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This will be the first of several related posts. 

The other day, I happened to be talking to my friend Dr. Von, a physicist and educator, and he brought up a post by The Eide Neurolearning Blog, on educating children in terms of “big picture thinking”:

What is ‘big picture’ thinking? Business consultant Andrew Sobel described it as:

1. Having a simple framework
2. Using analogies and metaphors
3. Developing multiple perspectives
4. Looking for patterns and commonalities….

Instead of training for compliance, careful rule-following, and exact memorization or a paragon of crystallized intelligence, we need to make more room for ‘big picture’ thinkers – while still recognizing the need for basic skills and knowledge.….Pint-sized big picture thinkers really do exist and they seem to be over-represented among gifted children who underperform or cause behavioral disruptions in their early elementary school years. Many of these kids are ‘high conceptual’ thinkers, those who like discovering novel subjects, themes, and things that don’t make sense(“The thing that doesn’t fit is the interesting thing” – Richard Feynman), but the reason for this is often not random – inductive learners (learners who derive rules from examples) use novelties to generate new hypotheses or new rules.If you really want to teach and interest big picture thinkers, you would expose them to rich multisensory and chronologically-advanced experiences. Look for subjects, phenomena and ideas that could be compared and contrasted. Complexity should be embraced and not shunned. For big picture thinkers – complex is simple and simple is complex. Complexity often brings more meaning because there are enough examples that one can make a pattern.….Many of them are seeking the overarching framework inside which they can put their new bit of knowledge. Often these are ‘why’ kids – who need to know why something is true, not just that something is true.

The Eides have given an excellent explanation of the big picture thinker as a cognitive type and had some implied suggestions in that description on how a teacher or professor could approach students to get them thinking – models, metaphors, analogies, exposure to patterns and multiple perspectives. Note: all students willl derive some benefit from these techniques and become better at seeing the larger context. Many people can, with sufficient practice, can become significantly better, but the natural big picture thinkers are the ones who will react with insightful leaps of reasoning, imagination and questions with little or no prompting.

Unfortunately, such experiences in public schools and even our universities have become increasingly rare. Dr. Von explains why:

When I talk with students (juniors and seniors in high school) about how different subjects and classes are taught, invariably it comes down to great amounts of memorization. Most students, when you engage them in real conversations about the education they receive, will open up freely and get right to the point…because of the continued emphasis on grades and GPAs by colleges, students feel the need to focus first on memorization and get the grade on the test, and then move on to the next topic without much concern with what was just studied. When this is the case in school, has true learning just occurred? Likely not, if students are unable to recall and actually apply concepts that were covered in the past.

….To make matters worse, as students rely so heavily on memorization and short-term success on tests (and this is driven home even more in the ‘high stakes testing’ environment we find ourselves in in the era of No Child Left Behind, as resently implemented), those students, many of whom are gifted, as the Eides point out, who prefer complexity in their learning, are not benefitting from the way many (most) classrooms are run. By complexity, I mean those students who want to ‘see the big picture.’ Those students who want to know why something works, and how it is related to the material that was studied last semester as well as to the material that was covered in another class. For example, I love when students in my physics classes come to me asking about how to interpret and apply a particular integral result which was just studied in calculus class, or how Einstein’s theories changed political and military history, as studied in a history course. Those moments happen every so often, as a result of student curiosity and their wanting to truly learn about the material rather than memorize something for the test, and good teachers recognize such moments when they happen…

It falls to me to discuss why it matters: As a nation we are crippling the next generation of visionaries by retarding their intellectual growth with bad educational policy as surely as we might if we were adding lead to their drinking water.

Scientists and inventors, philosophers and artists, entrepreneurs and statesmen, individuals who conceive of and accomplish great things do not emerge from schools and colleges that emphasize low-level thinking and a curriculum without intellectual depth or rigor. They emerge in spite of them.

To force a systemic improvement in public education, the Bush administration pushed through “No Child Left Behind” with rigid timetables, mandated high stakes testing and punitive consequences for schools and districts not making standards. That is to say, the Bush administration addressed the lack of rigor in educational process with a sledgehammer – but ignored the lack of rigor in educational substance ( at least directly – under NCLB some schools had to toughen their curriculum to teach to the state test, but other schools or schools in different states dumbed down for the same reason – curricular alignment).

That NCLB forced public schools to ensure that our weakest students verifiably succeed at understanding the fundamentals is laudable. That this emphasis increasingly comes at the cost of schools only educating all their students at the level of the fundamentals is inexcusable. Perhaps criminal. NCLB is the overarching legal framework that was superimposed on a system whose content was (and often still is) frequently less than demanding and taught by instructors who themselves have not majored in the subject they are teaching. 

At the postsecondary level, long before the measure and punish model of NCLB arrived at k-12 schools, colleges and universities abandoned any semblance of a core curriculum or traditional canon and undergraduate degree requirements were larded with plenty of au courant esoterica as course options. Esoterica formerly left for footnotes in dissertations or as the subject of longwinded, diatribes at the dreary meetings of extremist splinter parties. Ivy League, big state schools, small third tier colleges – it does not matter; with only a few exceptions, the “cafeteria a la carte” model of undergraduate education prevails.

While a few students absorb and become true believers of fashionable cant, most students graduate high school and college unaffected by the large amounts of rubbish and trivia they have been exposed to because it was presented without any kind of sensible context and being committed to short term memory, quickly forgotten. The real damage to students comes from the cumulative effect of the absence of substance – the waste of time where meaningful content and the pressure to think through hard problems should have been.

The costs of educational myopia are here and they will grow worse with time. We already see sharply declining public support for science (because more people are now ignorant of basic scientific literacy),  lower rates of innovation and other negative economic effects. In the area of governance, across the board, regardless of party label or ideology, we have national leaders in their 40’s, 50’s and early 60’s who see the world primarily in short-term, tactical terms and who confuse career or class interest with governing in the national interest. Oligarchy is inherently a non-strategic worldview because it eschews making choices because choices require sacrifice in the near term in order to acquire systemic advantages in the long term. 

“Oligarchy” seems like a a harsh word because we think of “oligarchs” as being selfish, exceedingly greedy, political sociopaths. While such figures do exist outside of TV and the movies (Burmese junta, Iranian hardliners, Soviet politburo etc.) most people are neither particularly malicious nor eager to consciously and openly do things society acknowledges to be wrong or counterproductive. Even less so are they eager to be seen by the public as incompetent. The problem is that, frequently, people are prisoners of their own limited frame of reference and, when their conscience might be tweaked, they excel at rationalization and denial.

This is not a question of smart or dumb or of expecting politicians to be moral paragons. There’s plenty of IQ wattage inside and outside of Washington, DC and petty larceny in politics goes back to the stone age. Rather, on average, the difficulty is that our nation’s intellectual potential has not been effectively maximized. Is it reasonable to educate people in a way where all subjects are disconnected from one another, prioritizing narrow specialization, emphasizing accumulating facts over understanding principles, rewarding the “right answer” instead of the “best question”, demanding conformity instead of curiosity and then expect our leaders to be visionaries and adaptively creative statesmen who think in strategic terms?

Why would our societal orientation in complex, dynamic, fast moving situations be good when our educational system trains people only to think through simplified, linear, sequential problems? Strategic thinkers need to be able to see “the big picture” and handle uncertainty, or they cannot be said to be strategic thinkers.

The ship of state has been steered, over the last forty or so years, into an epistemological cul-de-sac and we are headed for the rocks. America needs a grand strategy for a competent citizenry in order to reach the point where it can again have a grand strategy to deal with an unruly world.

LINKING TO THIS POST:

Red Herrings

Project White Horse

Fabius Maximus

The Committee of Public Safety ( provides an extensive analysis of the subject)

RELATED TOPIC:

Liberty/Security – Rethinking liberal arts

Drew Conway of Zero Intelligence Agents asks a great question of all social science and humanities folk in the readership: 

Nye and Drezner on Quantitative Scholarship

As a student in a department that covets rational choice and high-tech quantitative methods, I can assure you none of my training was dedicated to learning the classics of political science philosophy. On the other hand, what is stressed here-and in many other “quant departments”-is the importance of research design. This training requires a deep appreciation of qualitative work. If we are producing relevant work, we must ask ourselves: “How does this model/analysis apply to reality? What is the story I am telling with this model/analysis?”

Whether you are a producer, consumer or tourist of political science research you probably have an opinion on this debate, and I’d like to hear it.

Drew asks an important question. “Research Design” is inherently an act of qualitative and normative judgments. If the researcher is lacking a consciously constructed and identifiable intellectual framework or lens, they will still have one by default, except it is likely to be composed of contradictory hodgepodge of unconsciously acquired biases, hiding under a presumption of objectivity. That’s not an optimum perspective from which to select objects to measure and yardsticks with which to measure them.

The comment I left at Drew’s site was:

Quantitative analysis is sharpening the focus of the telescope or microscope. Qualitative analysis is knowing what’s worth looking at.

Being trained as a historian, I’m a qual dude but quant tools can tell me when I’m on target or by how much I may be off. Or if I am full of crap. On the other hand, quant scholars can be like drunks looking for their car keys under a streetlamp because that is where the light is. Quants need data and not every significant variable is the one that is easiest to isolate and measure. Or measure beyond mere correlation. Or at all.

Quant-Qual can never be either/or any more than we should try walking on one leg.

We need more consilience and less compartmentalization in intellectual life.

The Mind of War: John Boyd and American Security by Dr. Grant T. Hammond

The Mind of War went on to my “must read” list after attending the Boyd 07 Conference at Quantico, where I heard Dr. Frans Osinga deliver a keynote presentation on the theories of Colonel John Boyd, based on Osinga’s exhaustive study of Boyd’s personal papers, which culminated first in a PhD dissertation and then later was published as Science, Strategy and War: The Strategic Theory of John Boyd. Col. Osinga credits Boyd associate Dr. Grant Hammond and The Mind of War with introducing him to the ideas of John Boyd and inspiring him in his own intellectual journey as a student to try to understand and explain Boyd’s strategic theories.

Unlike Osinga or Robert Coram, author of the celebrated biography, Boyd: The Fighter Pilot Who Changed the Art of War, Hammond enjoyed the advantage of having had a personal and intellectual relationship with Col. Boyd, one that Hammond called “Transforming”. This gives Hammond’s shorter biography insights into how Boyd’s mind worked that Coram and Osinga miss (or more properly, could not have known), including  the “perverse glee” Boyd felt in discovering and exploring the Darwinian mismatch between perception and unfolding reality. While Robert Coram wrote about the demanding aspect that collaborators sometimes felt when dealing with the relentlessly autodidactic John Boyd, who could call at any time of the day or night and talk for hours, Hammond was actually on the receiving end of this treatment for six years:

“Let me illustrate by going through my notes of three telephone calls in the space of a single week in november 1995….He went through differences in his work,the portion that dealt with static or fixed data (energy manuverability) and that dealt with potential….He prefers potentialities. He then proceeded to review his latest reading. In rather short order, I was instructed to read Konrad Lorenz’s Behind The Mirror, Ernst Mayer’s The Growth of Biological Thought, Gerard Radnitsky and W.W Bartley’s edited collection entitled Evolutionary Epistemology (focus on particularly on Karl Popper’s essay and that of Donald T. Campbell) and Stuart A. Kauffman’s The Origins of Order.

….From biology to chaos, future defense scenarios to information war, Sun Tzu and Musashi to the Ames Spy Case, genetic algorithms to how one thinks and learns, airbase security and police to the Japanese art of war, evolutionary epistemology and the growth of biological thought – to Boyd, they are all clearly interrelated.” [ 184-186]

Note that Hammond’s description of just three phone calls with John Boyd ran over three pages of text and the above excerpt reveals only a fraction of the concepts and source material discussed. From Hammond’s The Mind of War the reader gains a good appreciation of how Boyd’s analogically oriented, synthesizing, pattern recognizing, fluidly connective mind worked in practice with a personality or character that could make Boyd competitive, confrontational, admirable, brusque, antagonizing or heroic at different turns.

The Mind of War also puts Boyd’s role in the “military reform movement” into greater clarity and sheds more light on Boyd’s retirement years of declining personal health, intellectual epiphanies, and partial rehabilitation with the Air Force brass that continued to nevertheless inflict slights and insults on the rebel who had repeatedly “bucked the system. While The Mind of War is primarily an intellectual biography of John Boyd, the human dimension is far from absent in Hammond’s writing.

For the serious student of modern strategy or aficianados of Col. John Boyd, Grant Hammond’s The Mind of War is a must read book. It forms a necessary bridge between Robert Coram’s classic style, popular, biography and Osinga’s strictly military-academic treatise on Boydian strategic theory. The Mind of War helps the reader better comprehend either book while remaining a great and highly informative work in it’s own right. Strongly recommended.

Jeff Stein of Spy Talk had a fascinating interview with Dr. David Charney, a CIA psychiatrist specializing in treating professional spooks. The whole article is interesting but the following caught my eye:

….But for case officers at the tip of the CIA’s spear, he said, the problem tends to be A.D.D., Adult Attention Deficit Disorder. 
“They seem to be highly functional A.D.D.’s,” Charney said. “You might think a person with ADD can’t tie their shoelaces, but quite the opposite.” To them, “boredom equals death,” Charney says, not really joking. 

“They’re energetic, restless, people who have to physically keep moving. Lock them to a desk, and they can’t deal with it. They can’t stand to be bored…” 

But A.D.D. can be an asset, too.  “They have the ability to absorb things from 360 degrees,” Charney marvels. 

“Contrast that with people who are linear, like your book-keeper or accountant, who chug along in a channel and get things done by going from one thing to another. But A.D.D. minds tend to be very synthetic. They reach out and pull things out of the air, or through other persons who are not linked in any way. They see patterns that other people don’t see. They can gather together unusual elements and bring them together into a whole that is a brilliant synthesis of things that would be lost on other people.  

“They have a sensitivity to ambient thoughts going on that a good case officer needs to pick up, little nuances, little hues, little things said that let you know if the agent you’ve recruited is telling the truth, or which is partly the truth … which buttons to push to manage the person, how to absorb material and put it into a whole. And the good ones have that ability.”

This is classic horizontal thinking with an emphasis on connections, patterns and synthesis driven by an internal “restlessness” – the kind of persona seen in such disparate occupations as fighter pilots, inventors, physicists and artists. There has long been a comparative and to an extent correlative association of ADHD or “hyperactivity” with creativity, high levels of intelligence and depression though of course not everyone with ADHD is creative, intellectually gifted, depressed or working for an intelligence agency. The correlation though has also been noted in MRI brain scan studies of children so it would appear to have a physiological basis that might explain why the CIA needs to have its own psychiatrists for reasons beyond the stress generated by a career in intelligence work – self-selection bias in people who apply to become employees.

(Hat tip to….one of my twitteramigos….I can’t find the tweet, damn it!) 

The SWJ Blog published an op-ed by Colonel David Maxwell entitled “Random Thoughts on Irregular Warfare and Security Assistance (Full PDF Article)“. Like a lot of more open-ended, ruminating pieces, Maxwell’s post was “generative” in the sense of trying to articulate insights regarding a complex situation, which Col. Maxwell accomplished. Here’s the section that raised my eyebrow:

…First we need to look at ourselves critically and ask if we have been able to develop effective strategies and campaign plans and then support and execute them, respectively. I think that most all of our challenges can be attributed to our strategies and campaign plans (and I will caveat this and say we need to understand that in this world of irregular warfare, complex operations and hybrid warfare there is no cookie cutter strategy or campaign plan template that will work the first time, every time. We need to be agile and flexible and be able to adapt to constantly morphing conditions). But I would say that this is where we need to focus most of all because our forces at the tactical level from all Services have proven very adept and capable and have demonstrated that they are truly learning organizations

Why would the “tactical”level have acheived “learning organization” status and not the “operational” and “strategic” levels of military command? Some possibilities:

• The social networks within the official hierarchical org at the tactical level can effectively leverage both weak and strong ties 
• Greater degree of shared purpose and sense of mission
• The tactical level, being a “smaller world” in systems terms than the operational or strategic levels, has a much better “signal to noise” ratio.
• The social networks within the hierarchical org at the tactical level create an environment of greater transparency -discussion may be squelched but situational awareness can’t be.
• Encouragement of critical discussion and incentives for problem-solving.
• Greater tolerance for uncertainty and ambiguity.
• Tacit knowledge is likely to quickly become explicit organizational, knowledge through “shop talk”, the grapevine, de-briefing and formal “lessons learned” dissemination procedures.
• The stress and danger of the tactical evironment itself is an incentive to adapt and learn – “Depend upon it, sir, when a man knows he is to be hanged in a fortnight, it concentrates his mind wonderfully.” Dr. Samuel Johnson.
   

Can the operational and strategic levels of the military ( or any organization with a bureaucratic structure – schools, corporations, government agencies etc.) become a “learning organization” despite greater scale, distance from events, degrees of abstraction and other obstacles? Of course. However it depends greatly on two things – creating a “tighter” network with a high velocity of meaningful communication and a new kind of leadership committed to the hard work of re-engineering the organizational culture around adaptive “fitness” and learning.