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In what is known as the 70/20/10 learning concept, Robert Eichinger and Michael Lombardo, in collaboration with Morgan McCall of the Center for Creative Leadership, explain that 70 percent of learning and development takes place from real-life and on-the-job experiences, tasks, and problem solving; 20 percent of the time development comes from other people through informal or formal feedback, mentoring, or coaching; and 10 percent of learning and development comes from formal training. ↗
#formal-education #leadership-development #learning #mentoring #education
mengetahui lebih baik daripada tidak tahu karena dengan mengetahui kita dapat menilai baik ataupun buruknya sesuatu. ↗
...in Aristotle...leisure is a far more noble, spiritual goal than work...leisure is pursued solely for its own sake...: the pleasures of music and poetry, ... conversation with friends, and ...gratuitous, playful speculation. In Latin, the ultimate good is otium — the opposite is negotium, or gainful work. We have sought too much counsel in the proto-Calvinist work ethic preached by St Paul...during the cessation of work we nurture family, educate, nourish friendships....in loafing, most of our innovations come...the routine of daily work has too often served as...sleep...a refuge from two crucial states — awakedness to the needs of others, and to the transcendent, which only comes...loitering, dallying, tarrying, goofing off. ↗
If you happened to be born on third base, you didn't rub it in the face of the guy who wasn't even born in the stadium. Self-interest was generally checked at the door with your coat and hat. ↗
#greatest-generation #magnanimity #noblesse-oblige #education
Why has the medical profession not taken advantage of the help available from evolutionary biology, a well-developed branch of science with great potential for providing medical insights? One reason is surely the pervasive neglect of this branch of science at all educational levels. Religious and other sorts of opposition have minimized the impact in general education of Darwin's contributions to our understanding of ourselves and the world we live in. ↗
Kant provides a more helpful answer. For him, these first semblances of virtue can be explained in terms of discipline, in other words, as a product of external constraint: what the child cannot do on his own because he has no instinct for it “others have to do … for him,” and in this way “one generation educates the next. ↗
FËDOR Mikhailovich Dostoevski, the Russian novelist, said one time that, "One sacred memory from childhood is perhaps the best education." I can think of another quickie education for a child, which, in its way, is almost as salutary: Meeting a human being who is tremendously respected by the adult world, and realizing that that person is actually a malicious lunatic. ↗
I am a scholar and a pupil who has been lulled to sleep by the meagre fire of a mind too humble. I have been too much burned, and my injured mind has accumulated too much passion; for tormenting itself with the defending of our sex, my mind sighs, conscious of its obligation. For all things — those deeply rooted inside us as well as those outside us — are being laid at the door of our sex. In addition, I, who have always held virtue in high esteem and considered private things as secondary importance, shall wear down and exhaust my pen writing against those men who are garrulous and puffed up with false pride. I shall not fail to obstruct tenaciously their treacherous snares. And I shall strive a war of vengeance against the notorious abuse of those who fill everything with noise, since armed with such abuse, certain insane and infamous men bark and bare their teeth in vicious wrath at the republic of women, so worthy of veneration. ↗
