Sublime

Myths define reality—especially when they catch us unawares and we are swept up within a great myth that presents itself as simply the way things are. Myths are not easily swept away. The transformation of myth is always an adaptive challenge.

it is important to recognize the differing factions, each representing distinctive needs and expectations. Students are encouraged to see how the interactions among the factions are more critical than the interaction among individuals per se.

The creation of something new emerges from what isn’t working or fitting—from dissonance, doubt, confusion, irritation, opposition, devastation, gaps between values and practice, or the unexpected curiosity appearing on the horizon that has all the properties of the proverbial Trojan horse.

the artistry of leadership and the artistry of teaching recognize the opportunity within the conflict—the gap between how things are and the needs and aspirations of the social system—the adaptive challenge. One learns, not only how to take action and intervene, but also how to pause, to wait, to pace the work to let a process the leader cannot ful

7. Institute peer leadership consulting.

classroom, in the art studio no one expects a lecture. Teachers do not necessarily stand and students do not necessarily sit. Students observe each other’s work, exchange insights, and return to their canvases to try again. Mistakes are not seen as failures; they are encouraged and rewarded as inevitable steps in an ongoing learning process that re

I learned early on to respect that taking up a role that represents change and loss to some people can be costly. Sometimes the assassination is physical—but usually people go after your character, your competence, or your family, and you can be scapegoated, marginalized, seduced, or otherwise neutralized.

a growing consensus among leadership theorists and practitioners is that in a networked society with power and information widely distributed, the presumption of “born leaders” along with command-and-control leadership models are inadequate.

access to coaches who initiate the learner into the “traditions of the calling” and help them by “the right kind of telling” to see on their own behalf and in their own way what they most need to see.