by Adam Grant
a range of views on the actual effects: Carolyn Gramling, “Climate Models Agree Things Will Get Bad. Capturing Just How Bad Is Tricky,” ScienceNews, January 7, 2020, www.sciencenews.org/article/why-climate-change-models-disagree-earth-worst-case-scenarios.
people are more motivated to act: Paul G. Bain et al., “Co-Benefits of Addressing Climate Change Can Motivate Action around the World,” Nature Climate Change 6 (2016): 154–57.
preserving the purity of nature: Matthew Feinberg and Robb Willer, “The Moral Roots of Environmental Attitudes,” Psychological Science 24 (2013): 56–62.
protecting the planet as an act of patriotism: Christopher Wolsko, Hector Ariceaga, and Jesse Seiden, “Red, White, and Blue Enough to Be Green: Effects of Moral Framing on Climate Change Attitudes and Conservation Behaviors,” Journal of Experimental Social Psychology 65 (2016): 7–19.
people will ignore or even deny: Troy H. Campbell and Aaron C. Kay, “Solution Aversion: On the Relation between Ideology and Motivated Disbelief,” Journal of Personality and Social Psychology 107 (2014): 809–24.
examples of headlines: Mary Annaise Heglar, “I Work in the Environmental Movement. I Don’t Care If You Recycle,” Vox, May 28, 2019, www.vox.com/the-highlight/2019/5/28/18629833/climate-change-2019-green-new-deal; Bob Berwyn, “Can Planting a Trillion Trees Stop Climate Change? Scientists Say It’s a Lot More Complicated,” Inside Climate News, May 27, 2020, insideclimatenews.org/news/26052020/trillion-trees-climate-change?gclid=EAIaIQobChMIrb6n1qHF6gIVFInICh2kggWNEAAYAiAAEgI-sPD_BwE.
when news reports about science included caveats: Lewis Bott et al., “Caveats in Science-Based News Stories Communicate Caution without Lowering Interest,” Journal of Experimental Psychology: Applied 25 (2019): 517–42.
diversity of background and thought: See, for example, Ute Hülsheger, Neil R. Anderson, and Jesus F. Salgado, “Team-Level Predictors of Innovation at Work: A Comprehensive Meta-analysis Spanning Three Decades of Research,” Journal of Applied Psychology 94 (2009): 1128–45; Cristian L. Dezsö and David Gaddis Ross, “Does Female Representation in Top Management Improve Firm Performance? A Panel Data Investigation,” Strategic Management Journal 33 (2012): 1072–89; Samuel R. Sommers, “On Racial Diversity and Group Decision Making: Identifying Multiple Effects of Racial Composition on Jury Deliberations,” Journal of Personality and Social Psychology 90 (2006): 597–612; Denise Lewin Loyd et al., “Social Category Diversity Promotes Premeeting Elaboration: The Role of Relationship Focus,” Organization Science 24 (2013): 757–72.
potential is realized in some situations: Elizabeth Mannix and Margaret A. Neale, “What Differences Make a Difference? The Promise and Reality of Diverse Teams in Organizations,” Psychological Science in the Public Interest 6 (2005): 31–55.
(and more accurate): “Diversity is good, but it isn’t easy”: Lisa Leslie, “What Makes a Workplace Diversity Program Successful?,” Center for Positive Organizations, January 22, 2020, positiveorgs.bus.umich.edu/news/what-makes-a-workplace-diversity-program-successful.
“The Mixed Effects”: Edward H. Chang et al., “The Mixed Effects of Online Diversity Training,” PNAS 116 (2019): 7778–83.
“maintain a consistent narrative”: Julian Matthews, “A Cognitive Scientist Explains Why Humans Are So Susceptible to Fake News and Misinformation,” NiemanLab, April 17, 2019, www.niemanlab.org/2019/04/a-cognitive-scientist-explains-why-humans-are-so-susceptible-to-fake-news-and-misinformation.
divide around emotional intelligence: Daniel Goleman, Emotional Intelligence: Why It Can Matter More Than IQ (New York: Bantam Books, 1995) and “What Makes a Leader?,” Harvard Business Review, January 2004; Jordan B. Peterson, “There Is No Such Thing as EQ,” Quora, August 22, 2019, www.quora.com/What-is-more-beneficial-in-all-aspects-of-life-a-high-EQ-or-IQ-This-question-is-based-on-the-assumption-that-only-your-EQ-or-IQ-is-high-with-the-other-being-average-or-below-this-average.
the comprehensive meta-analyses: Dana L. Joseph and Daniel A. Newman, “Emotional Intelligence: An Integrative Meta-analysis and Cascading Model,” Journal of Applied Psychology 95 (2010): 54–78; Dana L. Joseph et al., “Why Does Self-Reported EI Predict Job Performance? A Meta-analytic Investigation of Mixed EI,” Journal of Applied Psychology 100 (2015): 298–342.
when people embrace paradoxes: Ella Miron-Spektor, Francesca Gino, and Linda Argote, “Paradoxical Frames and Creative Sparks: Enhancing Individual Creativity through Conflict and Integration,” Organizational Behavior and Human Decision Processes 116 (2011): 229–40; Dustin J. Sleesman, “Pushing Through the Tension While Stuck in the Mud: Paradox Mindset and Escalation of Commitment,” Organizational Behavior and Human Decision Processes 155 (2019): 83–96.
beneficial in jobs that involve dealing with emotions: Joseph and Newman, “Emotional Intelligence.”
a thousand comments poured in: Adam Grant, “Emotional Intelligence Is Overrated,” LinkedIn, September 30, 2014, www.linkedin.com/pulse/20140930125543-69244073-emotional-intelligence-is-overrated.
Some teachers are determined: Olga Khazan, “The Myth of ‘Learning Styles,’” The Atlantic, April 11, 2018, www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/557687.
they don’t actually learn better that way: Harold Pashler et al., “Learning Styles: Concepts and Evidence,” Psychological Science in the Public Interest 9 (2008): 105–19.
meditation isn’t the only way: Adam Grant, “Can We End the Meditation Madness?,” New York Times, October 9, 2015, www.nytimes.com/2015/10/10/opinion/can-we-end-the-meditation-madness.html.
the Myers-Briggs personality tool: Adam Grant, “MBTI, If You Want Me Back, You Need to Change Too,” Medium, November 17, 2015, medium.com/@AdamMGrant/mbti-if-you-want-me-back-you-need-to-change-too-c7f1a7b6970; Adam Grant, “Say Goodbye to MBTI, the Fad That Won’t Die,” LinkedIn, September 17, 2013, www.linkedin.com/pulse/20130917155206-69244073-say-goodbye-to-mbti-the-fad-that-won-t-die.
being more authentic: Adam Grant, “The Fine Line between Helpful and Harmful Authenticity,” New York Times, April 10, 2020, www.nytimes.com/2020/04/10/smarter-living/the-fine-line-between-helpful-and-harmful-authenticity.html; Adam Grant, “Unless You’re Oprah, ‘Be Yourself’ Is Terrible Advice,” New York Times, June 4, 2016, www.nytimes.com/2016/06/05/opinion/sunday/unless-youre-oprah-be-yourself-is-terrible-advice.html.
the veil of ignorance: John Rawls, A Theory of Justice (Cambridge, MA: Belknap Press, 1971).
randomly assigning people to reflect: Rhia Catapano, Zakary L. Tormala, and Derek D. Rucker, “Perspective Taking and Self-Persuasion: Why ‘Putting Yourself in Their Shoes’ Reduces Openness to Attitude Change,” Psychological Science 30 (2019): 424–35.
imagining other people’s perspectives: Tal Eyal, Mary Steffel, and Nicholas Epley, “Perspective Mistaking: Accurately Understanding the Mind of Another Requires Getting Perspective, Not Taking Perspective,” Journal of Personality and Social Psychology 114 (2018): 547–71.
Polls show that Democrats: Yascha Mounk, “Republicans Don’t Understand Democrats—and Democrats Don’t Understand Republicans,” The Atlantic, June 23, 2019, www.theatlantic.com/ideas/archive/2019/06/republicans-and-democrats-dont-understand-each-other/592324.
even if we disagree strongly: Julian J. Zlatev, “I May Not Agree with You, but I Trust You: Caring about Social Issues Signals Integrity,” Psychological Science 30 (2019): 880–92.
“I have a lot of respect”: Corinne Bendersky, “Resolving Ideological Conflicts by Affirming Opponents’ Status: The Tea Party, Obamacare and the 2013 Government Shutdown,” Organizational Behavior and Human Decision Processes 53 (2014): 163–68.
People get trapped in emotional simplicity: Patti Williams and Jennifer L. Aaker, “Can Mixed Emotions Peacefully Coexist?,” Journal of Consumer Research 28 (2002): 636–49.
Japanese gives us koi no yokan: Beca Grimm, “11 Feelings There Are No Words for in English,” Bustle, July 15, 2015,
www.bustle.com/articles/97413-11-feelings-there-are-no-words-for-in-english-for-all-you-emotional-word-nerds-out.
The Inuit have iktsuarpok: Bill Demain et al., “51 Wonderful Words with No English Equivalent,” Mental Floss, December 14, 2015, www.mentalfloss.com/article/50698/38-wonderful-foreign-words-we-could-use-english.
kummerspeck, the extra weight: Kate Bratskeir, “‘Kummerspeck,’ or Grief Bacon, Is the German Word for What Happens When You Eat When You’re Sad,” Mic, December 19, 2017, www.mic.com/articles/186933/kummerspeck-or-grief-bacon-is-the-german-word-for-eating-when-sad.
“Racist and antiracist are not fixed identities”: Ibram X. Kendi, How to Be an Antiracist (New York: One World, 2019).
Christian Cooper refused: Don Lemon, “She Called Police on Him in Central Park. Hear His Response,” CNN, May 27, 2020, www.cnn.com/videos/us/2020/05/27/christian-cooper-central-park-video-lemon-ctn-sot-intv-vpx.cnn.
Chapter 9. Rewriting the Textbook
“No schooling was allowed to interfere”: Grant Allen [pseud. Olive Pratt Rayner], Rosalba: The Story of Her Development (London: G. P. Putnam’s Sons, 1899).
Wisconsin’s Teacher of the Year: Personal interview with Erin McCarthy, January 14, 2020; Scott Anderson, “Wisconsin National Teacher of the Year Nominee Is from Greendale,” Patch, August 20, 2019, patch.com/wisconsin/greendale/wisconsin-national-teacher-year-nominee-greendale.
It’s “a task that”: Deborah Kelemen, “The Magic of Mechanism: Explanation-Based Instruction on Counterintuitive Concepts in Early Childhood,” Perspectives on Psychological Science 14 (2019): 510–22.
don’t have a single right answer: Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian (New York: Teachers College Press, 2013).
curriculum developed at Stanford: “Teacher Materials and Resources,” Historical Thinking Matters, http://historicalthinkingmatters.org/teachers/.
even send students out to interview: Elizabeth Emery, “Have Students Interview Someone They Disagree With,” Heterodox Academy, February 11, 2020, heterodoxacademy.org/viewpoint-diversity-students-interview-someone.
think like fact-checkers: Annabelle Timsit, “In the Age of Fake News, Here’s How Schools Are Teaching Kids to Think Like Fact-Checkers,” Quartz, February 12, 2019, qz.com/1533747/in-the-age-of-fake-news-heres-how-schools-are-teaching-kids-to-think-like-fact-checkers.
King Tut: Rose Troup Buchanan, “King Tutankhamun Did Not Die in Chariot Crash, Virtual Autopsy Reveals,” Independent, October 20, 2014, www.independent.co.uk/news/science/king-tutankhamun-did-not-die-in-chariot-crash-virtual-autopsy-reveals-9806586.html.
when sloths do their version: Brian Resnick, “Farts: Which Animals Do, Which Don’t, and Why,” Vox, October 19, 2018, www.vox.com/science-and-health/2018/4/3/17188186/does-it-fart-book-animal-farts-dinosaur-farts.
delivered by lecture: Louis Deslauriers et al., “Measuring Actual Learning versus Feeling of Learning in Response to Being Actively Engaged in the Classroom,” PNAS 116 (2019): 19251–57.
students scored half a letter grade worse under traditional lecturing: Scott Freeman et al., “Active Learning Increases Student Performance in Science, Engineering, and Mathematics,” PNAS 111 (2014): 8410–15.
the awestruck effect: Jochen I. Menges et al., “The Awestruck Effect: Followers Suppress Emotion Expression in Response to Charismatic but Not Individually Considerate Leadership,” Leadership Quarterly 26 (2015): 626–40.
the dumbstruck effect: Adam Grant, “The Dark Side of Emotional Intelligence,” The Atlantic, January 2, 2014, www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720.
In North American universities: M. Stains et al., “Anatomy of STEM Teaching in North American Universities,” Science 359 (2018): 1468–70.
half of teachers lecture: Grant Wiggins, “Why Do So Many HS History Teachers Lecture So Much?,” April 24, 2015, grantwiggins.wordpress.com/2015/04/24/why-do-so-many-hs-history-teachers-lecture-so-much.
middle schoolers score higher: Guido Schwerdt and Amelie C. Wupperman, “Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach,” Economics of Education Review 30 (2011): 365–79.
enter an “experience machine”: Robert Nozick, Anarchy, State, and Utopia (New York: Basic Books, 1974).
“I do my thinking through the courses I give”: Asahina Robert, “The Inquisitive Robert Nozick,” New York Times, September 20, 1981, www.nytimes.com/1981/09/20/books/the-inquisitive-robert-nozick.html.
“Presenting a completely polished”: Ken Gewertz, “Philosopher Nozick Dies at 63,” Harvard Gazette, January 17, 2002, news.harvard.edu/gazette/story/2002/01/philosopher-nozick-dies-at-63; see also Hilary Putnam et al., “Robert Nozick: Memorial Minute,” Harvard Gazette, May 6, 2004, news.harvard.edu/gazette/story/2004/05/robert-nozick.
most of us would ditch the machine: Felipe De Brigard, “If You Like It, Does It Matter If It’s Real?,” Philosophical Psychology 23 (2010): 43–57.
perfectionists are more likely: Joachim Stoeber and Kathleen Otto, “Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges,” Personality and Social Psychology Review 10 (2006): 295–319.
they don’t perform any better: Dana Harari et al., “Is Perfect Good? A Meta-analysis of Perfectionism in the Workplace,” Journal of Applied Psychology 103 (2018): 1121–44.
grades are not a strong predictor: Philip L. Roth et al., “Meta-analyzing the Relationship between Grades and Job Performance,” Journal of Applied Psychology 81 (1996): 548–56.
Achieving excellence in school: Adam Grant, “What Straight-A Students Get Wrong,” New York Times, December 8, 2018, www.nytimes.com/2018/12/08/opinion/college-gpa-career-success.html.
the most creative ones graduated: Donald W. Mackinnon, “The Nature and Nurture of Creative Talent,” American Psychologist 17 (1962): 484–95.
“Valedictorians aren’t likely”: Karen Arnold, Lives of Promise: What Becomes of High School Valedictorians (San Francisco: Jossey-Bass, 1995).
Dear Penn Freshmen: Mike Kaiser, “This Wharton Senior’s Letter Writing Project Gets Global Attention,” Wharton School, February 17, 2016, www.wharton.upenn.edu/story/wharton-seniors-letter-writing-project-gets-global-attention.
one of the best ways to learn is to teach: Aloysius Wei Lun Koh, Sze Chi Lee, and Stephen Wee Hun Lim, “The Learning Benefits of Teaching: A Retrieval Practice Hypothesis,” Applied Cognitive Psychology 32 (2018): 401–10; Logan Fiorella and Richard E. Mayer, “The Relative Benefits of Learning by Teaching and Teaching Expectancy,” Contemporary Educational Psychology 38 (2013): 281–88; Robert B. Zajonc and Patricia R. Mullally, “Birth Order: Reconciling Conflicting Effects,” American Psychologist 52 (1997): 685–99; Peter A. Cohen, James A. Kulik, and Chen-Lin C. Kulik, “Educational Outcomes of Tutoring: A Meta-analysis of Findings,” American Educational Research Journal 19 (1982): 237–48.
an ethic of excellence: Personal interview with Ron Berger, October 29, 2019; Ron Berger, An Ethic of Excellence: Building a Culture of Craftsmanship with Students (Portsmouth, NH: Heinemann, 2003); Ron Berger, Leah Rugen, and Libby Woodfin, Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment (San Francisco: Jossey-Bass, 2014).
hallmarks of an open mind: Kirill Fayn et al., “Confused or Curious? Openness/Intellect Predicts More Positive Interest-Confusion Relations,” Journal of Personality and Social Psychology 117 (2019): 1016–33.
“I need time for my confusion”: Eleanor Duckworth, The Having of Wonderful Ideas (New York: Teachers College Press, 2006).
Confusion can be a cue: Elisabeth Vogl et al., “Surprised-Curious-Confused: Epistemic Emotions and Knowledge Exploration,” Emotion 20 (2020): 625–41.
scientifically accurate drawing of a butterfly: Ron Berger, “Critique and Feedback—The Story of Austin’s Butterfly,” December 8, 2012, www.yout
ube.com/watch?v=hqh1MRWZjms.
Chapter 10. That’s Not the Way We’ve Always Done It
“If only it weren’t for the people”: Kurt Vonnegut, Player Piano (New York: Dial Press, 1952/2006).
“scariest wardrobe malfunction in NASA history”: Tony Reichhardt, “The Spacewalk That Almost Killed Him,” Air & Space Magazine, May 2014, www.airspacemag.com/space/spacewalk-almost-killed-him-180950135/?all.
in learning cultures, organizations innovate more: Matej Černe et al., “What Goes Around Comes Around: Knowledge Hiding, Perceived Motivational Climate, and Creativity,” Academy of Management Journal 57 (2014): 172–92; Markus Baer and Michael Frese, “Innovation Is Not Enough: Climates for Initiative and Psychological Safety, Process Innovations, and Firm Performance,” Journal of Organizational Behavior 24 (2003): 45–68.
make fewer mistakes: Anita L. Tucker and Amy C. Edmondson, “Why Hospitals Don’t Learn from Failures: Organizational and Psychological Dynamics That Inhibit System Change,” California Management Review 45 (2003): 55–72; Amy C. Edmondson, “Learning from Mistakes Is Easier Said Than Done: Group and Organizational Influences on the Detection and Correction of Human Error,” Journal of Applied Behavioral Science 40 (1996): 5–28.
the more psychological safety: William A. Kahn, “Psychological Conditions of Personal Engagement and Disengagement at Work,” Academy of Management Journal 33 (1990): 692–724.
What mattered most was psychological safety: Julia Rozovsky, “The Five Keys to a Successful Google Team,” re:Work, November 17, 2015, rework.withgoogle.com/blog/five-keys-to-a-successful-google-team.
psychological safety is not: Amy C. Edmondson, “How Fearless Organizations Succeed,” strategy+business, November 14, 2018, www.strategy-business.com/article/How-Fearless-Organizations-Succeed.