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[by J. Scott Shipman]

The Storm of Creativity, by Kyna Leski

2017 War With Russia, by General Sir Richard Shirreff

The Wright Brothers, by David McCullough

Serendipities, Language and Lunacy, by Umberto Eco

Paradise, Dante Alighieri, translated by Mark Musa

Undertow, by Stanton S. Coerr

The White Horse Cometh, by Rich Parks

Washington The Indispensable Man, by John Thomas Flexner

This list starts the first week of May, so perhaps the title should be Spring/Summer. Most of these books are quick reads and all are recommended.

I picked up Ms. Leski’s book at an MIT bookshop on a business trip in early May and read on the train ride home. Books on creativity are ubiquitous, but Ms. Leski takes an interesting approach by describing the creative process using the metaphor of a storm. Several ZP readers will find of interest.

2017 was recommended by a friend. The author was the Deputy Supreme Allied Commander Europe and the book focuses on a Europe/NATO response to a Russian invasion of the Baltics. Written in a Tom Clancy-like style, the plot is fast-paced even though the good general provides sometimes provides detailed insights into the inner workings of NATA and the North Atlantic Council (this is one of the values of the book—bureaucracy writ-large).

David McCullough’s Wright Brothers delivers an approachable and human accounting of the first men of powered flight. Some reviews on Amazon complain McCullough lifts and uses too many quotes to tell the story. At times the quotes were distracting, but not enough to prevent the enjoyment of the story of two brothers who changed the world. This book was a gift otherwise I probably would not have read.

Serendipities is a short book, but was a long read for me. Eco explains how language and the pursuit of the perfect language has confounded thinkers since time immemorial. He refers to Marco Polo’s unicorn (also used in his Kant and the Platypus which is excellent) explaining how language is often twisted to meet a preconceived notion or idea. The first couple of chapters were quite good, chapters three and four did not hold my interest or were over my head. The closing chapter was good enough to convince me I’ll need to read this little book again. (My Eco anti-library has been growing of late.)

Eco’s book led me to reread Musa’s excellent translation of Paradise. My son gave me the deluxe edition with parallel Italian and English, plus commentary. Eco referenced Canto 26 and 27, and I enjoyed the break so much I read the whole thing!

Undertow is my good friend Stan Coerr’s second book of poetry.  His first book Rubicon was a moving collection of poetry of men at war. Undertow deals more with the heart and is quite good, too. You won’t be disappointed.

White Horse is also a book by an old friend, Rich Parks (we’ve known each other since the mid-80’s). White Horse is self-published and in places it shows, but the overall story is quite good for a first book (I’ve already told him his book would make an excellent screenplay.). The plot is quick and entertaining even if a bit unbelievable, but the story is fiction. Rich is following up with a sequel in August in 2016 and I’ll be reading it, too.

Mr. Flexner’s Washington was a gift, too. In this quick biography Washington is made approachable and human. And when I say “quick,” I mean quick…Trenton and Princeton took one chapter compared to David Hackett Fischer’s Washington’s Crossing which took up a standalone book. If someone were looking for a first Washington biography, this would be a good place to start.

This isn’t the conclusion of my summer reading, but a pretty good start.What are  you reading this summer?

[ by Charles Cameron — on borrowing the atrocities of others for propaganda advantage ]
.

So @ICC4IDF uses a photo from Syria, bottom right, 2 illustrate his point @QueenWillRock @adamlambert. Enjoy Israel pic.twitter.com/6M7QysIp4T

— Ben Af Rothenberg (@RisingRedStorm) June 15, 2016

and:

@wake_theFup um that's #Syria. @Google image search it. @tabloidnewsxtra @stateofisrael pic.twitter.com/BSx8sssR9o

— Ben Af Rothenberg (@RisingRedStorm) June 21, 2016

**

It’s not as though this is the first time I’ve seen this done, nor is Syria > Palestine necessarily the trajectory — see for example this DoubleTweet from Phillip Smyth, Photographic enantiodromia at the Zaynab shrine?.

[ by Charles Cameron — immigration, Brexit, and the killing of MP Jo Cox ]
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Two parties that don’t like immigration, and say so with similar propaganda images — but when the two images are juxtaposed, does the similarity between their two curving lines of unwanted immigrants, East German Jews in the aftermath of the first World War, largely Muslim Middle Eastern immigrants into Europe in the wake of the wars of our own time, make for fair comparison — or distorted propaganda?

The curves are indeed similar but that’s a graphical similarity, and there’s similarity in the dislike of immigrants too, in the meanings given to the two curves — but is the implicit comparison of Farrage with Hitler a fair one, or excessive?

How do we read juxtapositions of this sort? How do we critique them? Is interpretation at the mercy of the “eye of the beholder”? What can this specific example teach us about DoubleQuotes in general, and their potential for use in revelation and / or deception?

Source:

The Independent, People are calling out Ukip’s new anti-EU poster for resembling ‘outright Nazi propaganda’

**

With the Brexit referendum about a week away, and with the widely admired British Labour MP Jo Cox murdered today by a killer with Neo-Nazi affiliation, the UK has its own terrorism, fury, divisions and grief to come to grips with.

Source:

The Telegraph, My fearless friend Jo Cox, a five-foot bundle of Yorkshire grit

[ by Charles Cameron — paging birds and fishes, Chuang Tzu and Wm Blake ]
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Dwight Furrow, Wine Tasting and Objectivity:

The question is whether flavors are “in the wine” or “in the mind”. On the one hand, there are objectively measurable chemical compounds in wine that reliably affect our taste and olfactory mechanisms—pyrazines cause bell pepper aromas in Cabernet Sauvignon, malic acid explains apple aromas in Chardonnay, tannins cause a puckering response, etc. But we know that human beings differ quite substantially in how they perceive wine flavors. Even trained and experienced wine critics disagree about what they are tasting and how to evaluate wine. This disagreement among experts leads many to claim that wine tasting is therefore purely subjective, just a matter of individual opinion. According to subjectivism, each person’s response is utterly unique and there is no reason to think that when I taste something, someone else ought to taste the same thing. Statements about wine flavor are statements about one’s subjective states, not about the wine. Thus, there are no standards for evaluating wine quality.

**

Is each mind inherently closed to every other, much as the bird’s mind is closed to ours in Blake‘s aphorism —

How do you know but every bird that cuts the airy way, is an immense world of delight, closed by your senses five?

— albeit not always so joyful?

In more contemporary terms — Is there encryption of the mind?

**

I ask this in light of the DoubleQuote I posted a few days ago comparing Hesse and Hitchcock in terms of their metaphoric uses of “organ” — in, I hasten to add, the Bach sense of the word:

Here’s what I’m thinking. Hesse’s game influences the mind, as does art, but it is non-invasive; Hitchcock applauds the potential for art to move in a more invasive direction, as if by force rather than by enticement.

“”

Humans — or at least the philosophers and philosopher tagalongs among them — can’t even tell if what one human sees as “red” is what another sees as “red” — let alone what a given Burgundy tastes like on another’s palate.

If this means, more generally, that minds are effectively encrypted by virtue of their differences in wiring acquired with parentage, age and experience, then our communications media -– language, the arts, literature, number — would appear to be the available decryption keys, selectively available to the minds in question.

**

Chuang-Tsu has this tale to tell:

Men claim that Mao-ch’iang and Lady Li were beautiful, but if fish saw them they would dive to the bottom of the stream, if birds saw them they would fly away, and if deer saw them they would break into a run. Of these four, which knows how to fix the standard of beauty for the world?

And this..

Chuang Tzu and Hui Tzu were strolling along the dam of the Hao River when Chuang Tzu said, “See how the minnows come out and dart around where they please! That’s what fish really enjoy!”

Hui Tzu said, “You’re not a fish – how do you know what fish enjoy?”

Chuang Tzu said, “You’re not I, so how do you know I don’t know what fish enjoy?”

Hui Tzu said, “I’m not you, so I certainly don’t know what you know. On the other hand, you’re certainly not a fish – so that still proves you don’t know what fish enjoy!”

Chuang Tzu said, “Let’s go back to your original question, please. You asked me how I know what fish enjoy – so you already knew I knew it when you asked the question. I know it by standing here beside the Hao.”

**

Chuang Tzu said, “You’re not I, so how do you know I don’t know what fish enjoy?”

Blake said, “How do you know but every bird that cuts the airy way, is an immense world of delight, closed by your senses five?”

[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:

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.