Today, 33% of all public high school students are dropping out. Of those who graduate high school, upwards of 70% desire to obtain a college degree. The majority do not. And of those who acquire a college degree—of deflated value—within five to ten years 70% are no longer working in a field related to their major. Some of this is acceptable, but there should be much more fulfillment and greater movement toward the American Dream. So what is happening to the dream? First, let’s define what it is or, more specifically, what many believe it is founded in, and then we will get into the particulars.

For most, the American Dream is founded in a solid education resulting in a four-year college degree (or that’s the perceived belief, yet only 28% of the population has a bachelor’s degree). So the question must be asked, exactly what does “education” mean? If you are looking to obtain something, it is always best to first and foremost get it clear as to what it is you are attempting to accomplish. This begins with definition. If you want to “love,” you better know what that term means, more specifically what it means to you, an individual definition. If you want “joy” in your life, “happiness,” “challenge,” “reward,” whatever it may be, you better get your definitions down before you even begin to set specific outcomes or goals. This all limits to the greatest degree any unnecessary aimless drifting, which happens all too often for many seeking an education as well as in obtaining goals in general. And another reason to get your definition is because an “education” is often defined for you (by government, parents, college) without your thorough understanding–which often works to the disadvantage of the educated. More on this later.

So what is “education”?

First of all, let’s take a look at what the government defines as education because it is the one that offers or mandates primary and secondary education. Post-secondary, college / university, is a separate issue. Today, the main emphasis is on science and math to supply workers for careers in the STEM fields (science, technology, engineering, and math). Since this is government sponsored education, it is about feeding the economies and not about the student, a key point I’ll focus more on later.

In 2006 George Bush announced the American Competitiveness Initiative because the need for scientists, engineers, and mathematicians in the 21st century is great. A main focus of education from the start has been to feed the economies, of course. America needs to make money and compete with other countries for that money via trade to maintain and improve living conditions. And training students in math and science is good, for according to the National Science Foundation (2004), half of all U.S. economic growth in the last 50 years is a result of scientific innovation.

However, what needs to be addressed here is the point that only about 5 percent of the workforce is currently employed in STEM fields. This is something that few if any are talking about, and it creates a major issue for the individuals being educated. Because of the great need for graduates in science and math to feed the economies, opinion leaders and the general public alike see these disciplines as important, of course. Generally, as you can see here, what is taught mostly in public high schools is math and science, and linguistics: three science classes (biology, chemistry, physics; alternatives are physical and life sciences), five math classes (pre-algebra, algebra I, geometry, algebra II, and trigonometry), four English classes, a few from the social sciences (world history, U.S. history, government, economics, and accounting), two years of physical education, and maybe some health and wellness classes.

The needs of the country should not be overlooked or slighted. There is a great push for STEM field workers for good reason, for the Business Roundtable (2005) believes that if current trends continue 90% of all scientists and engineers will reside outside the U.S. And since detail is critical to understanding, or being able to see a clear picture through detail and definition, here are the fourteen most burgeoning fields: Advanced Manufacturing •  Aerospace •  Automotive  •  Biotechnology •  Construction  •  Energy •  Financial Services  •  Geospatial Technology  •  Health care •  Homeland Security  •  Hospitality •  Information Technology  •  Retail •  Transportation.

Most of the information above comes from a report that was prepared by the U.S. Department of Labor, Employment and Training Administration by Jobs for the Future (2007). To repeat, what the country needs is important, those competent in science and math; however, in an AP-AOL News poll 4 in 10 said they hated math, and I’m sure of the remaining 60% there’s not a lot of love being given complex equations. As a college instructor with over ten years experience, to get a bit of a pulse on students and their majors, over the years I’ve taken informal polls of incoming freshmen to see how many are math or science majors. Most of the time, if I’m lucky, I get one or two in a class of thirty, which makes sense, for there are currently excessive openings in STEM fields.

However, the question must be asked, of those who don’t hate math and can at least stomach it, has learning occurred? And if it has, is it being applied and to what degree? (More on this momentarily) It certainly would be nice to know if our taxes are going to good use, for we are so concerned about our children going to school, but do we really know what they are taking with them upon graduation or our ROI?

For most students, any math beyond arithmetic or a basic understanding of science is generally wasted; for really, there is little chance that even a lukewarm reception of science or math will take one far in a career and / or life. Even if most don’t use math in their careers, there are always the pro-math group that will say math is important by arguing, for instance, that one needs higher math to determine the size of one’s garden, the family budget, how to lay out the back patio and so on. The belief that a great number of high school grads will apply higher math (beyond arithmetic) to at-home applications is putting too much faith where only faith may be. Or in other words, not likely. For most people, according to uber-successful marketer Dan Kennedy, are selfish, lazy, and they’re right, meaning; once again, they are not motivated to extend themselves mathematically. Just think of the average person you know and how much they use math. You do the math.

Regardless, everyone’s been exposed to math in high school, at least from algebra to geometry to some trigonometry and pre-calculus. But to what end? Is there any surveying going on post-graduation to see how much of what has been learned (and what has been learned?) is used? Needed? Desired? Of practical, everyday, career or personal use to the graduate? Once again, I’m not saying math is unimportant, nor science. What I desire for the student is to have a more realistic understanding of math and science’s place in education. And remember, it’s the education the student defines, not anyone else. So if it’s in the student’s definition, fine. If not, fine also. The student decides. I’m basing this in the belief that we live in a free country where we are free to make our own choices.

But let’s get back to the student that doesn’t hate math and can at least stomach it, has she learned?

Most believe that because a person graduates high school or college that “education” has taken place. However, if the motivation is external, as in main interest being grades, one may get the grade but not learn, a lot of that going on. In addition, if the student is not interested in the material or doesn’t use it, it will dissipate and disappear in a short period of time. The “stickiness” of education or lack thereof is a critical part of the process that few consider. If you’ve seen that show Are You Smarter Than a Fifth Grader? you know what I speak of. It’s got little to do with “smarts” but more to do with interest and frequency of use. Even if the student has interest in what she is learning, if it is not used on a regular basis it is forgotten all too quickly. So don’t think that because your child is being exposed to particular subjects that she is getting an education, in the sense that the knowledge is retained and used for the long term. Or, for that matter, that the high school grad knows how to apply the knowledge using the much maligned critical thinking. For most that get an “education” it is study, test, purge with little understanding as why the material has been learned or how to apply it.

To support, I remember going with my wife to classes offered by the state to help our son overcome his delayed-language learning issue. We attended for several months faithfully with about ten other couples. We learned the material, applied it somewhat, and once the class was over soon forgot all about it. And this is the typical response for even people who are mature and responsible, never mind young and inexperienced. I see my seventeen-year-old daughter finishing off assignments like a hot potato, tossing them to the side as soon as possible to be forgotten and never visited again, if she can help it. And being in education for over twelve years, mostly at the college / university level, it is something I often see, hear about, and have been told directly by students.

We can’t merely give the inexperienced great knowledge with little to no practical understanding as to its reason for being, first and foremost, nor an understanding of what to do with it all after its been learned and expect them to retain it never mind use it. Basic motivation says that to get someone to go somewhere, first they have to know where they’ve been, where they’re going, and what they need to do when they get there. We are giving knowledge like a gift to never be unwrapped, seen, or utilized. A sad state of affairs indeed.

Getting back to secondary education’s main purpose, to entice more to become science and / or math majors, so therein is the injustice of a STEM based education. Many are called but few are chosen to serve. So what of the 90-95% who don’t fit the bill?

As I’ve mentioned before, we should not negate the critical need for students to fill STEM jobs (again, many going unfilled at this minute), but a critical point to consider is that a student may not be made for the STEM fields. And if this is true, trying to insert someone somewhere where they don’t belong is counterproductive, regardless of need. For in the long run, if a person does not like what she is doing, she will not do it for long, not very productively, at least. I and tens of thousands of others have been there. My advice is just don’t do it, nor should students be conditioned to believe that if they don’t fit into the STEM education system that they are dumb or should worry excessively about fitting in.

Unfortunately, this excessive focus on science and math often conditions schools and their leaders to excessively force students to learn or comply with little subjective, logical reasoning. I heard of one case where a student attempted to pass a particular math class some six to seven times to no avail. This is an utter waste of time, for the student either has learning disabilities that must be addressed or no aptitude or interest, so pass the class to what effect?

But there are critical needs for certain general knowledge, skills, and attitudes that are essential for most everyone looking to maintain an income today.

Today’s needs are certainly different from those established during the Age of Enlightenment in the mid-nineteenth century when the concept of a free education for all arose, an education model that is still used today. Early in our country’s history, education meant preparing workers for their place in the nineteenth century economies, along with some understanding of civic pride and responsibility. If you were “educated,” you were considered scholarly—good communication skills, knowledge of the classics, and an understanding of civic responsibilities. But even though the pace of society has increased, needs changed, internationalism a cold, hard fact our education system has changed little.

Today’s classrooms are still focused on dispensing material to passive students who merely accept what is given as necessary and needed in their lives or by those who do little thinking about the why’s and how’s of their education. Some say that these “children” are not ready for such independence, but that is old-school thinking of a slower, less complex time. Things have changed. Back when government first mandated education, free at the point of delivery for everyone, it was all about the Industrial Age, mass production and manufacturing were king. Today, things have changed considerably. Today, creativity is king, that which requires greater student participation and autonomy, for greater creativity, knowledge acquisition and retention, responsibility, accountability, and so forth.

Today, half of all jobs ($1.7 trillion of GDP) come from the creative sector. And with the traditional classroom of listen, study, learn and regurgitate, there is little massaging of critically needed creative and critical thinking skills. Today, many workers are creatively designing for entertainment technology, devices and applications, like never before. Today’s workers can create software for gaming systems, phones, and computers. They can create movies, like those who work at Pixar. But it’s not just animators who work there. Pixar also employs mathematicians and scientists to get those amazing, almost more real than real life pictures. But there’s more than just STEM field jobs that require creativity. There is diversity in how one may earn their way today like never before. It is the most exciting time to live and earn.

What are some of those fun, exciting, fulfilling creative jobs?

Life or career coach, Ferrari driving instructor (Really!), chocolatier, magician, disc jockey, sports writer / broadcaster, standup comic (did that myself for five years), cruise ship performer (I roomed with one who has his masters in mathematics from UCLA; makes about $2,000 a show and does dry land corporate gigs too), wedding planner, theme park designer, food or movie critic, interior decorator / designer, PR / marketing, movie / commercial director, meeting and event planner. And the list goes on and on. You can get creative yourself. That’s the beauty of this entrepreneur based society that allows each individual to follow his or her passion to great effect.  I have one client who has a passion for organizing. She tells me that when she gets a juicy job, like organizing an entire house, she gets so excited she can’t sleep at night. Now that’s not a job but a passion.

Certainly some of these jobs or careers are not traditional or difficult to make lucrative, but that shouldn’t be the reason to stop. I have met and know many very successful people who have given up very good incomes in more traditional jobs to do things they love, like selling wellness products, mustard, and scrap book building techniques. Odd as it may sound, these people moved away from their traditional jobs with very good pay for a good reason; they wanted to follow their passion. Considering that mortality is very brief, it’s much better to follow a dream to say it didn’t work out instead of should have, could have on your death bed.

But times have changed as well. No longer is it safe merely to go after the money via a job; for the job is dead what with corporate downsizing and an increase in contract and temporary work to cut costs. Today, a worker must become an entrepreneur of one creating great personal value, skills, knowledge, attitude, character to ensure a career in these economically unstable times. Jobs and economic sectors will come and go, but the worker must be a constant. And this is what each person above focused on to obtain their success. It is the only way to survive today. You must get much more than just mere tip-of-the-ice berg knowledge at college, you must build a personal foundation of great depth and breadth. I often say that most college students even upon graduation are still missing 60-70% of critical knowledge, skills, and attitudes needed to succeed today.

However, many in the workforce merely pick from the existing job menu. And that’s fine for some, but not for many. Because too many are educated via the external–such as what society deems acceptable, parents, or peers, or even colleges–and not based in intrinsic desires or the individual’s desires and needs, the college student gets into trouble. Some students may just go to the college catalog and choose from there. Or some may attempt to satisfy deficiencies by seeking jobs that will provide respect, prestige, or status. All of these are greatly attempts at failure, for greatest motivation comes internally or intrinsically utilizing one’s unique talents, abilities, gifts to mastermind a plan not merely to gain income but to provide opportunity for growth, challenge, and purpose. According to motivational expert Dan Pink, the following three elements are the main features of motivation and achievement: autonomy (freedom of choice), mastery, and purpose. The worker cannot find long-lasting, sustainable success, happiness, and joy, even, without focusing on the self, or self-interest, in an effort to master a skill to obtain great personal purpose. This can only be found through optimizing freedom of individual choice. How can anyone find mastery or great purpose doing that which one feels lukewarm about never mind hates?

I find it sad that in a creative, problem solving, entrepreneurial based society, the development of entrepreneurial skills in education are virtually ignored. We don’t think in these terms because government sanctioned education has conditioned us to think language, math, and science. What of teaching comfort with chaos, dealing with uncertainty, taking risks and enjoying them, confidence, persistence and tenacity, acceptance of failure and the ability to learn from it. Some of these attitudes and skills would also be very useful for employees too, amongst many others that should be taught that are just discovered by chance by most in the workforce, often many years into existing careers.

There’s even a popular notion of skipping college education and learning more career specific skills via classes and hands-on training or apprenticing.  In many countries in Europe, students co-op their education, roughly 40-70% attend school and work, taking a few years not four or more years to train for a place in the workforce. Far too many students obtain mere knowledge and theory and not critical attitudes and skills needed today. A great place to learn them is in the work environment itself. In addition, there are many higher education experts who see this as a waste (see Bryan Caplan’s statement below).

I worked with an English woman who didn’t go to college, who was the VP of MIS and she found it odd that so many Americans have a college degree. Neither I nor most of the programmers I worked with had a college degree and we were making very high end salaries as programmers and programmer / analysts. She said, and I quote, “The only people going to college were specializing in fields like medicine, law, and engineering.” The cost of college is twice the rate of inflation. Total loans spent have increased in the last three years by 25% going from $440 to $550. Going to college is no place to find yourself or if you get a degree you damn well be sure that you use it if you’re going to spend thousands if not tens of thousands of dollars.

Because of all these issues with education, some are coming up with alternative forms of achievement, such as Tim Ferris, author of The 4 Hour Work Week, who wrote “8 Steps to Getting What You Want Without a Formal Education.” He speaks to the fact that most jobs (80%) are obtained via networking and only a small percentage (20%) via adverts in the newspaper and on the Internet. He speaks to not only getting a job but building a career by going to the informal job market or networking, establishing your own credentials via experience and research, that employers require skills not degrees. Ferris is basically saying that unless your need specific training–such as one needs to be a doctor, lawyer, or engineer–there are alternatives.

Here are a few more looks at education issues and the debunking of myths and mis-notions about the same from the experts at The Chronicle of Higher Education from the article “Are Too Many Students Going to College?”

Charles Murray, political scientist and scholar at the American Enterprise Institute: It has been empirically demonstrated that doing well (B average or better) in a traditional college major in the arts and sciences requires levels of linguistic and logical/mathematical ability that only 10 to 15 percent of the nation’s youth possess. That doesn’t mean that only 10 to 15 percent should get more than a high-school education. It does mean that the four-year residential program leading to a B.A. is the wrong model for a large majority of young people.

Marty Nemko, career counselor based in Oakland, Calif.: All high-school students should receive a cost-benefit analysis of the various options suitable to their situations: four-year college, two-year degree program, short-term career-prep program, apprenticeship program, on-the-job training, self-employment, the military. Students with weak academic records should be informed that, of freshmen at “four year” colleges who graduated in the bottom 40 percent of their high-school class, two-thirds won’t graduate even if given eight and a half years. And that even if such students defy the odds, they will likely graduate with a low GPA and a major in low demand by employers. A college should not admit a student it believes would more wisely attend another institution or pursue a non-college postsecondary option. Students’ lives are at stake, not just enrollment targets

Richard K. Vedder, director of the Center for College Affordability and Productivity and professor of economics at Ohio University: A large subset of our population should not go to college, or at least not at public expense. The number of new jobs requiring a college degree is now less than the number of young adults graduating from universities, so more and more graduates are filling jobs for which they are academically overqualified.

Bryan Caplan, associate professor of economics at George Mason University: There are two ways to read this question. One is: “Who gets a good financial and/or personal return from college?” My answer: people in the top 25 percent of academic ability who also have the work ethic to actually finish college. The other way to read this is: “For whom is college attendance socially beneficial?” My answer: no more than 5 percent of high-school graduates, because college is mostly what economists call a “signaling game.” Most college courses teach few useful job skills; their main function is to signal to employers that students are smart, hard-working, and conformist. The upshot: Going to college is a lot like standing up at a concert to see better. Selfishly speaking, it works, but from a social point of view, we shouldn’t encourage it.

Caplan: College attendance, in my view, is usually a drain on our economy and society. Encouraging talented people to spend many years in wasteful status contests deprives the economy of millions of man-years of output. If this were really an “investment,” of course, it might be worth it. But I see little connection between the skills that students acquire in college and the skills they’ll need later in life.

Murray: A large wage premium for having a bachelor’s degree still exists. For everything except degrees in engineering and the hard sciences, I submit that most of that premium is associated with the role of the B.A. as a job requirement instead of anything that students with B.A.’s actually learn. The solution to that injustice—and it is one of the most problematic social injustices in contemporary America—is to give students a way to show employers what they know, not where they learned it and how long it took them. In other words, substitute certifications for the bachelor’s degree.

Murray: Who should pay for students to attend college? Ideally, students themselves. If that means delaying college for a few years to save money, so much the better—every college professor has seen the difference in maturity and focus between kids straight out of high school and those who have worked or gone into the military for a few years. The ideal is unattainable. But somehow we’ve got to undermine the current system whereby upper-middle-class children go to college without having to invest in it.

Murray: We have a moral obligation to destroy the current role of the B.A. in American life. It has become an emblem of first-class citizenship for no good reason.

Caplan: From a moral point of view, far too many students are going to college—just as far too many people stand up at concerts.

So what are some of these critical skills, knowledge, and attitudes that today’s employers want but students aren’t getting at college?

Most employers are looking for good communication- critical thinking- and complex reasoning skills (that which so many students lack; therefore, the majority of employers now pass over U.S. undergrads for the demanding jobs to hire those with masters degrees or foreign educations). But there is more. Since today’s graduate will change careers, not just jobs, some three to five times over a working lifetime, he or she will need to learn how to think critically, creatively, and intuitively like never before.

And I know I just mentioned creating your own business or situation, but unless you are really motivated (because it’s hard out there), best to get some experience and connections under your belt before doing so, thus a job.

As mentioned previously, half of all salaries and wages in the U.S. come from the creative sector ($1.7 trillion); therefore, it is critical to be a creative problem solver / solution finder, a creator of original ideas, a creative leader–creativity being at a premium today. In addition, the very nature of the system in which we work, capitalism and its creative destruction—destruction and creation of jobs, even economic sectors—resulting in greater turnover in these most economically turbulent times, requires one to be creative. The presence of capitalism’s creative destruction is a good reason to not merely follow job trends in choosing work, never mind a career. For soon the inherent better service / product nature of capitalism will result in, for example, Net Flix making video stores like Blockbuster obsolete, Amazon forcing Boarders to close its doors, or technological advances empowering musical artists making record companies much less significant. Therefore, one must be more agile in one’s ability to not only problem solve on the job but between jobs, even between careers, or moving from one career to the next several times over.

Students must learn how to be self-educating, for more than ever before education is not institutional but individual. With corporations staying leaner than ever before in a turbulent world job market, the new worker must see herself more as an entrepreneur than employee. The individual must be 100% accountable for his education, career(s), and life like never before. She must also emphasize such skills as being adaptive, open-minded, and self-reflecting like never before. Reliance on the government for education, a single job stream for solvency, and educational institutions for guidance and all one needs in today’s complex world no longer applies. Today’s worker must be an entrepreneur, a company of one, regardless of whether an employee or employer.

So let us get more into the specifics of these ever important skills: critical, creative, intuitive thinking.

Critical thinking is the ability to go beyond surface meaning, being able to look between, above, below, and around the lines to greater, greatest understanding, evaluating and judging, going deeper, deepest to more thorough problem solving. It’s all about learning to ask the right questions.

Creative thinking is at the foundation of critical thinking; it is divergent thinking, being able to see many possible solutions to synthesize current knowledge, understanding, and experience to create a bridge of new understanding to solution.

Finally, there is intuition, creation’s cousin. Intuition, or gut instinct, is a source of understanding or insight that resides outside the individual’s conscious mind. Some say the intuitive lies inside us in the subconscious. Others say intuition lies outside of us in the divine. Regardless, because of the current increase in knowledge, complexity, and speed of change in many fields, one can hardly rely on the limited rational mind, that which has evolved little and has not kept up with the rapid technological advances.

“Intuition becomes increasingly valuable in the new information society precisely because there is so much data” John Naisbitt, best-selling author, future studies

“All human knowledge thus begins with intuitions, proceeds thence to concepts, and ends with ideas” Immanuel Kant

“The only real valuable thing is intuition” Albert Einstein

“Without creativity, knowledge would not exist” Albert Einstein

No amount of education, knowledge, or understanding will help us in many situations where problem solving is critical, for we have relatively remained the same in our capacity to take in, process, recall, and retain information while knowledge is forever increasing and technological advances proliferate. Keeping track of all this information and dealing with these rapid advances in technology adds stress, enhancing our limitations.

Consider the following example.

Because of the ever increasing knowledge gains in medicine, for example, one would think this naturally to be a good thing. The logic being that with increased knowledge there is increased chance for remedies to disease and injury. However, quite the opposite has occurred. Knowledge has increase and technology has advanced, certainly; however, the human instrument over that same time period has remained relatively the same in its extreme limitations to take in, process, and recall all this new information.

According to Dr. Atul Gawande (endocrine surgeon Brigham and Women’s Hospital, Boston; associate professor Harvard Medical School), “Scientists continue to report important new genetic findings, subtypes of cancer, and other diagnoses—not to mention treatments—almost weekly. The complexity is increasing so fast that even the computers cannot keep up” (The Checklist Manifesto 23). He goes on to state that it’s not just clinicians that suffer this fate but “software designers, financial managers, fire-fighters, police officers, and lawyers.” Because of this, Dr. Gawande came up with a simple, yet elegant solution: the checklist. Einstein said, “Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius–and a lot of courage–to move in the opposite direction.” Dr. Gawande imparts an important aspect of problem solving here. His simple solution has proved to be quite useful.

The above is one reason why 90% of employers rate “written communication, critical thinking skills,  problems solving and complex reasoning as very important” (Academically Adrift). To process and analyze information, problem solve, and communicate in today’s complex and knowledge swelling world, one’s mind must be in tip top shape. However, most undergraduates don’t have the above mentioned skills and because of this are often overlooked for the more complex, better paying jobs.

Way too many students come to class today without the necessary curiosity and passion needed for learning and problem solving that is critical in today’s highly complex, quickly changing, and vast world job market. But if there is a desire to think well, to discipline the mind, it is only through consistent reading, reflecting, and researching that today’s successful student will be able to find some semblance of career(s) security. Processing, manipulating, managing knowledge, the continued working of a well-tuned mind muscle must be flexed in these complex, quick paced, multiple-career times. Great achievers have done as such, but it’s more important today to the average worker than ever before. There is greater opportunity than ever before, but the destruction and creation of jobs–jobs that are generally more interesting, rewarding, but demanding and complex than ever before–demand one to be prepared and in top notch condition.

Now that we’ve gained some additional insight, let’s go back to secondary and post-secondary education and take a more detailed look at current issues and concerns.

As mentioned earlier, the number of high school dropouts has reached epidemic proportions (one out of three public school students), for many are bored or don’t see the relevance between what they are learning and the real world. They know something is wrong, not quite right, but can’t put a finger on it. And few are helping them to see what is truly afoot, that their government is focusing on STEM field jobs thus only two of the eight intelligence types (linguistics and math or logic), and if certain students don’t fit the bill, it’s their loss. This is an extremely limited education considering the variety of lively options that lie outside STEM fields. And of those who do graduate and go onto college, more and more are not graduating, or if they are graduating, they are not learning.

So what’s happening? Let’s take a deeper look.

There are more career, life, even entertainment options than ever before. There is great diversity and liveliness in today’s experience, what with television and its hundreds of channels and entertainment options; movies with tremendously appealing and fanciful visuals; the interactive Internet with its social media and video sites in which the average person becomes the involved creator; the wide variety of theme parks; and so much more. Yet to a great degree, we still teach our children the same knowledge we always have with little curriculum modernization in content or delivery, as well as to the greatest degree keep our kids in a passive, non-creative, lack of control state of being. Autonomy, as a reminder, is that which enables not only greater learning but optimized knowledge acquisition and retention, creativity, and personal accountability and responsibility, that which is most needed by today’s worker / entrepreneur. To feed our economies today, we must enable this active, creative, reflective student in the class room. The passive student is passé. In one experiment by a Duke University professor, she had students interact on a blog, commenting on each other’s writing. Interestingly, she found that without the teacher there, or having to do more restrictive, less interesting, less subjective essays, they thrived, doing some of what she discovered was their best writing.

With all this stimulation and the need to sit for hours in boring classrooms, should we wonder why so many kids in recent years have been diagnosed with attention deficit disorder?

In our secondary schools, if children are found not to be interested or able to pay attention in class, an attention deficit diagnosis is assigned and the appropriate drugs prescribed, drugs that often, like most drugs, have serious side effects often creating outcomes worse than the alleged disease they are attempting to remedy. Even in general society, if one is depressed or unable to focus and concentrate, drugs are often seen as the answer. The number of over-the-counter drug commercials on television and in print media today reveals our nations comfort with the prescription. Apparently, there is a great disturbance in our youth. They can’t sit and listen, and they are so discontent with education that they are dropping out in record numbers. What is going on?

Considering that the third leading cause of death for those ages 15-24 is suicide, one must ask the question, why? There is an excess lack of motivation, hope, and commitment to education today. A great cause for suicide is a lack of understanding, a sense of drifting without purpose. In 2011, Academically Adrift came out speaking to the issue of the serious decline of higher education. A key point from the book that I’d like to focus on here is that “students stay in prolonged states of directionless shift, delay characterized more by indecision than motivated reflection, confusion than the pursuit of clear goals, ambivalence  than  determination” William Damon, psychologist.

Anyone who is young and inexperienced, who is “directionless,” full of “indecision,” “confusion,” and “ambivalence” has a greater tendency than not to lose hope. What needs to be done is to provide that hope, meaning that we need to define, explain, and inform what this thing education is really all about to the deepest level possible, the nature of the economic system they will work in, and possible difficulties and encounters in career and life that will arise. A more informed person is a more secure person; knowledge is power; and so forth.

I provide that service to my college students and clients, and you’ve never seen such an attentive, rapt group, learning things that are fundamentally true and critical to understanding to lessen indecision, confusion, and ambivalence, but unfortunately are rarely addressed. Students, the young and uninformed, need to know more about the second most important commitment to time, money, and effort that they will make in their lives–career only second to family. If we are not as transparent as we can be about education, giving as thorough an explanation to its in-and-outs in minute detail as possible, then we do them a great injustice and disservice. We are simply contributing to their confusion, ambivalence, directionless, and indecision.

Contributing factors to public high school dropout rates also has to do with the economy, where financial survival takes precedence over education. One of the core issues being the economy, of course. Education takes a back seat when mom and / or dad lose their jobs and the only chance of survival is the of-age children going to work. But the high divorce rate doesn’t help either what with there being two households to pay for rather than one. I could go on, but these are some of the major concerns.

At the college level, maximizing the student’s understanding of education and what it means is imperative, and the economy’s effects are equally as upsetting to college students, but there are some concerns regarding higher education that differ from those of high school.

What are some of the key issues affecting students today that are directly related to colleges and universities?

Some of the low graduation rate and diminished learning can certainly be blamed on universities that reward faculty more for scholarly pursuits than teaching under-graduates, but students must take some of the blame as well. The learning that is not happening can be attributed to students who have learned to “manage” their education, often taking easier classes or teachers who require less work for good grades or those that can be manipulated by students. Most of this change has occurred over the last couple decades as a result of money changing hands. Instead of money going to universities, now it goes to the inexperienced student-consumer in the form of financial aid, students who often merely go to college by default because it is the thing to do or that which his or her parents, peers, or society has advocated. Thus the student is not properly motivated and sees “college” as an obstacle to simply be navigated as quickly as possible (Academically Adrift).

But another reason for this is that no longer is a degree seen as a “sure thing” to a job and steady career; as a matter of fact, as mentioned previously, there are more with degrees than there are job openings that require a degree. This in itself is creating a lot of anxiety, doubt, and confusion.

The above lack of learning has resulted in more and more employers complaining that those with a U.S. bachelor’s degree do not have the necessary critical thinking, complex reasoning, and writing / communication skills needed for more complex, demanding jobs. As a matter of fact, it has gotten so bad that many employers in the states have relegated rudimentary non-technical jobs to those with U.S. bachelors while hiring those with graduate degrees or from foreign sources for more rigorous, higher paying positions (Academically Adrift). I’ve mentioned this before, but it bears repeating.

So what’s the result of all this?

Many business leaders are concerned that today’s graduates don’t have the skills to ensure economic competitiveness. As mentioned previously, it is technology and science that drives the U.S. economies. STEM careers require complex and critical thinking skills. But even educators believe that recent organizational changes have undermined core education functions.

“Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers . . . reason clearly or perform competently in analyzing complex, non-technical problems” Derek Bok, former president of Harvard

“The quality of student learning in U.S. colleges and universities is inadequate, and in some cases, declining” Secretary Commission on Higher Education: A Test of Leadership

It’s complex and may take years before any substantial inroads are made by colleges and universities and the government into solving core issues, if they come at all. Here is a quick look at why change is not forthcoming. The statements all come from “Where Will Innovation Begin?” by Jeff Selingo, editorial director of The Chronicle of Higher Education.

Mel Schiavelli, a former provost and interim president at the College of William and Mary, and a former provost at the University of Delaware, has recently come up with an innovate approach to higher education. He is the president at Harrisburg University of Science and Technology.

First, there are “No departments. Academic departments are silos built by faculty members to further their research and careers.” Second, no tenure. And finally, no frills to cut costs: no campus (a single building), sports teams or dormitories. When Seligo asked Schiavelli if any of these innovations or similar ideas could be used at other existing universities, he states “So much of the debate about higher education in this country is driven by R1 research universities and their research needs. It’s not about teaching, and it’s not about the needs of today’s students.”

Seligo also states that “innovation just can’t happen at new universities. The last thing this country needs is more universities.” But because many administrators are afraid of losing students or investors, change, if it does come, will come too slow and too late for many students.

But the problem is that students in college now, and those shortly to come, don’t have the luxury of waiting. And that is why I and others in the private sector are coming forth with solutions today. It is critical that students are, first, made aware of the core issues of education—defining what the govt. and colleges define it as, and then specifically matching the student’s basic talents, gifts, abilities to the student’s definition of education—discovering what employers needs are, and then matching the student to the particular career, industry, and specific environment she can thrive in while supplying her with the skills, knowledge, and attitudes for adaptability. Making students the center of understanding, creating greater awareness of the true nature of education, and setting them up as self-sustaining, self-educators not mostly reliant on institutions is critical to not only overcome current education issues, but to enable their ability to thrive in these complex, volatile world job market times.

What’s the effect of not enabling students NOW with the tools they need to succeed?

“Many students come to college poorly prepared for highly demanding academic tasks . . . But, more troubling still, they enter college with attitudes, norms, values, and behaviors that are often at odds with academic commitment” Richard Arum and Josipa Roksa, Academically Adrift

It is critical that students have a razor sharp, focused plan based in a solid understanding of the current education and economic environment, so that they can obtain maximum motivation, stick to a plan and carry it out. In addition they must have extensive hands-on and book knowledge about their chosen occupation, the educational requirements, and future demands for chosen occupation, as limited as that foreknowledge may be.

But what also has to be instilled in students are a serious understanding of values, morals, and ethics. These things used to be taught, like what you saw in The Social Network, the Winklevoss’ treating Zuckerberg with kid gloves even though he is the offender. They felt it wasn’t like a “Harvard man” to attack another Harvard man.

Colleges and universities used to teach values but have not done so for some time. Therefore, we can look at an indicator of how this has affected students. Consider that from 1963 to 1993 admitted cheating of students went from 26 to 52%. Employers do not want those steeped in cheating, cutting corners, and dishonesty working for their organization. So it is critical that students learn necessary values for today and the future: honesty, accountability, appreciation, awareness, commitment, completion, consistency, cooperation, decisiveness, duty, efficiency, fairness, generosity, and so forth.

So what else is there regarding education that is wreaking havoc with today’s student? How about the financials of the here and now into work and retirement?

Considering that total college loan debt has gone up 25% from 2008 to 2011, $440 to $550 billion, should give you a clue. Today, like never before, the American Dream is not being fulfilled by college but destroying it in debt. More and more grads are running not only into insurmountable debt, but with the rise in the cost of living and tax rates, decrease in savings rates, and deflated salaries that experts say won’t recover until 2021, it is getting more and more difficult to get by on merely a job alone. How many students getting into a major have even a clue what their chosen career will provide for the short- and long term into retirement? Students should at least have some idea of the financial situation to come, as only a common courtesy to the student, of course.

But what do students know about achievement and success? Overcoming difficulties and trials in work and life that they will certainly have? What about setting goals and understanding how to overcome failures so as to not give up? Learning how to ask the right questions for greater problem solving in career and life? Overcoming poor, debilitating habits and weaknesses that will take down a career or life quicker than you can say, failed thinking? Learning proper attitudes needed to achieve and maintain success? How to be productive, accountable, pro-active, committed, persistent, present, self-sustaining, self-educated, motivated, focused, self-inquiring (the intuitive to greater, greatest achievement, happiness, and joy). And more.

What are the three key principles to greatest motivation and achievement?

According to motivational expert, Dan Pink, they are autonomy (ability to maximize self-choosing), mastery, and purpose, as mentioned previously. To obtain the later two you need the former. And as one looks to mastery and purpose, she will find her innate skills, abilities, talents, gifts, and desires and fulfill them in a purpose that will be discovered to greatest happiness and joy, to the tune of not only the family and self but all those she comes in contact with. And as she does so, she will discover the inert in her, character and passion, not previously seen but only learned of by taking risk in serving self-interest to the maximization of the individual and all those she comes in contact with. And as she does so, she begins to expand, exponentially if she learns to always challenger herself and grow in this power evolving universe to produce greatly for self and the hundreds, thousands, millions she comes in contact with as she grows as nature desires it, exponentially coming to the aid of self and society as best she can.

Most fail because they never prepared “themselves for the harsh lessons the Creator set for them on life’s path to strengthen their spirit and make them fit for life. Unlike the warrior who accepts harsh discipline as a privilege and honor, these people are like pieces of grain caught in a millstone, ground down by the wheel of life in agony and pain” Chin-ning Chu, author of Thick Face Black Heart

We all desire magic in our lives; it is an innate desire for all, yet few believe it can happen to them. It is always for someone else. But in those quite times, during the day or at night before sleep takes over, we know deep in our hearts that we all desire the greatest, deepest, most satisfying, life quenching fulfillment that we could ever imagine and more. It is out there for everyone. Belief in it must be practiced over and again, as Neo did in the Matrix. He is the One or savior, but upon asking the Oracle if he is she states, “You have the gift, but you seem to be waiting for something,” as most of us are. But we all must be brave and reach forth, to practice in our minds, as Neo does in virtual reality or the matrix, and then take it to the real world, as Neo does later in the trilogy taking down a machine with the wave of a hand.

It is all up to us and it is within us, so we must be to the greatest degree self-educating, self-sustaining and maintaining. We must look within to find our genius, our unique roadmap to success and greater, greatest achievement.

Don’t let life happen to you, let you happen to life. If you are selfish, lazy, hopeless, fearful, doubtful, anxious, shy, unproductive, irresponsible, immature . . . practice overcoming. I have. Growing up I was shy, introverted, hopeless, anxious, angry, depressed, suicidal, addictive, but I overcame through taking the hard road, the challenging road turning 180 degrees from fully unproductive to maximized productivity of unrelenting, razor sharp, focus, commitment, integrity, and honesty.

“Most commonly accepted standards of behavior are arbitrary, and the arbitrators themselves are often flawed individuals who, under the guise of virtue, have perpetuated their own weaknesses and fear” Chin-ning Chu

Be aware of truth in perspective and understanding. Become an empowered seer of truth and understanding so that you are able to do whatever you know you need to do to obtain your goals, righteously and honorably, without allowing what others do and say detract or hinder you in any way. YOU are in charge, for people will believe what you broadcast to the world, and what you broadcast, that which everyone sees first and foremost, is your inner value. Your character, intelligence, spirit, and soul. Create value in yourself and pass that value onto the world. Don’t take short cuts or any one else’s’ path. You are unique and put here for a reason. Discover it. Nurture it. Embrace it. And follow it to the greatest life imagined. But don’t focus on what makes you feel good but what will make you great, which often entails great sacrifice and doing the unlikeable and unwanted to greater character, empowerment, and strength.

Good luck. Good education and career. And god bless.

If I can help with anything, please don’t hesitate to call.

Peace!

Do you lack energy, enthusiasm, desire? Do you have difficulty sleeping? Getting up for work? Lack desire to be with family, spouse, friends? Now some of these symptoms may be related to disease. And there is a belief that depression can result in physical disease, but this is not my area of expertise. But if you are relatively healthy, you’ve gone to regular doctor visits and you check out OK, but you still have symptoms of depression, lack of energy and enthusiasm, it is more than likely that your problems are motivational. Tony Robbins says that there are no lazy people, they simply have impotent goals. Put more simply, they are not doing what excites them. If boredom reigns in you life, get busy. But maybe you’ve been suppressing your desires for so long it is going to take some work to pull out the answer.

What is the best technique to use? Simple and short. Writing. You need a journal. If you are not used to self-examination, then you need to get a journal and practice opening up to the intuitive / creative voice within you. It is the subconscious voice or the subconscious you that has your answers. Major point here is that you are going to find out for yourself what it is that you want to do.

Here’s a case in point. I had a student come to me one day complaining that no matter how hard she tried to be objective in her writing she always found herself putting in her ten cents, so to speak. She just couldn’t keep herself from putting her subjective stories in to support what she was saying. The assignment called for a more objective approach but no matter what she just couldn’t maintain her objectivity.

I asked her if she kept a journal. She said no. I said, well, for your mental health, I suggest that you do. There is obviously something that you have to work out. If you have a continual desire to express yourself, you either have a problem to work out or you’re a writer incognito.

She confessed that she used to write all the time and loves to write but found it impractical. I told her that she better get writing. It is your core genius. If you are that motivated to write, that obsessed with writing, you are a writer. Exactly what you are going to do with it, I don’t know. But I do know that you have to write and as you do so on a consistent basis, you will discover what it is that you need to do with your writing.

I had a similar experience. After working in the computer field for several years, and then the entertainment field, I knew that I was at an impasse. But after a fashion, I knew through brainstorming or free-writing what my plan was: I would get my BA and MA in English, teach for six years or so, learn, gain extensive experience speaking, and then move into a private entity as an info-preneur. And as I sit and write this article, something that I had gotten away from for some time (writing that is), I find my energy increasing, my focus and sharpness of mind excelling. Mental sharpness is a key feature of those who are following their path. Interesting that I read today on the AP wire that elderly people who see themselves as self-disciplined, organized achievers have a lower risk for developing Alzheimer’s disease than people who are less conscientious. Why? Universal law. You were put here to do certain things. You were also put here to get off the sofa and do things, period-and, may I add, mostly for other people. There are rewards just for doing something, even those things that don’t promote your core genius, so imagine the physical, emotional, intellectual, psychological, spiritual benefits of doing that which you came here to do. And everybody, everybody, has their talent.

You know mine. My wife’s is interior decorating. She’ll see something in the store and instantly knows where it will fit into the house. She spotted a painting one time and when we got it home I put it on the wall and it amazed me how the colors in the painting matched with the surroundings. My older son is a mechanical genius. My daughter is a bookworm like her father. Our youngest Michael, who barely speaks, is going to be a politician or a lawyer. During activities at our church everyone young and old is asking, where’s Michael? Where’s Michael? One day we went to Universal Studios and my wife and I were waiting for the kids to get soaked on the Jurassic Park ride as Michael introduced himself to the people around him, just going up to tables sitting down next to whoever and socializing. He can’t talk yet, but that didn’t stop him from holding a young ladies hand for ten minutes. Quite the flirt.

But getting back to the issue at hand, you do have a talent. And some people complain that they’ve looked and they’ve looked and they’ve looked but to no avail. Well, I say, you are probably looking past, over, below or around it. It is there, you just need to think more simply. What do you like to do? How do you find this out? Let’s look into it.

Journaling

One of the best ways to discover or uncover is to journal. Unfortunately, most people have gotten away form writing. Years ago, before the glut on the market of entertainment related devices (Xbox, Game Cube, Internet, iPod, PCs, MP3 players, cell phones, email), people actually sat down and wrote each other. In junior high, I remember writing to a friend who had moved to the next state. I also wrote funny stories to entertain my friends. I wrote ideas and notes down of things I needed to do, wanted to remember, and was looking forward to. But writing is a lost art. I have seen major evidence of this over the seven-plus years I taught at the college / university level. But let’s get to what journaling can do for you.

One of the major features of journaling is its ability to pull from you information, wisdom, thoughts you never knew you had or had forgotten that are recalled just at the right time to help solve an issue.

I have yet to pin down why writing is so important to self-understanding or why it is the best way to problem solve or discover insight. It may have to do with our limitations more than anything else. Since we are such forgetful beings and have a difficult time retaining, processing, and recalling information, the best thing for us is to simply write it down. Write it down so we don’t forget what we’ve just discovered, and write it down so that we can go back and look at where our problems lie, enabling us to compare and contrast to fix ongoing issues.

But one of the greatest attributes of writing is that it enables us to create a direct path to that intuitive voice, the subconscious mind, the sixth sense, the divine, if you will. Here is where we find oftentimes priceless gems of knowledge and understanding that would probably stay hidden if we didn’t write.

It stays hidden because people are looking at life with myopic eyeglasses. They aren’t seeing the forest for the trees. The major reason being that they don’t study enough of what is going on around them. In order to truly see what’s going on, you have to read, study, think, contemplate, write or journal, just generally keep the mind active and nimble. Like your belly, it gets soft with inactivity. One of the best things you can do is write on a daily basis. Writing enables one to call forth hidden wisdom, forgotten facts that create insights that are powerful and priceless. Let me give you a few examples of what this journaling can do for you.

I know of a man who was having a normal life working as a computer programmer, going to work, raising a family, enjoying his work and leisure time. However, one day his life was turned upside down, as often happens to us humans (It happens so often that it should not be a surprise to us-maybe add this to our early education as well). He contracted MS. He did the usual in attempting to work with the mental / emotional aspect of the disease. He spoke to doctors. He spoke to family and friends. This helped to a degree but he needed more help than they could provide. So where did he go? To paper and pen. He realized that only by examining his thoughts on his own could he reach needed understanding. As he wrote, he began to have insights and understandings that were specific to his plight. Understandings others and even he could not have come up with.

“What?” You ask. “Not even him? But isn’t he writing here?”

Yes, but as I’ve stated before, it is the subconscious, intuitive / creative voice that taps into submerged solutions, understandings, forgotten facts and connections that only come forth when we allow ourselves to think freely and intuitively. Subsequent chapters will help you free yourself up, let go of counterproductive thoughts and habits locking up great personal discovery. Not sure if you’ve ever heard the old sixties saying, “Free you mind and your ass will follow.” Well, hopefully we’ll get a lot more than rear end feed up. Let’s get back to the example.

This man began to discover ways of dealing with his disease that no one else was coming up with, solutions that worked specifically for him-his unique situation. He began recording how he was feeling at his worst times. For instance, at one point, he began writing down how often he was waking up at night, and what he was feeling, and passed that information on to his doctor who was able to tailor preventative solutions based on this information. The man even went back to writing poetry, something that he hadn’t done in years, to discover insight and calm that he said would have never happened if he hadn’t gotten sick-the sickness forcing him to write again.

I know from personal experience that it has been the times I’ve spent alone, feeling down and desperate, sad and destitute, that have not only motivated me to seek out a better life but has helped me to see the significance of this better life and to appreciate it for all the joy and reward it brings. The result? Greater insight, understanding, compassion for others who suffer the same plight, and strength, coming from overcoming such difficulties and tragedies.

People often complain about their difficulties, curse God for their bad luck, but they never look to the light at the underbelly of tragedy and failure. Without these downtimes, how do we ever know success? There is no one who has ever succeeded who hasn’t known failure. And that is good, for how can you succeed without it? If failure did not exist, and you only knew success, how would you know your were successful? If you were always healthy and never got sick, how could you know health?

This is old news, philosophy that has been around for ages. The Taoist speaks of it in the ying / yang: hot / cold, light / darkness, health / sickness, pleasure / pain. If we didn’t have these pairs then we would not know the good or the bad. It is the way this world is set up. For our benefit.

By keeping our minds open, we are able to see things we would not normally be able to see. Important things.

Here’s another example. A woman was concerned about a defect in her child’s head. She had gone to a couple of experts who said that everything was fine, that the child would grow out of it. Nevertheless, she continued to worry and seek out experts. She just knew something was wrong.

Point of note: good example here of not listening to others or blindly following the crowd. How many less informed mothers or mothers with weaker intuition would have accepted these expert’s opinions?

She decided that in order to work out this problem she would journal. She, like the man with MS, had gone to experts, family and friends for advice but she knew that she hadn’t found what she was looking for. So she began to write.

In writing, she discovered an un-opinionated, neutral partner in her pen and paper. But she was not alone. She knew that there was another presence working with her. She could feel it as she came to greater understanding of what she should do. Seek out additional experts. She did.

Some time later she came upon a doctor who was working on a new disease of the bone, specifically related to children. She brought her child in. After the doctor examined the child, he suggested that they not delay and operate as soon as possible.

After the operation both the doctor and mother were satisfied with the result, the doctor telling the mother that if she had delayed the child might not have survived. The mother was also satisfied with the information and insight that she received from her journal, not only because she had saved her child but she had come to a great understanding through writing how to best deal with a highly charged emotional situation-a situation no one else was able to remedy to the mother’s satisfaction.

Journaling, writing, keeping a diary, any form of jotting down one’s ideas in a quiet place on a regular basis is fundamental to tapping into and maximizing one’s ability to be successful in most if not all areas of life.

Jeff Brown has been writing for over thirty years. He is an astute observer of the human condition and has overcome many personal development challengs by applying the principles he speaks of to his own life. His current novel Black Body Radiation and the Ultraviolet Catastrophe can be found at Amazon.com His newest book, Give and Grow Yourself Rich will be out in early 2008.

How long has this been going on? Much longer than the title of this article implies.

Let’s go back to 1870 when Rockefeller’s Standard Oil was established. As many know, he dominated the oil refinery business for kerosene in the later part of the 19 th century. However, with the invention of the light bulb and its mass distribution within a decade Rockefeller saw his business almost become obsolete. If it wasn’t for the mass distribution of cars in the later portion of the 19 th century, Rockefeller, our first billionaire, could have gone the way of the kerosene lamp.

And this is the nature of capitalism. So if you are ever shocked or surprised by a company, industry, or economic sector disappearing, and in the process you lose a job or career, it is time to wake up and smell the creative capitalism in the air.

According to Allan Greenspan, author of The Age of Turbulence (2008), things have only gotten worse in regards to lack of job or career security, but at the same time this “new world” holds great promise and hope: “We are living in a new world-the world of a global capitalist economy that is vastly more flexible, resilient, open, self-correcting, and fast-changing than it was even a quarter of a century earlier.”

With the fall of communism in East Germany and Russia, along with the slow eroding of the same in such countries as China, we certainly live in a new age, one that we would be remiss in ignoring as regards our financial well-being. Never before has it been so important to be critically aware of the need to not only educate but re-educate or continue to educate oneself for as long as the need to create income survives.

The very nature of capitalism requires destruction of the status quo. But with more and more players coming into the game the field has grown considerably in size. And it is critical to not only keep abreast of what is happening in the outside world but the inside as well. Never before has it been so important to know of what one’s abilities, desires, talents, and gifts are so that they may be exploited to optimum utility.

But it’s also more than that. One must also consider the field one is getting into and its potential longevity. If you’re in the computer field, you better be nimble and quick to learn and upgrade your skills on a yearly if not monthly basis, as ridiculous as that seams. However, there are fields that are more stable.

Take for instance mortician, doctor, coach, or psychiatrist. These are fields that may change in their technology used or techniques acquired, but people will always be in need of these professionals.

Another thing to consider is that in today’s rapid changing world a single source of income, or job, may be suicidal. With such rapid change occurring it is becoming critical, essential that everyone has multiple sources of income.

What does that mean?

It means that you need to diversify: business and investing. Today with the Internet and its ease of use, low overhead, and ability to reach around the world, more and more people are becoming business owners in some capacity, even part time. There are some who use it to bring in a couple hundred to a couple thousand a month, all the way up to those who are achieving six- and seven figure incomes. Today, one out of six people are business owners. And considering that upwards of 70% of jobs come from small business, you can see that a great number have come to the realization that they can’t rely on a job, a limited income, a company, or even the government to provide for basic living into retirement needs.

Another way to provide for oneself is through investing. This is a topic that is diverse, complex, and far reaching, but needs to be looked in to by everybody in the workforce today. And I’m not talking about 401k’s or CD’s. A couple of the lowest yielding and unstable forms of investment going. But all this is for another article.

Bottom line, you need to know yourself, first and foremost, and then take action so that your future is on much more stable ground.

Today, coaching in the areas of success and career are no longer for the privileged. And with affordable payment plans and relatively low costs most programs are more than reasonable. But even more important is how the few dollars you invest today will compensate 100′s of times over for less stress and strain in your life as well as a razor sharp understanding of not only who you are but an ability to put into place a plan that will enable achievement at its highest level. In today’s competitive, quickly shifting world having such is critical.

So what should be done at the outset so that there are not so many career changes or career transitions for the majority?

To get things right, you need an impartial coach who works at pulling from within you your answers, not a family member, mom or dad, or educational counselor. Why none of the above? They are either too close to you or have an agenda. Also, if you are getting advice from the public sector just consider the difference in service between the DMV and Blockbusters (or choose any business in which customer satisfaction is critical to success). Institutions that are not-for-profit are not competitive and therefore rarely gage their success based on consumer success or satisfaction outcomes. Those for-profit institutions better be successful, using the best products and services, or they go out of business.

By having a person who is impartial, experienced, and understands that the answers lie within the student or person seeking a career or career change, and to have that coach work with the individual for as long as it takes to reach a definitive understanding as to what he or she was put on this planet to do is critical to your success.

Whether you believe it or not, we all have a certain sub-set of innate talents, abilities, and gifts that when exploited bring not only financial success but also great fulfillment, or as Abraham Maslow would have said, actualization. And it frequently amazes me the number of people who compromise and never achieve complete and utter happiness in their career. Since this is a free country, the freest on earth, why some would choose to spend one third of their life working in a field they don’t love with all their heart is puzzling to me. Certainly, it takes work and time to change, but as far as I know once we’re dead we aren’t coming back, so do we have a choice?

There are always excuses, but if you only have one mortal life to live, and by living that life fulfilled it helps you to reach your potential, and by doing so it fills you with so much passion that you want to reach out with great joy to hundreds, thousands, millions to give them some of the same . . . Well, you see my point. There are few like this, but so many more can be so. How do I know? I’ve lived both lives, and living what you love to do so much that it’s no longer work but something you desire to be doing twenty-four seven . . . Well, once again, you see my point.

I have personally headed down the wrong career path, working a job that was so “not me” that I suffered depression at times to the point of immobility. And since I’ve changed my perspective some twenty-plus years ago, not only has my joy and purpose exploded, but I’ve become much more sensitive to those around me who are living the half-life, the life of the living dead, and shudder at their misery, their frowns, pessimism, and discontent with themselves and their infecting of others with the same. It is neither a pretty picture nor a good way for anyone to spend their short life on this earth.

But back to the greater issue at hand.

What happens in the early days of choosing a career-in college career training or when “experts” help college students career brainstorm-is that the horse is almost always put before the cart. Meaning that a career is all too frequently chosen based on little consideration outside of what the family or society says or where the money or prestige can be found.

Few examples to support based on what I’ve heard from clients and students:

“Hey, my dad is an accountant, and he tells me that once he’s done with his work he can do whatever he wants. He says he usually has a couple hours a day free. I can just play video games. That’s great.”

“Doctors and lawyers get respect. That’s what I’m going to do.”

“I went into law because I want to go back to the South and nail all the rednecks.”

“I was an engineer major, but I changed to architecture.” When asked why? “Sounds better.”

The majority of decisions pertaining to how people are going to spend one third of their lives is based on such sloppy, shallow thinking it’s no wonder that within five to ten years after graduation 70% of grads no longer work in a field related to their major.

Seventy percent! Who says education is the end-all and cure-all?

So to get something right that is so important, you must begin to see that it should take time and effort to discover where you need to be in order to maximize your potential for not only monetary success but for general life happiness.

So how’s it done?

Here I will just summarize, for the way is complex and involves considerable effort, thought, and time.

First, you must look at all important areas of your life. Some examples are health, family, physical environment, money, career, friends and family, romance / significant other, fun and recreation. If you don’t look at your life as a whole in deciding a career, you will more than likely career change and career transition until the cows come home.

But there’s more.

Now you must research your talents, abilities, gifts to determine where and how you will make your money. You will not know specifically up front, but that’s OK. As the successful say, shoot and then aim. You will have a general understanding of where you’ll be going but only by following the path on a daily, monthly, yearly bases, even, will a specific understanding of ultimate achievement come to fruition or reveal itself. In most cases, there is no other way.

Next, you must look at character. We all have character flaws that need to be addressed. Remember that success can come because of your talents and gifts, but just look at the news headlines of the mighty-successful who have fallen and fallen hard and you’ll see why character is critical. As a matter of fact, no amount of talent, ability, knowledge, or gifts can compensate for the self-sabotaging of poor character.

Finally, you must study and know inside and out all the critical success principles: how to work well with others, tolerance of others and ideas, creativity, honor and self-accountability, self-control, succeeding through failure, and so on. Without a thorough understanding here, you are limited . . . in the extreme.

There are other intangibles that vary from individual to individual, but the above is general that which needs to be addressed by the majority if not all in making solid career decisions for the greatest of happiness and fulfillment.

Well, I’m excited. I hope you are too. I always get excited or passionate about what I love. And I love giving people the truth related to life success and fulfillment. Having lived so many years down and out, depressed, hopeless, lonely, unhappy, unfulfilled, I am more than enthused to help people avoid the same. The one thing that I discovered through the school of hard knocks is that there is no need for it.

I’m excited to help you on your path to joy. In time, you’ll get excited too. We all need a passion-career. Let me help you build yours.

Here’s to your success.

Why is all this happening? Well, let’s begin with the beginning.

To begin to understand what has happened, we have to go back to the sixties with open enrollment or allowing anyone into college. Community colleges have done it all along, but in recent years four-year universities and colleges have followed suit. This has resulted in many students slacking off believing that hard work isn’t necessary to get into college. Unfortunately, along with several other factors, it has resulted in the majority of students entering community college not being able to meet accepted standards in reading, writing, and arithmetic.

In addition, at the secondary level power has shifted from the teacher to the student in the classroom. From my two years of experiences and conversations with other teachers as a K-12 substitute teacher, along with dozens of stories told to me by friends, family, and graduate seminar students getting out of teaching, the lack of control in the classroom is killing the teaching profession. According to a recent survey, three out of five going into teaching use it only as a stepping stone to another position or profession, as my lawyer friend did several years ago. He told me that the majority of teachers at his school were either new or ready for retirement—few in-betweens, for the reason stated above. He was even told by one of the experienced teachers, “Either you’re going to do what the students want or you’ll quit.” At an assembly, he asked a student to behave. The student’s response? “You can call the cops if you want. You can’t do anything.”

But there’s more to the story than loss of control in the classroom and liberal ideals. There’s the reality of the economy, a considerable rise in the cost of living and decrease in the savings rate, along with a great number of divorced parents now being financially responsible for dual homes—main reason many students drop out is to help the single-parent pay the bill. According to a report titled The Silent Epidemic by John Bridgeland (CEO of Civic Enterprise, a publicity group that lead a 2007 national dropout summit), 80% of students surveyed said they dropped out because of a need for “classes that are more interesting and provide opportunities for real-world learning.” As a father of a sixteen-year-old in advance placement classes (her homework level is equivalent to that of a college student), I see the impractical, irrelevant materials being studied and ask the question myself, “What’s this got to do with anything?”

Most schools don’t take into consideration real-world economic situations. Since most grads going into the workforce will have three to five, and some experts say up to ten career changes, the real need is for learning how to learn, think critically and independently, and creatively. This is not the industrial age nor is it the information age, it is the recommendation age where people are in critical need of the aforementioned skills. Considering that half of all wages and salaries are currently being made in the creative sector one can see that sitting passively in a classroom in which undesirable material is forced on students without explanation as to its need and application is problematic. Where is the motivation for the student?

More than ever before schools need to be student centered in the sense that the student gets to know himself / herself thoroughly (intelligence and personality types, strengths / gifts, weaknesses, values, and so on) and advisers / teachers work to an outcome of specific match between knowledge, student, and career. Reliance on archaic methods that no longer apply in a dynamic work and economic environment isn’t going to work; the way our children are educated K-college needs to be revamped, scrapped, or parents must take a greater role in educating themselves as to new needs and take a greater personal role in the educating of their children.

But that’s only part of the picture. Most graduates, even college grads, according to employers are lacking real-world skills and attitudes that are critical in today’s turbulent world economy. Employers complain of new-hires lacking the ability to work to deadlines and work well with peers, entitlement issues, inability to see the bigger picture, and so on. But there’s more. Recent grads also lack an understanding of the lengthy commitment a career demands. If the employee does not have a passion for what he or she is doing, especially in these economically trying and hyper-competitive times, then the chance of lacking the energy, commitment, and focus to maintain said career will result in unemployment. There is a way to be irreplaceable, but most of the “educated” lack 80% of what is needed to succeed in today’s employment market.

There are no easy answers, but relying on government or school systems to figure it out is dangerous, for the pace at which change may occur–and there is no promise it will happen–is too slow for your child’s current needs.

If you’re interested in what is needed, please contact me for further information. Your child’s financial and emotional welfare depends on it.

But as you work hard and often, how much is too much? And in doing too much, do you really gain greater opportunity or lose ground?

Sometimes, in our enthusiasm to achieve-maybe even enthusiasm to please-we overdo it and ruin  rather than encourage opportunity. Case in point:

Author of Thick Face Black Heat, the Warrior Philosophy for Conquering the Challenges of Business and Life, Chin-ning Chu  speaks of her desire to get a book to print at one point in the text. In meeting the deadline of Feb 15, 1991 she pushed her publisher and herself to the limit. The result? Because all of the media attention was on Desert Storm her book disappeared in the war’s media maelstrom. Chu believes that if she had not rushed, if she had stayed on a steady pace, her book would have been brought to light under much more favorable conditions. Because she did not listen well to her anxious heart, she misinterpreted a need for calm as one for greater action.

In learning, I have often found a point of saturation. I read a lot to obtain insight and knowledge as to greater understanding of the human condition outside of that which I gain from my limited perspective and experience. Infrequently as I seek and discover, I obtain a point where enough is enough. At this point I discover that I have the insight I need for my message, my anxiety to discontinue inquiry a demarcation point of discontinuance.

Sometimes as we seek to achieve we ignore the message our anxiety is attempting to convey. Instead of doing less and accepting conditions we do more and feed the anxiety even moving ourselves to failure. But even in times of failure, we are often better off accepting it than wasting time and effort by pushing to do more to right an alleged wrong.

On several occasions in my attempt to achieve greater prosperity, I’ve chosen a particular path. For example, I’ve taken a job that I thought would tide me over until I was able to move laterally into a position that would allow greater upward mobility. Yet while in this situation, I have been fired from several jobs, often due to no fault of my own. Each time as I’ve remained calm and accepting, I’ve moved into greater opportunities than those I anticipated following my preconceived or more forced, unnatural plan.

Sometimes we do too much out of lack of control, but even through the greatest preparation in regards to success in business and life we can never know it all; there is a point where we must simply trust in the fates.

“Chance is always powerful. Let your hook be always cast. In the pool where you least expect it, will be a fish.”– Ovid

And one must certainly push oneself to find the limits in ourselves, our plans, and life. For it is only in the doing, in having faith that all will ultimately work out that we stretch our intuitive muscle to learn of that which cannot be found in books but only in experience.

“Of course we all have our limits, but how can you possibly find your boundaries unless you explore as far and as wide as you possibly can? I would rather fail in an attempt at something new and uncharted than safely succeed in a repeat of something I have done.”– A.E. Hotchner

Ultimately, success is part tangible, part intangible. The tangible is what which we consciously do in an effort to achieve. The intangible is what we listen for and feel along the way as we adjust for greater if not greatest success.

“Success is not to be pursued; it is to be attracted by the person we become.”– Jim Rohn

“In order to succeed, your desire for success should be greater than your fear of failure.”– Bill Cosby

Here’s to your success.

• How to eliminate that most devastating handicap — self doubt
• How to free yourself from worry, stress and resentment
• How to climb above problems to visualize solutions and then attain them
• Simple prayerful exercises that you can do every day, throughout the day, to reinforce your new-found habit of happiness

Now, it’s certainly fine to think positively to focus on positive thoughts. And you do want to overcome the devastation of feeding into anger, fear, and worry. And it certainly is fine to hold onto a “mental picture of yourself as a success” to “practice happy thinking” even every morning to “let pictures of each happy experience you expect to have that day, pass across your mind [to] savor their joy [so that] such thoughts will cause events to turn out that way.”

But unfortunately, there’s a downside to all this happiness.

In recent years, the power of positive thinking has gotten so out of control that if you think negatively or experience negative thoughts you are at fault, need to repent, and avoid ever doing so again. But I’ll let you in on a secret negative thinkers, those advocating positive thoughts are not always positive. They too experience doubt, disappointment, anguish, and pain.

So what’s a poor negative thinker to do?

Well, first of all, let’s take a look at reality.

There is a difference between being positive and negative when dealing with reality. Sure, on the one hand in the long run, you want to be an upbeat and can-do person. But on the other hand, you don’t want to be a perpetual downbeat, can’t-do person. However, if you are generally a positive person and you begin to inordinately experience doubt, fear, worry, anguish and so forth, it’s for a reason. And you need to stop, examine your circumstances and figure out why all this negative stuff is happening and not just block it out with positive thoughts.

What if you are in a job or career that is in dire need of change?

What if you are in a relationship that is falling apart and you need to address the negative issues?

What if you are confronting an individual on a daily basis who is brining you down?

And, more importantly, what if there are deep-seated issues that have been in your psyche since childhood that need to be looked at in detail, confronted, examined, and addressed? It would certainly be foolish to try to just think positive thoughts to overcome here.

Sometimes, being too positive or overly optimistic can be problematic. What if you are a CEO, physician, or general in the field of battle who must deal with the reality of the negative or not so favorable facts? Should the CEO ignore the negative financial reports coming in with positive thoughts? The doctor with a patient who has a life-threatening illness with positive thoughts? The general in the field who is outnumbered with positive thoughts?

OK, not many may be CEO’s, doctors, or generals in the battlefield, but you see my point. However, it is also critical to not avoid those everyday negatives that arise: jealousy, anger, spite, fear, remorse, doubt, hatred, shame, worry, delusion, and so on. Even the generally positive person will have such emotions arise on occasion. And that’s OK. They are there for a reason, warning signals that must be addressed not ignored or glossed over with positive mantras.

At times, self-examination alone is not enough to fix some of the negatives. Depending on the complexity and depth of the issue, you may have to go to a professional. But for lesser issues, and for those who have had some training in doing so, self-examination is enough. For instance, if you are a normally emotionally healthy person and you find yourself all of a sudden becoming jealous of someone’s success, maybe it’s merely a signal that it’s time for a change in your life. Maybe you need to obtain some of that success for yourself.

Now some in the field of motivation and success advocate positive thinking like it’s the only avenue to success. And, sure, you would probably prefer to be a bright, shiny, positive thinker than a dull, downcast, negative one. But you certainly shouldn’t put your work toward success on hold until you become the paragon of positive thinking.

And who knows? maybe you’ll never get rid of the negative? Lincoln didn’t. Here’s a man who often suffered extreme bouts with depression and a fascination with death. But he still achieved within his “negativity.”

And who’s to say negativity is not of an arbitrary nature? For in the United States, someone who is a pushy, get ‘er done, go getter is generally looked at in a positive light. But if you put that same person in certain countries in Asia such actions would be looked at as highly undesirable, maybe even negative.

And who knows? Maybe the reason your negative is that you’re just uninspired and it’s time for change and continued growth. Hell, if you had reached this point and thought “Gee, I’m negative, I’ve got to think happy thoughts” then this would not be considered positive thinking but insanity. It’s not negativity but uninspiring goals that are your problem.

The bottom line here is that being negative is not a death sentence nor is being positive an indicator that all is well. It’s best to be somewhere in between, a realist, and to take an honest look at what is causing you distress or, for that matter, what is causing you happiness and joy. An active, examining, honest mind is your best tool to success and not worrying too much one way or the other how much more positive or negative you “need to be” according to somone’s arbitrary standard.

Here’s to your success.

Hmmm, OK, here’s the rub. The method mentioned above is very similar to that which I used one time (key word here, “one”) in making a “career decision;” well, kind of. I was working on my undergrad degree while supporting myself with a decent paying job, but I decided that I wanted to work from home so I could apply the forty-hours-a-month saved on drive time to my studies. So here’s what happened.

I found a job where I could work from home managing a high-end startup’s data base, for I used to work in the computer field and had the experience. So I sat down and made out a pros / cons list. There were roughly thirty-six pros and six cons. I knew my objectives, had gathered relevant information, identified alternatives, made out my list and came up with an answer which according to the above method seemed clear cut and obvious. So I quit my job and took the new job according to this, shall we say, scientific decision making process.

But there was one problem.

Even though all the data and analysis pointed to the answer stated above, something in my gut told me “Don’t take the job.” Was my gut right? Should I scrap all the “scientific” method? We’ll see shortly how this intuitive or gut instinct plays out in decision making on a small and large scale.

After quitting my job, attempting for weeks to get set up at home with office equipment from the new company, I realized that it wasn’t going to work. My boss, or the owner of this startup, turned out to be a flake. I ultimately ended up going to small claims court with three other potential new employees only to have the startup owner counter sue us by taking us to superior court.

My attorney advised me to just drop the case, for even if I won (which could end up costing thousands more) the chance of my ever collecting the money was slim. So I ended up being out some $5000 in lost salary, lost time, and a lost job. I eventually got my old job back, but my using this more academic-type or technical decision-making process turned out to be tremendously costly.

Moral of the story? Now I listen to my gut all the time, and it has served me tremendously without fail.

So you thought you were going to come here and learn some specific, academically rigerious methodical skills that would aid you in your decision making? Well, I can give you some help there, for it does take a certain level of discipline, critical thinking, and thorough analysis to get to the point where you use your gut, but at the core, at the foundation is the critical need to develop one’s intuitive understanding to make key decisions.

But the bottom line is that after you’ve learned how to look at what’s out there, who to trust and what to trust in your research (part of the critical thinking that is more cold, hard, academic or scientific), ultimately you are going to be the most successful in skills competencies or competency skills (being effective) when using intuition or gut instinct.

Not sure? Here’s a few examples for you.

Donald Trump speaks of going with his “gut instinct.” At one point, after he had lost millions, he was feeling quite low and had no desire to go out. He received a call that there was a party in New York City close to where he lived at the time and the caller had invited Trump. The caller also mentioned that in all likelihood there was going to be several bankers in attendance. When your business is not doing well, you end up owing a lot of money, and it’s usually banks who are calling to collect on outstanding loans, which Trump had several of.

He initially thought that going to the party would be the worst thing he could do. Even when things were going well, he did not attend parties frequently nor see a need to. And considering that he felt down, not in a party mood, it was raining and he had no driver so he’d have to walk, and that there would be bankers in attendance who he probably owed money to, why go? But amazingly enough, a strong gut feeling told him he should. Trump frequently relies on his gut and it hadn’t let him down yet, so he went.

Upon arriving at the party, he actually began to feel better. He sat down and talked to people, and before he knew it he was lost in conversation. At one point, he realized that the person sitting next to him was someone he knew, infamously. It was not only a banker but one whom he hated vehemently and had said many bad things about publicly. But what came next was the most unexpected thing. They began to hit it off amongst the barbs being shot back and forth, and ultimately it was this banker who helped him most in getting him back up on his feet financially.

This is certainly not something that could have been planned for or an event that could have come about using any type of formal or academic decision theory. And I can tell you that I have used this “gut instinct” or intuition for decisions large and small, and it has rarely failed me and has certainly produced greater results than using hard decision theory. Consider that some of the greatest minds have used scientific decision theory to great failure and you’ll see great truth to my statement.

But here we are not talking about leading a company or a country. We are talking about assessing skills or decision making skills to aid you in personal choice, specifically here career choice. But after you’ve made that career decision using your gut instinct or intuitive understanding, you might want to continue to use it on the job. Case in point:

There is a gentleman by the name of Mohamed A. El-Erian, co-CEO and co-CIO of PIMCO, one of the largest investment management companies in the world. He formerly served as president and CEO of Harvard Management Company, a firm that manages the university’s $35 billion endowment. Nice resume, huh. But I mention him for a reason.

He puts great stock in the intuitive or gut instinct.

In his book, When Markets Collide, El-Erain makes a revealing statement: “I will uncover many of the understandable reasons why otherwise rational and well-informed investor can be late in recognizing important turning points and be prone to mistakes” (2). His point being that here’s some highly intelligent individuals who have had their scientific decision making models fail them. There are always things that happen that can’t be foreseen.

Even Stephen Hawking, our modern-day Einstein, says that no theory is absolute, or no theory can be proven absolutely true because we just don’t know enough. We have limits in the extreme when it comes to knowing all or looking into the future, I hope you know. But back to my point.

With the global market changing so much, more countries coming on board as they move out of communism, this has created the new or unexpected or what El-Erain labels “noise.” The point he makes is that this noise or newness should not be simply dismissed or ignored. Another skill for those looking to enhance skills competency or competency skills is to keep an open mind to new idea and to be tolerant of the same. Those of the greatest minds remain nimble in their thinking allowing for creative new possibilities. This being how Einstein through his theory of relativity was able to take established thinking that had been accepted for decades and dispense with it, even though it was that of his hero and mentor Sir Isaac Newton.

What often happens while attempting to make decisions is that one will or can never know enough to make a decision based solely on existing knowledge or data. And this often results in paralysis of analysis where the individual gets so bogged down in needing to know for sure that he does nothing at all. But our friend El-Erain has something to say about this.

There are those who develop instinct, gut feeling, or intuitive understanding , and it is these people, the Bill Gates, Donald Trumps, and Edward Cowen’s of the world who know of its great worth. Edward Cowen you say?

El-Erain discovered early in his career not to ignore “noise” and that he should “ask whether there are signals within the noise,” meaning, open your mind and don’t block out the new or unknown to discover the answer. As a young analyst, he met a man named Edward Cowen who taught him the lesson above. El-Erain mentioned that Edward’s “instincts were so sharp that they more than complemented . . . his rigorous training in economics and a command of finance mathematics.” Yes, his instincts were equally important to that of his knowledge, a critical point.

El-Erain continues: “Indeed, he illustrated back then what work, particularly in behavioral finance and neuroscience, has confirmed: The importance of instincts, especially during periods of market stress.”

Those who excel and exceed the majority, or who exceed most in their competence skills, certainly do their homework, but when it comes down to the nitty gritty must go where science, theory, and math cannot: the intuitive gut instinct.

This by far is one of your most important decision making skills in not only finding the right career but making the best and most accurate decisions within that career, especially in times of stress when everyone else is looking to the known while you look with acceptance and understanding to the unknown and unfamiliar to discover your answer. And in developing this skill you will be one of the few, the sought after.

Here’s to your success.

Today, most know of Da Vinci as a painter, but he was much more than that.

Da Vinci was a mathematician, engineer, inventor, anatomist, painter, sculptor, architect, botanist, musician, and writer. Many of his ideas were considerably ahead of their time. He envisioned a helicopter, a tank, solar power, a calculator, and outlined a rudimentary theory of plate tectonics. His ideas were so advanced that most could only be left to linger in theory. However, some of his inventions were used in the 15th century, such as a machine for testing tensile strength wire. As a scientist, he advanced knowledge in the fields of anatomy, civil engineering, optics, and hydrodynamics.

But is da Vinci an exception who can’t be touched? What really made him so unique? Where does the secret lie?

In this day n age of the specialist, we are not advised to be a Renaissance man or woman. We are told not to be a Jack- or Jane-of-all-trades. But if we listen to the popular notion there’s a good chance we are doing something really wrong. According to Napoleon Hill, we need to be careful who tells us what:

“Who said it could not be done? And what great victories has he to his credit which qualify him to judge others accurately?”

Hill also said of failure:

“Every failure is a blessing in disguise, providing it teaches some needed lesson one could not have learned without it. Most so-called failures are only temporary defeats.”

Da Vinci would agree, for he did not see failure as something to stop him or even slow him down.

Da Vinci’s extreme contributions to many fields only rival that of the great Michelangelo. Ironically, it was it was a fierce competition with Michelangelo at the end of da Vinci’s life that nearly put him out of commission. But it was his belief in himself, in his vision, that kept him going.

“Obstacles cannot crush me. Every obstacle yields to stern resolve. He who is fixed to a star does not change his mind.” da Vinci

Was da Vinci the great man he was, the great discoverer, the great Renaissance man, merely because he was born that way? Or did he have to earn it?

“I love those who can smile in trouble, who can gather strength from distress, and grow brave by reflection. ‘Tis the business of little minds to shrink, but they whose heart is firm, and whose conscience approves their conduct, will pursue their principles unto death.” da Vinci

Did da Vinci make discoveries or was he made by them? How much of his effort, his desire, pealed back information and knowledge that was there merely waiting to be discovered? How many of his discoveries were made simply through unrelenting desire to learn, to see the truth, to uncover that which was already there?

But a more important question is, can you do the same? To what degree?

But before we can attempt to answer that question, let’s get the word “discovery” clearly defined in our mind’s eye.

Discovery: the act of revealing; disclosure.

It doesn’t say the act of making something from nothing but to “reveal,” to “disclose” that which already exists. As in radio waves being merely revealed not invented or put there. As in the laws of gravity being revealed not imagined and then placed by man for discovery.

What can you discover? How do you do it? Let’s ask da Vinci.

“All our knowledge has its origins in our perceptions.” da Vinci

But what is “perception”?

Perception: mental grasp of objects, qualities, etc. by means of the senses; awareness; comprehension. The understanding, knowledge, etc. gotten by perceiving.

Da Vinci was the great envisioner he was because he perceived and conceived. He studied birds and how their wings moved in order to fly, and he envisioned man doing the same. He looked at fish swimming in water and envisioned man doing the same or at least functioning under water. He envisioned the human body and enquired and explored.

So the big question of the day is, what da Vinci-ing have you done lately?

But is all that work worth it? What’s your motivation? Should you simply do so much without adequate cause? Here’s what da Vinci has to say.

“A day well-spent brings happy sleep, so a life well-spent brings happy death.” da Vinci

He was certainly a man of action. Much action . . . action . . . action . . .

“I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.” Da Vinci

It is a universal principle that effort given is reward received. Only those who sweat (genius is 99% perspiration, 1% inspiration) imbibe of the great knowledge merely waiting to be reviled to the deserving few. Great insight is not unique in that it lies in wait for a “special person.” All are privy to its gain. But to gain one must study, learn, observe, and discipline the mind and condition the soul for greatness. For great knowledge lies in wait for those of great desire, character, and faith in the finding.

How does this apply today to your career and life?

Consider that many “experts” say that you’ll have three to five career changes over your working life-time; some say as many as ten career changes. Today not only do jobs, careers, and businesses come and go but entire economic sectors. Are you going to go back to school every career change for four years to update your skills? Do you understand that any educational institution is the tip of the ice burg that education is not institutional but individual?

Now, more than ever before, in this age of turbulence (Read Allen Greenspan’s Age of Turbulence) economic change is occurring more and more rapidly, the innate creative destruction of capitalism is moving faster and faster.

In this regard, you need to be an entrepreneur, a company of one, regardless of whether or not you desire to own a business, for job stability or security (if there ever was such a thing) is a thing of the past. America no longer stands alone without competition. This is not post WWII 60s / 70s where America was the only first-world country still standing. You must become a polymath and learn again and again new skills, attitudes, and knowledge to gain a toe-hold on not only career stability but success. So get to DaVinci-ing.

Here’s to your success.

You’ve probably heard the hype made by companies promising an amazing’ memory: learn how to increase your memory ten fold; never forget another name again; weeks, months, years later recall at will all that you’ve seen; on and on the promises go. But unless you have a brain transplant, you’re really only as good as the software you’ve been given. Meaning, there are no miracles. There are techniques that can improve memory, but the key, the secret is in the individual’s increased concentration because of great desire and passion for what one is learning combined with just plain old hard work. If you have a great need and interest or motivation to remember, your chance of doing so increases considerably over those with a lukewarm interest. Few memory courses will aid you in retaining, processing, and recalling knowledge that you consider irrelevant and pointless. As I said above, passion and plain old hard work, so let’s get into it.

“The true art of memory is the art of attention” Samuel Johnson.

Any great project requires a good memory. The better the memory the smoother the flow of intake, process, retain, and recall. Want to get a job done right? Pass a test with flying colors? Memory, learn how to work it. And don’t worry too much about forgetting. If you do, that lack of faith may just encourage such a thing. But for the faithful, they believe that there just may be no such thing as forgetting.

“The existence of forgetting has never been proved: We only know that some things don’t come to mind when we want them” Friedrich Nietzsche.

There are a lot of things that can certainly inhibit memory: fatigue, hunger, poor diet, anger, depression, and so on. But there’s proof that those who use their minds often and for a long time, as in well into one’s life, there’s even been evidence that memory can continue to stay strong and healthy. But before we go any further, let’s take a look at the two sides of memory.

First, you need to understand that there is short-term and long-term memory. The key is getting the stuff in short-term into long-term. Now, once you get it there in order to keep it there, once again, requires work. Remember the old saying, use it or loose it? Well, you certainly need to work to get it in there, but in order to keep it there-long term-you need to work at that too with regular practice.

So what’s the work involved? What can you do to enhance your memory? Let’s get into it.

1. Take it easy and slow down. You need to be calm and focused, better yet, in the zone. Turn off the TV, cut the conversations, lock the door, put out the cat, tell the girlfriend you’ll see her later. Get to focusing and get to work. And remember, as my little Mikie says to me whenever he’s losing, “Daddy, it’s not a race.” When I’m working, or concentrating on what I love to do, my focus is so great that I can work downstairs blocking out the television and multiple conversations. Not the best environment for working the memory, like I said above, but with passion and desire, your focus or ability to use memory is enhanced considerably.And over the years I have almost exclusively worked without distraction in building up my ‘focus’ ability. To cite another example, I remember years ago blasting my new Led Zeppelin DVD while reading The Universe is a Green Dragon: A Cosmic Creation Story by Brian Swimme, PhD. Through it all, I was not only able to pick up on what I was reading, but remembered the main points well enough after that one reading to teach it the next day in class. I was filling for a week for an ailing colleague. And don’t go thinking I have a photographic memory. No, that’s my colleague who I stood in for. I’ve acquired my ability to remember better than most simply through work.

2. But you say you’re still distracted? Sure, sounds great, Jeff. Just get to work. Easier said than done. I’ve got bills to pay, an interview coming up, the Lakers will be taking on the Celtics in just under three hours (reason for my three hour time limit on this work session), and so the distractions go. Maybe, just maybe, you can’t do it now. You’ve got to get rid of that distraction or two or three before you could even think about concentrating enough to get to the task at hand. OK, go take care of it. But if you have to deal with your scheduled work session, what are you going do? I suggest writing out everything that is blocking you until you’ve exhausted the distraction(s). Focus on what’s distracting you and then once that is out of the way or as much as you can get it out of the way get to work. It’s a technique I have my students and clients use. Write, write, write, until the distractions are all out on paper (good place to put stuff that’s bugging you; you can get back to it later since you’ve recorded it) and then get to the task at hand. Now all this is not to help you to remember things better but to get things out of the way that will inhibit you from doing so.

3. Wa-wa-wa-wandering on and on, here to there, to and fro, and beyond. In one survey, college students were asked what they were thinking eight random times a day. Some said they weren’t thinking about what they were doing 30% of the time. Some were “elsewhere” 80 to 90% of the time. I gave a final one semester and about ten minutes before it began a dozen or so students were mulling about. I asked them if they remembered to bring their blue composition books. Only one out of a dozen students had brought it, but he made an interesting point when he said, “Gee professor, you told us ten times to bring one.” So this is certainly an acquired skill. Work at focusing on focusing. One of the best ways to do this is to, once again, write. Because when you’re writing, as fingers press keyboard or pen / pencil marks the page, it’s difficult to do anything else. Well, you can do other things, but the results of your writing will be poor. In order to do the job well, you’ll have to focus, focus, focus, focus. So get to it.

4. But what should I focus on? Good question. As Einstein said, why commit something to memory if you can look it up? That’s right, don’t put junk in there you don’t need. In college, if you read everything, you’d never pass. Huh? Yes, I remember, especially senior year and in graduate school, I tried to do ALL the reading. Not smart. One class alone was over one-hundred pages a week. What about the other four or five classes? Forget it. There was no way I was going to read it all, never mind remember everything I read. So we have to go to our critical thinking skills here to figure out how to pare it down.

This will take another paragraph; hang in there. I use the gear box analogy to explain this technique. First and foremost, you have to know what you’re looking for, what’s important, what’s required. Work from the question(s) to the answer(s). Why am I reading? What’s the answer I’m looking for? Where is it? In most cases, the main point is what you’re looking for. Where is it? In the introduction and / or conclusion. Or in a smaller sense in the topic sentence of each paragraph. Often there’s a lot of filler if you know what you’re looking for, so here you’re in fourth or fifth gear, skimming (over the years I’ve learned to be ruthless in skimming the unessential–it’s the only way to survive and thrive; sorry authors). Shifting speeds while reading is a key to memory-cut out the unnecessary. Get to the point. Gloss over introductory material, stories, examples, and get to the main point. Look for key words: “critical” “vital” “imperative.” Or some authors will tell you outright, “Here’s the main point.” Personally, my favorite. When I’m teaching I tell my students three times when I have something important to say, “This is important. This is important. This is important. Hey, did I tell you this is important?” You get the idea.

OK, now you have got to keep it-the stuff you’ve begun to memorize. How’s that done? Here, check it out.

1. Study it over and over and over again. Thought I had an easy answer for ya? Nope. One way of keeping it in your head is by writing books and articles. What? That’s right. Why do you think I write so much? (seven books, over 300 articles, dozens of poems) I want to know what I’m talking about in regards to what I’m teaching, coaching, and speaking, so I write, and write, and write, and write. Best way to learn it and retain it. Other ways. Well, first you have to read. But if you’re studying a particular topic or issue, don’t just read one book or article. Read several, many from different perspectives and styles. Maybe at first you don’t get it, but after a second or third author it makes sense because it’s said in just the right way or something that had been glossed over is presented in greater detail and then Bingo! You get it. Also, annotate. Get involved with the text. I never read without a pen and or pencil. I am always writing in the margins, summarizing, critiquing, questioning, agreeing, disagreeing. By being fully engaged using as many techniques and as many senses as possible and coming from as many angles as you can, the better the chance that you’ll not only get what you’re reading but you’ll retain it.

2. Learn it too much. Just because you get it doesn’t mean you know it. The best way to know if you’ve really got something is by trying to explain what you’ve learned to someone. And if you know it that well, you’ve really worked your memory by reading, taking notes, annotating, reading various authors on the same subject-the learn-too-much technique. It’s easy while sitting quietly reading and or writing to believe you know it. But the real test is can you explain it to someone else so that they understand and get it? Teaching is the best way to test whether or not you’ve got it. In one semester-long seminar in which a group of teachers got together every other Saturday to learn how to teach, we were told time and again, the closer we can get our students to actually teaching the greater the chance that they would take the knowledge deep and truly understand it and retain it. Worst thing you can do is just listen to someone and expect to get it and retain it. Next is simply by reading. But best of all is explaining verbally without a net (book, notes, video) what you know. Doing this work is like lifting heavy weights. It will strengthen your memory. If you just life five pound weights all your life you’ll never build muscle. Same thing goes for brain matter. Work it, sister.

3. Test yourself. So you think you really know it? Probably not. Ask yourself questions, definitions, key terms, points, and so on. Do you really know it? This is how I developed my vocabulary. I used to write down words that I saw over and over but didn’t know the meanings to. So I’d fill up a page with words and their definitions. And over a period of days or weeks, however long it took, I’d quiz myself hiding the definitions until I got them all. When I was done I’d tear up the page and start over. Same with basketball free throws. I’d shoot one-hundred free throws until I hit eighty percent. If I got to a point where I wasn’t going to be able to get 80 percent, I’d start over. Did I become a good shooter? You bet. Did the same thing with shoot arounds. Different shots from here and there and here and there. I’d shoot for a particular percentage and keep going until I hit it, passed out, or my mom called me in for dinner. What did I say at the beginning of the article? What did I say? What did I say? Oh, yeah: Work. There you have it.

4. Associate, connect, and personalize. Today, I rarely if ever read or study something that isn’t related to personal interest: spirituality, history, success, business, and so on. I’m always trying to connect personal interest to what I’m learning, studying, trying to remember and retain. If you want it, desire it with passion, much greater chance it will stick and stay. If you can connect and associate to what you’re trying to learn, of course there’s a much greater chance you’ll retain it and keep it in a safe place for keeping. There are those times you may not be on fire about what you’re working with, but if there is motivation, self-motivation there is greater memorization.

5. Connect it to something that will help it stick. You can use acronyms FACE (notes between the lines) and Every Good Boy Does Fine (notes on the lines) to retain the notes of the Treble Clef. Columbus sailed the ocean blue in 1492. It doesn’t work all the time, but it’s helpful using mnemonic or memory aiding devices when the occasion warrants it. But most of the time it’s just going back over and again until you have got it good and solid, and then reviewing occasionally so it doesn’t slip away.

6. You can picture it, draw it, speak it, sing it, map it, imagine it in nature, or express it physically. In a previous article, I spoke of the eight intelligences: logic / math, linguistic, inter-personal, intra-personal, naturalistic, kinesthetic, musical, spatial. I used to remember my stand up act (yes, professional comic for five years) by first writing and then speaking it into a tape player to get the natural rhythm of language as well as to retain the routine in my memory. Some have to speak it to themselves or others to, first, see it, think it out, and then to retain. Others have to draw, map, express it physically, whatever it takes to keep it in your head. I had one student who told me he couldn’t write in his journal. I asked, why? He said because he needs to draw as well. My five-year-old remembers colors, shapes, and numbers by singing. By all means, whatever it takes, do it.

Well, that’s not all there is to memory, memorizing, and retaining. But it’s a good start. Personally, I have used a majority of the methods of memory improvement mentioned here. And because of the practice, I have improved my memory considerably. My ability to focus (key word here) on key questions and to obtain the answers has been remarkable. I don’t say this to brag, but to impress upon you the worth of the above techniques.

For example, in recent months I gave a talk that took me just a few hours to prepare from scratch. I was told I would have thirty minutes to speak as keynote speaker. What I did initially was read several articles on material related to the main point of the talk, more than I needed to (over prepare or “learn it too much”). I took one of the articles and generally used several main points from it to build my outline around and circled those points. I also jotted down some notes and a larger overall outline to complete the talk.

That’s it. I didn’t memorize anything nor did I practice the talk even once. Now, keep in mind this comes after much practice and work, work, work, work. But if you do the work, you can and should be able to reach this point in the process. When I first began speaking, I was terrible, but after much, much, much practice I have achieved relative ease in not only putting together a talk but in presenting it. And no, I was not that familiar with the material, even. Meaning, I am by no stretch of the imagination an expert in what I was going to talk about.

Now, another technique I used during the talk was that of a reliance on the intuitive or sixth sense, meaning, I allowed the talk to come to me. This is the reason I didn’t memorize anything nor did I desire to practice, for I wanted the talk to flow to be organic and natural. I was allowing my trained and trusting memory to do the work. Hell, I’d worked hard enough training it, it should cooperate.

As I spoke, a miraculous thing occurred. Yes, the talk came to me. At several points impromptu, spur of the moment points came as I spoke. And amazingly enough as I finished these points, I looked down at the outline (the article I had circled key points from) and noticed the next point fell right in line with what I had been saying.

Now, I’m not telling you this to encourage you to do the same-for this is for advanced speakers only-but to drive home my point that one can improve his memory with techniques and a little bit of faith. I hope this has been of help to you in all your memory requiring endeavors.

Here’s to your success.