[ by Charles Cameron — game design, systems thinking, education ]
An old and valued friend just popped up in my feed:
[ by Charles Cameron — game design, systems thinking, education ]
An old and valued friend just popped up in my feed:
[by Mark Safranski, a.k.a. “zen“]
“….Instead of softening their feet with shoe or sandal, his rule was to make them hardy through going barefoot. This habit, if practiced, would, as he believed, enable them to scale heights more easily and clamber down precipices with less danger.”
– Xenophon, The Polity of the Lacedaemonians
“Be quiet! In your position, it is your job to create a place of comfort and home for the students who live in Silliman! Then why the fuck did you accept the position? Who the fuck hired you? You should step down! If that is what you think of being headmaster, you should step down! It is not about creating an intellectual space! It is not!”
– Jerelyn Luther, the Shrieker of Yale
“I personally am tired of hearing that first amendment rights protect students when they are creating a hostile and unsafe learning environment for myself and for other students here.”
– Brenda Smith-Lezama, Vice President of the Missouri Students Association
Much has been written this week of the protests at Mizzou and Yale universities now sparking more absurd copycats elsewhere. Pundits have covered the dangerous illiberalism of campus political correctness and speculated that the students are the result of a generation of helicopter parenting. There were earlier essays recently on the “coddled” nature of elite university students generally and skewered Ivy League students in particular as the products of a deeply flawed, intellectually shallow,”meritocratic” rat race that serves as the gateway to the nation’s elite. There have also been conservative suggestions that the students lack the maturity to vote and a furious counterattack by social-justice faction lefties defending the students and their authoritarian anti-free speech “safe space” ideology.
While all interesting and moderately important, I don’t think any of this gets to the heart of the matter.
Up until today, every society in history has had a process, formal or informal, to prepare the next generation of leadership and inculcate virtues in them that would assure their society’s cultural continuity and physical survival. The ancient Chinese mandarinate was based on mastery of Confucian classics; the British Empire had its public schools and storied regiments where the sons of the gentry and peerage bonded; the samurai and daimyo of Tokugawa Japan continued to uphold bushido and cherish antique tactics in warfare centuries after Japan’s unification made such things more ritual than reality.
The definitive example of an educational rite of passage from student to member of the ruling class however, remains the Agoge of ancient Sparta. Established, according to Spartan legend, by the semi-mythical law-giver Lycurgus, the agoge (“the upbringing”) existed to mold Spartan boys through a ferocious training regime into the hoplite soldier-citizens who comprised the social apex of Sparta’s militaristic oligarchy. The agoge ceaselessly battered the students with physical exertion, corporal punishment, exposure to the elements and hunger in a bid to harden them in mind and body. There’s much about life under the agoge that moderns, even admirers of classical Greece, would find distasteful or even appalling, but it was very effective at inculcating that ascetic toughness, communal discipline, martial prowess and laconic wit that Spartans prized. For at least three centuries, the agoge helped sustain Sparta’s qualitative military edge and its hegemony over the Greek world and subsequently, its political independence for two centuries more. Not a record that was frequently matched in history.
America too has a system of education to prepare – or rather, certify – our future business, academic, judicial and political leaders based on matriculation at a small number of highly selective, elite universities and liberal arts colleges. Broadly speaking, this includes roughly the top 100 higher education institutions ranked by US News & World Report and narrowly, for filling the very top tiers of finance, law and government service, the Ivy League plus a handful of comparable schools. This would place Mizzou at the bottom of the barrel of our elite education system while Yale is at the very pinnacle. The kids going to exclusive, elite, universities are very bright for the most part, but even more so they are wealthy.
This upper class status includes the campus protestors screaming loudest about their wretched oppression. The hunger striker of Mizzou’s father is a multi-multi-millionaire while the Shrieker of Yale reportedly comes from the relative poverty of her parents $750,000 home. The aggressive authoritarianism on display at Yale, Mizzou, Amherst, Dartmouth or Claremont is less the “Rage of a Privileged Class” than the petulant tantrum of the 1%. In other words, despite their heroic efforts at a public pathos orgy of political correctness to portray themselves as victims in grave danger as they bullied and assaulted professors other students, these are spoiled rich kids used to getting their way, pitching an unholy fit to get undeserved power over others who disagree.
However obnoxious and unlikable these petty tyrants are or how totalitarian their demands to end free speech and academic freedom, fire and expel all their critics or put social-justice commissars in charge of every university department, they didn’t educate themselves. The students embody, perhaps in a more militant form, what they were taught. The problem isn’t that this year has a random surplus of student radicals, or that sinister racist conspiracies exist in the administrations of our most left-wing universities as protestors claim or that these helicoptered students are all psychologically fragile waifs raised in a culture of self-love and psychodrama. No, the problem is that the system to educate our future leaders tends to inculcate deep hostility and loathing toward their fellow Americans, extolls anti-empirical, witch-hunting dogmatism as a virtue while rewarding narcissism and anti-social aggression in interpersonal relations. This needs to change.
We have built an American anti-Agoge that cultivates values, ethics and habits in future leaders that are politically repulsive in their authoritarian rejection of Constitutional rights and are antithetical to ruling wisely or well. At times they would seem to conflict with a life as a functionally competent human being. Half of all Yale students in this pressure-cooker require at least some mental health counseling. This is an astounding statistic. Imagine if Polybius or Livy had written that half of the sons of the Patrician class were at least slightly mad. A toxic ruling class that is certain that they have been victimized by the citizens they govern and who lack the normal resilience to withstand minor stresses of life without concocting conspiracy theories or taking to their bed is a recipe for disaster. In a liberal democratic state such as ours, dependent as it is on the values of an open society to function politically, this state of affairs is a sign of political decay and creeping oligarchy.
What is to be done?
We did not arrive at this juncture overnight and fixing a fundamentally broken academic culture will take time, but here are a few simple suggestions to start.
[by Mark Safranski, a.k.a. “zen“]
Don Vandergriff facilitating Adaptive Soldier/Leader exercises at Fort Benning
Fred Leland at LESC Blog recently had a guest post up by Dan Grazier from the Project on Government Oversight regarding the important work Don Vandergriff is doing to reform professional military education and training:
….I had the privilege of experiencing this process with a group of 30 soldiers and Department of Defense (DoD) civilians learning about adaptive leadership and mission command. All were teachers from various courses at Fort Benning sent by their senior leaders seeking to infuse new ideas into their organizations. They spent a week learning how to incorporate adaptability into their courses during a seminar taught by CDI military advisor Don Vandergriff and his colleagues with Yorktown Systems Group.
The Adaptive Soldier/Leader Training & Education (ASLTE) seminar aims to move the Army away from outdated assembly-line training methods that teach soldiers to mindlessly execute checklists. Instead, the seminar shows soldiers how to incorporate creative and interactive methods that challenge both students and teachers. This results in empowered soldiers at all levels able to adapt to any situation. [….]
….Don Vandergriff, a retired Army major, has been on the front lines of personnel reform for many years. While he is most noted for his work at the service level, these seminars seek to transform the Army from the bottom up.
Approximately 20 soldiers and 10 civilian educators spent the week learning various teaching methods through experiential learning, which flips the traditional method military students are used to. Most training today follows the “crawl, walk, run” theory all service members are familiar with. Students are generally expected to complete reading assignments, sit through a PowerPoint lecture, and then finally conduct field training to reinforce what they have learned.
The seminar exposed students to new methods by putting the practical exercises first. For example, the seminar uses several Tactical Decision Games (TDGs) to encourage students to rapidly develop a plan for a military problem presented by the facilitators. TDGs can be created for nearly any kind of a situation, but this course mostly used actual battlefield problems like how to capture a bridge or defeat an enemy force entrenched on a hilltop. While working through these problems, the students are exposed to such concepts as Mission Command and the Observe, Orient, Decide, and Act decision cycle, commonly called the OODA Loop or Boyd Cycle.
It is only after the practical exercises that they receive reading assignments about those concepts. Because they’ve encountered them during the exercises, the concepts become more tangible. The OODA Loop, for instance, explains an individual’s or an organization’s decision-making process. It is a difficult concept to truly understand, but it becomes easier when one first sees how it works and then reads about it. The idea is to give them a moment of discovery, that “Ah ha!” moment. Success using such methods is to have a student say, “So, that’s what you call that,” while reading.
Don is making use of several powerful learning methodologies in his Adaptive Leadership philosophy – and I saying “learning” and not “teaching” because Don has properly put the emphasis on the student actively thinking and doing rather than on passively listening to a lecture or discussion. Lecture has a place in education, to explain or to set the student up for new learning experiences, but it should be used sparingly and in short bursts of time when the instructor has carefully set up a “teachable moment”. By having the students doing active problem solving first, they come to Vandergriff armed with their own questions, eager to have feedback.
The use of games are also a very powerful learning tool, perhaps one of the most effective because the situational learning. tends to be transferrable rather than be compartmentalized and isolated information. The right kind of decision games are serious practice for life. This was noted by RAND social scientists way back during the early days of the Cold War:
“The gamers argued that insights arose from immersion in play. In 1956 Joseph Goldstein noted that the war game demonstrated ‘ the organic nature of complex relationships’ that daily transactions obscured.War-gaming gripped its participants, whipping up the convulsions of diplomacy ‘ more forcefully…than could be experienced through lectures or books’.”
” A team from the Social Science Division [ at RAND ] posed a number of questions which they hoped the unfoldig month of gaming would resolve. Chief among them was whether gaming could be used as a forecasting technique ‘ for sharpening our estimates of the probable consequences of policies pursued by various governments’. Would gaming spark “political inventiveness“, and more importantly, how did it compare to conventional policy analysis? Did gaming uncover problems that might otherwise be neglected? And invoking the emerging touchstone of intuition, did the experience impart to policy analysts and researchers “ a heightened sensitivity to problems of political strategy and policy consequences?”
Sharon Ghamari- Tabrizi, The Worlds of Herman Kahn
Back to the article:
….Vandergriff’s teaching method incorporates recent research into adult learning, designed “to engage students in direct experiences which are tied to real world problems and situations in which the instructor facilitates rather than directs student progress.” This creates a situation where the students learn from one another. Unlike most other military classes, the ASLTE teachers use very few PowerPoint presentations. They also end up speaking far less than the students themselves.
Vandergriff ran the class through the first TDG and led the discussion afterward. From that point forward, students took turns leading the class through After Action Reviews. Students gained confidence in leading such an exercise while the rest of the class bounced ideas off each other. The interactive nature of this kept the entire class engaged and gave all of them ownership of their own learning.
The concept of ownership was a consistent theme throughout the seminar. According to Vandergriff, a good teacher “works to make his students better than himself and encourages them to take ownership of their development, to make them life-long learners.”
Here Don is making use of the social pressure and reinforcement of a Peer to Peer (P2P) dynamic to maintain maximum student engagement while having them practice critical intellectual reflection, something that is a vital constituent of a professional culture of learning. A true professional embraces an honest discussion of ideas and both accepts and gives critical feedback on performance in hopes of learning and improving.
[ by Charles Cameron — humor, and please forgive me if you have have seen it before ]
Here’s the DoubleQuote:
And here’s the expanation — you may of course have seen it, but hey, anyway:
via Frank Loveless
It never occurred to me before, but maybe, just maybe, I could get a doctorate in engineering?
[ by Charles Cameron — Ambassador Husain Haqqani and Daveed Gartenstein-Ross at Chautauqua ]
From the outset, when cheers went up for Daveed’s birthplace, Ashland, Oregon, and Ambassador Haqqani’s, Karachi — and for the brilliant meeting of the minds that is Chautauqua — it was clear that we were in the presence of two gracious, witty and informed intelligences, and the seriousness of the conversation between them that followed did nothing to reduce our pleasure in the event. Daveed called it “easily the best experience I have ever had as a speaker.”
I’ll highlight some quotes from each speaker, with the occasional comment:
None of the countries except Egypt, Turkey and Iran, none of the countries of the Middle East are in borders that are historic, or that have evolved through a historic process. And that’s why you see the borders a straight lines. Straight lines are always drawn by cartographers or politicians, the real maps in history are always convoluted because of some historic factor or the other, or some river or some mountains.
You’ll see how neatly this fits with my recent post on borders, No man’s land, one man’s real estate, everyone’s dream?
And now that whole structure, the contrived structure, is coming apart.
Then most important part of it is, that this crisis of identity – who are we? are we Muslims trying to recreate the past under the principles of the caliphate .. or are we Arabs, trying to unify everybody based on one language, or are we these states that are contrived, or are we our ethnic group, or are we our tribe, or are we our sect? And this is not only in the region, it’s also overlapping into the Muslim communities in the diaspora..
If Amb. Haqqani emphasized the multiple identities in play in the Arabic, Islamic, Sunni, Shia, Sufi, and tribal worlds in his opening, Daveed’s emphasis was on the failure of the post-Westphalian concept of the nation state.
In the economic sphere there’s this thing that is often called “legacy industries” – industries that fit for another time, but are kind of out of place today. Think of Blockbuster Video, once a massive, massive corporation.. that’s a legacy industry. So when Ambassador Haqqani talks about how it’s not just in the Middle East that we have this crisis of identity, I think the broader trend is that the Westphalian state that he spoke about, the kind of state that was encoded after the Peace of Westphalia, looks to a lot of people who are in this generation of the internet where ideas flow freely, it looks like a legacy industry.
Why do you need this as a form of political organizing? And what ISIS has shown is that a violent non-state actor, even a jihadist group that is genocidal and implements as brutal a form of Islamic law as you could possibly see, it can hold territory the size of Great Britain, and it can withstand the advance of a coalition that includes the world’s most powerful countries including the United States. And what that suggests is that alternative forms of political organization can now compete with the nation state.
The Ambassador then turned to the lessons we should take from 1919’s US King–Crane Commission, reporting on the break-up of the Ottoman Empire — they concluded that it gave us
a great opportunity — not likely to return — to build .. a Near East State on the modern basis of full religious liberty, deliberately including various religious faiths, and especially guarding the rights of minorities
— down to our own times.
What we can be sure of is that the current situation is something that will not be dealt with without understanding the texture of these societies. So for example, when the United States went into Iraq without full understanding of its sectarian and tribal composition, and assumed that, all we are doing is deposing a dictator, Saddam Hussein, and then we will hold elections and now a nice new guy will get elected, and things will be all right -– that that is certainly not the recipe. So what we can say with certainty in 2015 is .. over the last century what we have learnt is: outsiders, based on their interests, determining borders is not a good idea, and should certainly not be repeated. Assuming that others are anxious to embrace your culture in totality is also an unrealistic idea.
The sentence that follows was a stunner from the Ambassador, gently delivered — a single sentence that could just as easily have been the title for this post as the remark by Daveed with which I have in fact titled it:
Let me just say that, look, he ideological battle, in the Muslim world, will have to be fought by the likes of me.
Spot on — and we are fortunate the Ambassador and his like are among us.
Daveed then turned to another topic I have freqently emphasized myself.
The power of ideas – we as Americans tend not to recognize this when it falls outside of ideas that are familiar to us. So one thing that the US has been slow to acknowledge is the role of the ideology that our friend and ally Saudi Arabia has been promulgating globally, in fomenting jihadist organizations.
And one of the reasons we have been slow to recognize that. I mean one reason is obvious, which is oil. .. But another reason has been – we tend to think of ideas that are rooted in religion – as a very post-Christian country – we tend to think of them as not being real – as ideas which express an ideology which is alien to us –as basically being a pretext, with some underlying motivation which is more familiar to us. That it must be economics, or it must be political anger. I’m not saying those are irrelevant, they’re not – but when Al-Qaida or ISIS explains themselves, taking their explanation seriously and understanding where they’re coming from – not as representatives of Islam as a whole, but as representatives of the particular ideology that they claim to stand for – we need to take that seriously. Because they certainly do.
The world is not a problem for Americans to solve, it’s a situation for them to understand.
Life is not a problem to be solved but a mystery to be lived.
Toward the end of the discussion, Daveed touched on some ideas of recurrent interest to Zenpundit readers..
Looking at the US Government, questions that I ask a lot are: Why are we so bad at strategy? Why are we so bad at analysis? Why do we take such a short term view and negate the long term?
He then freturned to the issue of legacy industries and nation-states:
Blockbuster is a legacy industry. And the reason why legacy industries have so much trouble competing against start-up firms, is because start-ups are smaller, it’s more easy for them to change course, to implement innovative policies, to make resolute decisions – they can out-manoeuver larger companies. And so larger companies that do well adapt themselves to this new environment where they have start-up competitors. Nation-state governments are legacy industries. Violent non-state actors are start-up compoetitors.
— and had the final, pointed word:
We’re a legacy industry ina world of start-up competitors.
Having offered you these tastes, at this point I can only encourage you to watch the whole hour and a quarter, filled to the brim with incisive and articulately-stated insights:
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