimes a willingness to stand well apart from your peers. but by incurring the cost of this distance, einstein said 'i am compensated for it by being tendered independent of the customs, opinions, and prejudices of others and am not tempted to rest my peace of mind upon such shifting foundations'. 'everybody is a genius. but if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid'.
-do something you've never done before. there is such freedom when you do not limit yourself to what you already know and what you've already done.
-eat a candy bar. we think more clearly when we feel a little bit of joy. an experiment with doctors and candy proved candy eaters were vastly more likely to arrive at the correct diagnosis, and performed better on a creativity test.
-teachers believed that stepping outside the conventional learning process was surely a path to failure, and were on a vigilant watch for the first signs of someone headed in that direction.
-john lennon struggled in school. no one appreciated the remarkable thoughts and utterly original perspectives their most vexing student was capable of producing. he failed 9 of 9 exams. he hated regimentation, being told what to do or when to do it. he hated having to fit within the stifling standards and judgements of the staff. so he didnt. the boy wasnt doing what he was supposed to do, and that problem, like all problems, demanded a response. we will push and shove and try with all our might, and we will enjoy the exertion because it is pleasing to be right. problems are easy to see. promise and potential are not. lennon never believed the consensus opinion of him. 'when i was about 12 i used to think i must be a genius, but nobody's noticed'.
-82% of us would physically hurt someone if told it helps teach them a lesson, in an experiment about giving people shocks. this classic milgram experiment is considered a warning about obedience to authority, but also to a problem. what they were responding to was the notion that the learner wouldnt succeed if he didn't receive the punishment. they were hurting people because they were seduced by the problem - unless you used this training technique, your student would never learn the lesson. they would suffer if you didnt hurt them. ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in a terrible destructive process.
-try harder. everyone tells you this. its not that people should give up, never try, never apply themselves. the point is simply this: turning effort up to an 11 on a 10 point scale is inherently counterproductive. it makes our problems seem bigger and our abilities seem smaller. sometimes no amount of effort or shame will carry you any farther. why do people persist in their self-destructive behavior, ignoring the blatant fact that what they've been doing for many years hasn't solved their problems? they think that they need to do it even more fervently or frequently, as if they were doing the right thing but simply had to try even harder. people will work as hard as they can until they destroy themselves with their effort. we burn out. we make illogical decisions. we dont build engagement with the task.
-studies show that incentives fail to make people more committed to or interested in successfully completing a task. instead of making something more interesting, more vital, more alive, we transform it into a bloodless transaction that we wish to rid ourselves of at the first opportunity. incentives dont produce harder work, and harder work doesnt produce better outcomes. intrigue and engagement beats the best incentive and the hardest worker every time. engagement is sustaining. incentives are limiting. we are twice as likely to stick to a challenge without an incentive.
-slow down. people think the only way is to go at things full tilt. we overvalue speed in almost everything we are doing, because we associate speed with effort. but hurrying wears us down and closes out possibilities.
-a group is sometimes a division into something less than what a single member can accomplish. you can be so right that they can't even see it. we falter against a group's questionable opinions or arguably wrong assertions. we are stymied by a group united behind a demonstrably wrong basic fact. subjects want to fit in. adding people to the process made the obvious inaccessible. alone, everyone would have identified the matching line and given the correct answer. in a group, the correct answer was almost always beside the point. what groups do best is limit what you could otherwise clearly see.
-75% of people will give an obviously wrong answer just to conform to a group's preference.
-talk to your friend with purple hair. talk to someone who sees things differently.
-when confidence gets in the way of asking questions, then it no longer propels us forward, it chains us down.
-forcing children to meet testing standards meant that teachers began to teach only whats being tested. reshaping the education system to an approach of 'right answers' only. life isnt like that. putting tremendous value on being able to pick out the right answer out of little bubbles turns out not to be a very valuable skill. you cant take this skill out into the workplace and get paid for it.
-be open to criticism, not blinded by confidence.
-the more coaches get paid, the worse the teams do. the coaches smother. its harder to do what you're BEING told, than to do what you've BEEN taught.
-shake it up. literally. moving arms in big sweeping movements scores 24% higher on creativity tests than moving arms only in short precise patterns.
-never settle for the first draft. first drafts are first available ideas, based on what we already know, things that come to mind easily. we are twice as creative when the first impulse doesnt work.
-fail with joy. try something that probably wont work. try something that definitely wont work. we want to be right so much, but there is exploration and discovery to be found in failing. be as wrong as you can. there is so much more freedom and possibility in not being afraid to fail that failing first actually makes things better.
-do things out of order. when people had to do mundane things out of order, they produced an 18% jump in cognitive flexibility scores that measure the capacity to build ideas from multiple concepts.
-the best answers are found when you put the problem down. give yourself time and space to change your context, and give your brain the opportunity to make connections and see whats possible.
-confinement confines ideas. get out of the box, the cubicle, the kitchen, the car, wherever the problem is, go find somewhere open.
-attacking the drug problem in america harder doesnt work. more arrests, more police, longer prison sentences. america spends more on jails than on universities. if what you are doing doesnt work, why keep doing it?
-portuguese government focused on the goal, not the problem. the goal had always been reducing the use of drugs. if drug use is decriminalized, those resources could be put into treatment. those in need of help would have no reason to hide in shadows in fear of punishment if they sought a way out of drugs. after 10 years the numbers are astonishing. deaths from overdose fell by 27%. new hiv cases from drug use fell 71%. overall drug use fell by 50%. portugal now haas the lowest rate of drug use in europe. portuguese people are 1/4 as likely to use drugs as americans. think of all the mothers and fathers who are providing for their children today because they are not using, because they are not in jail. society is stronger because of this.
-dont follow the leader. we want to defer to the people in charge who have the knowledge and experience and judgment to arrive at the best answers. but the leader in many cases is the person with bad ideas who has been around the longest.
-dont do what everyone else does.
-we are 10 times more likely to help someone in distress when we are alone. because alone we can think for ourselves and see answers more clearly.
-those who received lessons on mindfulness principles such as being slow to judge and being readily open to exploring new ideas wasted 276% less time on useless, negative distraction photos. take a moment. give yourself permission to see things differently.