Friday, July 16, 2021

Honors Summer Read 2021: Rules of Engagement

"The Magdalen Reading" (1445) by Rogier van der Weyden

Welcome to the ECU Honors Program's Enduring Questions website!

If you are enrolled in an Enduring Questions class for the fall semester of 2021 at ECU (EQ1 or EQ3), this website is for you. Read on!

Responses to questions on this website are designed to generate "virtual conversation." By virtual, we do not mean something that looks like conversation but isn't. Instead, we mean REAL conversation in a virtual environment--this website.  And this fall, incoming first- and second-year Honors students will be engaged in the same discussion. Ten percent of each student's grade in both EQ1 and EQ3 will be based on your responses to the questions raised here.

The sort of conversation we're looking for is academic in character. Thus, your responses should consist of clear, concise statements of your ideas crafted in standard English (not text-speak!). They should be long enough to convey your thoughts, but short enough for other readers to read and respond to fairly quickly. In short, you don't want your responses to be so long that you monopolize (or kill) the conversation by going on, and on, and on.....(we all know how irritating that can be!).

Obviously, responses should not use profanity. They should be civil and respectful. People do not always agree. Responses can be critical; however, all communication is expected to be courteous and professional. Contributors' positions may be questioned; their character should not.

The object here is to reflect on some of the issues raised by the text, to connect the reading to your personal experience, and to help first- and second-year Honors students get to know each other better.

When should I begin posting my responses?
As soon as you have begin reading Think Again by Adam Grant

When is this assignment due?
This writing assignment is designed to be completed before classes begin in August.  Details about where and how to account for and submit your word count total will be provided in class when the semester starts.

How many questions should I respond to?
We do not expect you to respond to each question, but you should respond to several representing different sections of the book. Hopefully, by the time all the class has completed the assignment, every question will have at least one or two responses.

Are there any questions I have to answer?
Yes. The Takeaway. Only answer "The Takeaway" when you have finished reading the book. 

How will you know if I have read the book? Will we be tested on it?
We won't test you. We'll trust you. These questions are not designed to show whether or not someone has read the book. They are designed to enrich your engagement with the book and with other Honors students. But if your answers somehow raise suspicions about whether you've read the book or not, you may get further questions. The main thing at stake is your Honor.

How much should I write?
Your responses should add up to a sum total of not less than 750 words.  Don't try to load up all 750 words into one or two comments.  You should also respond to comments left by other readers. And pose questions to other readers. (Check back later to see if anyone has responded to your comments-and respond to their responses.)  All of this writing will count toward your 750-word total.  Students are responsible for keeping track of their word total (eventually, we will ask you to cut and paste your responses into a Microsoft Word document, which has a word count feature).  This is not just a writing assignment, though; it's a reading assignment, too.  Every student is responsible for reading every word of the assigned text. Each question is linked to a particular page in the book.  If you answer a question related to a particular page, you are also testifying that you have read up to that point.

Where do I post my responses?
At the bottom of each question post, you will find a "comment" link. If it has a "0" beside it, that means no one has commented yet; as more people comment, the number will go up. When you're ready to weigh in, click on the "comments" button, read any previous comments, and start writing. Please sign your posts. And use your real name--not a nickname--so we can get to know each other).

More questions?
E-mail us at sbenton@ecok.edu!

Engaging Think Again


In this post, you will find links to several questions about Adam Grant's 
Think Again. These questions are identified by their page numbers and are listed in the order in which the issues they address are raised by the text.

Once you've started reading the chapters listed below, click on the links, read the corresponding questions and comments other readers may have left (click on the "comment" button beneath each post to see them), and then join the discussion (or initiate it).

Most posts have several questions. You may answer any of them you wish. It is not necessary to answer all of them.

There is only one question that every student is required to answer.  That's the last one, referred to here as "The Takeaway." Don't answer it until you've finished reading the book. Your answer is your promise that you have read the entire book.

As you are reading, underline any passages that you consider to be thought-provoking, insightful, or artfully expressed (unless you're reading a library copy, in which case, you may want to just make note). You may want to refer to one of the passages you have underlined in "The Takeaway."

Prologue (1-12)

Chapter One: A Preacher, a Prosectuor, a Politician, and a Scientist Walk into Your Mind (15-31)

Chapter Two: The Armchair Quarterback and the Impostor: Finding the Sweet Spot of Confidence (33-54)

Chapter Three: The Joy of Being Wrong: The Thrill of Not Believing Everything You Think (55-76)

Chapter Four: The Good Fight Club: The Psychology of Constructive Conflict (77-93)

5. Dances with Foes: How to Win Debates and Influence People (97-119)

6. Bad Blood on the Diamond: Diminishing Prejudice by Destablizing Stereotypes (121- 141)

7. Vaccine Whisperers and Mild-Mannered Interrogators: How the Right Kind of Listening Motivates People to Change (143-160)

8. Charged Conversations: Depolarizing Our Divided Discussions (163-183)
172: It's Complicated
173: Shades

9. Rewriting the Textbook: Teaching Students to Question Knowledge (185-203)

10. That's Not the Way We've Always Done It: Building Culture of Learning at Work (205-222)

11. Escaping Tunnel Vision: Reconsidering Our Best-Laid Career and Life Plans (225-243)

Epilogue

Actions for Impact (251-257)

4. Bend or break?

"Flexibility and Strength" (2003) by Nyoman Masriadi

According to Grant, "Questioning ourselves makes the work more unpredictable. It requires us to admit that the facts may have changed, that what was once right may now be wrong. Reconsidering something we believe deeply can threaten our identities, making it feel as if we're losing a part of our ourselves" (4).

For this challenge, reflect on this question: do you consider yourself more someone whose identity is strongly related to a core set of beliefs or do you consider yourself  more as something of an "explorer" who frequently "tries on" new beliefs to see how they fit?  Do you tend to admire those who "stick to their guns" in the face of adversity or do you tend to admire people who more easily adopt new practices or ideas?

25. It's Science

"Science Class" (2011-2015) by Elina Brotherus

According to Grant, "In preacher mode, changing our minds is a mark of moral weakness; in scientist mode, it's a sign of intellectual integrity. In prosecutor mode, allowing ourselves to be persuaded is admitting defeat; in scientist mode, it's a step toward the truth" (25).

Option A:
Describe a time in your life in which changing your mind about something important or allowing yourself to be persuaded about something important was a struggle--intellectually or emotionally.  What was that experience like? How did you feel at the time and afterwards? Were you ever afraid that changing your mind was a sign of weakness or defeat?

Option: B:
Describe a memorable time in which someone you know well changed their mind about something important or allowed themselves to be persuaded. Did you see it as a sign of weakness or as capitulation to peer pressure? Did anyone see it that way?

27. Curiosity Feeder

"Curiosity" (XIX-XX Century) by Eugene de Blaas
According to Grant, the process of rethinking "starts with intellectual humility--knowing what we don't know. We should all be able to make a long list of areas where we're ignorant" (27-28). Grant then lists several areas that he is ignorant about. Some of them are broad:  "art, financial markets, fashion, chemistry, food" (28).  Some are very specific: "why British accents turn American in songs" or "why it's impossible to tickle yourself" (28).

This question/challenge has four parts. You must complete all 4 parts to get full credit. All parts should be combined in one comment.

First: identify something that you are both ignorant about and curious about. Don't include an "area" that is so specific that you can quickly find the answer with a 2-second internet search (like "What is the capital of Denmark?"). Feel free to choose an area that doesn't have a clear or simple "answer" (Grant's broad examples like "art" and "financial markets" would be examples).

Second: After you've identified the areas, do some research about one (or more) of them and teach the rest of us something surprising and significant that you learned as a result of the process. 100 words maximum for this part.

Third: Let us know how much time you spent researching this area (for this assignment) and where you found your answer. Ideally, you'll spend more than 5 minutes on it, but you're not expected to spend more than an hour, say.

Fourth: What other questions did your research leave you curious about?



38. Fortune favors the bold?

"The Orator" (1920) by Marcus Zeller

According to research done by David Dunning and Justin Kruger, "it's when we lack competence that we're most likely to be brimming with overconfidence" (38).

Option A:
Describe a time in your life when you were inexperienced and overconfident, but as you learned more, you became less confident.

Option B:
Do you think overconfidence or a lack of confidence is a greater challenge for you personally?

Option C:
Think about the people you come across in your personal life.  Do they tend to be drawn towards those who are overconfident but ignorant? Or do they tend to be drawn towards people who are knowledgeable but modest? Do the same standards apply in interpersonal interactions as they do with celebrity culture? What kind of person is more popular in different contexts?

54. New Teacher

"Child with a Stockpot" (2018) photo by Muhammad Muzamil
According to Grant, great thinkers "don't boast about how much they know; they marvel at how little they understand. They're aware that each answer raises new questions, and the quest for knowledge is never finished. A mark of lifelong learners is recognizing that they can learn something from everyone they meet" (54).

This challenge requires an action. 

Seek out someone you can learn from. You might learn a skill from them or gain knowledge from them about an area they know more about than you do, or you might just learn just from listening to something about their life journey.

If possible, seek out someone that you would not typically try to learn something from.

Describe the learning experience.

63. Dear Who I Was . . .

"The Three Ages of Woman" (1905) by Gustav Klimt

According to Grant, if we want to learn when our opinions are "off the mark" and learn to rethink them, "detaching your present from your past" is important.

For this challenge, describe ways in which your present self is different from your past self.

If you want, you can refer to the diagram included in the chapter that has six pairs of circles (you can pick the first from the left, the second from the left, the third from the left, the third from the right, the second from the right, the farthest on the right).

64. Core Strength

"Vitruvian Man"  (c. 1490) by Leonardo da Vinci

According to Grant, "Who you are should be a question of what your value, not what you believe" (64).

For this challenge, identify four core values in your life, describe what they mean to you. Also: have any of them changed over time or have you always had the same core values?

An online search for "personal core values" will turn up lots of results. Here is one website that may be useful for you: https://jamesclear.com/core-values.

80. Fight or flight?

"Hiding" (2017) by Jenni Granholm

According to Grant, "research shows that how often parents argue has no bearing on their children's academic, social or emoational development. What matters is how respectfully parents argue, not how frequently" (80).

He adds that "being able to have a good fight doesn't just make use more civil; it also develops our creative muscles" (80).

Would you describe yourself as someone who seeks out lively arguments or someone who seeks to defuse tensions? How have your tendencies in this regard been beneficial or harmful to you?

92. Can we debate?

"The Debate of Socrates and Aphasia" (c. 1800) by Nicolas-André Monsiau

According to Grant, "starting a disagreement by asking, 'Can we debate?' send a message that you want to think like a scientist, not a preacher or a prosecutor--and encourages the other person to think that way, too" (92).

He also claims that we're more likely to have a productive argument if we focus on how to achieve a goal and not on why one person or the other is right.

Option A:
This challenge requires an action: ask someone to join you in a debate. Avoid relationship conflict and focus on task conflict.

Report on the experience. Whom did you choose to debate? What was the subject of the debate? How did you start it? How did it progress?

If you like, you can try this with multiple people and compare the results.

Option B:
Describe a respectful argument that you have either participated in, witnessed at some point in the past, or seen in a movie, tv show, or other social media. Who were the participants? What was the subject of debate? What made it both a "good fight" and "civil"?

102. The Art

"Mary's First Speech" (1928) by Winston Churchill

In the account of the debate Grant discusses in chapter five, he suggest how the debater who has more data, better evidence and more evocative imagery, often does NOT win if her opponent is more skilled at "the art of debate" (102).

If this is often true in the world:
A) Do you think that is a cause for concern? Would we be better off if debates were most consistently won by the debater with more data and better evidence?

B) Should school focus more on helping students find the best evidence to support a case or in learning the "art of debate"?

107. Let's Make a Deal

"Let's Make a Deal" starring Monty Hall (1963-1986)

Grant offers several successful negotiating techniques, including:

1) focus on common ground: "agreeing with someone else's argument is disarming" (105) and "Arguments are often far more combative and adversarial than they need to be . . . You should be willing to listen to what someone else is saying and give them a lot of credit for it. It makes you sound like a reasonable person who is taking everything into account" (107);

2) present fewer reasons to support your case:  "The more reasons we put on the table, the easier it is for people to discard the shakiest one" (105);

3) express curiosity: "skilled negotiators rarely went on offense or defense" (105);

4) ask questions: the successful negotiator "will search for more information and discover ways to make both sides better off" (106).

Of these four techniques, which do you think would be of the greatest practical benefit to you to enhance your negotating abilities?

122. Best of Enemies


Grant describes Daryl Davis, a black musician, who was able to convince "many white supremacists to leave the KKK and abandon their hatred" (122).

For this challenge, watch the film The Best of Enemies (2019) starring Sam Rockwell and Taraji P. Henson, which is available via various online streaming services. The movie is based on the book The Best of Enemies: Race and Redemption in the New South (2007) by Osha Gray Davidson, which focuses on the rivalry between civil rights activist Ann Atwater and Ku Klux Klan leader C. P. Ellis.

After you've seen the film, reflect on this question: in what ways does the film's depiction of the evolving relatiionship between Atwater and Ellis reinforce or challenge the acount of effective negotiation and persuasive techniques described in Think Again?

125. Bedlam Values


In the section of the book titled "Hate me out to the Ballgame," Grant describes hatred between fans of the New York Yankees and fans of the Boston Red Sox and the negative stereotypes that it produces.

Rivalries between many high schools and colleges also produce negative stereotypes.

Do you think most of these stereotypes are harmless because fans realize that they are not rooted in reality?

Or are they actually harmful because so many people insist that those who attend rival schools are, in fact, more malicious, obnoxious, aggressive, arrogant, etc.?

127. Not Like the Others

"The Syndics of the Amsterdam Drapers' Guild" (1662) by Rembrandt van Rijn

According to Grant, "we tend to interact with people who share [the same stereotypes]" and the result is that it "makes [the stereotypes] even more extreme" (127).

Given this "group polarization" tendency, should schools make an effort to recruit students who represent a diverse array of experiences and world views in order to uproot harmful stereotypes?

Should financial institutions?  Health care services? What about law enforcement services?

What reasons might be given to oppose that kind of campaign?

149. The Listener Made Me Do It

"The Muse Inspiring the Poet" (1909) by Henri Rousseau

According to Grant, motivational interviewing has been "used effectively by health professionals to help people stop smoking, abusing drugs and alcohol, gambling, and having unsafe sex, as well as to improve their diets  and exercise habits, overcome eating disorders, and lose wieght. It's also been applied successfully by coaches to build grit in professional soccer players, teachers to nudge students to get a full night's sleep, consultants to to prepare teams for organizational change, public health care workers to encourage people to disinfect water in Zambia, and environmental activists to help people  do something about climate change. Similar techniques have opened the minds of prejudiced voters, and when conflict mediators help separated parents resolve disputes about their children, motivational interviewing is twice as likely to result in full agreement as standard medicine" (149).

If you could sign up for some motivational interviewing to help you with a particular behavior, what kind of motivational interviewing would you sign up for?

If you could provide motivational interviewing for the people who attended your high school, or the people in your hometown, or for your classmates at ECU, or some other peer group, what kind of motivational interviewing would you like to provide them?

157. Operation Time Machine


"Amish Letter Writer" (1940) by Horace Pippin

According to Grant, "As we approach any life transition--whether it's a first job, a second marriage, or a third child--we can pause to ask people what they wish they'd known before they went through that experience. Once we're on the other side of it, we can share what we oursleves should have rethought" (197).

For this challenge, write a brief "letter" to the person you were three or four years ago and share with them what you wish you had known back then. Include it in the comment box.

You may wish to check out some of the letters at dearpennfresh.com. Their letters are LONG. You are welcome to write a longer letter, too, but 150 words is the maximum that will count towards the word count for this assignment.

When you get your Honors Survival book at the kickoff in August, make sure you check out the advice the returning Honorables have to offer!

158. All Ears

"Beethoven's Ear Trumpet with ear, opus #132" (2007) by John Baldessari

According to Grant, "Psychologists recommend practicing [the skill of listening empathically] by sitting down with people whom we sometimes have a hard time understanding. The idea is to tell them that we're working on being better listeners, we'd like to hear their thoughts, and we'll listen for a few minutes before responding" (158).

This is another challenge that requires action.

Sit down with someone you have a hard time understanding. Tell them you're working on being a better listener. Try to deploy the listening techniques described in this chapter.

Don't divulge the details of the conversation, but describe what it felt like for you as a listener. How long did you listen? What was the hardest part of this exercise?

160. The How Test

"The Last Judgement" (2021) by Michelangelo

According to Grant, "When we succeed in changing someone's mind, we shouldn't only ask whether we're proud of what we've achieved. We should also ask whether we're proud of how we've achieved it" (160).

Do you think our society is a "bottom-line" society that cares more about what is accomplished than it cares about how it is accomplished? For example, is too high a value put on grades and on test scores and too low a value of less easily measurable qualities like attitude and character? 

Or would reliance on evaluation of these qualities be too highly dependent on personal prejudices and biases of the evaluators?

Do most students care more about grades or about learning?

172. It's Complicated

"It's Complicated 8" (2017) by Julie Cockburn

According to Grant, "we have a role to play in embracing a more nuanced point of view. When we're reading, listening, or watching, we can learn to recognize complexity as a signal of credibility" (171).

With this kind of complexity in mind, describe your self in a nuanced, on-the-one-hand/on-the-other-hand way. You might, for example, consider aspects of your personality that other people don't always perceive or that other people misperceive, assuming that because one thing is true, something else is also true.

Before doing this exercise, you might want to take an online personality test (such as the Myers-Briggs Type Indicator test or an Enneagram test). Read descriptions of the different types that the test associates with you and reflect on how one or another type does not provide an entirely accurate description of who you are.

173. Shades

"Head VI" (1949) by Francis Bacon

According to Grant, "in a productive conversation, people treat their feelings as a rough draft. Like art, emotions are works in progress. It rarely serves us well to frame our first sketch" (180).

Option A:
Describe an issue that you have mixed feelings about, possibly something about which your feelings have changed over time. Avoid commonly paired emotions like "happy" and "sad," or other paired sentiments referred to by previous commenters.

Option B:
Are you someone who tends to talk about the blended, mixed emotions you have about people, things, and ideas or are you someone who tends to talk about your emotions in straight-forward "primary colors"? Have you found that these different behaviors are typically "gendered" in our society, such that it is expected that women will naturally have complex, mixed emotions and men will not?

191. Are We Having Fun Yet?

"School of Rock" (2003) dir. by Richard Linklater, starring Jack Black

Grants confesses that he "believed that we learn more when we're having fun," but also cited research that "convinced me that I was wrong" (191). He then shares a story about "my favorite physics teacher, who got stellar reviews for letting us play Ping-Pong in class, but didn't quite make the coefficient of friction stick" (191).

Do you think those who believe that we "learn more when we're having fun" might be affected by "desirability bias"?

Many educators endorse the following view once expressed by Carl W. Buehner:"They may forget what you said--but they will never forget how you made them feel."

Do you think this way of thinking about education could be a problem if it encourages educators to focus on creating emotional experiences instead of developing skills or grasping complex concepts?

200. Gallery Critique

"The Archduke Leopold Wilhelm in his Picture Gallery in Brussels" (c. 1647) by David Teniers the Younger

Grants offers Ron Berger as an example of an excellent teacher of "rethinking." According to Berger, "Quality means rethinking, reworking, and polishing . . . [Students] need to feel they will be celebrated, not ridiculed, for going back to the drawing board" (200).

To help his students get in the habit of rethinking, Berger created a "gallery critique," in which "students went around the room to observe [the art work of other students]," and then he "facilitated a discussion of what they saw as excellent and why" (200).

For this challenge, review comments other students have left on this website. Identify comments that you consider to be excellent and explain why you see them that way. Bonus points* for commenting on a post offered by student you don't know well.

*You won't literally get "bonus points," but it's an honorable learning goal to shoot for. 

203. Teaching to Think

"Planets in My Head, Physics" (2010) by Yinka Shonibare

According to Grant, "good teachers introduce new thoughts, but great teachers introduce new ways of thinking. Collecting a teacher's knowledge may help us solve the challenges of the day, but understanding how a teacher thinks can help us navigate the challenges of a lifetime" (203).

Describe a teacher--in school or outside of school--who taught you a new way of thinking. You may want to consider those teachers who expressed humility, exuded curiosity, or introduced you to the "infectious joy of discovery."

Thursday, July 15, 2021

213. Werk

"Workers in the Snow" (1913) by Edvard Munch

According to Grant, "In performance cultures, the emphasis on results often undermines psychological safety' (209).  He says "psychological safety" is "the foundation of learning culture" and defines it as a "climate of respect, trust, and openness in which people can raise concerns and suggestions without fear of reprisal" (209).

One effective technique for achieving "sustainable gains in psycholigal safety" in the workplace is for managers to "tell their teams about a time when they benefitted from constructive criticism" and to "identify the areas that they were working to improve now" (213).

Your challenge for this comment is to identify a time when you benefitted from constructive criticsim and identify areas that you are working to improve on now or look forward to working on in the semester ahead.

215. Smart Experiments

"Frankenstein" (1931), directed by James Whale

According to Grant, "In learning cultures, people don't stop keeping score. They expand the scorecard to consider processes as well as outcomes" (218). As an example of this, he suggests that what might be seen as a "failure" in a "performance culture" context, might be seen as a "smart experiment" in a "learning culture" context, but only "if you evaluated the decision thoroughly" (219).

For this challenge, describe an experience you've had that you or others might have considered a failure at the time, but that might be a "smart experiment" if accompanied by thorough self-evaluation. Give examples of the evaluation process. What went wrong? What was your thinking or your strategy at the time and why was it flawed? What could you have done differently? Maybe you haven't thought of one of your "failures" like this, but this can be your opportunity to re-frame the experience in a productive way.

229. When I Grow Up

"Buzz Aldrin" (1969), photograph by Neil Armstrong

According to Grant, "When you're asked what you want to be, the only socially acceptable response is a job. Adults are waiting for kids to wax poetic about becoming something grand like an astronaut, heroic like a firefighter, or inspired like a filmmaker. There's no room to say you just want job security, let alone that you hope to be a good father or a great mother--or a caring and curious person. Although I study work for a living, I don't think it should define us" (230).

With the above sentiments in mind, what do you want to be when you grow up? Avoid the obvious, such as the job title you want to have or the kind of parent or spouse you want to be.

240. Microcommunity

"The Meurthe Boating Party" (1888) by Émile Friant

According to Grant, "Western conceptions of happiness as an individual state leave us feeling lonely. In more collectivistic Eastern cultures, that pattern is reversed: pursuing happiness predicts higher well-being, because people prioritize social engagement over independent activities" (238).

Grant goes on to describe one of his students who realized that "She might not be able to change the culture of an entire institution, but she could create a new subculture" (240). She and other students "built their own microcommunity. They weren't focusing on happiness--they were looking for contribution and connection" (240).

For this challenge, describe the kind of microcommunity you would like to create in the semester ahead. What kind of activities would this microcommunity do and how often would members get together? How organized or casual would it be? How would members communicate with each other and plan to get together?

243. The Daily Show


"Coming after the daily work" (date unknown) by Nikolay Bogdanov-Belsky (1868-1945)

According to Grant, "Our identities are open systems, and so are our lives. We don't have to stay tethered to old images of where we want to go or who we want to be. The simplest way to start rethinking our options is to question what we do daily" (243).

For this challenge, identify three or four things that you would like to start doing daily. Avoid the obvious.

250. Thinking Out Loud

"Franklin D. Roosevelt chats with Georgia farmers in 1932, shortly before his election as president."

Grant says he'd " . . . love to see more people do their rethinking out loud, as FDR did. As valuable as rethinking is, we don't do it enough--whether we're grappling with the pivotal deicisons of our lives or the great quandaries of our time. Complex problems like pandemics, climate change, and political polarization call on us to stay mentally flexible. In the face of any number of unknown and evolving threats, humility, doubt, and curiosity are vital to discovery" (250).

With Grant's wis for all of us in mind, initiate some "rethinking out loud" in the comment box below. We're not looking for finished results and new conclusions. We're looking for the first step in a re-evaluation. Consider "a pivotal decision of your life" or "a great quandary of our time." You might want to use phrases like "I have always thought [x], but now, I'm not so sure . . ." What questions are you debating or mulling over?  If you're not currently do this, you might want to use this exercise to start.

The challenge here is to check something your actively thinking about, something you're trying to figure out for yourself, not something you've already figured out.

257. Make it so!

Patrick Stewart as "Jean-Luc Picard" in "Star Trek: The Next Generation" (1987-1994)

Of the 30 "Actions for Impact" listed by Grant at the end of the book, choose one that you believe would be most helpful for you to focus on in the year head.

Plan to come back to this website between the fall and the spring semesters to re-read your comments and those submitted by others and add a further comment on your progress toward this or other ways you have made an effort to make "rethinking" a significant part of your life! Now would be a good time to set a reminder for yourself to do that.

The Think Again Takeaway

So you've read Think Again now. In 100 words or less, identify the part of the book that is most likely to stick with you the longest. What's your take away? Don't answer this question until you've finished reading the entire book.