I am at the Intersection, and I want to take you with me.
The Intersection, Frans Johansson writes in The Medici Effect: Breakthrough Insights at the Intersection of Ideas, Concepts, & Cultures, is that wonderful place where people from different fields of study or walks of life meet, share ideas, and walk away with far more than they could ever create alone. It’s where a Swedish chef who was born in Ethiopia combines ingredients in ways none have ever done before and puts a New York restaurant (Aquavit)—and himself—on the map. It’s where a young Ph.D math student creates a revolutionary card game (Magic), which earns $40 million for the company which buys and produces it.
“When you step into an intersection of fields, disciplines, or cultures, you can combine existing concepts into a large number of extraordinary ideas,” Johansson writes (The Medici Effect, p. 2). “The name I have given the phenomenon, the Medici Effect, comes from a remarkable burst of creativity in fifteenth-century Italy.”
And for those of us who work in the field of staff training, it is where we learn just as much from students as we can offer them, with the result that all of us are teacher-trainers as well as student-learners and what we find is spread to others we will soon encounter.
There is really nothing new in the concept of drawing from a place we can’t clearly define. Carl Jung calls it the collective unconscious and suggests that when we properly prepare ourselves, we can draw from incredible reservoirs of useful archetypes. Others refer to the sense that they benefit from the experiences of past lives. (I’ve always loved the words a friend once blurted out: “I don’t really believe in past lives—except for the brief glimpses I’ve had of my own!”)
So where does this take us in our role as trainers and educators?
Johansson might suggest that we are constantly dancing at the edge of the Intersection if not completely immersed in it. Many of us travel and, therefore, are constantly exposed to a wide range of stimulating settings, challenges, and people. Our students—even if they are all from a particular field such as libraries—themselves interact routinely with people from incredibly diverse backgrounds and with tremendously varied interests. We are, more and more, expanding our definition of community through the contacts we make with the resources available to us in a Web 2.0 world. And some of us plant and nurture seeds through what we teach and learn in every session which we lead, thereby adding to what grows within Johansson’s Intersection.
We are also constantly exposed to seemingly disparate elements—Skype, reference services, and those who use library services without actually entering a brick and mortar library, for example. This leads to the sort of connection which produced a panel discussion during the Library Staff Development Committee of the Greater Bay Area’s “Future of Libraries, Part III: Embracing the Invisible Customer” conference at the San Francisco Public Library September 26, 2007 and featured a reference librarian from Ohio University Libraries explaining Skype as a reference tool—via a live Skype connection into the auditorium.
The beauty of the Intersection is that it really does not require very much effort—just a commitment to remain inquisitive. We need to be able to question what we learn and know and teach. Break down the barriers. And be open to a constant stimulating change of our perspective. Most of all, we need to listen: to ourselves, to those around us, and to those we meet in books and magazines, online, in classrooms, and even in our dreams
The rest falls into place.
Next: Training, the Intersection, and Perspective
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