The R in PROTAG is for RESOLUTE You need to have a “why” or purpose that moves you into action. Sharing your genius, having a genius paradigm, means that you have something that is pushing you to move forward. A resolution to do more.
Resolute is defined by Merriam-Webster as “marked by firm determination” and “bold, steady.” Dictionary.com adds “set in purpose or opinion.” Collins’ definition phrases it a little differently: “determined not to change their mind or change their course of action.” The Online Entymology Dictionary shares this about the roots of this word: The notion is of “breaking (something) into parts” as the way to arrive at the truth of it and thus make the final determination
Most people know of the idea of New Year’s resolutions and the word has probably gotten a bad rap because of it, as most of these resolutions end up not coming to fruition. This is more, and it means more.
You have in you the grit, the drive and the will-power to push forward to do what you need to do to share your genius.
Angela Duckworth talks of genius in her first chapter of her book titled “Grit”. She shares how her father would often tell her while she was growing up that she was no genius. It is interesting that her life’s work showed him to be so wrong.
Her research showed the necessary ingredient for genius is persistence and determination to DO SOMETHING.
In Daniel Pink’s book Drive he shares how there are three drives but only two of them are really recognized, even though there has been compelling evidence for the third one for decades.
The first one is the biological drive. This is the one you need or you die. You have to eat, keep yourself safe, and procreate for the species to endure. The second drive is the one that most people are familiar with – the carrot or the stick. These are extrinsic motivators like rewards or punishments. Businesses use these all the time and the current school system is built around it. The problem is, they don’t work.
Not only do they not work, they actually decrease output in most cases, especially in today’s workplace (and most likely the future’s).
More and more the jobs of today require the third drive – intrinsic motivation.
This third drive was first witnessed in an experiment with monkeys. The researcher wanted to see if monkeys could solve a puzzle. They wanted them to be familiar with physical puzzle before they did the test so they put it in the cage with them a couple weeks before the experiment. They were blown away by the outcome. The monkeys solved the puzzle without any rewards. They enjoyed it and liked doing it. When they did give rewards, it took the monkeys longer and they weren’t as focused. This was early in the 20th century and this was ground breaking but hard for people to swallow.
It took a couple of decades for another researcher to continue the research. This one used humans for the test subjects – grad students. They again used puzzles and had two different groups. Each test subject came in 3 different days. They had to play a popular puzzle game, putting it into different shapes. After they did the puzzles for a bit the researcher left them alone for 8 minutes and this is where the real research began. They wanted to see which group continued their focus on the puzzle. The first group wasn’t paid and was never told they would be paid. The second group wasn’t paid the first day and was told the 2nd day they would be paid and were given money after they were done for the day. But on the third day they were told they ran out of money so they weren’t able to pay them.
What they found was really interesting. The group that was never paid never lost their interest in the puzzle and during the 8 minutes by themselves actually increased their playing over time. The test group that was paid on the 2nd day had a short term increase in motivation but when the pay was removed they substantially decreased their engagement.
Our current educational system is built on the 2nd drive. Grades are either a carrot or stick. Helping our students instead develop their third drive by allowing them to play and learn how and what they want (at least to a point – I’m not advocating illiteracy) can help prepare our kids for the future. At least as long as we also help them develop grit. They can’t be afraid of failure.
Nir Eyal, in his book “Indistractable,” shares that one thing that helps motivate and keep people focused is autonomy. He used an example of kids and video games in a podcast he was featured on (The Next Big Idea by Wondery, Oct 15, 2019). He posited that the lack of control kids have over their lives is one factor that pulls them to video games. In the virtual world, they find that autonomy that they can’t find in their real life.
If you would like to learn more about different characteristics to develop that will help you realize your genius and develop a genius paradigm check out these articles:
Characteristics of a Genius – Perspicacity
Characteristics of a Genius – Optimism
Characteristics of a Genius – Talent
Characteristics of a genius – Action-Oriented
Characteristics of a Genius – Generosity
Once again, nice! A new idea that makes sense, scientific evidence to support it, and the promise of more to come in future issues. Good for you!