zenpundit.com

Not John Boyd this time, but John Robb.

John recently gave me a preview of this idea in a much more specific context:

….Here are some of the economic reforms that turned the horde of Genghis Khan into a steamroller than flattened most of the world’s kingdoms/empires.*  He:

1. Delayed gratification.  He banned the sacking of the enemy’s camp/city until all of the fleeing soldiers, baggage, etc. were rounded up.  This radically increased the loot accumulated and ensured it could be shared among all of the participants (he confliscated the wealth of those men that cheated by looting early).
2. Systematically shared the loot based on contribution and merit.  He disregarded title or status and systematically rewarded loot to everyone in the horde that earned it (the traditional approach was to let a few take it all — sound familiar?).  Of course, that fairness pissed off the nobility since they were used to backroom dealing and hereditary rights.  However, the benefits of this system, were far greater than the costs.  To wit:  He cemented the loyalty of the men and was able to attract thousands to his banner for every noble lost.
3. Protected those that make sacrifices.  For men killed in the campaign, he paid their share of loot to their widows/orphans posthumously.  

*of course, the first unsaid lesson is:  attack the places with the most loot.

[ by Charles Cameron ]

In slomo –

as in the slow rotating
backseat of a hurtling flipping car –

at that most divine of speeds at which
concentration arrives and
all is revealed –

as when Krishna himself bears
each arrow loosed from his
left-handed archer Arjuna’s drawn bow
to some fine warrior’s

doom

we see: all contest is
cooperation,
each edged duel, a true duet…

I attempted to leave a short amusing response at Foreign Policy.com but was thwarted by their comment system, so I am writing a pedantic post here instead.

Joshua Keating, bursting with admiration for Bernard-Henri Levy, laments the lack of enlightenment of American politicians compared to their much cooler French counterparts:

Libyan intervention: Brought to you by Bernard-Henri Levy?

….I was going to write some kind of quip along the lines of, “Can you imagine President Obama taking phone calls from [American philosopher] in the oval office while he debates whether to send U.S. troops to war,” but I can’t even think of a name for whom that joke would make sense. 

France and Germany have a tradition of publicly engaged philosophers that’s pretty much alien to the United States. The idea of an American BHL or even Jurgen Habermas seems pretty laughable. Economists like Paul Krugman are the go-to public intellectuals here while philosophy has become an increasingly specialized and technical discipline, even within academia. What effect the prominence of philosophers in public life has on a country’s political culture and policies is a pretty promising subject for further research.

Heh. 

Philosophers have never had much of an impact on American public life and the politics of their times except…. maybe…. for William James, Reinhold Neibhur, John Dewey, Leo Strauss, Walter Lippmann, Ayn Rand, Herbert Croly, Sydney Hook, Allan Bloom, James Burnham, John Rawls and Thomas Kuhn. That’s just off of the top of my head. If you want to include economists as philosophers who influenced contemporary American political life – and, frankly, we often should – add Adam Smith, Karl Marx, John Maynard Keynes, Friedrich von Hayek, Ludwig von Mises, John Galbraith and Milton Friedman to the list. It should not need to be said, but America was founded on the ideals of philosophers like John Locke, Baron de Montesquieu and Cicero by men deeply steeped in moral and political philosophy. Some of the founders would have qualified as philosophers themselves.

I don’t know much about Mr. Keating. Pretty sure he is a sharp guy, but I bet he is 35 or younger and was a journalism or polisci grad. Academic philosophy as a profession has been increasingly irrelevant to policy makers or the general public as described, Keating is spot on there, since the early mid-60’s, which is probably the entirety of his life. It was not always this way. Formerly, philosophers wrestled with problems of general interest and were active public intellectuals, the determined self-marginalization of today’s professional philosophers notwithstanding.

It is a symptom of intellectual decline but the problem Keating identifies is not in American society or even in American politicians but in the philosophers.

A brief point.

AFJ has a feature article by General Martin Dempsey on the need for the Army in it’s professional military education system to build future leaders who are critical thinkers:

Building Critical Thinkers

….The Army Leader Development Strategy identifies three critical leadership attributes for all Army leaders: character, presence and intellect. In addition to those three foundational attributes, we assert that strategic leaders must be inquisitive and open-minded. They must be able to think critically and be capable of developing creative solutions to complex problems. They must be historically minded; that is, they must be able to see and articulate issues in historical context. Possessed of a strong personal and professional ethic, strategic leaders must be able to navigate successfully in ethical “gray zones,” where absolutes may be elusive. Similarly, they must be comfortable with ambiguity and able to provide advice and make decisions with less, not more, information. While all leaders need these qualities, the complexity of problems will increase over the course of an officer’s career and require strategic leaders to develop greater sophistication of thought….

Read the rest here.

The nation is currently undergoing a debate about public education, of sorts. I say “of sorts” because the debate has largely been very dishonest on the part of proponents of certain kinds of “reforms” in which they hope to have a future financial interest, if radical changes can be legislatively imposed that will a) drastically lower labor costs and b) permit a “scalable” curriculum, to use the grammar of certain equity investor CEOs and lobbyists. The former does not concern this topic as much as the second, though the two will work in unison to create a profitable business model for a for-profit management company desiring to contract with local and state governments to run school systems.

“Scalability” builds upon Bush era NCLB legislation that emphasized standardized testing in basic math and reading skills, with punitive accountability measures for schools and districts failing to make “adequate yearly progress”. Due to the penalties and escalating standards, public schools have frequently narrowed their curriculums considerably, reducing instructional time for history, science, complex literature and the arts to put greater emphasis on basic skill drill instruction in just two subjects.

The net effect is that American public school students, roughly 88 % of all school children, spend a greater proportion of their day at concrete level cognitive activities than they did five or ten years ago and far less time on higher-level “critical thinking” like analysis or synthesis, making evaluative judgments, inquiry based learning or problem solving.

 “Scalability” means expanding on this dreary and unstimulating paradigm with digitally delivered, worksheet-like exercises to comprise the largest percentage of the instructional time for the largest number of children possible. It will be a low-cost, high-profit system of remedial education for would-be contractors, provided students are not able to “opt out”, except by leaving the public system entirely.

But only if their parents can afford it.

The US military relies upon the public schools to deliver the initial k-12 education of the overwhelming majority of their officer corps, to say nothing of the enlisted ranks. The soldiers, sailors, marines and airmen who went to Andover or similar private institutions before enlisting are very, very few. Today some public schools are excellent, some are failing and the rest are in-between. Most make an effort to challenge students of all ability levels, from those needing extra help to those in AP courses and gifted programs. There is systemic resiliency in a diversity of experiences.

What will be the effect on  the military leadership in the future if critical thought is methodically removed from public education by a nationally imposed, remedially oriented, uniform, “scalable” curriculum that is effectively free of science, history, literature and the arts? What kind of cognitive culture will we be creating primarily to financially benefit a small cadre of highly politically connected, billionaire-backed, would-be contractors?

Can inculcating critical thinking really be left entirely to universities and, in the case of the military, mid-career education?

What kind of thinkers will that system produce?

Better?

Or worse?

“What we think, we become” – Buddha

Great multidisciplinary talk by Dr. Denis Dutton on the possible evolutionary origins on culturally universal concepts of aesthetic beauty.