Wright Performative Education
A Technology of Transformational Learning
Wright, founded by Dr. Bob Wright and Dr. Judith Wright, is a principle-based learning organization that brings together the best of neuroscience, developmental, existential, humanistic, Adlerian, and positive psychologies and philosophies into cutting-edge human performance methodologies that help you live a great life.
We want you to get the most you can out of every Wright event. Having coached and trained high performers for over three decades, conducted extensive research on living great lives, and studied advanced methods of learning, we developed a unique, highly effective methodology called Wright Performative Education—the learning technology designed to propel our students into creating great lives. The MORE Life Training is our flagship training and your introduction to Wright Performative Education.
Too often in seminars there is high-quality content, but it’s up to you to figure out how to apply it to your life. Wright Performative Education is different. It includes Accelerated Learning, The Assignment Way of Living, small group interaction, structured exercises, and personal behavior experiments to expand your repertoire. In other words, Wright Performative Education is learning by doing. More accurately, it is learning by doing that which we do not already know how to do.
These technologies create opportunities for greater participation, immediate application, deeper integration, and more retention of material. Using them in each of our three modalities of delivery—seminars and trainings, learning laboratories, and coaching—will give you the ability to do more, faster, and apply your learning immediately toward resolving your most pressing concerns and realizing your most powerful visions!
The Assignment Way of Living
The Assignment Way of Living is a groundbreaking technology that constitutes the essential pivot point between theory and its real-life application. This unique process provides an integrative, proven ladder of life-altering assignments—each designed to correct core mistaken beliefs, build new skills, and provide the cumulative building blocks to effect phenomenal life transformation.
Accelerated Learning is designed to help students with diverse learning styles stay conscious and engaged, apply information faster, and thereby more powerfully integrate the new knowledge. This course uses many Accelerated Learning techniques:
State Changes: We use “state change” activities such as clapping, laughing, dancing, raising hands, and speaking, to reboot our internal computers and prepare to take in more learning.
Exercises: Exercises are opportunities for you to apply the material to your individual situation and experience. During the course we may ask you to reflect upon your past experiences and current situation, and/or imagine a future transaction in which you will apply your learning. We may also ask you to engage with scenarios or role-plays that simulate common situations so that you can practice new skills and approaches in a safe learning environment. We may ask you to do exercises individually, in small groups, or in the larger group. We urge you to engage fully and get the most out of this time. Use one another as valuable resources, sounding boards, and practice partners. Share your wisdom and be open to learning from others.
Contests: Contests stimulate rapid learning, integration of material, and engagement. They maximize learning and development in a minimal amount of time. If you are asked to participate in a contest, we encourage you to use it as an opportunity to stretch into unknown territory or to take risks you might not have otherwise.
Paired Sharing: Paired sharing is a learning technique that allows you to process information out loud and begin to integrate it with your experiences and thought processes right in the moment. Contrary to usual conversation styles, in a paired sharing one person is given a set amount of time to speak without interruption, to “have the floor” for him/herself for time to allow his/her thoughts to unfold. Then the other person in the pair is given his/her turn to do the same. Neither person interrupts the other. Paired sharing is a powerful tool for digesting new information and for powerfully applying it to your life.
80/20 Rule: The material covered in this training is vast, rich and deep and will add tremendous value to your life. In over 20 years of training and development, we have discovered that, although we could spend an entire day on any one concept, this would be counter-productive. Instead we focus your time and attention on the 20% of the material that will bring you 80% of the results. At times you may feel rushed in your own processing or integration of a concept. Rest assured that our areas of focus will actually provide maximum learning in the limited amount of time available.
Theoretical Foundations of Wright
Wright Performative Education, guided by our research in great lives, is a technology designed to give you not just more of what you already have, but more of what really matters to you—more of what is necessary not only for personal transformation but also for family, organizational, and societal transformation as well. The curriculum owes its effectiveness and relevance to the fact that it draws upon great thinkers from diverse disciplines—early and contemporary philosophers, educators, psychologists, behavioral economists, and even futurists and spiritual teachers.
Wright Performative Education evolved from, and is a unique synthesis and application of an extensive body of theories and philosophies. Principal among our foundational theories are those of psychologists Lev Vygotsky and Alfred Adler; the existentialist theories propounded by Nietzsche, Kierkegaard, Sartre and others; systems theories; theories of transformative learning and development; and leadership theories. Wright Performative Education is also informed by the theories of other renowned psychologists and educators—John Dewey’s “experiential education,” Jack Mezirow’s “transformative learning,” Erich Fromm’s “being mode” of learning, Carl Rogers’ “significant learning” and Jerome Bruner’s “learning by discovery.” We have synthesized these theories in our learning technology at Wright, supporting our students to achieve higher levels of personal and professional growth and success in all areas of their life.
We have come to understand that theoretical knowledge and personal data alone, including insights and skills, are not sufficient to bring about lasting change in students’ lives. The amount of continuous, external support needed to effect lasting change is not to be underestimated. As Vygotsky has stated, growth and development must necessarily be part of an “ongoing creative and collaborative” process, and it is with this in mind that we have integrated the concept of the More Knowledgeable Other (MKO) into all aspects of the Wright Performative Education curriculum.
Through coaching, teaching, intervening, and providing feedback, MKOs (whether faculty, staff, or more advanced students) model possibilities. They provide support and accountability to maintain changes already made and further challenge, support, and encourage students by raising the bar of expectation and holding a higher vision for them. They teach skills, challenge belief systems, and create an environment for the student’s next most radiant self to emerge. MKOs also introduce students to the theoretical and methodological foundations of what they are experiencing while they are experiencing it. The exciting synergy of developmental, systems, existential, learning, and leadership philosophies and theories is crystallized in the learning technology of Wright Performative Education.
The Structure of Wright Performative Education
Wright Performative Education operates in three key modalities of delivery—seminars and trainings, learning labs, and individual coaching—which combine transmissional, transactional, and transformational learning. Our teaching technology is woven throughout all of our programs and coursework in all areas of life, including personal transformation, relationships, career, sales, entrepreneurship, singles, men’s, women’s, gay studies, spirituality and life purpose, teamwork, communication, leadership, and more.
While any one modality alone—seminar, learning lab, or coaching—is certainly helpful, we have learned over time that it is the synergy of the three modalities that results in the profound success of our students. When students participate in only one or two components (meet with an individual coach, attend a training, or participate in a lab) they have positive results, but they do not approach the results of those who participate in all three modalities combined. The synergy of the three modalities provides the support the student needs to expand beyond their current zone of development and to explore opportunities for perspective transformation, transformational learning, and transformational leadership.
Seminars and Trainings: Wright seminars and trainings (such as the MORE Life Training you are currently enrolled in) whether conducted over a weekend, a day, a week or an evening, provide experiential and didactic education where students learn the theoretical foundations of what they are experiencing while also experiencing the theories and content they are learning. Seminars and trainings set context and define the higher purpose for all other Wright Performative Education activities and provide an experiential base and focus for continued learning. Seminars and trainings are designed to assist students to think things they have never thought before and do things they have not done before—to experience choice while stepping into the unknown and into new possibilities.
Learning Laboratories: Learning labs are a special part of Wright Performative Education. Learning labs typically consist of eight to twelve members—peers who function as MKOs for each other—as well as a leader or facilitator who is also participating in his or her own transformational learning. Within the lab, participants apply the theory and skills they have already learned in seminars. They learn new skills and challenge limiting beliefs with the support, mentoring, and coaching of other lab members and the leader. Labs are offered in all curricular areas such as personal transformation, sales, career, couples, singles, family, lifestyles, men’s, women’s, leadership, and spirituality.
Coaching: Coaching is a process of personal interaction with another individual in order to foster effectiveness, performance, personal development, and growth. Effective coaching involves coaches who are themselves active participants in their own transformational learning. Coaches support students to develop new skills, establish goals and visions, and develop a game plan for achieving those goals. They provide focus, direction, encouragement, and feedback. They help students see and appreciate their strengths, understand and overcome their weaknesses, maintain system changes, and identify new system changes.
As you experience Wright Performative Education through the course of this weekend, you yourself will have the opportunity, as our students have, to challenge firmly held beliefs, learn and apply new life skills, discover the power of your choices, see yourself as part of a greater whole and as having influence on those around you, and begin to become—in a striking, powerful, and immediate way—the person you always knew you were meant to be.
The possibility and the vision we hold for ourselves as we practice moving into our next most radiant selves and toward the great life that is available to all of us—the life of MORE— is the vision we welcome you with as you now embark on your own journey toward a life of MORE.