Video

Through the Education Lens

"The Fringe Benefits of Failure, and the Importance of Imagination"

CJ Westerberg, April 2, 2013 4:29 PM

HarryPotterBook.jpg

Editor's Note revised:  The season of commencement speeches is upon us and I look forward to hearing the stand-outs.  I would rank the following speech by J.K. Rowling as my top-ranked tied with the Steve Jobs' commencement speech at Stanford.  Do not miss this one below - consider sharing it with your sons and daughters of a certain age.  This post was previously published by The Daily Riff in 2010 and is classic gold.
 - C.J. Westerberg
  

" . . .At your age, in spite of a distinct lack of motivation
 at university,

where I had spent far too long in the coffee bar
writing stories,

and far too little time at lectures,
I had a knack for passing examinations,
and that, for years, had been
the measure of success
in my life

                  and that of my peers. . ."            
- J.K. Rowling


Highly Recommended: 
J.K. Rowling's Commencement Speech at Harvard
Video Below

Excerpts from Rowling's speech, or just skip to video below:
 
"Actually, I have wracked my mind and heart for what I ought to say to you today. I have asked myself what I wish I had known at my own graduation, and what important lessons I have learned in the 21 years that have expired between that day and this. . .
I have come up with two answers. On this wonderful day when we are gathered together to celebrate your academic success, I have decided to talk to you about the benefits of failure. And as you stand on the threshold of what is sometimes called 'real life', I want to extol the crucial importance of imagination.

These may seem quixotic or paradoxical choices, but please bear with me
. . .

 . . . Half my lifetime ago, I was striking an uneasy balance between the ambition I had for myself, and what those closest to me expected of me. . .

 . . .I cannot remember telling my parents that I was studying Classics; they might well have found out for the first time on graduation day. Of all the subjects on this planet, I think they would have been hard put to name one less useful than Greek mythology when it came to securing the keys to an executive bathroom. . .

 . . .At your age, in spite of a distinct lack of motivation at university, where I had spent far too long in the coffee bar writing stories, and far too little time at lectures, I had a knack for passing examinations, and that, for years, had been the measure of success in my life and that of my peers. . ."

And her challenge to the Harvard class:

 " . .  .However, the fact that you are graduating from Harvard suggests that you are not very well-acquainted with failure. You might be driven by a fear of failure quite as much as a desire for success. Indeed, your conception of failure might not be too far from the average person's idea of success, so high have you already flown. . .

 . . .Ultimately, we all have to decide for ourselves what constitutes failure, but the world is quite eager to give you a set of criteria if you let it. . . .

Now, I am not going to stand here and tell you that failure is fun.  . .

So why do I talk about the benefits of failure? Simply because failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was, and began to direct all my energy  . . .

 . . .You might never fail on the scale I did, but some failure in life is inevitable. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all - in which case, you fail by default. . .

 . . .Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies.

So given a Time Turner, I would tell my 21-year-old self that personal happiness lies in knowing that life is not a check-list of acquisition or achievement. . .

Rowling then moved toward her second theme - the power of imagination, the influence of the experience with Amnesty International on her life:

 . . .  Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation. In its arguably most transformative and revelatory capacity, it is the power that enables us to empathize with humans whose experiences we have never shared. . .

And many prefer not to exercise their imaginations at all. They choose to remain comfortably within the bounds of their own experience, never troubling to wonder how it would feel to have been born other than they are. They can refuse to hear screams or to peer inside cages; they can close their minds and hearts to any suffering that does not touch them personally; they can refuse to know.

I might be tempted to envy people who can live that way, except that I do not think they have any fewer nightmares than I do. Choosing to live in narrow spaces leads to a form of mental agoraphobia, and that brings its own terrors. I think the willfully unimaginative see more monsters. They are often more afraid.

What is more, those who choose not to empathize enable real monsters. 
For without ever committing an act of outright evil ourselves, we collude with it, through our own apathy. . ."

 

J.K. Rowling Speaks at Harvard Commencement from Harvard Magazine on Vimeo.

  • CJWesterberg

    I've watched it more than once and it's all good

  • Incredibly inspirational. Thank you for sharing!

blog comments powered by Disqus

PREVIOUS Video

stars.fault.john-green.jpg

John Green's "Brilliant" Commencement Speech: The True Hero's Errand

05.21.2013 | Best-Selling Author of "The Fault in Our Stars" Watch Now | Comments

moneytree.jpg

Stigliz on Education

05.20.2013 | VIDEO: "We have an education system that is very dependent on where you live, where you live is very dependent on what you can afford . . . " Watch Now | Comments

Thumbnail image for child brain.bullying.jpg

The Inner Net

05.17.2013 | Connected and Disconnected Watch Now | Comments

MovieSet.jpg

Tom Friedman: Think Like an Immigrant

05.11.2013 | Five Ways to Succeed in Life and Work Watch Now | Comments

jon.stewart.jpg

Advice for Teens Going to College

05.10.2013 | Weekend Funnies: "Amid skyrocketing tuition costs and dismal job prospects, Aasif Mandvi imparts a healthy fear of higher education in a group of at risk young people." (04:57) Watch Now | Comments

lion.roar.teenage.jpg

Whoa. Student Rants at Teacher in this Jaw-drop Video

05.09.2013 | "you want a kid to change and start doing better?" "you gotta touch his frickin' heart." PLUS NEW Interview - 4 million views of Jeff Bliss AFTER his rant Watch Now | Comments

The Defining Decade.twenties.jpg

Ouch! Millennials: The Me Me Me Generation?

05.09.2013 | and/or The Next Greatest? The 80 million Americans born between 1980 and 2000 Video Watch Now | Comments

maui-wind-farm.jpg

Engaging Students through Problem-Solving, not looking for "one right answer"

05.07.2013 | A Good News Story: Middle-schoolers building an energy-saving device to improve lives. Watch Now | Comments

champion.relationships.jpg

No significant learning can occur without a significant relationship

05.07.2013 | Every child deserves a champion - TED talk Watch Now | Comments

Munch.Scream.jpg

Am I Preparing Students for My Age or Theirs?

05.03.2013 | I can never understand how and why we expect students with far more energy, ideas, natural creativity and far more everything, to be more "contained" in their behavior than adults. Watch Now | Comments

President.Obama.mirror.jpg
connected.JSB.John-seely-brown.entrepreneurial learner. jpg.jpg

Cultivating the Entrepreneurial Learner

05.02.2013 | Connected Learning: Communities and Collectives - Conversations with John Seely Brown (Part 2) about A New Culture of Learning PLUS videos from DML Watch Now | Comments

Gollum-Smeagol-smeagol-gollum-14076781-960-403.jpg

Boston: A Gollum Moment for Media? And nostalgic for Tom Friedman?

04.29.2013 | Pro-innovation-disruption-MOOC-advocate and NYTimes columnist Thomas Friedman gets nostalgic: "That's why, when the Internet first emerged and you had to connect via a modem, I used to urge that modems sold in America come with a warning label from the surgeon general, like cigarettes. It would read: "Attention: Judgment not included." Watch Now | Comments

radishes.change.jpg

Why Change Is So Darn Hard

04.26.2013 | Radish or cookie? Watch Now | Comments

Thumbnail image for cow-abstract.MOOC.jpg

Here a MOOC, there a MOOC, everywhere a MOOC, MOOC . . .

04.18.2013 | 16 Possible Effects of MOOCs
The good, the bad and the ugly Watch Now | Comments

maui.surfers.JSB.jpg

Shaping Serendipity for Learning: Conversations with John Seely Brown

04.16.2013 | "Conventional wisdom holds that different people learn in different ways. Something is missing from that idea, however, so we offer a corollary: Different People, when presented with exactly the same information in exactly the same way, will learn different things. Watch Now | Comments

jon.stewart.jpg

Weeekend Funnies: Jon Stewart is Killing It in China

04.12.2013 | Why Jon Stewart is so popular in China: "I am decadent capitalist Jon Stewart. Folks, how about this air quality, am I right? Beijing, Shanghai I've seen Confucius quotes that were clearer." Watch Now | Comments

thorns.Koretz.jpg

21st Century Skills: A "thorny problem" in the classroom

04.11.2013 | . . . .most high schools' science "experiments" are really "demonstrations," because they are "rigged" for the right answer, thereby disqualifying them as true experiments where outcomes are unknown. Watch Now | Comments

comics.jpg

Weekend Funnies: My Teenage Son is "Going Through a Phase" Video

04.07.2013 | Gabriel Iglesias' smart teenage son doesn't talk to him anymore. 2 Minute Video via Comedy Central Watch Now | Comments

jolt.stanford.car2.vertical.jpg

The Practical University?

04.06.2013 | Musings on college: Visiting with high schoolers, David Brooks and Stanford University's new video series on MOOCs: " . . ."It's the beginning of a wholesale reorganization of teaching and learning in higher education." Watch Now | Comments