What do you think?
Rate this book
Triple Focus: Un nuevo acercamiento a la educación
En este nuevo libro, en la estela de El cerebro y la inteligencia emocional, Liderazgo y Cómo ser un líder, Daniel Goleman y Peter M. Senge ofrecen a los profesionales de la educación, a los padres con hijos en edad escolar y a todo aquel relacionado con la pedagogía, la incorporación de tres conjuntos de habilidades básicas de comprensión: el triple enfoque. Así mismo, los autores justifican estas competencias en la necesidad imperiosa de ayudar a los estudiantes a navegar en un mundo acelerado en el que el aumento de la distracción y la creciente interconexión son los principales problemas de dispersión de objetivos y métodos.
Los puntos principales de este método, las tres competencias sobre las que trabajar, son: la «autoconciencia» o el enfoque en uno mismo, la «empatía» o la compresión de las otras personas, y el «pensamiento sistémico» o la comprensión del mundo que nos rodea.
La intención final de Triple Focus es que a partir de la asimilación de estos conceptos como motores del sistema de estudio, los niños de hoy se conviertan en estudiantes más felices, más tranquilos y más maduros, con el propósito de alcanzar el éxito en sus vidas y contribuir a los cambios sociales vitales necesarios para afrontar el futuro inmediato.
Los puntos principales de este método, las tres competencias sobre las que trabajar, son: la «autoconciencia» o el enfoque en uno mismo, la «empatía» o la compresión de las otras personas, y el «pensamiento sistémico» o la comprensión del mundo que nos rodea.
La intención final de Triple Focus es que a partir de la asimilación de estos conceptos como motores del sistema de estudio, los niños de hoy se conviertan en estudiantes más felices, más tranquilos y más maduros, con el propósito de alcanzar el éxito en sus vidas y contribuir a los cambios sociales vitales necesarios para afrontar el futuro inmediato.
100 pages, Paperback
First published July 31, 2014
86 people are currently reading
1354 people want to read
About the author
Daniel Goleman
384 books5,482 followersAuthor of Emotional Intelligence and psychologist Daniel Goleman has transformed the way the world educates children, relates to family and friends, and conducts business. The Wall Street Journal ranked him one of the 10 most influential business thinkers.
Goleman’s Emotional Intelligence was on The New York Times best sellers list for a year-and-a-half. Named one of the 25 "Most Influential Business Management Books" by TIME, it has been translated into 40 languages. The Harvard Business Review called emotional intelligence (EI) “a revolutionary, paradigm-shattering idea.”
Goleman’s new book, Focus: The Hidden Driver of Excellence, argues that attention — a fundamental mental ability for success — has come under siege. Leadership that gets results demands a triple focus: on our inner world so we can manage ourselves; on others, for our relationships; and on the outer forces that shape our organizations and society itself.
His more recent books include The Brain and Emotional Intelligence, and Leadership: The Power of Emotional Intelligence - Selected Writings.
Goleman’s Emotional Intelligence was on The New York Times best sellers list for a year-and-a-half. Named one of the 25 "Most Influential Business Management Books" by TIME, it has been translated into 40 languages. The Harvard Business Review called emotional intelligence (EI) “a revolutionary, paradigm-shattering idea.”
Goleman’s new book, Focus: The Hidden Driver of Excellence, argues that attention — a fundamental mental ability for success — has come under siege. Leadership that gets results demands a triple focus: on our inner world so we can manage ourselves; on others, for our relationships; and on the outer forces that shape our organizations and society itself.
His more recent books include The Brain and Emotional Intelligence, and Leadership: The Power of Emotional Intelligence - Selected Writings.
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 30 of 33 reviews
August 20, 2014
Today’s changes in our planetary systems elude us. They are either too big or too slow for us human beings to really grasp. Meanwhile kids grow up in a world of unprecedented technological, social and ecological change. How can these young citizens, consumers and future decision makers be helped to navigate this complex world? How kan today’s children be helped to develop into happier, calmer and more mature students, succeeding in their lives and contributing to vital societal changes? That is the question put forward in this mini-book.
Goleman and Senge argue that the response lies in developing three crucial skill sets: focusing on ourselves (self awareness), tuning into other people (empathy and caring), and understanding the larger world (systems thinking). This is the triple focus: inner, other and outer. Evidence tells us that these skills work in sync: stimulating one will also develop the others. Together they are a powerful predictor of academic success and personal wellbeing.
In embracing these skill sets as the foundation of their guiding mission education systems and cultures will have to evolve. But there is considerable experience to build on. Over the last two decades innovative tools and pedagogical strategies have been pioneered by 1 to 5% of American schools. But they need to be extended and scaled up, in order to attain critical mass. Implementation of such a change project is itself a systems challenge.
The Triple Focus is a mini-book that can be easily read in a single sitting. Neither a manual nor a scientific treatise it’s more of a ‚white paper’ or a manifesto, that brings forward an argument in broad brush strokes with the aim to stimulate reflection and debate.
It seems to me that the point made by these authors is timely and relevant. My only concern is that the systems thinking perspective is constrained by Peter Senge’s ‚system dynamics’ background. Hence it is too focused on understanding causal relationships, time delays and unintended consequences. The systems discipline beyond that and notably the soft and critical approaches - in their focus on clarifying our ‚boundary judgments’ in confronting complex challenges - *presuppose* the kind of self awareness and empathy that the authors advocate. Hence the relationship between the three skill sets is not appropriately visualized as three partially overlapping circles (as on the cover of this book). These skill sets are not distinct from one another but they are three facets of one and the same ethos. In that sense the argument suffers somewhat from the analytic bias embedded in standard school curricula.
Goleman and Senge argue that the response lies in developing three crucial skill sets: focusing on ourselves (self awareness), tuning into other people (empathy and caring), and understanding the larger world (systems thinking). This is the triple focus: inner, other and outer. Evidence tells us that these skills work in sync: stimulating one will also develop the others. Together they are a powerful predictor of academic success and personal wellbeing.
In embracing these skill sets as the foundation of their guiding mission education systems and cultures will have to evolve. But there is considerable experience to build on. Over the last two decades innovative tools and pedagogical strategies have been pioneered by 1 to 5% of American schools. But they need to be extended and scaled up, in order to attain critical mass. Implementation of such a change project is itself a systems challenge.
The Triple Focus is a mini-book that can be easily read in a single sitting. Neither a manual nor a scientific treatise it’s more of a ‚white paper’ or a manifesto, that brings forward an argument in broad brush strokes with the aim to stimulate reflection and debate.
It seems to me that the point made by these authors is timely and relevant. My only concern is that the systems thinking perspective is constrained by Peter Senge’s ‚system dynamics’ background. Hence it is too focused on understanding causal relationships, time delays and unintended consequences. The systems discipline beyond that and notably the soft and critical approaches - in their focus on clarifying our ‚boundary judgments’ in confronting complex challenges - *presuppose* the kind of self awareness and empathy that the authors advocate. Hence the relationship between the three skill sets is not appropriately visualized as three partially overlapping circles (as on the cover of this book). These skill sets are not distinct from one another but they are three facets of one and the same ethos. In that sense the argument suffers somewhat from the analytic bias embedded in standard school curricula.
March 28, 2016
This book would clearly resonate more with a teacher than it did with the father of a teacher. My notes:
triple-focus
• inner - focusing on ourselves
• other - tuning in to other people
• out - understanding the larger world
social and emotional learning: self-awareness, self-management, empathy, social skill, good decision-making
The specific capacity for keeping your attention where you want it is termed cognitive control.
There are three main kinds of empathy, each involving distinct sets of brain circuits.
• The first is cognitive empathy: understanding how other people see the world and how they think about it, and understanding their perspectives and mental models. This lets us put what we have to say in ways the other person will best understand.
• The second is emotional empathy: a brain-to-brain linkage that gives us an instant inner sense of how the other person feels—sensing their emotions from moment to moment. This allows “chemistry” in our connections with people.
• The third is called, technically, empathic concern—which naturally leads to empathic action—like the Good Samaritan, the person who tunes in and who stops to help.
Yet some of the problems that kids are starting to have—and that may become worse in the future—are because kids spend too much time relating to screens and not to people.
“Habits of a Systems Thinker”
• Recognizes the impact of time delays when exploring cause and effect relationships.
• Finds where unintended consequences emerge.
• Changes perspectives to increase understanding
• Identifies the circular nature of complex cause and effect relationships
• Recognizes that a system’s structure generates its behavior)
• Uses understanding of system structure to identify higher-leverage action)
• Surfaces and tests assumptions
• Checks results and changes actions if needed: successive approximation
• Seeks to understand the big picture
triple-focus
• inner - focusing on ourselves
• other - tuning in to other people
• out - understanding the larger world
social and emotional learning: self-awareness, self-management, empathy, social skill, good decision-making
The specific capacity for keeping your attention where you want it is termed cognitive control.
There are three main kinds of empathy, each involving distinct sets of brain circuits.
• The first is cognitive empathy: understanding how other people see the world and how they think about it, and understanding their perspectives and mental models. This lets us put what we have to say in ways the other person will best understand.
• The second is emotional empathy: a brain-to-brain linkage that gives us an instant inner sense of how the other person feels—sensing their emotions from moment to moment. This allows “chemistry” in our connections with people.
• The third is called, technically, empathic concern—which naturally leads to empathic action—like the Good Samaritan, the person who tunes in and who stops to help.
Yet some of the problems that kids are starting to have—and that may become worse in the future—are because kids spend too much time relating to screens and not to people.
“Habits of a Systems Thinker”
• Recognizes the impact of time delays when exploring cause and effect relationships.
• Finds where unintended consequences emerge.
• Changes perspectives to increase understanding
• Identifies the circular nature of complex cause and effect relationships
• Recognizes that a system’s structure generates its behavior)
• Uses understanding of system structure to identify higher-leverage action)
• Surfaces and tests assumptions
• Checks results and changes actions if needed: successive approximation
• Seeks to understand the big picture
August 12, 2014
I received this book to review. I've been a fan of the authors' writing since Emotional Intelligence: Why It Can Matter More Than IQ for Goleman and The Fifth Discipline: The Art & Practice of The Learning Organization for Senge. When I found out the two had collaborated on The Triple Focus, I had to see how they had applied their expertise to how we educate children.
The Triple Focus adds to the conversation with contemporary education reformists like Ken Robinsonand Karl Weber. The premise of this reform is that the current education system is based on a model which prepares students for a future working in a factory and does a poor job of developing the ability to solve novel and non-linear problems.
The Triple Focus sets out describing three competencies educators should add to their curriculum; self-awareness, empathy, and systems thinking. These concepts are described in broad, shallow strokes and tend to drift towards abstraction despite the use of supporting case studies. The authors' previous books discuss the individual concepts in better detail. If this book is your first book by either of these authors, I suggest reading the books listed earlier to get a more comprehensive understanding of the concepts The Triple Focus references.
The book description promises a series of best practices in implementing the three competencies in schools. While the authors recognize the challenges innovators in education face in the book, a discussion on best practices seems to be a little too abstract to be practical. Without a doubt, the challenges of changing a culture need to be addressed before successfully integrating a new pedagogy. The topic of organizational change management may be too complex to solve with one chapter of the book.
Overall, the authors make a compelling case for teaching students about self-awareness, empathy, and systems thinking. I think they either need to include more of their previous work into this book to let it stand alone as a body of knowledge for education reform or reduce it to a journal article or two referencing more pragmatic sources for implementing the concept of the triple focus.
The Triple Focus adds to the conversation with contemporary education reformists like Ken Robinsonand Karl Weber. The premise of this reform is that the current education system is based on a model which prepares students for a future working in a factory and does a poor job of developing the ability to solve novel and non-linear problems.
The Triple Focus sets out describing three competencies educators should add to their curriculum; self-awareness, empathy, and systems thinking. These concepts are described in broad, shallow strokes and tend to drift towards abstraction despite the use of supporting case studies. The authors' previous books discuss the individual concepts in better detail. If this book is your first book by either of these authors, I suggest reading the books listed earlier to get a more comprehensive understanding of the concepts The Triple Focus references.
The book description promises a series of best practices in implementing the three competencies in schools. While the authors recognize the challenges innovators in education face in the book, a discussion on best practices seems to be a little too abstract to be practical. Without a doubt, the challenges of changing a culture need to be addressed before successfully integrating a new pedagogy. The topic of organizational change management may be too complex to solve with one chapter of the book.
Overall, the authors make a compelling case for teaching students about self-awareness, empathy, and systems thinking. I think they either need to include more of their previous work into this book to let it stand alone as a body of knowledge for education reform or reduce it to a journal article or two referencing more pragmatic sources for implementing the concept of the triple focus.
July 22, 2023
Un libro que trata tres perspectivas que influyen en el desarrollo del ser humano y que están relacionados entre sí. Despierta algunas ideas y recuerda la importancia de implicar a toda la comunidad en el aprendizaje y en la educación de la sociedad actual. Citan varios estudios e investigaciones de las últimas décadas y mantienen un enfoque en el que se debe seguir trabajando.
May 7, 2023
This little book might well hold the key in transforming our industrial, PISA driven and competitive education systems into something different. It is nothing more than a white paper, but the concept of an inner, other and outer focus entails three learning avenues which have the potential to shape the next generation into self confident, caring and active human beings.
If you have read other books by Daniel Goleman, like Focus - The Hidden Driver of Excellence or Working with Emotional Intelligence, you will better understand why we need to train self-awareness, empathy and systems understanding. This booklet explains however in a nutshell, what inner, other and outer focus are and how they can be created. I have not found anything new in Goleman's first three chapters, so I skip them here.
What I miss: the systems understanding in regard to why social & emotional learning (SEL) and systems understanding do not scale proportionally to the effort Goleman and Senge are making since meanwhile 3! decades. They overlook that it takes economic equality in form of fairly paid jobs or a basic income in order to learn these new skills. As long as most of humanity is barely making it or is caught in a competitive rat race, its hard to imaging that such a transformation can ever take place.
Peter Senge points at the problems capitalism has bestowed at us, but does not make it a core issue: It is useful to remember that in the factory model we have inherited through the Industrial Age, school was never about tapping and cultivating this innate potential. It was never about growing human beings - it was designed to train factory workers en masse. Though almost everything has changed in the reality for our students since this model was first implemented almost 200 years ago, the basic design of school has only been adjusted incrementally, not fundamentally. We still have fixed grades that most students move through en masse, with rigid curricula guidelines, and expert teachers who are supposed to endorse them.
Things have not changed and during the last 10 years since this booklet has been published, we have seen more wealth accumulation than ever before - accelerated by Covid-19, but caused by a techno-capitalist elite which exploits planet and people in the same way as aristocrats and industrialist did two centuries ago. As long as education remains embedded in the economic systems our social power structures put forward, there is little hope that a full transformation can ever take place.
While I am skeptical of transformation within the field of education only, I found Senge's systemic perspective invigorating. He describes the lack of "practical life" in education and the deprivation of purpose and meaning: "You don't try to teach kids something that has no meaning to them, something that does not connect in any way with their lives. But unfortunately, that's still the modus operandi for 80-90% of school curricula."
Senge is also realistic about what it takes to transform even a single school and gives practical advice: "A simple rule of thumb is the more you're really innovating, the more you're stretching the norm, the more you must involve parents - for two fundamental reasons. One is that parents can either get very threatened or they can become be really engaged. The second is that kids don't live in schools. To be really respectful of the world of the child, you must reach out. Whether or not you realize it, you are not really educating kids, you are educating families."
He continues to describe this lack of practical life in education: "The roots of our problems with implementation run deep, starting with the academic training of educators, who learn theory in college and graduate school, which they are then supposed to implement in practice. But this fragmented view contradicts how we all learn. We did not learn to walk by first listening to lessons, nor did we first take in lectures on gyroscopic motion in order to learn bicycle riding. Our learning unfolded in a continual iteration between thinking and acting. The fragmentation of theory and implementation tends to render implementation a kind of messy stepchild compared to the more elegant work of theory."
Merging theory and implementation, guiding children into real world experiences, where they can practice hands-on skills is not only a method to create engagement, it is also what our labor markets require: "More and more businesses already understand that they need people who can think for themselves, are self-motivated, self-directed learners, and who can work effectively in teams, especially in confronting truly complex problems. They just need to have their faith restored that schools can actually be effective in developing such capacities."
With climate change as Damocles sword hanging over humanity, schools need to deliver. The real challenge is not about becoming smarter or more clever - in particular not in a narrow academic dimension when machine learning composes better papers and is capable of combining different disciplines. The real challenge is in tapping and developing our deeper intelligences of self, other, and system at a time when we really need them.
If you have read other books by Daniel Goleman, like Focus - The Hidden Driver of Excellence or Working with Emotional Intelligence, you will better understand why we need to train self-awareness, empathy and systems understanding. This booklet explains however in a nutshell, what inner, other and outer focus are and how they can be created. I have not found anything new in Goleman's first three chapters, so I skip them here.
What I miss: the systems understanding in regard to why social & emotional learning (SEL) and systems understanding do not scale proportionally to the effort Goleman and Senge are making since meanwhile 3! decades. They overlook that it takes economic equality in form of fairly paid jobs or a basic income in order to learn these new skills. As long as most of humanity is barely making it or is caught in a competitive rat race, its hard to imaging that such a transformation can ever take place.
Peter Senge points at the problems capitalism has bestowed at us, but does not make it a core issue: It is useful to remember that in the factory model we have inherited through the Industrial Age, school was never about tapping and cultivating this innate potential. It was never about growing human beings - it was designed to train factory workers en masse. Though almost everything has changed in the reality for our students since this model was first implemented almost 200 years ago, the basic design of school has only been adjusted incrementally, not fundamentally. We still have fixed grades that most students move through en masse, with rigid curricula guidelines, and expert teachers who are supposed to endorse them.
Things have not changed and during the last 10 years since this booklet has been published, we have seen more wealth accumulation than ever before - accelerated by Covid-19, but caused by a techno-capitalist elite which exploits planet and people in the same way as aristocrats and industrialist did two centuries ago. As long as education remains embedded in the economic systems our social power structures put forward, there is little hope that a full transformation can ever take place.
While I am skeptical of transformation within the field of education only, I found Senge's systemic perspective invigorating. He describes the lack of "practical life" in education and the deprivation of purpose and meaning: "You don't try to teach kids something that has no meaning to them, something that does not connect in any way with their lives. But unfortunately, that's still the modus operandi for 80-90% of school curricula."
Senge is also realistic about what it takes to transform even a single school and gives practical advice: "A simple rule of thumb is the more you're really innovating, the more you're stretching the norm, the more you must involve parents - for two fundamental reasons. One is that parents can either get very threatened or they can become be really engaged. The second is that kids don't live in schools. To be really respectful of the world of the child, you must reach out. Whether or not you realize it, you are not really educating kids, you are educating families."
He continues to describe this lack of practical life in education: "The roots of our problems with implementation run deep, starting with the academic training of educators, who learn theory in college and graduate school, which they are then supposed to implement in practice. But this fragmented view contradicts how we all learn. We did not learn to walk by first listening to lessons, nor did we first take in lectures on gyroscopic motion in order to learn bicycle riding. Our learning unfolded in a continual iteration between thinking and acting. The fragmentation of theory and implementation tends to render implementation a kind of messy stepchild compared to the more elegant work of theory."
Merging theory and implementation, guiding children into real world experiences, where they can practice hands-on skills is not only a method to create engagement, it is also what our labor markets require: "More and more businesses already understand that they need people who can think for themselves, are self-motivated, self-directed learners, and who can work effectively in teams, especially in confronting truly complex problems. They just need to have their faith restored that schools can actually be effective in developing such capacities."
With climate change as Damocles sword hanging over humanity, schools need to deliver. The real challenge is not about becoming smarter or more clever - in particular not in a narrow academic dimension when machine learning composes better papers and is capable of combining different disciplines. The real challenge is in tapping and developing our deeper intelligences of self, other, and system at a time when we really need them.
October 28, 2019
نویسندگان سعی دارند تا در وهله اول بچه ها خودشان را بشناسند و در مورد احساس و عواطفشان صحبت کنند و والدین و معلمین در این امر به بچه ها کمک کنند کاری که هم نسلی های من باید برای بچه های خودشان انجام دهند.
با این کتاب فقط نیاز نیست تا به فک�� بچه ها باشید به خودتان بیاندیشید و اگر در جایی کار میکنید سعی کنید با مشارکت دیگران به همیاری در کارها نقطه نظرات آن را هم بشنوید تا همگی در آبادان کردن محیط خودشان کمک کنند. کار سختی است به نظرم که الان خودم درگیرش هستم که چگونه تفکر سیستمی را برای همکاران شرح دهم یا اینکه چگونه این تغییر را ایجاد کنم. از بچگی این بیت سعدی را دوست داشتم و برای جذاب "تو نیکی میکن و در دجله انداز / که ایزد در بیابانت دهد باز" و امروز بعد از خواندن این کتاب فهمیدم که سعدی دارای تفکر سیستمی بوده است. هر چند ضرب المثل "از هر دست بدی از همون دست هم میگیری" ریشه در جزء از کل دارد چیزی که انشتین بعدها گفت ولی مردمان شرق و خاورمیانه قرنها به ان عمل میکردند بدون آنکه تعرفی از آن ارائه بدهند (حداقل با توجه به دانستهای من) یا اینکه هرکی کار خیرت رو نبینه خدا که میبینه و اینگونه به همدیگر هم توجه میکردند.
با این کتاب فقط نیاز نیست تا به فک�� بچه ها باشید به خودتان بیاندیشید و اگر در جایی کار میکنید سعی کنید با مشارکت دیگران به همیاری در کارها نقطه نظرات آن را هم بشنوید تا همگی در آبادان کردن محیط خودشان کمک کنند. کار سختی است به نظرم که الان خودم درگیرش هستم که چگونه تفکر سیستمی را برای همکاران شرح دهم یا اینکه چگونه این تغییر را ایجاد کنم. از بچگی این بیت سعدی را دوست داشتم و برای جذاب "تو نیکی میکن و در دجله انداز / که ایزد در بیابانت دهد باز" و امروز بعد از خواندن این کتاب فهمیدم که سعدی دارای تفکر سیستمی بوده است. هر چند ضرب المثل "از هر دست بدی از همون دست هم میگیری" ریشه در جزء از کل دارد چیزی که انشتین بعدها گفت ولی مردمان شرق و خاورمیانه قرنها به ان عمل میکردند بدون آنکه تعرفی از آن ارائه بدهند (حداقل با توجه به دانستهای من) یا اینکه هرکی کار خیرت رو نبینه خدا که میبینه و اینگونه به همدیگر هم توجه میکردند.
November 1, 2019
I was intrigued by the small size of this book (only 92 pages). Too often, I feel, books are made unnecessarily longer by adding a lot of 'fluff' that does not add to the message of the book, prioritizing quantity over quality.
That being said, this book did feel like it needed to be (or at the very least could have been) longer. The subject matter is fascinating and the authors managed to combine some conceptual ideas with anecdotal evidence in a very seamless manner. But it also left me wanting more. Given my prior knowledge about the subject, I did not feel as if I had learnt a lot. In conclusion, I feel like it was a missed opportunity to give more than a cursory introduction to a very interesting topic...
That being said, this book did feel like it needed to be (or at the very least could have been) longer. The subject matter is fascinating and the authors managed to combine some conceptual ideas with anecdotal evidence in a very seamless manner. But it also left me wanting more. Given my prior knowledge about the subject, I did not feel as if I had learnt a lot. In conclusion, I feel like it was a missed opportunity to give more than a cursory introduction to a very interesting topic...
March 31, 2019
It's a kind of book that is "energizing" to know that there are great people working on radical improvement for more complete human learning to effectively unleash the innate human intelligence. It applies to human of all ages but it starts from the realization of more and more adults so that we can set the right stage for the next generation to learn more effectively. The results of this shift in learning will surely have profound impact of human evolution to become a more peaceful, compassionate and ultimately a better world for living!
May 25, 2020
Libro de divulgación, me quedé con la impresión de ser un libro para dar un resumen de los libros de Daniel Goleman (Inteligencia Emocional, Focus) y el de Peter Senge (La quinta disciplina). Es una buena opción para aquellos que quieran conocer superficialmente los temas de: inteligencia emocional, la autoconciencia; la empatía, la comprensión del mundo desde su enfoque sistémico.
Los tres enfoques propuesto por los autores van son: el enfoque íntimo y personal; la sintonización con otras personas o empatía con la cual somos capaces de comprender la realidad de los demás y el tercer enfoque la comprensión del mundo en su sentido más amplio; el modo como los sistemas interaccionan y crean redes de interdependencia.
Conviene su lectura sólo para aquellos que tienen interés en profundizar en su pensamiento. No es nada atractivo para aquellos que ya leyeron tanto Inteligencia Emocional, Focus y Liderazgo de Daniel Goleman como La Quinta Disciplina de Peter Senge.
Los tres enfoques propuesto por los autores van son: el enfoque íntimo y personal; la sintonización con otras personas o empatía con la cual somos capaces de comprender la realidad de los demás y el tercer enfoque la comprensión del mundo en su sentido más amplio; el modo como los sistemas interaccionan y crean redes de interdependencia.
Conviene su lectura sólo para aquellos que tienen interés en profundizar en su pensamiento. No es nada atractivo para aquellos que ya leyeron tanto Inteligencia Emocional, Focus y Liderazgo de Daniel Goleman como La Quinta Disciplina de Peter Senge.
May 21, 2018
O livro apresenta uma proposta para encarar o ensino básico com base em três aspectos enfáticos (pensamento sistêmico combinado com a educação emocional, que tem por base cada indivíduo e sua relação com o outro).
Uma leitura leve mas que deixa muitas perguntas em aberto.
Uma leitura leve mas que deixa muitas perguntas em aberto.
February 4, 2021
La utilidad de los conceptos
Los conceptos sin práctica son ideas que se quedan en la mente. Utilicé varios aspectos de este texto para darle forma a mi proyecto de investigación “mi territorio un laboratorio de convivencia”.
Los conceptos sin práctica son ideas que se quedan en la mente. Utilicé varios aspectos de este texto para darle forma a mi proyecto de investigación “mi territorio un laboratorio de convivencia”.
December 15, 2016
Muy interesante libro, la psicología clínica y la social van muy de la mano. Es un libro pequeño que en una tarde se puede leer.
November 13, 2018
Are you a rogue educator?
Would you like to see change come to traditional education?
Read it.
You’ll fall in love.
Would you like to see change come to traditional education?
Read it.
You’ll fall in love.
May 15, 2019
I think this book is good but is for people that work with other people in an academic matter
June 2, 2019
Fantastic coalition between psychology & systems theory. An appriach that will boost education in near future.
May 13, 2020
2.5 ☆
Una lectura al inicio atrapante, lastima que no se mantuvo así.
Una lectura al inicio atrapante, lastima que no se mantuvo así.
October 31, 2022
Me ha gustado la lectura. El libro ofrece algunas reflexiones interesantes sobre la dirección que debería tomar la educación y que aspectos deberían prevalecer en el proceso enseñanza-aprendizaje.
March 29, 2023
Good message. Maybe not enough for a whole book. Also, I read it on Kindle and the layout is pretty broken.
July 27, 2024
“Letteralmente, nella società moderna un “esperto” è qualcuno che sa molto su poco.”
biblioteca
February 27, 2025Emprestado em 27/02 para o João
February 12, 2025
"Triple Focus" de Daniel Goleman me sorprendió porque esperaba algo distinto. Pensé que el libro profundizaría en técnicas prácticas para mejorar el enfoque, pero en realidad se centra más en cómo desarrollar habilidades socioemocionales y de atención en entornos educativos. Aunque el tema es interesante y relevante, el enfoque es más general y menos aplicable de lo que imaginé. Eso sí, plantea ideas útiles sobre cómo combinar la atención interna, externa y empática para tener un impacto positivo en la vida personal y profesional.
August 18, 2014
Interesting book in the form of an essay in five parts. I felt that the authors spoke as though the reader understood the concept of systems based intelligence - a bit more information (like definitions) could have aided in the comprehension of the topic.
I found Peter Senge's section the hardest to understand because of the lack of definitions.
The only challenge I would raise with Daniel Goleman is of his suggestion to move much of the academic subjects to online learning so that there would be additional time allowed for the SEL framework they are proposing. I would have thought that the systematic approach would have been rather to incorporate the SEL into the everyday learning with potential for a start of day and end of day discussion - to move SEL into the system so to speak and to use it as the framework to bind the subjects together.
I found Peter Senge's section the hardest to understand because of the lack of definitions.
The only challenge I would raise with Daniel Goleman is of his suggestion to move much of the academic subjects to online learning so that there would be additional time allowed for the SEL framework they are proposing. I would have thought that the systematic approach would have been rather to incorporate the SEL into the everyday learning with potential for a start of day and end of day discussion - to move SEL into the system so to speak and to use it as the framework to bind the subjects together.
February 25, 2025
“Triple Focus” de Daniel Goleman y Peter M. Senge propone un enfoque integral para la educación, basado en tres habilidades clave: autoconciencia, empatía y pensamiento sistémico. Los autores, con base en su experiencia en inteligencia emocional y liderazgo, abogan por la importancia de estas competencias para que los estudiantes puedan navegar en un mundo cada vez más acelerado y lleno de distracciones. La autoconciencia fomenta la reflexión personal, la empatía facilita la comprensión de los demás y el pensamiento sistémico ayuda a comprender el mundo en su totalidad. El objetivo final del libro es formar estudiantes más equilibrados, felices y maduros, preparados para enfrentar los desafíos de la vida y alcanzar el éxito en un entorno interconectado y veloz. #victorthereader
March 17, 2016
Goleman and Senge offer an encouraging look at the blending of emotional intelligence and systems thinking and how that blending might influence the work we do with children in schools. The combination of self-awareness, empathy and systems thinking offer our students the opportunity to truly interact with today's world in important and effective ways. I'm hoping to use their ideas to inform the rebuilding of our Middle School's advisory program.
September 28, 2014
The concepts here are important. Each gets some attention, though it feels like much more could be said about how to educate students around these foci. Inner, other, outer . . . okay. Goleman's first two sections are tantalizing, Senge's third is a bit weaker (not in concept, just in presentation). Taken as a whole, this book is a great conversation starter.
December 27, 2014
This short read presents some nice bullet points on a systems-based approach to teaching/learning. It will take reading a number of other texts to get the "how to" steps and instruction with which to proceed forward in this approach. A nice introduction to the topic.
October 10, 2014
Great short book.
Makes you think about how to make this knowledge more available, applied to more schools.
Makes me want to make sure my son gets SEL + systems education.
Makes you think about how to make this knowledge more available, applied to more schools.
Makes me want to make sure my son gets SEL + systems education.
July 9, 2015
A sweet and important look at rethinking schools and education. The authors emphasize Social Emotional learning for self, others and the world. Very inspiring.
June 19, 2019
Interesting about tree perspectives. I also have read books from this writers. But this is special because they joined different "topics".
January 8, 2020
Read it but might have to reread, more homereading, and writing.
Displaying 1 - 30 of 33 reviews