Jonathan

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“When students confront complex problems, they often feel confused. A teacher’s natural impulse is to rescue them as quickly as possible so they don’t feel lost or incompetent. Yet psychologists find that one of the hallmarks of an open mind is responding to confusion with curiosity and interest. One student put it eloquently: “I need time for my confusion.” Confusion can be a cue that there’s new territory to be explored or a fresh puzzle to be solved.”
― Adam M. Grant, Think Again: The Power of Knowing What You Don't Know

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“The curse of knowledge is that it closes our minds to what we don’t know. Good judgment depends on having the skill—and the will—to open our minds.”
― Adam M. Grant, Think Again: The Power of Knowing What You Don't Know

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“Acknowledging complexity doesn’t make speakers and writers less convincing; it makes them more credible. It doesn’t lose viewers and readers; it maintains their engagement while stoking their curiosity.”
― Adam M. Grant, Think Again: The Power of Knowing What You Don't Know

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“Instead of asking them to seek feedback, we had randomly assigned those managers to share their past experiences with receiving feedback and their future development goals. We advised them to tell their teams about a time when they benefited from constructive criticism and to identify the areas that they were working to improve now. By admitting some of their imperfections out loud, managers demonstrated that they could take it—and made a public commitment to remain open to feedback. They normalized vulnerability, making their teams more comfortable opening up about their own struggles.”
― Adam M. Grant, Think Again: The Power of Knowing What You Don't Know

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“For architecture and engineering lessons, Ron had his students create blueprints for a house. When he required them to do at least four different drafts, other teachers warned him that younger students would become discouraged. Ron disagreed—he had already tested the concept with kindergarteners and first graders in art. Rather than asking them to simply draw a house, he announced, “We’ll be doing four different versions of a drawing of a house.”

Some students didn’t stop there; many wound up deciding to do eight or ten drafts. The students had a support network of classmates cheering them on in their efforts. “Quality means rethinking, reworking, and polishing,” Ron reflects. “They need to feel they will be celebrated, not ridiculed, for going back to the drawing board. . . . They soon began complaining if I didn’t allow them to do more than one version.”
― Adam Grant, Think Again: The Power of Knowing What You Don't Know

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