In his new book, Originals: How Non-Conformists Move the World, the writer, Wharton professor, and erstwhile magician Adam Grant explores the circumstances that give rise to truly original thinkers. Through stories of business “originals” such as the Bridgewater Associates founder Ray Dalio, and the Warby Parker co-founder Neil Blumenthal, he explains how unorthodox thinking can result in unprecedented success or—if shaped by groupthink or myopic vision—miserable failure.
Grant is a gifted educator himself, and, as Wharton’s top rated teacher for the past four years, knows a little something about identifying and cultivating original thinking in his students. I asked Grant about the role teachers play in educating original children, and how teachers and parents alike can protect what’s special in these original children—traits that have the potential to disrupt lesson plans today, but, if nurtured and protected, may just change the world tomorrow. Below is a lightly edited and condensed version of our conversation.
Jessica Lahey: There’s a tension in education right now as educators reluctantly part ways with our old reliable teaching methods—an orderly, silent classroom with students organized alphabetically in rows and a teacher lecturing from behind a desk—and begin to accept novel, research-based approaches to learning, such as student-led inquiry; small group, peer-to peer teaching; and problem-based learning. You seem to indicate that for truly original thinkers, order, structure, and discipline might be antithetical to learning. How can teachers balance a need for a structured learning environment while allowing for original thinkers to thrive?