By Linda Kohanov
Linda Kohanov is liked for her groundbreaking articulation of the best way of the horse,” an experiential knowledge identified to riders for hundreds of years yet little studied or tailored to off-horse use. Now Kohanov takes these horse-inspired insights on remarkable conversation and management into the geographical regions of our places of work and relationships. the following we discover the advantages of nonpredatory power” in constructing assertiveness, fostering creativity, facing clash, and heightening mind-body awareness.
In the 1st a part of this far-reaching e-book, Kohanov profiles cultural innovators who hired remarkable nonverbal management talents to alter heritage, often on horseback: Winston Churchill, George Washington, Alexander the good, and the Buddha, between others. She additionally attracts at the habit of mature horse herds, in addition to the herding cultures of Africa and Mongolia, to debunk theories of dominance hierarchies, problem ingrained notions of survival of the fittest,” and exhibit the facility of a consensual management within which governing roles are fluid.
Kohanov adapts those classes into twelve strong guiding rules we will all comprise into our paintings and private lives. Eloquent and provocative, this is often horse feel for everybody who seeks to thrive within the herds all of us run in our groups, careers, households, and friendships.
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Additional resources for The Power of the Herd: A Nonpredatory Approach to Social Intelligence, Leadership, and Innovation
A shared questioning and curious attitude towards teaching is an advantage. There needs to be commitment to finding ways of improving teaching, not to be faddish, but to pursue excellence. One final learning here is that even when the mentor is seen to be in an ‘expert’ position, say in helping a beginning teacher, they report on the enormous significance of their professional learning. One mentor expressed it this way: I think I learn as much from observing as I guess I hope they learn from it.
The project, known as the Teaching and Learning Project, had as its broad aim the enhancement of teaching and learning. As coordinators of this project, we invited teachers to participate with the stipulation that there must be at least two from each school and they should be willing to collaborate. We 27 Ida McCann and Ruth Radford urged principals to become involved, and their support proved to be of critical importance. As it evolved, the project established and supported a number and a range of connections and relationships: between between between between between two teachers who share their practice; secondary and primary teachers; secondary teachers in different subject areas; primary teachers in different schools; principals.
Teachers are anxious about the apparent emphasis on deficits: ‘In some ways you probably feel as though you’re an inferior teacher and you want to strive on to the next rung. I think that was my attitude at the beginning. ’24 Combined with a history of professional isolation, this makes teacher collaboration seem threatening rather than exciting and empowering. Teachers’ feelings of vulnerability make the process of collaboration a fragile one. Teacher collaboration is extremely difficult to achieve and sustain.
The Power of the Herd: A Nonpredatory Approach to Social Intelligence, Leadership, and Innovation by Linda Kohanov