Beyond Years: Unpacking the True Nature of Wisdom Across Generations
I am loving reading Robert Heinlein’s Time Enough for Love. Another quote from Lazarus to Ira jumped out at me. He said, “Ira, age does not bring wisdom. Often it merely changes simple stupidity into arrogant conceit. Its only advantage, so far as I have been able to see, is that it spans change. A young person sees the world as a still picture, immutable. An old person has had his nose rubbed in changes and more changes and still more changes so many times that he knows it is a moving picture, forever changing. He may not like it—probably doesn’t; I don’t—but he knows it’s so, and knowing it is the first step in coping with it” (p. 19). First, I have always been a believer that age does not equal wisdom. Second, I have never believed that years of experience necessarily translate to job effectiveness, particularly in teaching.
Through Lazarus, Heinlein touches on the idea that wisdom is not solely a product of age but can also stem from experience, personal growth, and perspective. Heinlein often explored themes of individuality and the importance of questioning established norms, suggesting that younger people can possess deep insights and wisdom through their unique experiences, even if they haven’t lived as long. This challenges the common assumption that older individuals are inherently wiser.
Wisdom comes not from experience, but from having an understanding of the ever-changing nature of life. The contrast between how young and older individuals perceive the world highlights the importance of adaptability and openness to change. Embracing this fluidity can help us navigate challenges more effectively.
I was intrigued by the imagery of the young person seeing life as a still picture and the older person seeing life as a moving picture. A still picture captures a single moment in time, while a moving picture tells a story that unfolds over time. This contrast can symbolize how we perceive life: the static view of a moment may not show the full context or the changes that follow. It reminds us that life is dynamic and often requires us to look beyond what is immediately visible.
Informal Learning Gives Us A Spark Of Joy
It had been at least sixteen years since I had been to the National Aquarium in Baltimore, Maryland. When taking students to National FFA’s Washington Leadership Conference, Baltimore was always a stop on the way. I had the opportunity to return to Baltimore this past week for the National Association of State Board’s of Education’s Annual Conference. We have an evening we call state night where a place in the city the conference is being held in is featured. We always have great food and we hear from key people in the state. The National Aquarium was the featured attraction for this year’s state night. I was excited, because I have always loved the National Aquarium.
One of the incredible leaders we heard from before being turned loose to explore the entire aquarium that had been opened to us privately that evening was Jennifer Driban, President and CEO of the National Aquarium. She spoke to us about the exhibits, the student outreach, and all the great things they are doing to make learning available to all students. One thing she said, though, that really impacted me, was, “Informal learning gives us a spark of joy.” She was affirming what I had always witnessed as an agriculture teacher and FFA Advisor. Many times it was those moments outside the classroom, like when I brought students to the National Aquarium, that ignited learning and gave the students joy. Sometimes those sparks were the catalyst to giving direction for future careers.
Formal education provides us a strong foundation for asking questions and a framework for approaching different concepts. It is the informal lessons that help us interpret and apply knowledge in real-world contexts. Informal learning turns abstract concepts into skills used in our everyday lives. Along with that spark of joy, informal learning experiences shape our life perspectives and equip us with critical thinking and emotional intelligence.
Leading By Being Adaptable
This week when spending time with a first year teacher that I am coaching and mentoring, he commented that one of the big things he has learned in the first quarter of the school year is that being able to adapt is key. I was impressed and told him that is a very important part of teaching in many ways. The day I was there he had to adapt a lesson because an outside stakeholder who was helping with a project was not able to be at the school. My mentee shifted seamlessly to another lesson. I’ve seen seasoned teachers struggle with making these kind of adaptations.
I love that this teacher has realized the importance of being adaptable. It is such an important leadership attribute. In my latest book, Mere Leadership, I wrote, “In today’s rapidly changing world, leaders need to be able to adapt to new situations and challenges” (p. 60). This is hugely important in teaching. Teachers are leaders and need to be adaptable in various ways to effectively support their students and navigate the dynamic classroom environment.
The teacher that is the focus of this post used adaptability to modify lesson plans and content to meet the needs of students, whether due to curriculum changes, student feedback, or unforeseen circumstances such as remote learning requirements. During our discussion of being adaptable we also discussed the need to adjust teaching methods to suit different learning styles, abilities, and interests of students. This includes using diverse instructional strategies like project-based learning, technology integration, or differentiated instruction.
All leaders need to be malleable. I used that term in Mere Leadership saying, “Malleable leaders are open to new ideas and perspectives. This openness fosters innovation and encourages our team members and those we serve to share their thoughts, leading to better problem-solving and decision-making” (p.p. 158-158). This also means growing professionally. We must continuously update our skills and knowledge through professional development to stay current with research and other innovations.
Lead By Guiding Not Bossing
Yesterday I did one of the things I love most: worked with students. Specifically I was working with elementary students. What I’ve learned over the years is, they can be very insightful on leadership. A fourth grader, while having a discussion about helping others, said, “I have learned it is better to guide others than to boss them.” In fact she wrote that on her name tent (see featured photo). This was quite the drop-the-mic moment. This young scholar gets a leadership attribute that some adults have trouble with. She went on to say that, “Others don’t like it when I’m bossy; they want me to help them.” More great insight!
I love the insights of young people. Her experience reminded us it is more effective and respectful to lead or mentor people by offering support, advice, encouragement, and help rather than simply giving orders or controlling them. Guiding involves inspiring and helping others grow, fostering cooperation and trust, whereas bossing may create resistance or resentment. I like to think of this as coming alongside others, shoulder-to-shoulder, and helping. Essentially, it emphasizes the value of leadership through understanding and collaboration rather than authority and commands.
The Impact of the Two-Way Street of Influence
One of the sessions I did while facilitating alongside the incredible National FFA team at this past week’s National FFA Teacher Ambassador training was titled “Who Do I Influence”. In that session we discussed that influence starts with relationships and is about impact not status. Our legacy is the sum total of the influence we’ve had on others. That legacy is important. It is what is left behind after conversations, after we hit send on texts and emails, how we show up, being available, and how we include and help others belong.
We are influencing and being influenced every moment of every day.
Every year when I cover this topic with ambassadors I also remember how important those who have influenced me are. Great leaders not only embrace the opportunity to influence, but also accept responsibility for who is influencing them. I get the incredible opportunity to be influenced by a great leader with National FFA who has been influencing me for over twenty years.
Ambra Tennery, now director of educational programs in the program and events division of the National FFA Organization, and I were together for her entire teaching career. I had the opportunity to see her in action when she was student teaching and from that moment on I was in recruitment (stalking) mode. I wanted to teach with her! A close friendship and professional bond was forged that still exists today; a bond over two decades old. This relationship taught me that influence is a two-way street. Ambra came into our agriculture program with fresh ideas, incredible teaching skills and strategies, and a natural talent for forming relationships with students. I was learning from her every day!
This two-way street of influence is about growth and learning for everyone involved. Ambra and I were open to influence, we gained new insights from each other and challenged each other’s assumptions, which helped us both expand our horizons. Today, we continue to stay receptive to each other’s feedback, adapting our approaches if needed. Ambra is a great leader and I am so fortunate to have a front seat to continue to witness and experience that leadership. This bidirectional process has cultivated a deep sense of partnership, empowering each of us to evolve and grow. Ultimately, a healthy exchange of influence nurtures collaboration, innovation, and even deeper connections.
Influence really is a two-way street. Let’s make sure we are impacting others like those who have impacted us along the way. Also, let’s make sure we don’t miss the opportunity to be influenced by someone else. We need to travel the two-way street of influence.
Leading Transformation
This week through the National Institute for School and System Leadership (NISL) during some great group work with an exceptional group of leaders, we explored leadership for transformation. Our task was to come up with a top five components of leading for transformation. Here’s what we came up with:
1. You’ll notice we list building coherence and alignment first on our tear sheet (see featured photo). Without coherence and alignment there is chaos. Building coherence is crucial to leading transformation because it creates a unified vision and shared understanding among all stakeholders. When there’s coherence, efforts are aligned, reducing confusion and resistance, and fostering a sense of collective purpose. This alignment ensures that everyone is moving in the same direction, which enhances trust, accelerates change processes, and increases the likelihood of sustaining the transformation over time. In essence, coherence acts as the foundation that holds complex change initiatives together, making the transformation more effective and resilient.
2. Continuous improvement is crucial to transformative leadership because it fosters an environment of ongoing learning, adaptation, and growth. In today’s rapidly changing world, leaders who embrace continuous improvement can respond more effectively to new challenges, innovate consistently, and refine their strategies to better achieve their vision. This mindset encourages resilience, keeps the organization agile, and motivates team members to pursue excellence. Ultimately, it helps sustain long-term transformation by ensuring that efforts are not static but evolve based on feedback, insights, and changing circumstances, making the leadership process dynamic and forward-looking.
3. Using data is essential for decision-making in successful transformative leadership because it provides an objective foundation for understanding complex situations. Data offers factual insights that help us make informed choices rather than relying solely on intuition or assumptions. Also, analyzing data reveals trends, patterns, and potential risks early, enabling proactive strategies.
Data allows leaders to track the effectiveness and measure the progress of initiatives and adjust actions accordingly to ensure continuous improvement. This enables the building of credibility and trust because data-backed decisions demonstrate transparency and logic, fostering trust among team members and stakeholders.
In transformative processes, data helps measure acceptance levels, resistance points, and the impact of change strategies. Integrating data into decision-making enhances clarity, reduces uncertainty, and increases the likelihood of successful transformation by aligning actions with real-world insights.
4. Building shared ownership and shared accountability is crucial in transformative leadership because it fosters a sense of collective responsibility, engagement, and commitment among all stakeholders. When everyone feels personally invested in the change process, they are more motivated to contribute their best efforts toward achieving common goals.
Shared ownership and accountability empower teams to be proactive agents of change, fostering a culture of trust, innovation, and continuous improvement necessary for successful transformation.
5. Successful transformative leaders jointly develop next steps because it fosters shared ownership and commitment among team members. When leaders involve others in planning future actions, it ensures that everyone is aligned with the vision and understands their roles in achieving goals. This collaborative approach also leverages diverse perspectives and expertise, leading to more innovative and effective solutions. Additionally, jointly developing next steps promotes buy-in, motivation, and accountability, which are essential for sustaining momentum and successfully implementing change. This participative process helps create a unified, resilient, and adaptive team dedicated to the continuous improvement I mentioned earlier.
Along with these five components, great leaders of transformation act with vision, empathy, and resilience, inspiring others with a clear sense of purpose while fostering an inclusive environment that encourages collaboration and innovation. We must communicate effectively, listen actively to diverse perspectives, and remain adaptable in the face of change. By demonstrating integrity and accountability, we build trust and motivate our teams to embrace new strategies and overcome challenges together. As transformational leaders it is our responsibility to guide our organizations through change with confidence and compassion, ensuring sustained growth and positive impact.
Leadership is Elementary, my Dear Watson
Discussions about leadership are important for elementary age students because these discussions help teach essential skills like responsibility, teamwork, communication, and problem-solving from a young age. By exploring what it means to be a leader, children learn the value of helping others, making positive choices, and taking initiative. These conversations also encourage confidence and empathy, fostering social-emotional development that can benefit them throughout their lives. Additionally, understanding leadership encourages students to see themselves as capable of making a difference, inspiring them to develop their unique strengths and contribute positively to their communities.
Today, I finished up my High Ability Mentor Group work for the school year with 126 first through fourth graders at Hamilton Heights Elementary School. I love working with these students and continue to always be inspired by them. We finished our time together this week with a discussion about leadership. I am always amazed at how in tune these young people are with what good leadership looks like. Leadership is not reserved for adults; leadership opportunities come in various shapes and sizes for all ages.
This week, the students in each grade created a top five leadership traits to develop list. Here are those lists:
First Grade:
- Be nice
- Get smarter
- Listen more
- Be quiet
- Creative
Second Grade:
- Be an example for others to follow
- Less talking
- Be kind
- Be a listener
- Learn and get smarter
Third Grade:
- Be patient
- Influence
- Help others achieve their goals
- Be a better communicator
- Inspire friendships and be aware of others’ feelings
Fourth Grade:
- Take responsibility for my actions
- Earn trust
- Don’t be quiet when I need to talk
- Focus on growing myself
- Building continuous friendships
Pretty impressive lists! Students learning leadership skills not only benefits their development but it also helps their interactions with others. When we help our students see themselves as role models, they naturally become more responsible and thoughtful. Students build leadership skills as they learn how to communicate, negotiate, listen, persevere, solve problems, and cooperate. While becoming leaders themselves, students realize that leadership is not a title but someone who sets an example quietly, whether it be on a sports team, or by doing the right thing when others are not looking.
Ripples Are Beautiful: Embracing the Power of Divergent Viewpoints
In our journey through life and professional conversations alike, we often encounter moments that ripple outward. Those small actions, words, or ideas that create waves far beyond their initial splash. Today, during a gathering of the Silver Creek School Corporation Focused Leader Academy when complementing one participant for her willingness to push back or offer a different viewpoint, I expressed my love for a good argument. I truly believe that divergent viewpoints lead to personal growth and get decisions to a better place. This great teacher leader, Kate Brown, remarked, “Ripples are beautiful.” This simple phrase resonated deeply with me, prompting reflection on how the ripples of differing perspectives shape us and our communities.
The Beauty of Ripples
You know I love a good metaphor! Much like a stone cast into a still pond, every idea or opinion introduces a disturbance that propagates outward, ultimately touching distant shores. These ripples are inherently beautiful because they symbolize connection, influence, and the dynamic interplay of diverse thoughts. The ripples remind us that even small differences can have meaningful impacts, fostering innovation and empathy.
Divergence as a Catalyst for Growth
Embracing divergent viewpoints is akin to throwing multiple stones into the water simultaneously. Each creates its unique ripple, and together, they make the surface lively and unpredictable. Instead of fearing disagreement or differing opinions, we can see them as opportunities. Those ripples serve to challenge our assumptions and deepen our understanding.
Creating a Culture of Beautiful Ripples
When we celebrate varied perspectives in our organizations or communities, we cultivate an environment where ideas flow freely, and innovation blossoms. Just as ripples can intersect and amplify each other, our own metaphorical ripples spur constructive debates that lead to breakthroughs that wouldn’t emerge in echo chambers. Encouraging respectful disagreement and curiosity turns potential conflicts into beautiful patterns of growth.
So, Next time you find yourself in a disagreement or encounter a differing viewpoint, remember that Kate taught us that “ripples are beautiful.” They are signs of a vibrant, evolving mind and community. Embrace the disturbance, cherish the divergence, and watch how these ripples shape a richer, more resilient you.
Unlocking The Secret Leadership In Students
Back in February I had the opportunity to be in Langford, South Dakota for National FFA Week. The Langford Area School District FFA Officers had the great idea to provide leadership workshop sessions designed for every grade level in the school. I wrote about this experience in Being Kind. It was such an inspiring experience and the students were so engaged and wonderful. I loved this quote from FFA advisor AnnaMarie Sachs:
“He [Byron] can unlock the secret leadership in students that they might not realize is there,” Sachs said. “That’s important because we live in a small community and our kids need to be leaders. He can give them skills they can take home and make use of long after today.”
That quote was caught by Bridget Shileny, Editor of The Marshall County Journal who was there that day and took some incredible photos and captured the day perfectly in an outstanding article. I am humbled by her kind comments and wanted to share her article with you. Here is her article:
Education 5.0: Empowering Minds for the Age of AI, Empathy, and Innovation
Yesterday I had the honor of serving on an international panel contemplating “Education 5.0: Empowering Minds for the Age of AI, Empathy, and Innovation.” It was an incredible discussion that was part of the 2026 FLUXX Asia Leadership Conference in Manila Philippines. I wanted to share some of the thoughts I contributed to the discussion yesterday.
When asked about the biggest challenge in education I brought three points:
- We need to make sure students are developing the skills necessary to become worthwhile citizens in a global economy
- Our education entities need to become more systems thinking and have systems change leaders to carry out those changes
- As a global community we need to be learning promising practices from each other
Next, I was asked what critical human skills are at risk of being undervalued or underdeveloped because of the use of AI:
- Critical thinking/Problem solving
- Creativity/Curiosity
- Ethical reasoning
- Adaptability/Resilience
How do we strengthen the human connection for students?
- Students should work on real problems and issues
- Students should work with adults I mentioned my partnership with AgReliant Genetics when I was teaching where students were doing real research for the company and collaborating with the scientists
- We need to provide mentoring by adults for students
- Work-based learning opportunities
- Students present results/proposals
- Help students understand what it means to have ownership in their learning/education and then allow them to have that ownership
- Create space for students to have human to human contact and interaction
What are actions needed for proper use of AI?
- Provide support and professional development in the use of AI
- We need to incorporate AI, not make it an either/or thing
- Get diligent in helping students recognize fact from opinion/false information [Research from Programme for International Student Assessment (PISA) showed that only 9% of 15-year-olds can actually tell when facts are really facts and not just opinions]
Finally, I was asked to complete the following sentences (the italicized are what I contributed):
- AI will replace routine tasks, but never replace the human elements of love, creativity, curiosity, and empathy.
- The most underrated skill is emotional intelligence.
- The future of education is students taking ownership of their own learning and education.
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