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Rescooped by Ivon Prefontaine from Rethinking the Way We Educate Our Children onto Educational Leadership and Technology |
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Ivon Prefontaine's insight:
We keep moving forward with questions. Answers are the end of the journey.
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The Drucker School of Management and Wharton Business School both offer courses in mindfulness meditation. Virginia Tech is sponsoring "contemplative practices for a technological society," a conference for engineers who integrate contemplative disciplines into their work. Google offers courses in meditation and yoga
Aetna, Merck, General Mills--the list goes on--all are exploring how meditation can help their leaders and employees agilely thrive in today's fast-paced business environment. And the benefits are widely publicized: sustained attention span, improved multi-tasking abilities, strengthened immune system, increased emotional intelligence, improved listening skills...And there is science behind such claims. Via Pamir Kiciman, The BioSync Team, Jem Muldoon
Ivon Prefontaine's insight:
I like the ideas that mindfulness is combined with Peter Drucker's work and that large companies are looking at meditation as something that will benefit employees. 
this time this space's comment,
February 2, 6:40 PM
You're welcome. Sorry about the delay in replying.
Jem Muldoon's curator insight,
February 15, 4:15 PM
When top business schools highlight the importance of mindfulness with courses for future leaders, we now have precedence for including it in educational leadership training. 
Lauran Star's curator insight,
March 19, 11:43 AM
What really happens when we meditate? How can such a simple act of sitting still actually cultivate agile, talented leaders? Read this article to learn more. Delete the scoop?
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"When you ask questions—on exams, in person, in your next Socratic discussion—insist on good questions. Great questions. Model their development. Revise their wording. Toy with their tone. Simplify their syntax or implications over and over again until the confusion has been bleached and there’s only thinking left.
Until the question asks exactly what it should, and nothing more.
Lock the students out of your head—and away from guess-what-the-teacher’s-thinking, proficiency, false confidence, and overly-simple labels of “understanding.”
Instead, encourage them inside the mind of the clock-maker. Let them huddle, and sit in awkward silence.
Let them think you’re a little bit crazy.
And then watch for the questions.
Watch for the glow."
Asking good questions is not automatic. Takes practice, involves failure and revision. Love this idea. No easy to build powerful practice...and I'm grateful for that.