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Review: The Rule of the Clan

Wednesday, April 20th, 2016

[by Mark Safranski / “zen“]

Rule of the Clan by Mark Weiner

I often review good books. Sometimes I review great ones. The Rule of the Clan: What an Ancient Form of Social Organization Reveals about the Future of Individual Freedom  by Mark S. Weiner gets the highest compliment of all: it is an academic book that is clearly and engagingly written so as to be broadly useful.

Weiner is Professor of Law and Sidney I. Reitman Scholar at Rutgers University whose research interests gravitate to societal evolution of constitutional orders and legal anthropology. Weiner has put his talents to use in examining the constitutional nature of a global phenomena that has plagued IR scholars, COIN theorists, diplomats, counterterrorism experts, unconventional warfare officers, strategists, politicians and judges. The problem they wrestle with goes by many names that capture some aspect of its nature – black globalization, failed states, rogue states, 4GW, hybrid war, non-state actors, criminal insurgency, terrorism and many other terms. What Weiner does in The Rule of the Clan is lay out a historical hypothesis of tension between the models of Societies of Contract – that is Western, liberal democratic, states based upon the rule of law – and the ancient Societies of Status based upon kinship networks from which the modern world emerged and now in places has begun to regress.

Weiner deftly weaves the practical problems of intervention in Libya or counterterrorism against al Qaida with political philosophy, intellectual and legal history, anthropology, sociology and economics. In smooth prose, Weiner illustrates the commonalities and endurance of the values of clan and kinship network lineage systems in societies as diverse as Iceland, Saudi Arabia, Kenya, India and the Scottish highlands, even as the modern state arose around them. The problem of personal security and the dynamic of the feud/vendetta as a social regulator of conduct is examined along with the political difficulties of shifting from systems of socially sanctioned collective vengeance to individual rights based justice systems. Weiner implores liberals (broadly, Westerners) not to underestimate (and ultimately undermine) the degree of delicacy and strategic patience required for non-western states transitioning between Societies of Status to Societies of Contract. The relationship between the state and individualism is complicated because it is inherently paradoxical, argues Weiner: only a state with strong, if limited, powers creates the security and legal structure for individualism and contract to flourish free of the threat of organized private violence and the tyranny of collectivistic identities.

Weiner’s argument is elegant, well supported and concise (258 pages inc. endnotes and index) and he bends over backwards in The Rule of the Clan to stress the universal nature of clannism in the evolution of human societies, however distant that memory may be for a Frenchman, American or Norwegian. If the mores of clan life are still very real and present for a Palestinian supporter (or enemy) of HAMAS in Gaza, they were once equally real to Saxons, Scots and Franks. This posture can also take the rough edges off the crueler aspects of, say, life for a widow and her children in a Pushtun village by glossing over the negative cultural behaviors that Westerners find antagonizing and so difficult to ignore on humanitarian grounds. This is not to argue that Weiner is wrong, I think he is largely correct, but this approach minimizes the friction involved in the domestic politics of foreign policy-making in Western societies which contain elite constituencies for the spread of liberal values by the force of arms.

Strongest recommendation.

Anne Smedinghoff Didn’t Have to Die Part 2

Wednesday, March 30th, 2016

[ Last week, Zen hosted Pete Turner’s guest post, PRT and State Department Ignorance Fails Us All. Here is part 2 of that article — posted by Charles Cameron for Zen ]

pete turner header


Last week I wrote about the tragedy of Anne Smedinghoff, who died on a patrol in Qalat Afghanistan.  This is part 2 of the story–

My intention here is to illustrate HOW? rather than “what” we (Dr. Rich Ledet and I) did regarding the proper means to improve education in rural Afghanistan.  I submit that our method is more reliable, predictable, measurable and can be replicated; yay scientific method.  

Dr. Ledet and I leveraged an unusually strong partnership with a key Afghan political-religious leader.  More than simply believing that we had a great relationship, we’d taken steps to build and validate the strength of our partnership, leveraging tools I had personally developed over years of immersion in conflict environments.  

To begin with, we avoided the common US “crutch” of dominance, never assuming that we were “in charge.”  Not only did we share many meals and tea with him, but we socialized with him and his family apart from any other American military elements. We also invited this leader to our dining facility to eat with us on numerous occasions.  We shared our relevant reports (normally made for US elements only, these reports dealt with our evaluation of his region) with him (unclassified or FOUO) so that he could better understand our role and how the US was attempting to support him–This post is long enough already. I’ll have to come back to this particular topic later.

As a side note, I thought I had a great relationship with this leader after working with him almost daily for months.  One day, he sat back, put his hand above his head and said, “I get what you are doing now.  I understand that you are truly helping me with the Americans.”  This breakthrough was surprising, as I thought we already had a good partnership.  But I had misjudged what was previously accomplished, and the lesson I learned was that not only is trust VERY hard to earn, but also that there are different forms of trust to be accounted for when attempting to partner with leaders in conflict environments.  Only after this point did I realize that I had earned an additional level of trust, and that he allowed me more latitude and access than he afforded any other American.  In fact, I could come to him for advice, as he knew that I was genuinely working to support the Afghans in a way that was within the bounds of their customs.

We brought our research problem regarding education to our partner, and asked him how to best work toward a solution.  He immediately identified the other elders with whom we needed to discuss and work, while providing us with the new Provincial Minister of Education’s (MoE) personal phone number (which we did not previously have on record) and advised us to mention his name when we talked.  He noted that he was also attempting to work with the MoE on education in his district, and although they hadn’t always agreed, he felt the MoE was an honest man.

This process of partnering, and acquiring information about other leaders and the MoE, demonstrated a measure of trust indicating that our partner indeed valued us and our efforts.  Further his validation through providing us with an introduction to other key decision-makers in the province which gave us unique access to a set of leaders that didn’t typically interact with US elements.  We had truly entered through a more culturally appropriate door, as our partner trusted that we would not expose him in a negative light to the other leaders.  

Once we were able to make contact with the recommended leaders, we were careful to explain the agenda, set up appointments, and accommodate their schedules as best as possible.  We never showed up unannounced, or uninvited.  With the safety of all involved in mind, we took time to determine their preferred place of meeting, which was critical considering that we lived on an American forward operating base, and could move in heavily protected convoys.  We were remarkably “safer” than those leaders, as they lived in constant threat.  We displayed a respect for their safety when we considered their venue preference.  While these logistical steps seem obvious, we found this level of respect nonexistent in DoS, PRT and US forces attempting to work with local leaders, again relying on domination to achieve goals; US forces prefer to show up unannounced, unscheduled and take over the Afghan leader’s schedule as we set fit.  

When we met, the recommended leaders were also accompanied by multiple religious elders.  We didn’t ask them to do this, by the way, but it was something that was required in their culture.  This was also an indicator to us that we approached the problem from the most culturally appropriate angle known to us (and recommended by our Afghan partner who originally set us up for success).  Afghan leaders, when not influenced by Americans, will have a religious leader (mullah) present as they make decisions.  

Over the course of several meetings, and after deliberation between the MoE and other family and religious leaders, we were able to ascertain what was expected in terms of US assistance.  Keep in mind that what we were also doing was helping to link family, religious, and political leaders with a valid MoE backed plan to improve education throughout all of Zabul province; a critical element of creating stability wins.  

These leaders never asked for money. They never asked us to build another school.  They recognized that we could help, and they also wanted us to help them determine if these programs were working.  They knew we had the capacity, which they knew they did not, to help them measure the success of the program.  

What is most telling is that these leaders noted a lack of security, which is a common theme throughout my time in conflicted areas.  Security concerns are superior, and every other effort is subordinate.  This is where you need to pay attention DoS–The MoE asked that he never be seen engaging with the US at his office, as US patrols could only expose him to harm, he and other leaders wanted to reduce the amount of contact between US forces and their children for the same reason.  Moreover, leaders in the district wanted us in the background, as they wanted to see the Afghan government and the MoE doing their job.  They wanted the people living in Zabul Province to see the same–This is setting the stage for believable, culturally based stability win…and there is no photo op.

Our work established the beginnings of a clear plan that meets the requirements for creating stability. It satisfies a test we developed that indicates potential success when conducting non-lethal missions or operations…Is the operation Afghan inspired, Afghan led, Afghan provisioned, and sanctioned by a Mullah?  

Is it possible that if DoS had bothered to teach Anne this test or heed our report, that she would still be alive?

Guest Post: PRT and State Department Ignorance Fails Us All

Monday, March 21st, 2016

[by Mark Safranski / “zen“]








Anne Smedinghoff

ZP is pleased to bring you a guest post by Pete Turner, co-host of The Break it Down Show and is an advocate of better, smarter, transition operations. Turner has extensive overseas experience in hazardous conditions in a variety of positions including operations: Joint Endeavor (Bosnia), Iraqi Freedom (2004-6, 2008-10), New Dawn (Iraq 2010-11) and Enduring Freedom (Afghanistan 2011-12).

PRT and State  Department Ignorance Fails Us All

by Pete Turner

Anne Smedinghoff and 5 others died when a Taliban car bomb, a.k.a. VBIED, attacked her patrol almost 3 years ago on April 6, 2013 in Qalat city Afghanistan, Zabul province.  The mission’s purpose was to get a photo opportunity while the US patrol handed out books to Afghan kids.  Their deaths were completely preventable.

Ignorance, arrogance and incompetence by the local Provincial Reconstruction Team (PRT), Anne and her Department of State (DoS) peers surely contributed to her death, and the death of multiple soldiers.  I know that statement is pretty inflammatory…and it’s part of the reason why I waited 3 years to tell the tale.  Please read the attached article for the required context.  Also, read Peter Van Buren’s (former DoS boss) HuffPo blog in which he also criticizes DoS competence in this tragedy.

I worked in the same area as Anne, but I’d left about a year prior to her arrival.  It’s unfortunate that my research partner and I didn’t get a chance to meet her.  If we had, she would have been armed with some information that could have saved her life.  It is also unfortunate that the knowledge we gained while working in Qalat left apparently left with us.

Before going any further, my partner, Dr. Ledet and I conducted research into improving education in the province.  Specifically, we were tasked with learning how the US should distribute learning materials to Afghans, and we did so by working with tribal, religious, and political leaders in the area.  Our report was distributed to the PRT, US military and the DoS working in the areas, and briefed to higher authorities. The senior Afghan Ministry of Education (MoE) representative for the province, and multiple leaders we consulted, provided us with the solution regarding how the US could help improve education.

Our Afghan partners clearly and forcefully stated, US elements were not, under any circumstances, to provide books directly to Afghan children.

Yet, Anne and the others died on a book delivery operation. WTF?

It’s critical to understand how bad this is, as not only did the DoS and PRT undermine the MoE directive, which was given with the consent of religious leaders and family elders; effectively the patrol’s objective undermined their authority as well, and created violence and more instability.

How does this happen?  Simply, our foreign policy theory doesn’t match our tactics.  We hire highly intelligent people to do complex work, but their personal intelligence and accomplishments often mean little in this environment.  Often, the people I encounter with fantastic resumes are not trained to listen and learn.  Our failings aren’t about individual brain power and desire.  Where we fail is in our overriding compulsion to help, coupled with our inability to make sure that “ground truth” knowledge is accurately passed on to our replacements when we redeploy.

When we as a nation, bring “help” it often harms locals but sounds great in our briefings or in a eulogy...These are John Kerry’s words the day following Anne’s death, “…Yesterday in Afghanistan, we had a different stealing of a young life. And I think there are no words for anybody to describe the extraordinary harsh contradiction of a young 25-year-old woman with all of the future ahead of her, believing in the possibilities of diplomacy, of changing people’s lives, of making a difference, having an impact, who was taking knowledge in books to deliver them to a school. “  

I have words to describe this, Mr. Kerry….and they are harsh.  THAT PATROL SHOULD HAVE NEVER HAPPENED!  Anne was not properly prepared, and it’s a failure of the existing DoS and PRT staff that should have known better.  It’s the failure of whoever disregarded that day’s threat assessment to send out a patrol on a photo safari.  Those photos only validate our ignorance, and do nothing to repair the damage of that day.

Mr. Kerry and Anne simply wanted to help the Afghans become educated, but in reality that patrol was indicative of the continued separation between the Afghans and US partners. That patrol also created another opportunity for the Taliban to show locals where their future interests lie.  Because we don’t learn, and continue to act as though our culture is superior to the Afghans, we fail to make the kind of progress necessary to create stability.

It’s one thing for me to criticize John Kerry and Anne…hang in there, when I post part 2, I’ll illustrate how Dr. Ledet and I were able to use culture to our advantage, and gain uncommon access to the Afghans while we learned the appropriate way to support the MoE.

Military Reform through Education

Tuesday, October 20th, 2015

[by Mark Safranski, a.k.a. “zen“]
Photo of Don Vandergriff instructing with a map

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:

Military Reform Through Education: From The Straus Military Reform Project, Something We In Policing Can Learn From

….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.

Read more regarding Don Vandergriff’s adaptive leadership methods here and here.

Lexington Green Interviewed on Against the Current

Thursday, September 10th, 2015

[by Mark Safranski, a.k.a. “zen“]

America 3.0 : Rebooting Prosperity in the 21st Century by James C. Bennett and Michael Lotus

Lexington Green” of Chicago Boyz blog, a.k.a Michael Lotus, co-author of America 3.0 was interviewed recently by Chicago talk radio host and TV commentator Dan   Proft, on Proft’s video podcast, Against the Current.

I heartily approve of the cigars.

Tune in for approximately fifty minutes of conversation regarding national and local politics, futurism, economics and political philosophy through the analytic prism of America 3.0 (a book I warmly endorse):


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