From the Industrial Age to the Conceptual Age

Over the winter break, I revisited one of my favourite books: Drive by Daniel Pink. Published in 2011, it remains a relevant and powerful guide to understanding what truly motivates us. Whether in schools, workplaces, or homes, Pink’s message is clear: real performance comes from within.

“The secret to high performance isn’t rewards and punishments—but our deep-seated desire to direct our own lives, to learn and create, and to do better by ourselves and our world.” — Daniel Pink

What I Took Away (Again)

Revisiting Daniel Pink’s Drive reminded me just how crucial it is for educators and leaders to align learning and leadership with intrinsic motivation. Here are some key takeaways from my latest read-through:

1. Prepare Students for Their Future, Not Our Past

Education must evolve. We should be teaching the thinking, creativity, and adaptability that modern professions demand—not just repeating what worked for us decades ago.

2. Right-Brain Thinking Is Essential

Pink argues that right-brain skills including creativity, empathy, big-picture thinking are no longer optional. In a world reshaped by:

• Asia (global competition)

• Automation (software replacing analytical work)

• Abundance (access to more than we need)

…it’s right-brain qualities that create differentiation and value.

3. Move Beyond Rote Learning

The future belongs to those who can ask better questions, not just give the “right” answers. Student voice, inquiry, and curiosity must sit at the heart of our pedagogy.

4. Arts Are No Longer Optional

From writing and music to visual storytelling, the arts have shifted from “nice to have” to fundamental. They unlock critical thinking, communication, and cross-disciplinary fluency.

5. Rethink Metrics

How do we measure creativity? Collaboration? Empathy? The call is clear. We need new success indicators that go beyond grades and standardised tests.

6. STEM Needs to Be More Than Technical

Yes, we need Science, Technology, Engineering, and Maths, but we also need to combine it with:

• Design thinking

• Artistic creativity

• Communication and ethical reasoning

This is where STEM becomes STEAM and gains real relevance.

Implications for School Leadership

As leaders, we need to pause and ask: what motivates our staff and students? Pink’s framework, autonomy, mastery, and purpose isn’t just good theory. It’s practical. It’s implementable. And it should inform how we structure our professional development, design school improvement plans, and foster school culture in the year ahead.

Further Reading

For those wanting to go deeper into how education must evolve, I recommend pairing Drive with Mark Treadwell’s Whatever! The Conceptual Era & the Evolution of School v2.0. It brings clarity to the wider educational shifts now underway.

What motivates your team? What small change could you make this term to support autonomy, mastery, or purpose in your school?

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Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

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Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden