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Swinger K. Public Sex K. Double Penetration K. Skinny K. This is all I really wanna do. For me it was always about playing and storytelling. I knew I was gonna be drawing cartoons forever. As we got older and more ambitious, we started making movies. It was great. It partly com- pensated for the fact that we felt very self-conscious socially. Instead of staying home on the weekend, we went out and made movies. I thought I was gonna be working at some lousy job, doing something that I hated.
I have no idea why I thought it was a tire warehouse. Matt moved to L. Weekly, and began to make a name for himself. During his pitch to Fox, he invented The Simpsons on the spot—he literally had no idea he was going to do this before he went into the meeting.
The show evolved into a half-hour program and has been running on Fox every Sunday for nineteen years as of this writ- ing. In addition, it has generated movies, comic books, toys, and countless other merchandise. In other words, it is a pop culture empire. Not all successful people disliked school or did badly there. Paul was still a high school student, one with very good grades, when he walked into a University of Chicago lecture hall for the first time. He only knew that it was close to his home.
So easy was it to understand all this simple differential equation stuff that I suspected wrongly that I was missing out on some mysterious complexity. So if economics was made for me, it can be said that I too was made for economics.
Never underestimate the vital importance of finding early in life the work that for you is play. This turns possible underachiev- ers into happy warriors. What unites them is one undeniably powerful message: that each of them found high levels of achievement and personal satisfaction upon discovering the thing that they naturally do well and that also ignites their passions. These epiphanies utterly changed their lives, giving them direction and pur- pose and sweeping them up in a way that nothing else had.
They have discovered their Element—the place where the things you love to do and the things that you are good at come together. The Element is a different way of defining our potential. It manifests itself dif- ferently in every person, but the components of the Element are universal.
Lynne, Groening, and Samuelson have accom- plished a great deal in their lives. But they are not alone in being capable of that. Why they are special is that they have found what they love to do and they are actually doing it.
They have found their Element. In my experience, most people have not. Finding your Element is essential to your well-be- ing and ultimate success, and, by implication, to the health of our organizations and the effectiveness of our educational systems. I believe strongly that if we can each find our Ele- ment, we all have the potential for much higher achievement and fulfillment. I mean that we all have dis- tinctive talents and passions that can inspire us to achieve far more than we may imagine.
It also offers us our best and perhaps our only promise for genu- ine and sustainable success in a very uncertain future. Being in our Element depends on finding our own distinctive talents and passions.
One of the most important reas- ons is that most people have a very limited concep- tion of their own natural capacities. This is true in several ways. The first limitation is in our understanding of the range of our capacities.
We are all born with ex- traordinary powers of imagination, intelligence, feel- ing, intuition, spirituality, and of physical and sens- ory awareness. For the most part, we use only a frac- tion of these powers, and some not at all. The second limitation is in our understanding of how all of these capacities relate to each other holist- ically.
For the most part, we think that our minds, our bodies, and our feelings and relationships with others operate independent of each other, like separ- ate systems. The third limitation is in our understanding of how much potential we have for growth and change.
For the most part, people seem to think that life is linear, that our capacities decline as we grow older, and that opportunities we have missed are gone forever. This limited view of our own capacities can be compounded by our peer groups, by our culture, and by our own expectations of ourselves. A major factor for everyone, though, is education. I was born in Liverpool, England, and in the s I went to a school there, the Liverpool Collegiate.
One of the pupils there was Paul McCartney. Paul spent most of his time at the Liverpool Insti- tute fooling around. Rather than studying intently when he got home, he devoted the majority of his hours out of school to listening to rock music and learning the guitar. This turned out to be a smart choice for him, especially after he met John Lennon at a school fete in another part of the city.
They im- pressed each other and eventually decided to form a band with George Harrison and later Ringo Starr, called the Beatles. That was a very good idea. By the mids, both the Liverpool Collegiate and the Liverpool Institute had closed. The buildings stood empty and derelict. Both have since been re- vived, in very different ways. Developers turned my old school into luxury apartments—a huge change, since the Collegiate was never about luxury when I was there.
The lead patron is Sir Paul McCartney. I had a role in the early development of LIPA, and on its tenth anniversary, the directors rewarded me with a Companionship of the school. I went back to Liverpool to receive the award from Sir Paul at the annual commencement. His teachers thought they could convey an appreciation for music by making kids listen to crackling records of classical compositions. He found this just as boring as he found everything else at school.
He told me he went through his entire education without anyone noticing that he had any musical tal- ent at all. He even applied to join the choir of Liver- pool Cathedral and was turned down. How good was that choir? How good can a choir be? McCartney is not alone in having his talents over- looked in school. They said his voice would ruin their sound.
Like the choir at the Liverpool Cathedral, the glee club had standards to uphold. I asked John about his education. Apparently, he did very well at school but not at comedy, the thing that actually shaped his life.
He said that he went all the way from kindergarten to Cambridge and none of his teachers noticed that he had any sense of humor at all. Since then, quite a few people have decided he does. Of course, at least as many people do well in their schools and love what the education system has to offer. Obviously, some should be doing something else, and as far away from young minds as possible. But there are plenty of good teachers and many brilliant ones.
Most of us can look back to particular teachers who inspired us and changed our lives. These teach- ers excelled and reached us, but they did this in spite of the basic culture and mindset of public education. In many systems, the problems are getting worse. This is true just about everywhere. In some ways, the sys- tem was very different from the one we knew in the UK.
We suppress it. Our policy is to draw a veil across the whole sorry episode. We arrived in the United States four days before Independence Day, just in time to watch others revel in having thrown the British out of the country. In many ways, though, the education system in the United States is very similar to that in the United Kingdom, and in most other places in the world.
Three features stand out in particular. First, there is the preoccupation with certain sorts of academic ability. I know that academic ability is very import- ant.
But school systems tend to be preoccupied with certain sorts of critical analysis and reasoning, par- ticularly with words and numbers. Important as those skills are, there is much more to human intelli- gence than that.
The second feature is the hierarchy of subjects. At the top of the hierarchy are mathematics, science, and language skills. In the middle are the humanit- ies. At the bottom are the arts. In fact, more and more schools are cutting the arts out of the curriculum altogether.
A huge high school might have only one fine arts teacher, and even elementary school children get very little time to simply paint and draw. The third feature is the growing reliance on partic- ular types of assessment. Children everywhere are under intense pressure to perform at higher and higher levels on a narrow range of standardized tests. Why are school systems like this? The reasons are cultural and historical.
The point here is that most systems of mass education came into being relatively recently—in the eighteenth and nineteenth centuries. These systems were designed to meet the economic interests of those times—times that were dominated by the Industrial Revolution in Europe and America. Math, science, and language skills were essential for jobs in the industrial economies. The result is that school systems everywhere incul- cate us with a very narrow view of intelligence and capacity and overvalue particular sorts of talent and ability.
In doing so, they neglect others that are just as important, and they disregard the relationships between them in sustaining the vitality of our lives and communities. This stratified, one-size-fits-all ap- proach to education marginalizes all of those who do not take naturally to learning this way.
Very few schools and even fewer school systems in the world teach dance every day as a formal part of their curricula, as they do with math. For instance, Gillian Lynne told me that she did better at all of her sub- jects once she discovered dance. The current systems also put severe limits on how teachers teach and students learn. Yet our educa- tion systems increasingly encourage teachers to teach students in a uniform fashion. To appreciate the implications of the epiphany stories told here, and indeed to seek out our own, we need to rethink radically our view of intelligence.
These approaches to education are also stifling some of the most important capacities that young people now need to make their way in the increas- ingly demanding world of the twenty-first cen- tury—the powers of creative thinking. Our systems of education put a high premium on knowing the single right answer to a question. When my son was four, his preschool put on a production of the Nativ- ity story.
During the show, there was a wonderful moment when three little boys came onstage as the Three Wise Men, carrying their gifts of gold, frankin- cense, and myrrh. I think the second boy lost his nerve a little and went out of sequence. The thirteenth apostle? The lost Book of Frank?
This is not to suggest that being wrong is the same thing as being creative. Sometimes being wrong is just being wrong. They look at getting back to basics as a way of reinforcing the old Industrial Revolution-era hierarchy of subjects.
What is catastrophically wrong with this mode of thinking is that it severely underestimates human ca- pacity. In these ways, our current education system systemat- ically drains the creativity out of our children. Most students never get to explore the full range of their abilities and interests. But the fact is that in the twenty-first century, jobs and competitiveness depend absolutely on the very qualities that school systems are being forced to tamp down and that this book is celebrating.
Businesses everywhere say they need people who are creative and can think inde- pendently. But the argument is not just about busi- ness. I also believe we need to get our kids back to basics. We need to re- think the basic nature of human ability and the basic purposes of education now. There was a time in our history when the steam engine reigned supreme. It was powerful, it was ef- fective, and it was significantly more efficient than the propulsion system that came before it.
This problem of old thinking hardly ends when we leave school. These features of education are replic- ated in public institutions and corporate organiza- tions, and the cycle goes around and around. When this happens, it becomes exceedingly difficult to make the most of your other—and perhaps truer—talents.
We can fix this by thinking and acting differently ourselves and in our organizations. In fact, it is essential that we do. The Pace of Change Children starting school this year will be retiring in There are two major drivers of change—technology and demography. It is also contributing to what some pundits are calling the biggest generation gap since rock and roll. People over the age of thirty were born before the digital revolution really started.
Most of us are okay, and some are even expert. But compared to most people under thirty and certainly under twenty, we are fumbling amateurs. People of that age were born after the digital revolution began. They learned to speak digital as a mother tongue. When my son, James, was doing homework for school, he would have five or six windows open on his computer, Instant Messenger was flashing con- tinuously, his cell phone was constantly ringing, and he was downloading music and watching the TV over his shoulder.
And this revolution is not over. Some suggest that, in the near future, the power of laptop computers will match the computing power of the human brain. Before too long we may see the merging of information systems with human consciousness.
If you think about the impact in the last twenty years of relatively simple digital techno- logies on the work we do and how we do it—and the impact these technologies have had on national eco- nomies—think of the changes that lie ahead. Add to this the impact of population growth. The world population has doubled in the past thirty years, from three to six billion. It may be heading for nine billion by the middle of the century.
These driving cultural and technological forces are producing profound shifts in the world economies and increasing diversity and complexity in our daily lives, and especially in those of young people. We can identify trends for the future, but accurate predictions are almost impossible.
In that book, Toffler discussed the seismic impacts of social and technological change. One of the unexpected pleas- ures and privileges of living on Los Angeles is that my wife, Terry, and I have become friends with Alvin and his wife, Heidi.
At dinner with them, we asked if they shared our view that the changes now sweeping the world have no historical precedents. They agreed that no other period in human history could match the present one in the sheer scale, speed, and global complexity of the changes and challenges we face. In the late s, who would have accurately guessed what the political climate of the world would be ten years later, what over-arching impact the In- ternet would have, the degree to which commerce would become globalized, and the dramatically dif- ferent ways in which our children would communic- ate with one another?
Some of us might have guessed one of these or maybe even two. But all? Very few have that kind of vision. Yet these changes have altered the way we conduct our lives. What we do know is that certain trends indicate that the world will change in fascinating ways.
China, Russia, India, Brazil, and others will play an ever more dominant role in the world economy. We know that the population will continue to grow at unpre- cedented levels. We know that technology will open new frontiers, and that these technologies will mani- fest in our homes and our offices with stunning velocity. The only way to prepare for the future is to make the most out of ourselves on the assumption that do- ing so will make us as flexible and productive as possible. They would find a way to continue to do the things that put them in their Element, because they would have an organic understanding of how their talents fit a new environment.
If you have never learned to think creatively and to explore your true capacity, what will you do then? More specifically, what will our children do if we continue to prepare them for life using the old mod- els of education? We need to think very differently about human resources and about how we develop them if we are to face these challenges.
What Is the Element? The Element is the meeting point between natural aptitude and personal passion. They find that time passes dif- ferently and that they are more alive, more centered, and more vibrant than at any other times.
Being in their Element takes them beyond the or- dinary experiences of enjoyment or happiness. When people are in their Element, they connect with something fundamental to their sense of identity, purpose, and well-being. This is why many of the people in the book describe finding their Element as an epiphany. How do we find the Element in ourselves and in others?
The Element is different for everyone. Some people may feel a similar passion for one or more activities and may be equally good at them. Others may have a singular passion and aptitude that fulfills them far more than anything else does. But there are, so to speak, elements of the Element that provide a framework for thinking about this and knowing what to look for and what to do. The Element has two main features, and there are two conditions for being in it.
The features are aptitude and passion. The conditions are attitude and opportunity. The sequence goes something like this: I get it; I love it; I want it; Where is it? It is an intuitive feel or a grasp of what that thing is, how it works, and how to use it. Gillian Lynne has a nat- ural feel for dance, Matt Groening for telling stories, and Paul Samuelson for economics and math. Our aptitudes are highly personal. They may be for gen- eral types of activity, like math, music, sport, poetry, or political theory.
They can also be highly specif- ic—not music in general, but jazz or rap. Not wind instruments in general, but the flute. Not science, but biochemistry. Not track and field, but the long jump. Throughout this book, you will be meeting people with a profound natural grasp for all sorts of things.
Paul Samuelson is naturally good at math. Others are not. I happen to be one of those others. I was never very good at math at school and was delighted to leave it behind when I finished school.
When I had my own children, math reared up again like the monster in the movie that you thought was dead. You can bluff it for a while, but you know deep down that the day of reckoning is approaching. Until she was twelve, my daughter, Kate, thought I knew everything. This was an impression I was very keen to encourage. One day when she was fourteen, she came home with a page full of quadratic equations, and I felt the familiar cold sweat.
At this point, I introduced learning-by-discovery methods. You need to work this out for yourself. They were trying to find that when I was in school. For some people, though, math is as beautiful and engaging as poetry and music is for others. Finding and developing our creative strengths is an essential part of becoming who we really are.
I Love It Being in your Element is not only a question of nat- ural aptitude. Being in your Element needs something more—passion. People who are in their Element take a deep delight and pleasure in what they do. He plays drums, pi- ano, and bass guitar. Years ago, he was in a band in Liverpool that included an extremely talented key- board player named Charles.
Taken aback, I insisted that I really would. I asked him how he kept up that level of discipline. I Want It Attitude is our personal perspective on our selves and our circumstances—our angle on things, our dis- position, and emotional point of view. An in- teresting indicator of our basic attitude is how we think of the role of luck in our lives. People who love what they do often describe them- selves as lucky.
High achievers often share similar attitudes, such as perseverance, self-belief, optimism, ambition, and frustration. How we perceive our circumstances and how we create and take opportunities depends largely on what we expect of ourselves. Where Is It? Without the right opportunities, you may never know what your aptitudes are or how far they might take you. The implication, of course, is that we may never discover our true Ele- ment. Being in your Element often means being connec- ted with other people who share the same passions and have a common sense of commitment.
In prac- tice, this means actively seeking opportunities to ex- plore your aptitude in different fields. Often we need other people to help us recognize our real talents. Often we can help other people to discover theirs. In this book, we will explore the primary compon- ents of the Element in detail. We will analyze the traits that people who have found the Element share, look at the circumstances and conditions that bring people closer to it, and identify the deterrents that make embracing the Element harder.
My goal with this book is to illuminate for you con- cepts that you might have sensed intuitively and to inspire you to find the Element for yourself and to help others to find it as well. What I hope you will find here is a new way of looking at your own poten- tial and the potential of those around you.
His band, Fleetwood Mac, has sold tens of millions of copies of their recordings, and rock critics consider their albums Fleetwood Mac and Rumours to be works of genius. Yet when he was in school, the numbers suggested that Mick Fleetwood lacked in- telligence, at least by the definitions many of us have come to take for granted. I had no understanding of math at all.
I was aware of being squeezed out. I was suffering. I had no sense of what I was supposed to be because everything aca- demic was a total failure, and I had no other refer- ence points. His father was a fighter pilot in the Royal Air Force, but when he left the service, he followed his true passion for writing. He took his family to live on a barge on the river Thames in Kent for three years so he could follow this dream.
In the Fleetwood household, everyone understood that brilliance came in many forms and that being poor at math, or unable to re- cite the alphabet backward, hardly doomed one to an inconsequential life. And Mick could drum. There were people playing what I now know was Miles Davis and smoking Gitanes ci- garettes. I felt comfortable. That was my dream. I had a lot of commitment internally, but I was also in- credibly unhappy because everything at school was showing me that I was useless according to the status quo.
They knew he was bright, but his scores suggested otherwise. And if the scores said other- wise, there was little they could do. I wanted to be in London and play in a jazz club.
It was totally naive and ridiculous, but I made a firm commitment to myself that I was going to be a drummer. At sixteen, he approached them about leaving school, and rather than insisting that he press on until graduation, they put him on a train to London with a drum kit and allowed him to pursue his inspiration.
Mick thought Bardens was coming to tell him to be quiet, but instead, the musician invited him to play with him at a gig at a local youth club. This led Mick into the heart of the London music scene in the early s. The rest is a history of multi- platinum recordings and sold-out stadiums.
Like air. Or gravity. Or Oprah. A good example of something that many people take for granted without knowing it is the number of human senses. When I talk to audiences, I some- times take them through a simple exercise to illus- trate this point. Most people will answer five—taste, touch, smell, sight, and hearing. Rarely will anyone offer anything beyond this. The five all have particular or- gans associated with them—the nose for smell, the eyes for sight, ears for hearing, and so on.
If the or- gans are injured or compromised in any way, that sense is impaired. In it, she writes about her work with the Anlo Ewe people of southeastern Ghana.
I have to say that I have a certain degree of sympathy for marginalized ethnic groups these days. It seems as though anthro- pologists are always stalking them—as if their aver- age family unit includes three children and an an- thropologist who sits around asking what they have for breakfast. First, they never thought to count them. That entire notion seemed beside the point. In addition, when Geurts listed our taken-for-granted five to them, they asked about the other one. The main one. Nor were they speaking of some residual sense that has survived among the Anlo Ewe but that the rest of us have lost.
They were speaking of a sense that we all have, and that is fundamental to our functioning in the world. They were talking about our sense of balance. The fluids and bones of the inner ear mediate the sense of balance. You only have to think of the im- pact on your life of damaging your sense of bal- ance—through illness or alcohol—to get some idea of how important it is to our everyday existence.
Yet most people never think to include it in their list of senses. They just take it for granted. The play-wright Bertolt Brecht said that as soon as something seems the most obvious thing in the world, it means that we have abandoned all attempts at understanding it.
And yet this sense is at least as important as the five we take for granted. Physiologists largely agree that in addition to the five we all know about, there are four more. The first is our sense of temperature thermoception. This is different from our sense of touch. This is a crucial sense, given that we can only survive as hu- man beings within a relatively narrow band of tem- peratures.
This is one of the reasons we wear clothes. One of them. Another is the sense of pain nociception. Scient- ists now generally agree that this is a different sens- ory system from either touch or temperature. Next is the vestibular sense equilibrio- ception , which includes our sense of balance and ac- celeration.
And then there is the kinesthetic sense proprioception , which gives us our understanding of where our limbs and the rest of our body are in space and in relationship to each other. This is es- sential for getting up, getting around, and getting back again. All of these senses contribute to our feelings of be- ing in the world and to our ability to function in it. There are also some unusual variations in the senses of particular people.
Some experience a phenomenon known as synesthesia, in which their senses seems to mingle or overlap: they may see sounds and hear col- ors. These are abnormalities, and seem to challenge even further our commonsense ideas about our com- mon senses. But they illustrate how profoundly our senses, however many we have and however they work, actually affect our understanding of the world and of ourselves. Not all of us take our sense of balance or other senses for granted.
Take Bart, for example. But when he was around six years old, he started to do something very unusual. It turned out that he could walk on his hands nearly as well as he could walk on his feet. Whenever visitors came to the house, and at family parties, people prompted Bart to perform his signature move. With no further cajoling—after all, he quite enjoyed both his trick and the attention it generated—he dropped onto his hands, flipped up, and proudly teetered around upside down.
As he got older, he even trained himself to go up and down the stairs on his hands. None of this was of much practical use, of course. However, it did do wonders for his popularity—a person who can climb stairs up- side down is fun to be around. It was also the ideal place for him. His life turned in that moment.
Suddenly his innate skills were good for something more than amusing himself and others. Eight years later, after countless hours of jumping, stretching, vaulting, and lifting, Bart Conner stepped onto the mat in the gymnastics hall at the Montreal Olympics to represent the United States of America. He was a member of three Olympic teams, in , , and In a le- gendary performance in the Los Angeles Olympics, Bart made a dramatic comeback from a torn biceps injury to win two gold medals.
In , he was inducted into the U. He owns a flourishing gymnastics school with his wife, Olympic champion Nadia Comaneci. They also own International Gymnast magazine and a television production company.
Athletes like Bart Conner and Nadia Comaneci have a profound sense of the capacities of their phys- ical bodies, and their achievements show how lim- ited our everyday ideas about human ability really are.
If you watch athletes, dancers, musicians, and other performers of their class at work, you can see that they are thinking, as well as performing, in ex- traordinary ways. As they practice, they engage their whole bodies in developing and memorizing the routines they are shaping up. They draw from the deep reserves of feeling and intuition and of physical reflex and coordination that use the whole brain and not only the parts at the front that we associate with rational thinking.
If they did that, their careers would never get off the ground, and neither would they. How Intelligent Are You? Another thing I do when I speak to groups is to ask people to rate their intelligence on a 1-to scale, with 10 being the top.
Typically, one or two people will rate themselves a When these people raise their hands, I suggest that they go home; they have more important things to do than listen to me.
Invariably, though, the bulk of any audience puts itself at 7 or 6. The responses decline from there, though I admit I never actually complete the survey.
I stop at 2, preferring to save anyone who would actually claim an intelligence level of 1 the embarrassment of acknowledging it in public. Why do I always get the bell-shaped curve?
Only a few have challenged the form of the question and asked what I mean by intelligence. This commonsense view goes something like this: We are all born with a fixed amount of intelligence. Intelligence shows itself in certain types of activity, especially in math and our use of words. Put as bluntly as this, I trust this definition of in- telligence sounds as questionable as it is.
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