On the last day of class, Clayton Christensen, a Harvard Business School professor, asks his students to turn those theoretical lenses on themselves to find cogent answers to three questions:
First, how can I be sure that I’ll be happy in my career?
Second, how can I be sure that my relationships with my spouse and my family become an enduring source of happiness?
Third, how can I be sure I’ll stay out of jail?
Though the last question sounds lighthearted, it’s not. Two of the 32 people in my Rhodes scholar class spent time in jail. Jeff Skilling of Enron fame was a classmate of mine at HBS. These were good guys—but something in their lives sent them off in the wrong direction.
As the students discuss the answers to these questions, I open my own life to them as a case study of sorts, to illustrate how they can use the theories from our course to guide their life decisions.
More at How will you measure your life?
Ralph Waldo Emerson, Journals, October 1842:
Thou shalt read Homer, Aeschylus, Sophocles, Euripides, Aristophanes, Plato, Proclus, Jamblichus, Porphyry, Aristotle, Virgil, Plutarch, Apuleius, Chaucer, Dante, Rabelais, Montaigne, Cervantes, Shakespeare, Jonson, Ford, Chapman, Beaumont and Fletcher, Bacon, Marvell, More, Milton, Molière, Swedenborg, Goethe.
via Laudator Temporis Acti.
You probably do not understand yourself as well as you think you do.
- Your perspective on yourself is distorted,
- Your motives are often a complete mystery to you,
- Outward appearances tell people a lot about you,
- Gaining some distance can help you know yourself better,
- We too often think we are better at something than we are,
- People who tear themselves down experience setbacks more frequently,
- You deceive yourself without realizing it,
- The “true self” is good for you,
- Insecure people tend to behave more morally,
- If you think of yourself as flexible, you will do much better.
Bertrand Russell on a fulfilling life:
Make your interests gradually wider and more impersonal, until bit by bit the walls of the ego recede, and your life becomes increasingly merged in the universal life.
An individual human existence should be like a river — small at first, narrowly contained within its banks, and rushing passionately past rocks and over waterfalls.
Gradually the river grows wider, the banks recede, the waters flow more quietly, and in the end, without any visible break, they become merged in the sea, and painlessly lose their individual being.
Para formar profesionales reflexivos, debemos tener en cuenta tres dimensiones:
- la capacidad de reflexionar sobre su práctica profesional,
- la capacidad de reflexionar sobre sí mismos en el contexto de su práctica profesional, y
- la capacidad de reflexionar sobre su práctica profesional en el contexto de su sociedad.
Y esto significa una visión amplia de la reflexión, que incluye
- qué se piensa,
- sobre qué se piensa,
- cómo se piensa y
- desde donde se piensa.
Y en este proceso es clave incorporar las humanidades en la formación de profesionales. No como complemento o decoración, sino como un camino de acceso privilegiado a la comprensión del propio lugar en el mundo.
Por eso la sumisión a la innovación y el cambio como valores absolutos arrastra en muchas personas la mentalidad de que no hay nada relevante que se pueda aprender o considerar de las grandes producciones canónicas de la humanidad
via Josep M. Lozano.
Survey courses in “Western Civilization,” once a common component of undergraduate curricula, have almost disappeared as a requirement at many large private research universities and public flagships, according to a study by the National Association of Scholars.
The report finds that, since 1968, the number of the selected colleges that require Western Civilization courses as a component of general education curricula and U.S. history as a component of history majors has dropped. ( via Inside Higher Ed)
the Dean of a well-ranked business school is proud to announce that his graduate studies contains a combination of character-building (often discussed as an outcome in high school) and the humanities (often perceived to be the overall outcome of undergraduate education).