| The Tao of Positive Expectations | | | | "This has been an experiment. These 90 children were |
| | | | chosen out of the school population at random. When I |
| Be realistic. Expect a miracle! | | | | assigned them to your class at the beginning of the |
| - Rajneesh | | | | year, I had no idea what their |
| How much do our expectations have to do with what | | | | IQ’s were at all." |
| happens in our life? Everything! Way more than most | | | | "That's incredible!" exclaimed the teachers. "But how |
| people give themselves credit for! | | | | could it be that they scored so high? They did so well. |
| The “Tao” means the Way of Nature, the Way | | | | They got such good grades. Ah hah! Yes! It must be |
| of the Universe—the way things work. The Tao of | | | | because we are such excellent teachers." |
| Positive Expectations is the way positive expectation | | | | At which the principal said, "And I think I should also tell |
| works in our lives. | | | | you the other side of the experiment. At the beginning |
| Positive expectation begets positive experience. It’s | | | | of the school year, we put all the teachers' names in a |
| that simple. Any manner in which your mind | | | | hat, and yours were the first three names that were |
| complicates this truth … is a trick of your mind! A trick | | | | drawn." |
| to keep you from using your natural power to attract | | | | *** |
| whatever you choose in life. | | | | You can understand why these average students did |
| A Prophetic Tale | | | | so well if you understand the Tao of Positive |
| Average people can perform at genius level. Anyone | | | | Expectations: you achieve what you expect to |
| can accomplish whatever they expect to accomplish. | | | | achieve and what others expect you to achieve. |
| Dr. Robert Rosenthal of Harvard University conducted | | | | Like Vibration Attracts Like Vibration |
| this experiment in a San Francisco Bay area school: | | | | By the Tao of Attraction, like vibration attracts only like |
| At the beginning of the school year, the principal called | | | | vibration. If you’re in the vibration—energy, spirit, |
| three teachers into his office. | | | | state, frequency—of high expectations, you’ll |
| He said to the teachers, "As a result of your teaching | | | | attract like energy—high expectation—to you. |
| excellence over past years, we’ve come to the | | | | In other words, at a particular frequency of vibration, |
| conclusion that you are the best teachers in this | | | | one can only encounter people and events vibrating at |
| school. As a special reward to you, we’ve identified | | | | that same frequency. All that exists at that frequency |
| three classes each with 30 of the brightest students in | | | | are people and events that are vibrating at that |
| this school—the students with the highest IQ’s. | | | | frequency. All other people and outcomes exist on a |
| We're going to assign them to you to teach for the | | | | different frequency, on a different level of vibration. |
| entire year. | | | | Of course, to authentically get to that high vibration, |
| "Now, we don't want to be accused of discrimination, | | | | you may need to release—or transform—some |
| so it's very important that you don’t tell these | | | | unconscious lower vibration beliefs and feelings. What |
| children in any way that you know they've been | | | | attracts our experiences in life is the sum total of our |
| selected for a screened class. And second of all, | | | | conscious and unconscious beliefs and feeling. |
| we're not going to tell their parents, because we don't | | | | Since the principal expected a lot, so did the teachers. |
| want to cause any complications there. I expect you | | | | And, sensing that the teachers expected a lot, the |
| to teach exactly the same way you normally do, using | | | | students did too. |
| exactly the same curriculum. And I expect you to get | | | | Dr. Rosenthal repeated this experiment 300 times. |
| very good results with these students." | | | | Each time he got identical results! |
| The results: At the end of the school year, these | | | | Obviously, the conscious heightened expectations |
| students led not only the school, but the entire school | | | | were stronger than any unconscious lower beliefs and |
| district in academic accomplishment. | | | | feelings. Thank God! |
| Calling the three teachers into his office, the principal | | | | That’s the good news! The not-so-good news is |
| said, “Well, you've had a very good year." | | | | that, of course, the opposite is also true. If you |
| "Yes, we have. It was so easy!" replied the teachers. | | | | consciously, or unconsciously, expect low achievement |
| "These children were so easy to teach. They were so | | | | from yourself or others, that’s what you will |
| eager to learn. It was such a pleasure to teach them." | | | | attract—low achievement. |
| "Well, maybe I'd better tell you the truth," said the | | | | So, here’s to the Great news! We all achieve what |
| school principal. | | | | we expect to achieve. Go for it! You deserve it! |