In this Hidden Brain episode, psychologist Mary Helen Immordino-Yang explores the science of engagement and what she calls “transcendent thinking.” That is, the ability to connect immediate experiences to larger values and possibilities. Her research makes a compelling case for changing how we think about learning and teaching. 

Her findings indicate that when learners adopt this mindset, they develop resilience, identity, and purpose. We would argue that entrepreneurial thinking is a form of transcendent thinking: it applies that same connective power to the problems facing others. It uses those insights to discover how best to meet their needs. It’s a powerful reminder that learning, whether it be in school or at work, is about more than knowledge—it’s about equipping people to transform the world.

While understanding the theory of transcendent thinking is valuable in and of itself, finding ways to apply it as leaders and educators is a different matter entirely.

As a complement to the research out of USC CANDLE around transcendent thinking, the team offers us some key tips for turning frameworks into practice. These tips show how educators and leaders can help learners see connections across ideas and engage thoughtfully with societal issues. For those familiar with ELI's work, you'll see many commonalities between CANDLE's findings and our definitions of entrepreneurial discovery.

Both frameworks encourage stepping beyond conventional boundaries, whether through entrepreneurial projects or civic inquiry, to develop critical, creative, and ethical decision-making skills. Together, they empower learners and workers to connect ideas, anticipate consequences, and act with innovation and integrity.

For those looking to dig deeper into USC CANDLE's research and resources, be sure to check them out here, and find more articles like this one at the USC Rossier School of Education's News & Insights page.