Oh, Deb!

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“Oh Deb, stop being so naïve!”

Those six words.  Those impactful six words. 

They were mad mumbled many many moons ago.  There I was a relatively new academic administrator at a rural community college.  I was happily dancing in a world of teaching and learning having crazy-fun.  Everything was exciting.  Everything was interesting.  Everything had an air of college importance. I am not exactly sure of my stage of newness. But, I can say that my work world was full of just pure joy at every turn. 

At that point, there was a problem cooking on campus.  It was in my area of responsibility which was a bit large at that time.  The problem was a bit more than challenging and a bit less than catastrophic. Meaning that the world of student learning was not going to come to a screeching halt, but it was going to be impacted enough to bring the challenge to the attention of several levels of leaders . . . including me. My team was up to bat and I was in the line-up.

 As the newest kid on the administrator block, I was armed with a million ideas all of which I thought were tremendous and about a teaspoon full of experience. It was an incredible moment for me and probably a slightly uncomfortable moment for my colleagues.

And my background was coming into play. For . . .  as long as I can recall, in both my work world and my personal life, I have always thought that there is no crisis that can not be solved with a little ingenuity and lots of thought and lots of hard work.

For example, I am often perplexed as to why someone hasn’t invented the flying car, or why energy hasn’t been harnessed enough to end dependance on fossil fuels, or why teletransportation isn’t a reality.  I think that someone somewhere can solve the health puzzle to the point that we all will live a century and beyond.  I think world hunger can be ended, that world peace is possible, and that goodness will win at all times over evil.  Again, all solved with a little ingenuity, lots of thought, and lots of hard work. 

So, as I approached my first big collegiate challenge as a leader of learning on my campus, I was in the land of thinking big and broad, looking at everything that could be if I just put my mind to it.  I am certain that I probably rattled off more than fifty but less than one hundred potential ideas to avert the crisis.  And I am certain that all of the ideas were great however, each one needed resources way beyond what was available and reasonable.   I was certainly standing on the mountain of dream and was ignoring the world of reality completely.

Hence came those six words – “Oh, Deb, stop being so naïve!”

For a moment, the wind was definitely punched out of my sails.  I stopped thinking about what could be with a little ingenuity, thought and hard work.  I deferred to someone who had more experience than me.  I knew it was time for me to listen, to learn, to appreciate and consider solutions to the challenge via whatever the opposite of naivety is.  

Eventually the problem was solved, and to this day, I can’t even remember if it was solved effectively or not.  All I can recall is that for a moment in time, I stopped being naïve.  I acquiesced.  I actually became something new and different, and surprisingly, the world marched on.

It was at that moment, however, that I decided to never again – for as long as I remained in my job . . . for as long as I worked with my colleagues . . . on any project . . . for any reason . .  . to ever again stop being . . . naïve.

I figured out that naïve doesn’t mean impossible.  It doesn’t mean eternally gullible.  It isn’t just pie-in-the-sky thinking.  It isn’t a calamity. 

For me being naïve opens up doors to whatever is beautiful in the world.   It means having the  ability to look beyond what might seem unlikely and improbable – and to looks towards all that happens when people focus on all that is positive and possible.  It is intentionally ignoring potential roadblocks and setbacks and everything that can and might stop great ideas from growing.  It means shutting out negative energy and acting as if it does not exist. It means not only wearing rose-colored glasses, but to love putting them on.

So if in the future, you see me in a flying car or if I randomly teleport to your location,  please thank the colleague who called me . . . naïve.

A line is a line . . . until it isn’t.

Anyone Can Learn Anything

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Just recently I had cause to think about one of my favorite thoughts that I had long since tucked in the back of my brain. I had heard this particular statement in my past life from two different, but very noteworthy sources, both of whom I still admire and follow today. And throughout my early life, I had kept this idea more prominent in myself than of recent times.

But due to many lucky moments in my current world, I was brought back to it and am so glad to have circled the wagons around it again.

The first time I heard this expression, I was much younger and most likely much wiser than I am today. I was in the heart of my educational journey, off to the races in seeking ways to help students learn. I was seeking knowledge from all corners of my life and there I sat in the middle of a large conference auditorium for an opening day symposium targeting what I thought was a very intricate, important, and tantamount subject for all learners – that of . . . . innovation. The conference itself was called Innovations. The subject was Innovation. I was ready to rock and roll forward into an area of learning that I believed, and still believe, fuels everything new and exciting. Innovation. (Yet, today, I am not sure that the conference process I used to approach that subject was the best and brightest idea. A topic for a different post.)

I had my pen at the ready, to take notes like a fiend. I was sitting in the line of sight of the speaker, so I would not be distracted by the comings and goings of the crowd. I was alert, awake, and enthusiastic – because I knew what I heard was going to be, well, innovative. Game on!

The speaker walked on stage to a cursory round of applause. He carried a few notes and, of great interest to me, a guitar. As the crowd settled in, he began to strum and play and sing. Interspersed between the music, he would stop and chat a bit. He mentioned that he was going to tell us a few secrets about innovation and students and how to create opportunities for students to be innovative.

Again, game on for me.

And then he matter-of-factly stated his first rule. To my surprise, it did not seem or feel so overwhelmingly earthshaking in terms of enlightenment on innovation. It seemed a bit simple . . . or generic . . . or pedestrian. At the time.

He said is a bright brief voice that the first rule in setting up innovative learning opportunities for students is to make sure that everyone believed that anyone can learn anything, given the right circumstances. And he repeated that phrase time after time after time. Anyone can learn anything. Anyone. Anything. He mentioned that the term anyone included everyone including me. He mentioned that anything included everything that I could ever imagine. And more.

Anyone can learn anything, given the right circumstances.

I jotted it down frantically. I didn’t want to miss anything. He spoke passionately about this idea and said that even though he was moving on to another thought, if I only took away one idea, anyone can learn anything should be it.

Fast forward to a few months later, and I was working on a project that needed a tool. And as with most projects, it needed a tool but had to be cheap to free. As luck would have it, there was someone in the world who had the brilliant idea to create just that tool . . . for free. And as I investigated the tool source, I was more than a bit awe struck. Not just by the versatility and usefulness of the tool, but by the philosophy behind it. It was a philosophy I had heard before and recently. It was a phrase that I had heard and perhaps had not listen to as well as I should before and recently. The spin was a little different, but the essence was the same.

Anyone can learn anything if given the right tools. Anyone can learn anything. Anyone. Anything.

I had now heard that phrase twice in a short time frame. My only flaw was my failure to listen as well as I could the first time and run with that idea.

Though it has been quite a few years since that moment, I recall stopping what I was doing and shamefully shaking my head. At that moment, I knew that the quicker I recognized that anyone can learn anything given the right circumstances or the right tools, the faster I could become a more useful and helpful part of the world.

It took me a long time to take those words to heart for myself. There have been many times that my response when facing something new, challenging, difficult, unknown, seemingly impossible, or foolishly difficult has been to think that I am not smart enough, strong enough, wise enough, cunning enough (the list goes on an on here) to succeed. But then I harken back to those words.

Anyone can learn anything.

And I start looking for the the right circumstances and the right tools and once again, game on!

My early attempts at anything new, daunting, different, ridiculously challenging, whole-heartedly off my comfort chart sometimes have led to grand scale failures. Make that have often led to grand scale failures. But with each attempt, I learn something and nudge myself closer to my end goal. I am a learner who has been told that I can learn anything. What fun! And the more I focus on knowing that I can learn anything, the smaller the great big world of ours becomes.

Without a doubt, I believe that one of the greatest lessons out there for future generations is to become confident in knowing that they are best part of the anyone who can learn anything. My job for them is to help develop all the right circumstances and the best tools.

Game on.

I’m working on a colorful quilt that is above my ability. But anyone can learn anything, so onward I go.