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"A Passion for Creative Transformation The Transformative Leadership MA is a uniquely innovative distance-learning program that integrates extensive practical skills with deep self-reflection and an emphasis on creative action in the world. The program prepares students to embody leadership and mobilize their creativity in many different ways, whether in organizations, social movements, or a range of activities requiring personal initiative and dedication to making a difference. Transformative Leadership offers a creative incubator for new forms of leadership in a rapidly changing world. New forms of leadership are needed in all dimensions of life, not just in boardrooms and governments. Transformative Leadership explores leadership along four dimensions: new ways of being, relating, knowing, and doing, all requiring new perspectives, skills, and personal practices. Transformative leadership holds that as we change the world we also change ourselves, and as we change ourselves we also change the world. The transdisciplinary curriculum develops students' abilities to reflect on their mission in life, apply leading edge research, develop new sets of skills, and creatively act in the world. Faculty and students create a rich and supportive online learning community that provides a context where students can create their own approach to leadership, based on their personal values, capacities, and mission in life. This innovative program culminates in a Capstone Action Project that demonstrates leadership in the world and allows students to apply their learning and test their theories and assumptions about leadership in real time. The lessons learned from this project are often stepping stones for new initiatives and life paths for our graduates. The program also offers a unique set of electives, including a set of courses specifically designed to address issues related to LGBTQ leadership and policy."

Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex. Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based. Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning. Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application. Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge.

"The Artist's Way is the seminal book on the subject of creativity. An international bestseller, millions of readers have found it to be an invaluable guide to living the artist's life. Still as vital today-or perhaps even more so-than it was when it was first published one decade ago, it is a powerfully provocative and inspiring work. In a new introduction to the book, Julia Cameron reflects upon the impact of The Artist's Way and describes the work she has done during the last decade and the new insights into the creative process that she has gained. Updated and expanded, this anniversary edition reframes The Artist's Way for a new century."

"Established companies are "held captive by their customers," in Christensen's phrase, and so routinely ignore emerging markets of buyers who are not their customers. Dominant companies prosper by making a good product and keeping their customer base by using sustaining technologies to continue improving it. The products get ever better-but at some point their quality overshoots the level of performance that even the high end of the market needs. Typically, this is when a disruptive innovation lands in the marketplace at a lower price and relatively poor level of performance-but it's a level adequate for what the lower end of the market seeks. The disruptive technology starts to attract customers, and is on its way to staggering the industry's giants. "Sustaining innovation makes good products better-but then you don't buy the old product. They're replacements. They do not create growth." To bring these powerful ideas into the real world, Christensen in 2001 founded the consulting firm Innosight (www.innosight.com) with Mark Johnson, M.B.A. '96. Now employing about 100, the company works mostly with Fortune 100 companies that are seeking to defend their core businesses and adapt to disruptive environments. It also coaches them on how to disrupt markets proactively, harnessing disruption's engine of growth for themselves. "It's hard to do both," says David Duncan, a senior partner at Innosight who earned a Harvard Ph.D. in physics in 2000. "As successful companies get bigger, their growth trajectories flatten out, and they need to find new ways to expand. But that will look different from what they did in the past. Most are so focused on maintaining their core business that when push comes to shove, the core will almost always kill off the disruptive innovation-the new thing. "The two goals conflict for resources," he continues. "CEOs are accountable to shareholders and feel Wall Street pressure to meet earnings targe

"We still need more tool-building but there is much benefit in putting the remarkable tools we now have to work. So we will have a better understanding of both animal model brains, but to me very importantly, the human brain that makes discoveries relevant to disease actionable. And also advances basic neuroscience. We've been focusing on brain disease but in the end basic science is the well from which everything comes, and we should not forget it. But that said, understanding all the different cells, understanding how they're wired together, understanding the language of neurons - that is, when they fire, what are they saying to each other? Understanding how this information integrates. Understanding how activity spreads in the brain and how it's decoded is much more than a 10-year project. But I think a focused push like this could lead to a platform of ideas, of tools, of testable hypotheses, of new observations, that could power both basic neuroscience and translational neuroscience interested in disease and therapeutics."

""And now, weak, short of breath, my once-firm muscles melted away by cancer, I find my thoughts, increasingly, not on the supernatural or spiritual, but on what is meant by living a good and worthwhile life - achieving a sense of peace within oneself. I find my thoughts drifting to the Sabbath, the day of rest, the seventh day of the week, and perhaps the seventh day of one's life as well, when one can feel that one's work is done, and one may, in good conscience, rest.""

"A new vocabulary emerged, allowing users to evade admissions of racism. It still holds fast after all these years. The vocabulary list includes these: law and order. War on drugs. Model minority. Reverse discrimination. Race-neutral. Welfare queen. Handout. Tough on crime. Personal responsibility. Black-on-black crime. Achievement gap. No excuses. Race card. Colorblind. Post-racial. Illegal immigrant. Obamacare. War on Cops. Blue Lives Matter. All Lives Matter. Entitlements. Voter fraud. Economic anxiety."

"If we follow a path of leveraging technology to create new forms of networked learning, I think they are much more likely to end up as Friedman-inspired marketplaces than Dewey-inspired learning webs."

"Supposedly upgraded to take into consideration new ways of learning using digital tools, the revised model remains firmly rooted in the old behaviourist paradigm, and is just as reliant on the production of observable (and therefore) measurable behaviour as the original model."

"...we're probably measuring the wrong things and the right things are not amenable to measurement. If this is true and it is also true that the culture of measurement is in the ascendancy, we might expect that things that resist measurement - quality, poetry, insight - would be dismissed and set aside, on the reasoning that if it can't be measured, what good is it? A new technology typically turns its limitations into a mechanism of evaluation and consigns phenomena outside its capacities to the margins, not merely to its margins but to the margins of what is generally significant and worth worrying about. "