Sublime

Without personal mastery, people are so steeped in the reactive mindset (“someone/something else is creating my problems”) that they are deeply threatened by the systems perspective.

Then there’s developmental psychology, which maintains that our basic nature is dependent on the kind of parenting we received. If you were fortunate to have “good enough” parenting during certain critical periods in your early development, you emerged from childhood with a certain amount of “ego strength.” If you didn’t, you were out of luck. You

The learning process of the young child provides a beautiful metaphor for the learning challenge faced by us all: to continually expand our awareness and understanding, to see more and more of the interdependencies between actions and our reality, to see more and more of our connectedness to the world around us. We will probably never perceive full

Our children grow up in a culture permeated with the idea that there are “smart people” and “dumb people.” The social construction of the individual is as a bundle of aptitudes. There are people who are “good at math” and people who “can’t do math.” Everything is set up for children to attribute their first unsuccessful or unpleasant learning exper

la plupart des théories reconnaissent plutôt l’importance de la tension dialectique entre différenciation et intégration. Dans cette perspective, la vie personnelle apparaît comme une série de « jeux » – avec des buts et des défis – qui changent à mesure que la personne évolue.

You need to get to a place where you feel yourself at risk in some way; where you are unprotected from something that feels dangerous to you.

change. Edgar Schein, former professor at MIT’s Sloan School of Management, said: “Learning only happens when survival anxiety is greater than learning anxiety. Learning anxiety comes from being afraid to try something new for fear that we will look stupid in the attempt. It can threaten our self-esteem and even our identity.”

This need for someone else to regulate the charge in our bodies is one of the defining characteristics of childhood. Conversely, the ability to regulate our own bodies is one of the defining characteristics of adulthood. Adults are able to track their own needs and take responsibility for either giving themselves what they need or negotiating ways

Selon le grand théoricien du management Peter Drucker, il ne suffit pas d’avoir envie d’apprendre. En progressant, les gens doivent aussi comprendre comment ils apprennent, puis mettre en place des systèmes pour faciliter cette formation continue. Autrement, nous nous condamnons à une sorte d’ignorance, imposée par nous-mêmes.