There is no success without failure, but the fear of the latter is what's really keeping you from achieving your goals.
- What does it mean to be a failure? Failing is typically seen as moving in the opposite direction of a specific goal, when in reality, most achievements in history were made possible by a series of non-successes.
- "The very concepts of success and failure are words that never really meant anything," says astronomer Michelle Thaller. She and others argue that successes and failures are inextricably linked, and that how we define them for ourselves is what matters.
- As Ethan Hawke, multidisciplinary filmmaker Karen Palmer, entrepreneurs Steve Case and Tim Ferriss, executive coach Alisa Cohn, and others explain, finding personal success means taking risks, being willing to fail, and recognizing when—and why—things are not working. "Most things will fail, but that doesn't mean you're a failure," Steve Case says. "That just means that idea failed. And what can you learn from that idea and then move forward."
More than 70% of college students procrastinate
If you take classes online, chances are you probably procrastinate from time to time.
Being a leader is about more than the job title. You have to earn respect.
- What does it take to be a leader? For Northwell Health president and CEO Michael Dowling, having an Ivy League degree and a large office is not what makes a leader. Leadership requires something much less tangible: influence.
- True leaders inspire people to follow and believe in them and the organization's mission by being passionate, having humility, and being a real part of the team. This is especially important in a field like health care, where guidance and teamwork save lives.
- Authenticity is also key. "Don't pretend, be real," says Dowling. "Accept your vulnerabilities, accept your weaknesses, know where your strengths are, and get people to belong."
Why do we deprive students of the historical and cultural context of science?
- The teaching of science must and can be humanized at all levels, from nonscience courses to technical advanced courses.
- By teaching science only as a technical endeavor, we deprive students and future scientists of a more inclusive worldview where science is seen as part of our human need to make sense of the world.
- The challenges we face in the modern world call for an engagement of the sciences and the humanities that starts in the classroom and becomes an essential aspect of the public sphere.
Carl Sagan, one the most loved science teachers and communicators, speaks at Cornell University circa 1987.
Credit: Kenneth C. Zirkel by CC 4.0<p>Over the past two centuries, and largely influenced by the profound and immediate impact of technological applications of scientific thinking in industry and society, the teaching of science was mostly reduced to the instruction of technicians, a specialized guild focused on very specific tasks. We became incredibly efficient at handling abstruse mathematics and computer programming, of modeling specific systems and handling laboratory demands within narrow subdisciplines: plasma physics, condensed-matter physics, high-energy physics, astrophysics, and so on. The walls erected between the sciences and the humanities after the Enlightenment have multiplied into walls erected between the countless subdisciplines within each scientific field, from physics and chemistry to biology and computer science. Reductionism took over education and we lost sight of the whole.</p> <p>True, the vast amount of knowledge accumulated over the centuries, and that continues to grow at an unrelenting pace in all scientific fields, unavoidably precludes anyone from having a global understanding of a whole subject, be it astronomy or cognitive psychology. That is not what worries me, as I am, as are all my colleagues, one of the specialists. What does worry me is the enormous distancing between a scientific education and a humanistic approach to knowledge. From teaching Dartmouth's Physics for Poets for most of my career, I have witnessed the excitement of nonscience majors when they understand not the formulas of physics but the ideas of physics, the historical context from which they emerged, their philosophical and religious implications, the humanity of science itself, as an expression of our human need to make sense of who we are and of the world in which we live. (For those curious, I created a similar online course free and open to the public, <a href="https://www.edx.org/course/question-reality-science-philosophy-and-the-search" target="_blank" rel="noopener noreferrer">Question Reality! Science, Philosophy, and the Search for Meaning</a> ) </p> <p>As students learn about changing worldviews, about the importance of observational rigor and methodological discipline, of the devotion and passion that feeds the search for knowledge and the fundamental relevance of science education in our times, they reconnect with a science they had deemed unwieldy and grow as thinkers and citizens. The challenges we face in the modern world call for an engagement of the sciences and the humanities that starts in the classroom and becomes an essential conversation in the public sphere.</p>
In her book The Art of Rest, one researcher conducted a thorough analysis of the top 10 activities we find most restful.
Even though our bodies and minds are begging for a break, modern culture has turned rest into a sin. So how can we catch a breath?