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5 MINDS FOR THE FUTURE A SUMMARY

Posted by admin-kablooey on 26th February 2011

This post was first published on Pete Laburns blog in Feb 2011

In his book, 5 Minds for the Future (buy it now


at Amazon.co.uk and Kalahari.net) Howard Gardner concerns himself with the
kinds of minds that people will need if we are to thrive in the world during the
eras to come. Also, in the inter-connected world in which the majority of
human beings now live we need to identify the kinds of minds that should be
developed in the future for the greater good of our society as a whole.
The 5 Minds for the Future identified by Gardner refer to 5 characteristics of
the mind that Gardner suggests each person should aim to develop. While
each person will not be able to develop them all in equal measure, we should
aim to develop aspects of them all for the balance of mind needed for the
future
Each mind has been important historically, but will become even more crucial
in the future. With these minds, a person will be well equipped to deal with
what is expected, as well as what cannot be anticipated, in the future. While
without these minds, a person will be at the mercy of forces that he or she
cant understand, let alone control.
The 5 minds for the future as set out by Gardner are:
1.
2.
3.
4.
5.

The Disciplined Mind;


The Synthesising Mind;
The Creating Mind;
The Respectful Mind; and
The Ethical Mind.

Gardner feels that these 5 minds are particularly at a premium in the world of
today and will be even more so in the future. They span both the cognitive
spectrum and human enterprise and are therefore comprehensive, global and

can be cultivated. Education is the key to developing these 5 minds for the
future, and while traditional forms of education will bear the burden of training
young minds, parents, peers and the media also play an as important role in
influencing and developing minds of tomorrow. Moreover, it is important to
note that in a world that shows no signs of slowing down, no individual or
organisation can afford to rest on his or her intellectual laurels. The future
belongs to those that have made an active lifelong commitment to continue to
learn. Gardner believes that in the workplace we should be seeking people
who possess disciplined, synthesising, creating, respectful and ethical minds,
but should all continue to perennially develop all five minds ourselves.
For the most part, traditional forms of education have remained quite
conservative. While this is not necessarily a bad thing, Gardner believes that it
is time for undertaking new educational practices. He believes that the current
practices are not working and that we are not educating young people who are
literate, immersed in the arts, capable of scientific theorising, tolerant of
immigrants or skilled in conflict resolution. Secondly, he feels that conditions in
the world have changed and are continuing to change so significantly that
certain goals, capacities and practises might no longer be beneficial, but in
fact counterproductive. We live at a time of vast changes. Most of these
changes entail the power of science and technology and globalization. These
changes call for new educational forms and processes.
Education is inherently and inevitably an issue of human goals and human
values. One cannot begin to develop an educational system unless one has in
mind the knowledge and skills that one values and a vision of the kind of
individuals one hopes will emerge at the end of the day. Educators need to
decide what traits they want to develop in youngsters before developing an
education system.
Recent years have seen the dominance of science and technology in
importance in education to the detriment of the social sciences, the
humanities, the arts, civics, civility, ethics, health, safety and fitness. Science
on its own can never constitute a sufficient education, no matter how valuable

the skills are to industry, and science is not the only important area of
knowledge that young people should be taught.
Globalization features four unprecedented trends:
1. The movement of capital and other market instruments around the
globe, with huge amounts circulating virtually instantaneously each day;
2. The movement of human beings across borders, with well more than
100-million immigrants scattered around the world at any time;
3. The movement of all matter of information through cyberspace, with
megabytes of information of various degrees of reliability available to
anyone with access to a computer;
4. The movement of popular culture such as stylish clothing, foods and
melodies readily across borders so that teenagers the world over look
increasingly similar, even as the tastes, beliefs and values of their elders
may also converge.
Gardner believes that current formal education still prepares students primarily
for the world of the past, rather than for possible worlds of the future. To be
specific, educators assume that educational goals and values are self-evident
without stating their precepts explicitly. We acknowledge the importance of
science and technology, but do not teach scientific ways of thinking, let alone
how to develop individuals with synthesising and creative capacities essential
for continual scientific and technological progress. In addition, we think of
science as the prototype for all knowledge, rather than one powerful way of
knowing that needs to be complemented by artistic and humanistic and
spiritual stances. We acknowledge the factors of globalisation but have not
figured out how to prepare youngsters so that they can survive and thrive in a
world different from anything we could imagine.
Turning to the workplace, we have become far more aware of the necessity of
continuing education. Nonetheless, much of corporate education is narrowly
focused on skills with innovation outsourced and ethics discussed in
occasional workshops. Few corporate settings embrace a liberal arts

perspective. We do not think deeply about the human qualities that we want to
cultivate at the workplace.
The 5 minds for the future are the main characteristics that we will need to
cultivate if we are to have the kinds of managers, leaders and citizens needed
to populate our planet.

Individuals without one or more disciplines will not be able to succeed at


any demanding workplace and will be restricted to menial tasks.
Individuals without synthesising capabilities will be overwhelmed by
information and unable to make judicious decisions about personal or
professional matters.
Individuals without creating capacities will be replaced by computers
and will drive away those who do have the creative spark.
Individuals without respect will not be worthy of respect by others and
will poison the workplace and the commons.
Individuals without ethics will yield a world devoid of decent workers and
responsible citizens: none of us will want to live on that desolate planet.

The Disciplined Mind


The Disciplined mind refers to the ability to think in ways associated with major
scholarly disciplines such as history, math and science, and major professions
like law, medicine, management, finance as well as the ability to apply oneself
diligently, improving steadily and continuing beyond formal education.
Recent scientific research into students intellectual understanding, including
those who attend the best schools, has revealed that despite accumulating
plenty of factual or subject matter knowledge, most students have not learned
to think in a disciplined manner. If most of the worlds education system is
concerned with the acquisition of the appropriate disciplinary knowledge,

habits of mind and patterns of behaviour and the eradication of erroneous


unproductive ways of thinking, why then do many students continue to adhere
to inadequate ways of thinking. Gardner believes that it is because teachers
and students do not appreciate the differences between subject matter and
discipline. Most students are studying subject matter, trying to commit to
memory a large number of facts, formulas and figures. They are then tested
on this information, and are thought to be good students and will succeed in
their course if they are able to contain all this information.
Disciplines represent a radically different phenomenon. A discipline constitutes
a distinctive way of thinking about the world. Distinctive ways of thinking
characterise the professions and are modelled by skilled practitioners. Study
should help students to acquire the habit of these discipline specific ways of
thinking. Students need to understand information not as an end in itself or a
stepping stone to more advanced information, but rather as a means to betterinformed practice.
The absence of disciplinary thinking matters. Without these sophisticated
ways of thinking, individuals remain unschooled, no different from uneducated
individuals in how they think of the physical world, the biological world, the
human world, the imaginative world and the commercial world. They have not
benefited from the genuine progress achieved by learned individuals in the
past few thousand years. There are fewer and fewer occupations in which one
can progress without at least some sophistication in scientific, mathematical,
professional, commercial and humanistic thinking. While scholarly disciplines
allow you to participate knowledgeably in the world, professional disciplines
allow you to thrive at the workplace.
While facts and figures and other information are important, in todays world of
search engines and virtual encyclopaedias, nearly all desired information can
be retrieved almost instantaneously, but it is the mastering of the disciplined
mind that sets someone apart from others.

Gardner believes that it is essential for individuals in the future to be able to


think in ways that characterise the major disciplines. At high school level all
students should be introduced and master the ways of thinking in science,
mathematics, history and at least one art form. These few main disciplines are
gateways to other sciences, the social sciences and other forms of art.
Without acquiring these thinking patterns students will be completely
dependent on others to formulate views about the world. These forms of
thinking will serve students well no matter what profession they eventually
enter. Knowledge of facts is a useful ornament but a fundamentally different
undertaking than thinking in a discipline.
At university and graduate level or in the workplace, the target profession will
determine the relevant discipline that should be pursued and the structure and
processes of these disciplines should be mastered ahead of facts and figures.
Here are 4 steps essential to developing a disciplined mind:
1. Identify the important topics or concepts within the discipline. Some of
these will be content and others will be methodological.
2. Spend a significant amount of time on each topic. If it is worth studying,
it is worth studying deeply over a long period of time, using a variety of
examples and modes of analysis.
3. Approach the topic in a number of ways taking advantage of the variety
of ways that people can learn. Any lesson is more likely to be understood
if it has been approached through diverse entry points, these can include
stories, logical expositions, debate, dialogue, humour, role play, graphic
depictions, video or cinematic presentations. A good student should draw
on several intelligences in inculcating key concepts or processes.
4. Set up performances of understanding and give students ample
opportunities to perform their understandings under a variety of
conditions. While understanding is something that occurs in the mind or
brain, you cannot ascertain whether the understanding is robust or
genuine unless the student is able to mobilize their understanding

publically by answering a new question or problem that they have not


been exposed to before.
In the end, the achievement of a disciplined mind breeds a desire for more,
thereby fuelling the desire for ongoing, life-long learning. Perhaps at one time
in the past an individual could acquire his professional license and then coast
on his laurels for the next 30-50 years. But today there is no career to which
this characterisation still applies. Indeed, the more important the profession is
considered to be, the more essential to continue ones education.
Equally important in the development of the disciplined mind is the other kind
of discipline referring to the extent to which the individual has acquired the
habits that allow them to make steady and unending progress in the mastery
of a skill, craft or body of knowledge. The earliest writers about education
stressed the importance of daily drill, study, practice and mastery. In the future
a disciplined individual needs to continue to learn, not because she has been
programmed to do so, but rather because she realises that given the
accumulation of new data, knowledge and methods, she must become a
lifelong student, and because she has become passionate about and to enjoy
the process of learning about the world. While the process of developing a
disciplined mind is arduous, it can be fashioned and its achievement
represents an indispensable milestone for the future.
The synthesising mind
The synthesising mind is able to select crucial information from the copious
amounts available, arraying that information in ways that make sense to self
and others.
The ability to knit together information from different sources into a coherent
whole is vital today. The amount of accumulated knowledge is reportedly
doubling every 2-3 years. Sources of information are vast and disparate and
individuals crave coherence and integration. Nobel Prize-winning physicist
Murray Gell-Mann has asserted that the mind most at a premium in the
twenty-first century will be the mind that can synthesise well.

Yet the forces that stand in the way of synthesis are formidable. Developing a
disciplined mind that can think systematically within one scholarly discipline or
profession is difficult, never mind trying to master a number of perspectives
and then piece them together in a useful way. In addition, individual cognition
is remarkably domain-specific and is predisposed to learn skills in certain
contexts. Few individuals have expertise in inculcating the skill of synthesis.
Some common examples of synthesis could take the form of narratives,
taxonomies, complex concepts, rules and aphorisms, powerful metaphors,
embodiments without words, theories and metatheory. In general, any
synthesis entails four loosely ordered components:
1. A goal a statement or conception of what the synthesiser is trying to
achieve.
2. A starting point an idea, image or any previous work on which to build.
3. Selection of strategy, method and approach here the synthesisers
disciplinary training comes into play. The Synthesiser must choose the
format of his ultimate synthesis, and drawing on his discipline, must
proceed toward the goal.
4. Drafts and feedback eventually the synthesiser must develop an initial
synthesis and receive feedback on it.
The mind of the young person is characterised by two powerful but
contradictory features. On the one hand, preschool children readily discern
connections between many things, using their imaginations to use every day
objects as imaginary props in their adventures. Preschool children love using
metaphors to describe things. While they are excellent connectors, their
connections are superficial and cannot be continued when trying to synthesise
things in adulthood. The natural human connecting ability is charming but
hardly sufficient for adult life.
On the other hand, by middle childhood, the human connecting impulse, while
still there, has been chastened or corralled to where we shy away from
proposing fresh comparisons for fear of them being inexact or illegitimate. In

this way human beings turn out to be creatures that are quite context or sitespecific and do not apply skills or concepts widely. Professional training only
reinforces these tendencies, making people more set in their ways of doing
things and making it more difficult to transfer lessons from one area or
discipline to another. Aristotle deemed the capacity to create apt metaphors as
a sign of genius as it is such a difficult task for the average person to make
comparisons between two differing fields.
So how do you develop a synthesising mind, and is it possible to develop a
disciplined mind while still keeping alive the potential for synthetic thinking?
We have already noted the strong tendency of young children to see and
make connections easily. This cognitive skill constitutes an invaluable deposit
in ones intellectual bank that can be drawn upon at a later stage of life.
Therefore we should be careful to celebrate and not censor or curtail the
connections that are effortlessly made by young minds.
For the most part, the synthesising mind achieves little formal attention during
the school years. Exposure to the occasional adult synthesiser, mass media
presentation and the reading of a wide range of books might prove productive
in the development of connections in the long run. School projects and themerelated curricula can also help to aid the formation of connections, but it is
important to provide explicit standards in judging these projects, taking care to
explain that good connection need to come from the appropriate domain or
discipline. Educators must keep open the possibilities of connection making
and honour the plurality of appropriate connections while identifying those
syntheses that are lacking or flawed.
Explicit instruction about forms of synthesis and hints about how to create
them will be beneficial for young synthesisers to learn. Also, the more ways
that an individual can represent the same idea or concept, the more likely they
are to come up with a potent synthesis of those ideas, so children should be
encouraged to find as many ways as possible to represent an idea from
different angles. In addition it is important for young people to be exposed to
multi-perspectivalism. This involves students acquiring a better understanding

of a specific subject or concept if they can appreciate the various perspectives


from different areas of study that explain it. While a secondary-school student
is not able to contribute original knowledge, they are able to appreciate the
respective strengths of two or more perspectives and are therefore in a much
stronger position to integrate or synthesise these strands of knowledge.
The stance of multi-perspectivalism is very useful in the workplace. If different
professionals from different fields working together can learn to anticipate the
concerns of their colleagues then the prospect of productive, goal-directed
teamwork is enhanced. In addition, many projects are enhanced when
individuals of different economic, social, ethnic, and racial backgrounds work
together to find solutions.
In the distant past, a comprehensive synthesising mind seemed within reach.
Knowledge accumulated far more gradually and wise persons had at least a
rough grasp of the full body of knowledge. But we live in a time where our
most talented minds know more and more about increasingly narrow spheres.
The division of labour has swept the marketplace of ideas as well and there is
no reason to expect the drive toward specialisation will be stemmed.
Therefore, we need to make a concerted effort to develop this important
mental capacity in society.
The Creating Mind
The creating mind is able to go beyond existing knowledge and synthesis to
pose new questions, offer new solutions, fashion works that stretch existing
genres or configure new ones.
In our globally wired society, creativity is sought after, cultivated and praised.
But it was not always so. In most human societies, throughout most of human
history, creativity was neither sought after nor rewarded. In the past, creative
individuals in society were at best a mixed blessing, often disdained,
discouraged and even destroyed at the time of their breakthroughs. Our time
is different. Almost every task that can be routinely carried out will be sooner

or later taken over by computers. Virtually all innovation can be communicated


almost instantly the world over, available to be built on by another with the
requisite disciplinary skills, understanding and motivation. Until recently,
creativity was seen as the trait of certain individuals who could use this talent
across various performance domains. However, in recent years this viewpoint
has changed as we recognise a variety of relatively independent creative
endeavours that do not stretch over to other areas.
Most creativity is the result of the interaction of three elements:
1. The individual who has mastered some discipline or domain of practice
and is steadily issuing variation in that domain.
2. The cultural domain in which an individual is working, with its models,
prescriptions and proscriptions.
3. The social field those individuals and institutions that provide access
to relevant educational experiences as well as opportunities to perform.
Creativity occurs when an individual or group product, generated in a
particular domain, is recognised by the relevant field as innovative and exerts
a genuine, detectable influence on subsequent work in that domain. Quite
simply, has the domain in which you operate been significantly altered by your
contribution?
There is a difference between creators and experts. An expert is an individual
who, after a decade or more of training, has reached the pinnacle of current
practice in their chosen domain. The world depends on experts, but they are
not creators. A creator stands out in terms of temperament, personality and
stance. They are perennially dissatisfied with current work, standards,
questions and answers. They strike out in unfamiliar directions and enjoy
being different from the pack. They do not shrink away from the unexpected,
but seek to understand it and determine whether it constitutes a trivial error or
an important unknown truth. They are tough skinned and robust. Creators fail
frequently and often dramatically, but it is those who are willing to pick
themselves up and try again that are likely to forge creative achievements.

In education, an individual on a strict disciplinary track masters the key


literacies and then begins a study of disciplines like mathematics, science and
history on the way to becoming an expert. But too strict an adherence to a
disciplinary track operates against the more open stances of the synthesiser
or creator, and therefore options need to be kept open in order to not stifle the
development of these freer minds.
Young children, before the age of formal schooling, express the height of
creative powers; therefore, the challenge of the educator is to keep alive the
mind and the sensibility of the young child. Accordingly, a generic formula can
be put forth for the nurturing of creative minds in the first decade of life.
Following a period of open exploration in early childhood, it is appropriate to
master literacy and the disciplines. However, it is vital to keep open alternative
possibilities and exploration, exposing youngsters to creative persons and
introducing new pursuits. In the middle childhood years, parents should make
sure that their children pursue hobbies or activities that do not feature a single
right answer, but where they can create and invent new things.
Creating minds also need to develop multiple, diverse representations of the
same entity. Such multiple representations are ideal for new ways of thinking
about an entity, problem or question.
As students enter adolescence, they become capable of envisioning
possibilities that are quite different from their current realities. Here elders
have a responsibility to introduce instances and systems that operate
according to different rules, allowing the adolescent mind to create from there.
There are many parallels between the synthesising and the creating minds.
Both require a baseline of literacy and discipline. Both benefit from the
provision of multiple examples, exposure to multiple role models and the
construction of multiple representations of the same general topic. Indeed, no
sharp line separates synthesis from creation and some of the best creations
emerge from attempts at synthesis. Yet the impulses behind the two mental
stances are distinctive. The synthesisers goal is to place what has already

been established in as useful and illuminating a form as possible, while the


creators goal is to extend knowledge and to guide a set of practices along
new directions. The synthesiser seeks order, equilibrium and closure, with the
creator is motivated by uncertainty, surprise, and continual challenge. No
society can be composed only of creators for they are by nature destabilising.
The Respectful Mind
The respectful mind responds sympathetically and constructively to
differences among individuals and among groups, seeking to understand and
work with those who are different, extending beyond mere tolerance and
political correctness.
Humans exhibit a deep-seated tendency to create groups, to provide
distinctive marks for these collectives and to adopt clearly positive or negative
attitudes towards neighbouring groups. We are inclined to delineate groups, to
identify with and value members of our own group and to adopt caution when
dealing with other groups. However, even if biological bases can be found for
division between groups, every generation must attempt to deal with these
stereotypes and prejudices and to overcome them for peace and unity.
While outlawing war and weapons in an attempt at bringing peach is a noble
idea, it is a very unlikely solution. However, a more reasonable goal is the
cultivation of respect for others. With more than 6-billion people inhabiting the
planet, we need to learn how to inhabit the planet without hating one another,
wanting to kill one another or acting on xenophobic inclinations. The concept
of respect for one another expresses an acknowledgement of the differences
between people without seeking to annihilate them, but to learn to live with
them and value those who belong to other groups.
Detection of differences is part of human cognition and is impossible to stem,
but how those differences are labelled and interpreted is a cultural
phenomenon. By the age of five, the lines of friendship or hostility, group
inclusion or exclusion, love or hatred are already drawn. Based on what young

children observe from others, they have already begun to adopt stances
towards the groups to with they belong and those they dont. What is important
is whether young people attach moral significance to group membership. Is
group A simply different from group B which is ok, or is group A better or
worse than group B?
The task of educators is to fashion persons who respect differences. In order
to do this we need to provide models and offer lessons that encourage a
sympathetic stance. Messages of respect or disrespect or intolerance are
signalled throughout society. Genuine measures of respect are detectable
every day when no one is actively looking. If one wishes to raise individuals
who are respectful of differences across groups, a special burden is placed on
education in the social sciences, the human sciences, the arts and literature.
These subjects cannot bypass issues of respect as they are not pure
disciplinary studies, but need to confront directly the value of respect, the cost
of respect and the greater costs of disrespect in the long run. Terrorism has
many causes, but surely a feeling of alienation in ones current abode often
felt be the millions of immigrants from Africa, Asia and the poorer regions of
Europe is chief among them. As one passes through the years of middle
childhood and enters adolescence, a significant amount of time should be
spent dealing with issues of group membership and conflict.
In the workplace and in civil society respect is equally important. It is evident
that organisations and communities work more effectively when the individuals
within them seek to understand one another, to help one another, and to work
together for common goals. Examples of positive leadership are crucial here
and clear penalties for disrespect. Also, respect within an organisation is
difficult to maintain when those outside the organisation are deemed the
enemy. After all, ones competitors are human too and after the next merger or
takeover, you might find yourself inside the former rival.
Also important in the workplace is how successful teamwork depends more on
the management skills than the technical expertise of their leaders. Team
members respond favourably when their suggestions are taken seriously and

if they are encouraged to ask questions of one another, to weigh the pros and
cons of alternatives and to advocate positions other than their own, as this
approach promotes buy in once a decision has been made.
There is also the case of false respect when people will act respectfully when
they have something to gain from it, or who show respect in public settings,
but revert back to stereotypical jokes when they are in private. Political
correctness refers to speaking and acting positively toward a certain group just
because that group has in the past been subjected to mistreatment.
A truly respectful individual offers the benefit of the doubt to all human beings.
They avoid thinking in group terms and remain open to the possibility that their
past judgement of others may have been wrong. They are alert for a change in
behaviour that will reinstate a feeling of respect towards others.
The Ethical Mind
The Ethical mind is able to merge roles at work and as a citizen and act
consistently with those conceptualisations, striving towards good work and
good citizenship.
We all want to live in a world characterised by good work that is excellent,
ethical and engaging. Many people might look the picture of professionalism in
an expensive suit with impeccable manners, but if they are executing
compromised work they are not ethical members of society. We all need to be
committed individuals who embody an ethical orientation in our work. This
ethical manner should also include civic roles where each of us should have
the commitment to personally work towards the realisation of a virtuous
community that one can be proud of.
An ethical orientation begins at home where children observe their parents at
their work and play and in civic responsibilities. In contemporary society, peers
and colleagues also assume importance from an early age, and the quality of

ones peers proves especially critical during adolescence in the development


of ethical training.
There is no truly universal ethics or principles across all cultures and eras, yet
a good worker does generally have a set of principles and values that they can
state explicitly that they live by. These principles are consistent with one
another and are kept in mind constantly. The worker is transparent and does
not hide what they are doing. Ethical workers are also not hypocritical but
abide by their guiding principles even when they go against their own selfinterest.
Ethical talk often seems to go against the economic forces of self-interest that
form an important part of our modern societies. The markets can be cruel and
hard. Jonathan Sacks said that When everything that matters can be bought
and sold, when commitments can be broken because they are no longer to
our advantage, when shopping becomes salvation and advertising slogans
become our litany, when our worth is measured by how much we earn and
spend, then the market is destroying the very virtues on which in the long run
it depends.
Good work carried out ethically is easier when the worker is wearing a single
occupational hat and knows exactly what that hat does and does not entail. It
is when a worker has the pressures of two or more unaligned pressures (from
clients and shareholders perhaps) that compromised work is more likely to
emerge. In the wake of scandals in the workplace, the call for ethics courses
has been ubiquitous. The business institutions charged with the education of
individuals in business and the professions need to respond to this request.
However, to date, too many business schools have been training managers in
a purely technical manner and have been content to ignore ethical issues. Any
professional must be trained in the ethical mind for the good of the individual
and society as a whole.
Whether a person becomes a good worker depends on whether they are
disposed to carry out good work and are willing to keep on trying to achieve

that end when the going gets tough. There are four Ms that can help in the
achievement of good work.
1. Mission an individual should specify what he/she is trying to achieve in
their activities. The explicit knowledge of ones goals will help the person
to move forward in the right direction and avoid trouble.
2. Models it is important to have exposure to individuals who themselves
embody good work.
3. Mirror test (individual) the aspiring good worker must, from time to
time, look into the mirror and see whether they are proceeding in ways in
which they approve and can feel proud of.
4. Mirror test (professional responsibility) while a young worker may be
doing good work oneself, each person has a professional responsibility to
report the unprofessional behaviour of colleagues. There is an obligation
to monitor what peers are doing and when necessary to call them to
account.
In conclusion, regarding the development of these 5 minds in the lives of a
young children, parents and teachers should focus first on instilling a
respectful mind, then a disciplined mind, followed by a synthesising mind and
finally, in secondary school, an emphasis on ethics. Creativity goes hand in
glove with disciplinary thinking. In the absence of relevant disciplines, it is not
possible to be genuinely creative and in the absence of creativity, disciplines
can be used only to go over the status quo.
While each person may have strengths in one or more area, we should all
endeavour to develop a balance of all 5 minds. Those who succeed in
cultivating the pentad of minds are most likely to thrive in the world.

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