The Art of Possibility: Transforming Professional and Personal Life

by Rosamund Stone Zander and Benjamin Zander

This book is to provide the reader the means to lift off from that world of struggle and sail into a vast universe of possibility. Our premise is that many of the circumstances that seem to block us in our daily lives may only appear to do so based on a framework of assumptions we carry with us. Draw a different frame around the same set of circumstances and new pathways come into view. Find the right framework and extraordinary accomplishment becomes an everyday experience.

THE FIRST PRACTICE It’s All Invented 

• A shoe factory sends two marketing scouts to a region of Africa to study the prospects for expanding business. One sends back a telegram saying, SITUATION HOPELESS STOP NO ONE WEARS SHOES The other writes back triumphantly, GLORIOUS BUSINESS OPPORTUNITY STOP THEY HAVE NO SHOES
• We perceive only the sensations we are programmed to receive, and our awareness is further restricted by the fact that we recognize only those for which we have mental maps or categories.
• Our minds are also designed to string events into story lines, whether or not there is any connection between the parts.
• It is these sorts of phenomena that we are referring to when we use the catchphrase for this chapter. It’s all invented. What we mean is, “It’s all invented anyway, so we might as well invent a story or a framework of meaning that enhances our quality of life and the life of those around us.”
• The frames our minds create define—and confine—what we perceive to be possible. 
  • Every problem, every dilemma, every dead end we find ourselves facing in life, only appears unsolvable inside a particular frame or point of view. Enlarge the box, or create another frame around the data, and problems vanish, while new opportunities appear.

• This practice we refer to by the catchphrase, it’s all invented, is the most fundamental of all the practices we present in this book. When you bring to mind it’s all invented, you remember that it’s all a story you tell—not just some of it, but all of it. And remember, too, that every story you tell is founded on a network of hidden assumptions.
• If you learn to notice and distinguish these stories, you will be able to break through the barriers of any “box” that contains unwanted conditions and create other conditions or narratives that support the life you envision for yourself and those around you.

THE PRACTICE 

• A simple way to practice it’s all invented is to ask yourself this question: 
  • What assumption am I making, That I’m not aware I’m making, That gives me what I see? 
  • And when you have an answer to that question, ask yourself this one: What might I now invent, That I haven’t yet invented, That would give me other choices?

THE SECOND PRACTICE STEPPING INTO A Universe of Possibility

THE WORLD OF MEASUREMENT

• All the manifestations of the world of measurement—the winning and losing, the gaining of acceptance and the threatened rejection, the raised hopes and the dash into despair—all are based on a single assumption that is hidden from our awareness. The assumption is that life is about staying alive and making it through—surviving in a world of scarcity and peril. Even when life is at its best in the measurement world, this assumption is the backdrop for the play, and, like the invisible box around the nine dots, it keeps the universe of possibility out of view.
• Keeping our armor intact is of critical importance as well, which means resisting any challenge to our personal viewpoint.
• We grow up in a world of measurement, and in this world, we get to know each other and things by measuring them, and by comparing and contrasting them.
• In order to be in a position to assess, judge, and report on circumstances, the individual stands back, identifying himself, and by extension his group, as separate from others. That opinionated “little voice in the head” is almost always speaking from Measurement Central.
• Life in the measurement world seems to be arranged in hierarchies: some groups, people, bodies, places, and ideas seem better or more powerful than others.
• Virtually everybody, whether living in the lap of luxury or in diminished circumstances, wakes up in the morning with the unseen assumption that life is about the struggle to survive and get ahead in a world of limited resources.

A UNIVERSE OF POSSIBILITY 

• Let us suppose, now, that a universe of possibility stretches beyond the world of measurement to include all worlds: infinite, generative, and abundant.
• The action in a universe of possibility may be characterized as generative, or giving, in all senses of that word—producing new life, creating new ideas, consciously endowing with meaning, contributing, yielding to the power of contexts.
• We are saying that, on the whole, you are more likely to extend your business and have a fulfilled life if you have the attitude that there are always new customers out there waiting to be enrolled rather than that money, customers, and ideas are in short supply. You are more likely to be successful, overall, if you participate joyfully with projects and goals and do not think your life depends on achieving the mark because then you will be better able to connect to people all around you.
• On the whole, resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life.
• There aren’t any guarantees, of course. When you are oriented to abundance, you care less about being in control, and you take more risks. You may give away short-term profits in pursuit of a bigger dream; you may take a long view without being able to predict the outcome.

In the measurement world, you set a goal and strive for it. In the universe of possibility, you set the context and let life unfold.

• So, first, ask yourself: How are my thoughts and actions, in this moment, reflections of the measurement world?
• You look for thoughts and actions that reflect survival and scarcity, comparison and competition, attachment and anxiety. Notice that the question is not, “Are my thoughts . . .” which is a question of assessment, but, “How are my thoughts . . .” which is a true inquiry. See how easy it is to argue that you are an exception, that you personally are not governed by any such set of assumptions. This, of course, is another example of the measurement world at work.
• How are my thoughts and actions, in this new moment, a reflection of the measurement world? And how now?
• You keep asking the question until you finally appreciate how hopeless it is to escape being shaped by the assumptions that underlie all of life. And then you may begin to laugh. And when someone asks, “How are you?” it may appear to you utterly ridiculous to try to assess yourself, or to express life as a struggle and a burden, and before you know it, the word “perfect” may just pop out. And you will be smiling. For you will have stepped into a universe of possibility. Of course, you won’t have arrived.

THE THIRD PRACTICE Giving an A

• Michelangelo is often quoted as having said that inside every block of stone or marble dwells a beautiful statue; one need only remove the excess material to reveal the work of art within. 
  • If we were to apply this visionary concept to education, it would be pointless to compare one child to another. Instead, all the energy would be focused on chipping away at the stone, getting rid of whatever is in the way of each child’s developing skills, mastery, and self-expression.

This A is not an expectation to live up to, but a possibility to live into.

• “Each student in this class will get an A for the course,” I announce. “However, there is one requirement that you must fulfill to earn this grade: Sometime during the next two weeks, you must write me a letter dated next May, which begins with the words, ‘Dear Mr. Zander, I got my A because . . . ,’ and in this letter you are to tell, in as much detail as you can, the story of what will have happened to you by next May that is in line with this extraordinary grade.”
• In writing their letters, I say to them, they are to place themselves in the future, looking back, and to report on all the insights they acquired and milestones they attained during the year as if those accomplishments were already in the past. Everything must be written in the past tense. Phrases such as “I hope,” “I intend,” or “I will” must not appear. The students may, if they wish, mention specific goals reached or competitions won.
• “But, “I tell them, “I am especially interested in the person you will have become by next May. I am interested in the attitude, feelings, and worldview of that person who will have done all she wished to do or become everything he wanted to be.” I tell them I want them to fall passionately in love with the person they are describing in their letter.
• Yet it is only when we make mistakes in performance that we can really begin to notice what needs attention. In fact, I actively train my students that when they make a mistake, they are to lift their arms in the air, smile, and say, “How fascinating!” I recommend that everyone try this.
• Not only mistakes, but even those experiences we ordinarily define as “negative” can be treated in this way.
• My teacher, the great cellist Gaspar Cassadó, used to say to us as students, “I’m so sorry for you; your lives have been so easy. You can’t play great music unless your heart’s been broken.”
• I love my weeds as much as my unblossomed roses. I can’t wait for tomorrow because I’m in love with today, hard work, and reward . . . what can be better?

THE SECRET OF LIFE

• This student, in a brilliant flash, had hit upon the “secret of life.” He had realized that the labels he had been taking so seriously are human inventions—it’s all a game. The Number 68 is invented and the A is invented, so we might as well choose to invent something that brightens our life and the lives of the people around us.
• We give the A to finesse the stranglehold of judgment that grades have over our consciousness from our earliest days.
• The practice of giving the A allows the teacher to line up with her students in their efforts to produce the outcome, rather than lining up with the standards against these students. In the first instance, the instructor and the student, or the manager and the employee, become a team for accomplishing the extraordinary; in the second, the disparity in power between them can become a distraction and an inhibitor, drawing energy away from productivity and development.
• The lesson I learned is that the player who looks least engaged may be the most committed member of the group. A cynic, after all, is a passionate person who does not want to be disappointed again.
• I learned that the secret is not to speak to a person’s cynicism, but to speak to her passion.

THE PRACTICE OF giving the A both invents and recognizes a universal desire in people to contribute to others, no matter how many barriers there are to its expression.

• Why should I bother to go to class today? I already have my A. And I’ve got so much to do; I really need to practice on my own. Anyway, it’s such a large class, he probably won’t even notice. I tell the students that this is the first symptom of a widespread disease called “second fiddle-itis,” popularly known as “playing second fiddle.”
• People who perceive their role in a group to be of little significance (second violins for example) are particularly vulnerable to its ravages.

WHEN HE RETIRED from the Supreme Court, Justice Thurgood Marshall was asked of what accomplishment he was most proud. He answered, simply, “That I did the best I could with what I had.” Could there be any greater acknowledgment? He gave himself an A, and within this framework he was free to speak of errors of judgment, of things he would have done differently had he had access to other views.

• It is a framework that allows you to see all of who you are and be all of who you are, without having to resist or deny any part of yourself.

RECONSTRUCTING OUR PAST

• We keep looking so hard in life for the “specific message,” and yet we are blinded to the fact that the message is all around us, and within us all the time. We just have to stop demanding that it be on OUR terms or conditions, and instead open ourselves to the possibility that what we seek may be in front of us all the time.

THE ONLY GRACE you can have is the grace you can imagine.

FOURTH PRACTICE 

Being a Contribution

• Strolling along the edge of the sea, a man catches sight of a young woman who appears to be engaged in a ritual dance. She stoops down, then straightens to her full height, casting her arm out in an arc. Drawing closer, he sees that the beach around her is littered with starfish, and she is throwing them one by one into the sea. He lightly mocks her: “There are stranded starfish as far as the eye can see, for miles up the beach. What difference can saving a few of them possibly make?” Smiling, she bends down and once more tosses a starfish out over the water, saying serenely, “It certainly makes a difference to this one.”

I saw the whole thing was made up and that the game of success was just that, a game. I realized I could invent another game.

• I settled on a game called I am a contribution. Unlike success and failure, contribution has no other side. It is not arrived at by comparison. All at once I found that the fearful question, “Is it enough?” and the even more fearful question, “Am I loved for who I am, or for what I have accomplished?” could both be replaced by the joyful question, “How will I be a contribution today?”

WHEN, IN THIS BOOK, we refer to various activities of life as “games,” we do not mean to imply that these activities are frivolous or make no difference. We are simply pointing to the fact that any accepted model for doing things comes with an implicit set of rules, and that these rules govern our behavior just as surely as the rules of baseball govern the movements of the players on the field

• The purpose of describing, say, your professional life or your family traditions as a game is twofold. You instantly shift the context from one of survival to one of opportunity for growth. You also have the choice of imagining other games you might prefer to play in these realms. Naming your activities as a game breaks their hold on you and puts you in charge.
• Just look carefully at the cover of the box, and if the rules do not light up your life, put it away, take out another one you like better, and play the new game wholeheartedly. Remember, it’s all invented.

THE PRACTICE 

• The practice of this chapter is inventing oneself as a contribution, and others as well. The steps to the practice are these: 1.  Declare yourself to be a contribution. 2.  Throw yourself into life as someone who makes a difference, accepting that you may not understand how or why. The contribution game appears to have remarkable powers for transforming conflicts into rewarding experiences.

LIKE RIPPLES IN A POND

• I now ask my students to take a moment in that class to write down how they have “contributed” over the past week.
• They naturally assume that I mean musically, how have they contributed musically, but I explain that they should jot down anything they said or did that they are willing to call a contribution—from helping an old lady cross the street to setting their boyfriends straight.
• This exercise has a startling effect on how the students think of themselves. There is no place in it for them to talk about how little they practice, or to tell a story of how irresponsible or unkind they have been. They are only to describe themselves in the light of contribution. The assignment for the week after is to notice how they are a contribution as the week goes by—they are just to notice, not to do anything about it—and then come back and share what they saw with the class. The third assignment is to cast themselves as a contribution into the week ahead, like a pebble into a pond, and imagine that everything they do sends ripples out beyond the horizon.

“I discovered a person cannot live a full life under the shadow of bitterness.”

“There is no such thing as bad weather, only inappropriate clothing.”

THE FIFTH PRACTICE 

Leading from Any Chair

• The near-mythical maestro Herbert von Karajan was reputed to have jumped into a taxi outside the opera house and shouted to the driver, “Hurry, hurry!” “Very good, sir,” said the driver. “Where to?” “It doesn’t matter,” said von Karajan impatiently. “They need me everywhere!” 

THE SILENT CONDUCTOR 

• I had been conducting for nearly twenty years when it suddenly dawned on me that the conductor of an orchestra does not make a sound. His picture may appear on the cover of the CD in various dramatic poses, but his true power derives from his ability to make other people powerful.
• I began to ask myself questions like “What makes a group lively and engaged?” instead of “How good am I?”
• Now, in the light of my “discovery,” I began to shift my attention to how effective I was at enabling the musicians to play each phrase as beautifully as they were capable.

WHITE SHEETS 

• With the intention of providing a conduit for orchestra members to be heard, I initiated a practice of putting a blank sheet of paper on every stand in each rehearsal. The players are invited to write down any observation or coaching for me that might enable me to empower them to play the music more beautifully.

LISTENING FOR PASSION and commitment is the practice of the silent conductor whether the players are sitting in the orchestra, on the management team, or on the nursery floor. 

• How can this leader know how well he is fulfilling his intention? He can look in the eyes of the players and prepare to ask himself, “Who am I being that they are not shining?” He can invite information and expression. He can speak to their passion. He can look for an opportunity to hand them the baton.

What would I say if I was suddenly called upon to lead?

How much greatness do we expect of those around us? It matters.

THE SIXTH PRACTICE Rule Number 6

• “Rule Number 6 is ‘Don’t take yourself so g—damn seriously.’” “Ah,” says his visitor, “that is a fine rule.” After a moment of pondering, he inquires, “And what, may I ask, are the other rules?” “There aren’t any.”

THE PRACTICE OF this chapter is to lighten up, which may well light up those around you.

• Humor and laughter are perhaps the best way we can “get over ourselves.” Humor can bring us together around our inescapable foibles, confusions, and miscommunications, and especially over the ways in which we find ourselves acting entitled and demanding, or putting other people down, or flying at each other’s throats.
• We portray the calculating self as a ladder with a downward spiral. The ladder refers to the worldview that life is about making progress, striving for success, and positioning oneself in the hierarchy. The downward spiral represents, among other things, the slippage that occurs when we try to control people and circumstances to give ourselves a boost. When this leads to conflict, we are likely to think that we have run up against difficult people and have learned an important lesson. We become more hard-headed and practical. Inevitably our relationships spiral downward. As the calculating self tumbles out of control, it intensifies its efforts to climb back up and get in charge, and the cycle goes round and round.
• How do we learn to recognize the often-charming, always-scheming, sometimes-anxious, frequently conniving calculating self? One good way is to ask ourselves, What would have to change for me to be completely fulfilled?

Inscribed on five of the six pillars in the Holocaust Memorial at Quincy Market in Boston are stories that speak of the cruelty and suffering in the camps. The sixth pillar presents a tale of a different sort, about a little girl named Ilse, a childhood friend of Guerda Weissman Kline, in Auschwitz. Guerda remembers that Ilse, who was about six years old at the time, found one morning a single raspberry somewhere in the camp. Ilse carried it all day long in a protected place in her pocket, and in the evening, her eyes shining with happiness, she presented it to her friend Guerda on a leaf. “Imagine a world,” writes Guerda, “in which your entire possession is one raspberry, and you give it to your friend.”

UNLIKE THE calculating self, the central self is neither a pattern of action nor a set of strategies. It does not need an identity; it is its own pure expression. 

• It is what a person who has survived—and knows it—looks like. The central self smiles at the calculating self’s perceptions, understanding that they are the relics of our ancestry, the necessary illusions of childhood.

THE SEVENTH PRACTICE The Way Things Are

• Being present to the way things are is not the same as accepting things as they are in the resigned way of the cow. It doesn’t mean you should drown out your negative feelings or pretend you like what you really can’t stand. It doesn’t mean you should work to achieve some “higher plane of existence” so you can “transcend negativity.” It simply means, being present without resistance: being present to what is happening and present to your reactions, no matter how intense.
• Presence without resistance: you are now free to turn to the question, “What do we want to do from here?” Then all sorts of pathways begin to appear: the possibility.

Eliminate the Should’s

• Being with the Way Things Are by Clearing “Shoulds” When we dislike a situation, we tend to put all our attention on how things should be rather than how they are.
• Being with the Way Things Are by Closing the Exits: Escape, Denial, and Blame Some feelings are just plain unpleasant, like being too cold or having a stomachache. Others, like grief or anguish or rage, seem so intense they threaten to overwhelm us, and we look for an exit.
• Closing the exits means staying with the feelings, whatever they are. It means letting them run their course, as a storm sweeps overhead showering rain and thunder, only to be followed by clear patches of blue.
• Sometimes the capacity to be present without resistance eludes even the most loving parents when their children are troubled. They may not be able to bear their children’s pain, stand close enough to comfort them, or even listen to their words. But feelings can be likened to muscles—the more intensively you stay with the exercise, closing the door on escape, the more emotional heavy lifting you can do. Then you become that much more of a player in your field of endeavor.

DOWNWARD SPIRAL TALK

•  In the last chapter, we set up a model distinguishing two selves: the calculating self and the central self. When we are our calculating selves, we struggle onward and upward like contestants in an obstacle course, riveting our attention on the “barriers” we see in our way. Strengthening the concept of obstacles with metaphors, we talk about “walls” and “roadblocks,” their height and prevalence, and what it will take to overcome them. This is downward spiral talk, and it is part and parcel of the effort to climb the ladder and arrive at the top.
• Focusing on the abstraction of scarcity, downward spiral talk creates an unassailable story about the limits to what is possible, and tells us compellingly how things are going from bad to worse.

THE EIGHTH PRACTICE Giving Way to Passion 

• If I were to wish for anything I should not wish for wealth and power, but for the passionate sense of what can be, for the eye, which, ever young and ardent, sees the possible. Pleasure disappoints, possibility never. And what wine is so sparkling, what so fragrant, what so intoxicating as possibility? —SØREN KIERKEGAARD

There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost. The world will not have it. It is not your business to determine how good it is nor how valuable nor how it compares with other expressions. It is your business to keep it yours clearly and directly, to keep the channel open. —MARTHA GRAHAM, quoted by Agnes DeMille, Martha: The Life and Work of Martha Graham

LONG LINES

• Like the person who forgets he is related to the waves in the sea or loses continuity with the movement of wind through grass, so does the performer lose his connection to the long line of the music when his attention rests solely on perfecting individual notes and harmonies.
• The musician’s role is to draw the listener’s attention over the bar lines—which are but artificial divisions, having no relevance for the flow of the music—toward a realization of the piece as a whole.
• Life flows when we put our attention on the larger patterns of which we are a part,
• Life takes on shape and meaning when a person is able to transcend the barriers of personal survival and become a unique conduit for its vital energy.
• When one rises above a work to see the long line, the overarching structure, one can see and hear a new meaning, often far beyond the meaning viewed from the ground. And it is only when the essential shape of a musical work is revealed that its true passion can be fully experienced.
• I met Jacqueline Du Pre in the 1950s, when I was twenty and she was fifteen, a gawky English schoolgirl who blossomed into the greatest cellist of her generation. I remember her playing was like a tidal wave of intensity and passion. When she was six years old, the story goes, she went into her first competition as a cellist, and she was seen running down the corridor carrying her cello above her head, with a huge grin of excitement on her face. A custodian, noting what he took to be relief on the little girl’s face, said, “I see you’ve just had your chance to perform!” And Jackie answered, excitedly, “No, no, I’m just about to!”
  • Even at six, Jackie was a conduit for music to pour through. She had the kind of radical confidence about her own highly personal expression that people acquire when they understand that performance is not about getting your act together, but about opening up to the energy of the audience and of the music, and letting it sing in your unique voice.

THE NINTH PRACTICE Lighting a Spark

• But our universe is alive with sparks. We have at our fingertips an infinite capacity to light a spark of possibility. Passion, rather than fear, is the igniting force. Abundance, rather than scarcity, is the context.

1. Imagine that people are an invitation for enrollment. 2.  Stand ready to participate, willing to be moved and inspired. 3.  Offer that which lights you up. 4.  Have no doubt that others are eager to catch the spark.

THE TENTH PRACTICE Being the Board

• WHEN the way things are seems to offer no possibility; when you are angry and blocked, and, for all your efforts, others refuse to move or cooperate, to compromise, or even to be halfway decent; In this one, you rename yourself as the board on which the whole game is being played. You move the problematic aspect of any circumstance from the outside world inside the boundaries of yourself. With this act you can transform the world.
• Ordinarily we equate accountability with blame and blamelessness, concepts from the world of measurement. When I blame you for something that goes wrong, I seek to establish that I am in the right—and we all know the delicious feeling of satisfaction there. However, inasmuch as I blame you for a miserable vacation or a wall of silence—to that degree, in exactly that proportion, I lose my power.
• I lose my ability to steer the situation in another direction, to learn from it, or to put us in good relationship with each other. Indeed, I lose any leverage I may have had, because there is nothing I can do about your mistakes—only about mine.
• “If I cannot be present without resistance to the way things are and act effectively, if I feel myself to be wronged, a loser, or a victim, I will tell myself that some assumption I have made is the source of my difficulty.”
• Grace comes from owning the risks we take in a world by and large immune to our control.
• However, when you declare yourself an unwilling victim of a known risk, you have postured yourself as a poor loser in a game you chose to play. Out of a sense of self-righteousness, you will have given away your chance to be effective. Perhaps to gain other people’s sympathy, you will have traded your own peace of mind.
• Gracing yourself with responsibility for everything that happens in your life leaves your spirit whole, and leaves you free to choose again.

A GAME OF CHESS

• In our practice, however, you define yourself not as a piece, nor as the strategist, but as the board itself, the framework for the game of life around you. Notice we said that you define yourself that way, not that you are that.
• The purpose of naming yourself as the board, or as the context in which life occurs to you, is to give yourself the power to transform your experience of any unwanted condition into one with which you care to live. We said your experience, not the condition itself. But of course once you do transform your experience and see things differently, other changes occur.
• When you identify yourself as a single chess piece—and by analogy, as an individual in a particular role—you can only react to, complain about, or resist the moves that interrupted your plans. But if you name yourself as the board itself you can turn all your attention to what you want to see happen, with none paid to what you need to win or fight or fix.

THE PRACTICE: PART TWO Then, in this game, you take your practice one step further: You ask yourself, in regard to the unwanted circumstances, “Well, how did this get on the board that I am?” or, “Now, how is it that I have become a context for that to occur?”

• “You can always grace yourself with responsibility for anything that happens in your life. You can always find within yourself the source of any problem you have.”
• WHEN YOU ARE being the board, you present no obstacles to others. You name yourself as the instrument to make all your relationships into effective partnerships.

THE ELEVENTH PRACTICE CREATING Frameworks for Possibility

FRAMING POSSIBILITY: THE PRACTICE 

• The practice of this chapter is to invent and sustain frameworks that bring forth possibility. It is about restructuring meanings, creating visions, and establishing environments where possibility is spoken—where the buoyant force of possibility overcomes the pull of the downward spiral.
• In the realm of possibility, there is no division between ideas and action, mind and body, dream and reality. Leaders who become their vision often seem uncommonly brave to the rest of us. Whether from the middle of the action, or from the sidelines, they are a conduit for carrying the vision forward. Like Gandhi or Martin Luther King, Jr., they simply don’t resist stepping into the breach with everything they have if they see that is what is called for.

A VISION IS A powerful framework to take the operations of an organization of any size from the downward spiral into the arena of possibility. Yet, while most organizations use the term “vision” liberally, we have found that few have articulated a vision in such a way that it serves that purpose.

VISION

• Here are the criteria that enable a vision to stand in the universe of possibility: •  A vision articulates a possibility. •  A vision fulfills a desire fundamental to humankind, a desire with which any human being can resonate. It is an idea to which no one could logically respond, “What about me?” •  A vision makes no reference to morality or ethics, it is not about a right way of doing things. It cannot imply that anyone is wrong.
• A vision is stated as a picture for all time, using no numbers, measures, or comparatives. It contains no specifics of time, place, audience, or product. •  A vision is free-standing—it points neither to a rosier future, nor to a past in need of improvement. It gives over its bounty now. If the vision is “peace on earth,” peace comes with its utterance. When “the possibility of ideas making a difference” is spoken, at that moment ideas do make a difference. •  A vision is a long line of possibility radiating outward. It invites infinite expression, development, and proliferation within its definitional framework. •  Speaking a vision transforms the speaker. For that moment the “real world” becomes a universe of possibility and the barriers to the realization of the vision disappear.

How? By the same route that musicians take to get to Carnegie Hall—through practice. Choose the practices that express yourself; they will keep you in the boat. They will shape your voice as a unique contribution to us all. You can turn your attention away from the onslaught of circumstances and listen for the music of your being; then launch yourself as a long line into the world.