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Many years ago, in another life, I had the distinct pleasure of working as a musician for a dance company. We traveled west to a place called Arcosantiin the Arizona desert not far north of Phoenix close to the semi-well known ghost town of Jerome. For 10 days or so we lived, danced, hiked, and played music on the stage that was held hostage by John Cage one year earlier.

There are many remarkable facets of the archology of Arcosanti. Not the least of which is that those who lived in Arcosanti were also building Arcosanti. Those who did not build worked in the shops, made silt-cast bells in the foundry, provided food service, managed tours, and secured outside funding. They also found time to watch us create art. Improvised. Structured. Structured improvisation. Nothing. Nothing is hard. We were reminded of the saying “Dont just do something, stand there.”

Everything about being there was about engaging wholly with the location and the population. Do not get me wrong. This was not a place that, like some kind of Die-Hard/CATERPILLAR/DeWALT football team, required precision implementation and execution of plans otherwise the organization would collapse. All of those requirements were met but they were indicators of a successful ecosystem rather than an organizational structure. This is a context in which activity was meaningful, purposive, and satisfying. Living within that context and interacting and partaking for several days made an impact. I thought of staying. I wept when I returned to my position as ‘cog’ in a machine. The city I loved became ugly upon return. There was a period of mourning for what was lost in leaving. Good mourning, Philadelphia!

In thinking about educational spaces, I often reminisce about my most inspiring spaces. None of those remembrances are spaces that require my simple reaction–like the Grand Canyon–rather, those that require my engagement. Upon arrival I become a participant in the space. And this is how education should be.

Let us create spaces that inspire action instead of verbal reaction. Invite students, teachers, and visitors to create the space that they want and that they need. Even where the curricula may seem rigid, you would be surprised how flexible it becomes when the learning environment engages you as if it were participating in the process–because it is.

You know what your hero would be doing if (s)he were here now?

Something else. Something other than listening to you talk about what a great job they did and how they changed your life. You know why? Because that is the past and they are HEROES for a reason.

So why do I write this?

To discourage you?

To imply that you are weak because you hold someone in regard?

No. Not a chance. I like you. I believe in you. I trust you.

Because I want to take a minute to remind you to be you. You do not need heroes. You do not need an exemplar to set the ceiling perceived, known, or otherwise. Do your thing. Be you.

Some jazzhead friends and I were sitting around talking about Coltrane one night. Someone mentioned how cool it would have been to sit in the front row, as some of our professors had done.

Front row. Crowded room. Face-in-bell. Loud. Sheets of sound.

Thing is this: Coltrane, once his records were complete, was already on to something new. If you wanted to hear what he recorded in a live session you probably would require a time machine. He moved on. We would laugh and say that if he were here today, he would ask what our obsession was with Giant Steps. He’d look and say, “Get over it. I did.”

So what I am saying tonight is this: HEROES. Get over it.

Fit the first:

“I wish I had her PASSION.”

Passion is a perception. Passion is an excuse. Passion is a lie. Passion is what lazy people call a work ethic so they are not expected to have to do it. Passion mystifies and obfuscates the real issues in play when someone does something well. The myth is created that that you have it or you do not; that when you find it, you will be happy and maybe even successful. You might become popular or well-known. Passion makes a bad friend and will not keep you company. Passion is fickle and has no time for your procrastination. If you recognize someone has Passion, you are not doing the things you need to do. Passion is a veil to those who do not have it and blinders to those who do. Want to know the secret? Get to work.

Fit the second:

Above all things, Passion is a construct. Passion is a  set of observable behaviors which means that it is a decision. Passion alienates and forces decisions. You see, it is never the case that passionate people cause others to step up their game. It is often that the bored, the lame, and the procrastinators will eventually wear down the passionate one. They will be eaten alive. Swallowed whole.

Fit the third:

Passion can be imitated but not sustained. Passion is its own fuel and its own fire but it can be so easily extinguished. So what can you do about PASSION? Define it. People who are Passionate have things in common.

Want some fuel for your fire?

• Know your stuff–somebody has to
• Listen to everyone, believe no one–AKA “Trust but verify”
• Smile–there is a fine line between passionate and angry
• Get some sleep–you need it, or, you will
• Keep your focus narrow–some people start with broad ideas. Don’t.
• Work as if it all depends on you–collaborate because it does not
• Put other people first–because it is the right thing to do
• Keep your life in order–so you can put others first
• Do not talk about what you are going to do–your work speaks for you

These ideas are not exhaustive, nor do they do not work for everyone. Make your own.

This blog post first appeared as a guest post at http://www.angelamaiers.com/2010/11/passiondriven-conversations-guest-blogger-david-d-timony.html

Thanks to Angela Maiers for the guest blog opportunity.

Kathleen Cushman starts a lot of fires. She and I exist on opposite sides of a similar plane and that is a good thing. We had the opportunity to Skype a few months back so that we could share about our research. A common comment overheard during our conversation was “Yeah, I don’t do that” and we quickly discovered that we take similar approaches to answer similar questions about different players in a very large ‘game.’

I have been prodding Kathleen every so often to have an impromptu unconference discussion where we could point/couterpoint about Expertise acquisition and classroom dynamics. Unfortunately, there would be lots of points and very few counterpoints. We tend to agree a lot which, as some of you may know, is a rare occurrance in my life when talking about education.

Recently, I was surprised by a package at my door from NYC. Opening it, I found a shiny new copy (hardback, or cloth, as they say in the industry) of Fires in the Mind with Kathleen’s regards and a request to review. Flattered and eager to tear into it, I began reading. I had to put it down.

Was I too touched by the gesture? I picked it up to read again and made it only halfway into the first chapter. Was I being–perish the though–sentimental?! I put the book down for the second time.

While on vacation this week, I committed to read and review this book. I read it in one sitting and took lots of notes. There was so little with which I could argue. I have included my review below:

What the reader will find between the covers of “Fires in the Mind” is a kinship with students on their road toward success. It is a challenge not to project yourself into the seats with the students, shifting in your imaginary chair with an eagerness to share your own insights and history. Cushman has woven together the narrative of these student reports; it is a refreshing ten chapters as each page allows their commentary to shine.

As I found in my own research, students are astute in their abilities to recognize traits of Expertise and to tease out the necessary components that lead to skill development. What are considered provocative statements among teachers come easily from their discussions. Few of them began with any ‘talent’ or innate ability; they were drawn to their areas of interest. They struggled and then recognized the need to make a decision to persevere or not. Accurate statements about motivation and practice are regular occurrences in the student discussions. Several times, I found myself agreeing-out loud- with their recounted stories of ‘one more time through.’

The ideas that these students bring to the discussion about education are crucial and worthwhile. Curricular integration, homework, support structures, and performances are given real consideration by these young scholars. Their responses are impressive. Get rid of homework? No, make it better. The discussion of motivation could be a book of its own along with a sequel about deliberate practice. These students get it. It should make us question what we are doing to boost this type of activity.

Cushman does not take the role of leader in this process so corrections and redirections are not evident. My primary critique of the book is that I would like to have read more of the student interviews in their entirety. Perhaps supplemental materials either, online or in print, may be added to future additions to allow the reader a more contextualized look into the minds of these developing experts and researchers. As an Expertise theorist with a few of my own irons in the fire, there are a few footnotes I would make but the author maintains the focus on the students and they tell a great story. This book is about the voices of the students and at this task it has succeeded.

Kathleen Cushman has captured the intimacy, clarity, and insight that only students can provide about their education. The frank operational explanations of interest, motivation, practice, and expertise are an open door to the workings of the adolescent mind. This is journalism, not research, and it works; this is a diary of effort that gives hope. It is not a solution. It is a plea to teachers and students to keep it up: you are not alone.

Everyone who has struggled to attain mastery on any level should read this book. It rockets us back to the awkward beginnings of our adolescent interests and budding competencies. This is a snapshot of success about to burst.

For more information about Kathleen Cushman, her work, and this book go to: http://firesinthemind.org/