Sublime

action. Leadership education is intended to affect significantly the actual practice of professional life however, so the critical question is, “What endures?”

We’re doing it for someone else—an audience: our teachers and our parents, and their substitutes in adult life. Make us proud. You have to shine. We’ve given you so much. What matters is the performance, not any inner sense of satisfaction. Authority figures are benign, wanting what is good for us and speaking on behalf of our long-term interests.

That said, when we’re still wandering around the dark wood of error, knowing we’re lost but clueless about how to find ourselves, a teacher is essential.

When I was in my twenties, I didn’t know anyone who could tell me how to become a cartoonist, how to write a book, or how to be successful in general. This was a big obstacle to my success. It seemed as if other people were benefiting greatly from the wisdom of their friends and families. That’s exactly the sort of inequality that pisses me off and

If you follow these instructions, you will succeed. If you keep your open-ended self in a box, you will rise up the ranks. What is heartbreaking is that increasingly, the process of education, which has the capacity to bring about the formation of the self—each person’s own point B—has itself veered toward templated achievement over open-ended proc

Le modèle de la Boston Arts Academy démontre ce que j’ai pu constater dans le cadre de mon travail avec des écoles du monde entier : élaborer le programme autour des centres d’intérêt des élèves conduit à de meilleurs résultats dans tous les domaines. Mais ce n’est pas tout. Parce que le programme se fonde sur les arts, et que les artistes sont hab