Wk2 Reading Reflection: The Art of Possibility 1-4

My first impression of the reading assignment for the book "The Art of Possibility" was "really?" I mean I am very happy that we are given the opportunity to read a book that is not at all like the traditional textbooks or assignment readings that I have experienced in the past for my collegiate experiences. But I am shocked that I get the opportunity to learn about myself in relation to my experiences in college - a self help book sort of genre. Nevertheless, the first three chapters were very enlightening.

Photo excerpt by Mike Grenville

After getting over my initial shock, I valued the use of storytelling to help me become aware of the themes or ideas the authors were presenting. Hearing the story about the water rapids and reading (but feeling like your listening) to the story she shared about hearing the mantra about "nose to toes..." and then finally being placed into a position where it all clicked was refreshing to hear from an adult stand point. I liked learning that even small instruction can be vital and helpful for adults. And that essentially my students might not have to live a full life to find value in what I teach them and those lessons can be used literally of figuratively in life.

Photo by ~jacky~
Find the boat. My take from this statement is that in situations where you feel that you can't find your way out of the bubbling, drowning feeling that trying to be an instrumental part of life can sometimes make you feel; there is a way out ...find the boat. I only wish I knew how to tell when I am drowning or just floating beneath the surface. And when I find the boat, will I be to shallow and want to hold out for the yacht to save me?

Another chapter introduced a term or practice that was quite interesting as well by discussing all the different possibilities that we have in the world as "Its all invented." I came away with the sense that if I believe it it will come true. Even as hooky as that sounds there has been instance after instance that proves that mind usually triumphs over matter. So far this practice, even though very daunting, is the most beneficial one that I need to try to implement in my life immediately.

Photo by Susan Byars

Giving an A was mind boggling concept for me in that we see ourselves in the reflection of others. I always thought that it was a choice. Maybe some people can see beyond those labels while most cannot. One of the better quotes from Rosamund and Benjamin Zander in the giving chapter is, When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but form a place of respect that give them room to realize themselves. Your eye is on the statue within the roughness of the uncut stone. This A is not an expectation to live up to, but a possibility to live into.
And the letters that was written in response to why the student received an A for the course was amazing. I would love to be able to try this concept in my school, but unfortunately I don't think it would go over well. But maybe for a unit or assignment ...baby steps would work. The true goal of learning is ascertaining the skill. Your optimal grade doesn't truly show how smart you are but how well you knew what the teacher wanted. I like to reach my students and make them see infinite possibilities in themselves and this would definitely help bridge that gap. We invent who we are and I want to give them the idea that we are who we make ourselves to be ...it's all invented.

"A cynic, after all, is a passionate person who does not want to be disappointed again." Realizing that there are few meaningful roles for adolescents to fill and that their yearning to have a meaningful place in this world could be fulfilled by allowing them to make a difference and by honoring the potential possibilities in them all. And I'm also glad that the author spoke to what students may do with being giving an A, which is say to themselves that they can slack off because it's already in the bag. Thus leaving us to remind them that they do make a difference because every role plays an important part ...reminding them what an A student is.

Photo by AKFudge
Writing this through tears still fresh on my face explains how real and touching a deeper part of me felt Roz's story about her father was ...so difficult. My father was everything that her's was and more. I looked at him as not loving me, and caring for my younger sister more. I blamed him for not loving me enough to want to see me during my childhood. And when he died of cancer three years ago, I felt so much pain from feeling deserted again. He wasn't there for me again and that left me with guilt. But reading the methods she took with the A practice, I became more hopeful for myself and the relationships I have and will encounter. I will reinvent.

In the chapter about being a contributor, there were many quotes that I copied and will try to use in life. One in particular is what Ben's father said, "I discovered that a person cannot live a full life under the shadow of bitterness." I think of family, friends, and colleagues that would fit into this category and ask how could giving an A help me with these relationships. The book is so far a great revelation about self and relationships. I am glad I'm reading this book during the end of the current school year so that I can have the whole summer to practice the infinite possibilities in myself.


Zander, R. S., & Zander, B. (2000). Giving. The art of possibility (p. 26). Boston, Mass.: Harvard Business School Press.