Build Your Cognitive Toolkit With Three Mental Models From Physics
In this issue, we explore three mental models from physics that we can apply to education innovation and leadership.
Mental models are like thinking tools. They are models or rules that help us understand how the world works, see what is happening in complex situations or reflect on what actions to take next.
The three mental models from physics we explore today are:
- Critical Mass
- Reciprocity
- Leverage
Let’s look at each mental model in more detail and relate it to our work in educational innovation.
Critical Mass
Increase awareness of how ready and willing your community is.
What is the critical mass mental model?
Critical mass describes the threshold of a large enough number or proportion that triggers a change.
The term originates from nuclear fission and refers to the minimum amount of a neutron-rich material needed for a sustained nuclear chain reaction. We can apply the idea to chemistry, biology and many other fields.
We often use the phrase ‘critical mass’ to explain the spread of ideas, behaviours, and social phenomena within society. A group is said to have reached the ‘tipping point’ when it becomes large enough to shift the behaviour or outcome of an entire system.
As a mental model, critical mass can explain the tipping point at which an event or idea reaches a level that triggers significant results.
How does critical mass relate to educational leadership and innovation?
The critical mass mental model can be used to understand the tipping point of change.
We might consider how many community members align with a new idea. Perhaps not everyone will feel the same way, but enough people in alignment with one another might be able to create change.
When an idea reaches critical mass, there is no stopping the shift its presence will induce.
~ Marianne Williamson
Critical mass allows us to think about behavioural change within a system and can help us consider whether we’re ready for certain levels of change.
Reciprocity
Provokes a reflection on what you expect from others.
What is the reciprocity mental model?
The word reciprocity comes from the Latin word ‘reciprocus’, which means mutual or exchanged.
rise and fall, move back and forth; reverse the motion of
In physics, the law of reciprocity states that an object’s action on another is equal and opposite to the reaction force exerted by it.
In all cases, we see a give and take, back and forth flow of influence between objects (or people). For example: balancing a seesaw requires two equal and opposite forces at two different points.
How does reciprocity relate to educational leadership and innovation?
In leadership, reciprocity refers to the give-and-take nature of relationships in which an individual interacts with others through a mix of cooperation and competition.
It can be used when thinking about goals for collaboration between members of different teams, departments or organisations.
The mental model of reciprocity is a valuable provocation as it challenges us to think about how our actions influence others and the expectations we frame as a result.
To dig deeper into reciprocity, I recommend Adam Grant’s book Give and Take.
Giving, taking, and matching are three fundamental styles of social interaction, but the lines between them aren’t hard and fast. You might find that you shift from one reciprocity style to another as you travel across different work roles and relationships. It wouldn’t be surprising if you act like a taker when negotiating your salary, a giver when mentoring someone with less experience than you, and a matcher when sharing expertise with a colleague. But evidence shows that at work, the vast majority of people develop a primary reciprocity style, which captures how they approach most of the people most of the time. And this primary style can play as much of a role in our success as hard work, talent, and luck.
~ Adam Grant
Leverage
Make a positive impact more quickly with force multipliers.
What is the leverage mental model?
Unless you are a police negotiator or have been watching too many Suits episodes, you might not frequently use the word leverage.
The definition of leverage is “the action or process of using a mechanical advantage to multiply force”. We also use the term to describe an “advantage for accomplishing a purpose” — this figurative use dates back to the mid 19th century.
In physics, leverage is described as a small force that can move a larger object. A simple machine can magnify force when applied correctly.
The earliest evidence of using the lever mechanism dates back to around 5000BC. In Ancient Egypt, engineers used a lever to lift and move obelisks.
As a mental model, the leverage principle is about how to achieve maximum results with minimum effort. We can apply it within physics to design mechanisms that are efficient and effective. When applied to education, the goal is to create systems with minimal input the most impact.
How does leverage relate to educational leadership and innovation?
We might use ‘leverage’ to describe how we apply influence.
For example, an idea might have little impact without key supporters or advocates championing it. There is very low leverage in this case, and we can consider ways to raise the force and provide a multiplying effect.
In this sense, thinking about leverage encourages us to think more deeply about how our actions might cause something bigger than intended or desired. Advocacy and support is a force multiplier — how do we use this in a considered way?
Any institution faces two basic choices if they hope to spark new ideas. One is to leverage the brains trust within their organisation by creating a special event dedicated to new thinking. The other is to look outside themselves to stimulate solutions.
~ Simon Mainwaring
Your Talking Points
In this issue, we have explored three mental models from physics Reciprocity, Critical Mass and Leverage. I leave you with some final provocations:
- What levers can you build to multiply your impact?
- What does reciprocity look like in your organisation?
- How do we build a critical mass for innovation and education change?
- How might we apply these thinking tools to your role as an education leader?
Next week we shift perspective to consider the opposite ideas and explore the biases that emerge.
My weekly email helps educators and innovation leaders enhance their practice by sharing provocations, ideas and mental models. Join today, and get your copy this week.