Preventing dys-functional leadership via trust & openness

In his bookThe Five Dysfunctions of a Team:A Leadership Fable (pub. Jossey-Bass) Patrick Lencioni presents a model of what he sees as the influences that dis-empower a team, and make more or less dysfunctional.

His five factors are;

  • The first dysfunction is absence of trust amongst team members. If team members are not genuinely open with each other about their mistakes and weaknesses, it is impossible to build a foundation of trust.
  • Absence of trust creates the circumstance for the second dysfunction, fear of conflict. Teams that lack trust are incapable of fully and honestly debating issues as they resort to veiled discussions and guarded comments.
  • The inability to openly discuss issues leads to a lack of commitment. If team members are unable to fully air their views, it is unlikely that they will be fully committed to the decisions of the group.
  • If team members are not fully bought into the decisions of the group, they will inevitably avoid accountability. How can they stand up and be counted on issues if they were not completely committed to them in the first place?
  • Failure to hold one another accountable creates an environment where the fifth dysfunction can thrive. Inattention to results occurs when team members put their individual needs (such as ego, career, recognition or reward) or even their division above the collective needs of the team.

Clearly trust is seen as the cornerstone of all teams. This might seem self-evident but I wonder how many organizations have systems that recognize and reward trust, openness and co-operation?

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All postings to this site relate to the central model in the

PhD. Summaries are HERE

SEE also Learning Motivation for Success

One World Broadcasting Trust

Came across the ‘One World Broadcasting Trust’.

What do they do?

The Trust aims to increase understanding between developing and developed countries, through the effective use of media, and to highlight how in today’s globalised world, all nations are inter-dependent.

To this end, the Trust seeks to raise awareness of global human rights, social and development issues – from poverty and debt to education, good governance and freedom of expression.

 

“After September 11th, 2001, is there anyone out there who failed to see the importance of understanding the world beyond these islands?” George Alagiah BBC News

 

See their site HERE

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All postings to this site relate to the central SunWALK model in the PhD.

Summaries are HERE

Being human – an American high school principal´s view

Many years ago a copy of this letter came my way – supposedly issued by a high school principal to his/her teachers on the first day of school.

It was seminal in the development of my world-view  – and it is worthy of re-circulation;

Dear Teacher

     I am a survivor of a concentration camp.  My eyes saw what no man should witness:

        Gas chambers built by learned engineers.

        Children poisoned by educated physicians.

        Infants killed by trained nurses.

        Women and babies shot and burned by high school and college graduates.

        So, I am suspicious of education.

My request is: Help your students become human.  Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans.

Reading, writing, arithmetic are important only if they serve to make our children more human. 

SEE ALSO: http://www.hmh.org/ed_faqs.asp

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All postings to this site relate to the central model in the PhD. Summaries are HERE

‘Definition of God’ – and it still leaves us with the job of living with each other through the unity of mystery

The nearest I have ever come across to a satisfactory definition of God is as follows;

God is a circle whose centre is everywhere, whose circumference is nowhere.

Anonymous, ‘The Book of the Twenty-four Philosophers‘ (12thC)

Of course it isn’t really a definition – it’s more like a Zen Master’s ‘pointing’ – but what a pointing!

Of course I like it because it expresses my theological perspective and worldview – that of immanence plus transcendence i.e. panentheism.

Of course unless we lie through assertion or dupe through self-deception we don’t really, unequivocally, know. The best we can have is reasonably high degrees of certainty – and then preferably by combining several ways of knowing including sense observation, reason, intuition and the precedent of community precedents. We in truth live with mystery. As it says in the Koran ‘Man is my mystery and I am his‘.

“We are united by our doubts and divided by our convictions.” Sir Peter Ustinov

Recognition of ignorance is strength not weakness as Saint Augustine pointed out;

I am in a sorry state, for I do not know what I do not know!

Because we have unique histories we have unique worldviews. In fact it is the fact that at our centre we need faith to bridge the gap that exists between knowing and not knowing between finite humanity and that other defining characteristic of God – infinity.

As I suggested elsewhere excesses of certitude cut us off from truth and can lead to horrors of cruelty – the Nazis were certain that Jews, and Gypsies were sub-human.

“Certitude divides and diversity unifies…..We have to elevate religion above politics…..”

H.R.H. Prince El-Hassan Bin Talal of Jordan BBC Newsnight 9th Feb 2006

All desire to be united is as the drop that longs to come one with the ocean – the rub, and the joy, is that the duality through which we learn is the dynamic that exists between oneness on the one hand, via contemplative letting go of the ego, and l-one-ly separation on the other.

What if mothers did rule the world?

sally-field-reuters1.jpg

From QuakerDave we have a post we should all be asking – What if mothers did rule the world?

Funny. Sally Field is getting ripped by the Right because of her “insane ranting” at the Emmys last night. This savaging comes in spite of the fact that what she said (despite Fox’s attempt to censor her) is about as “family values” as you can get. The war-hawkers at Fox had to cut what she said because she had the audacity to mention war in the context of her being (and portraying) somebody’s mother, and Rupert couldn’t ever let that happen:

“This (award) belongs to all the mothers in the world – may they be seen, may their work be valued and raised – and especially to mothers who stand with an open heart and wait — wait for their children to come home – from danger, from harm’s way and from war. I am proud to be one of those women… If mothers ruled the world there would be no (expletive) wars.”

Here’s the question for the day: What if mothers did rule the world? ………………

I would say:

Those that live under terror might then have security.

Those that hunger might be fed.

Those that thirst might have clean water.

Those that long for education and a means to earn a living might be affirmed.

Those that seek justice and a respected place in the human family might be given a place at the human family’s ‘table’.

To read QuakerDave’s answers go HERE

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All postings to this site relate to the central model in the PhD.

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Where does Aesthetics and Aesthetic experience fit in all of this? (re Wilber, heart-knowing, head-knowing, and the 3 ‘voices’)

see post on September 5th, 2007

 

Where does Aesthetics and Aesthetic experience fit in all of this?

Aesthetics belongs to the science of philosophy (Criticality) BUT aesthetic experiences are ‘subjective-creative-mystical’ i.e they are Creative and subjective.

 

The Indian philosopher Coomaraswami said that art and religion were not similar – they are, he said, the same. I would say that they are the same in that both involve engagement that involves a ‘loss of ego boundaries’ i.e. they are ‘unitive’ experiences. But both of these are or can be morally neutral activities. Religion on the other hand is false if its spirituality does not engender right action.

 

Aesthetic experience then, so I argue, is closer to artistic creation and is similar to mystical experience. We may or may not see our unitive experience as taking place within a moral context or a moral world-view, such as a religion. That is a unitive experience like membership of a religion, or a taste for spiritual food does not of itself mean that we and our actions are moral. We have more or less the sensibility and will to grasp the moral implications and act on them

 

Our moral sense comes from parents, family, schooling etc. If we are religious then a major shaper of our moral sensibility is the founder of the religion and his/her teachings. If we are Humanist or a ‘Free-thinker’ other inspiring individuals shape our moral sensibility.

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Heart-rending testimony of an Afghan woman in Fazal Sheikh’s online book, ‘When Two Bulls Fight the Leg of the Calf is Broken’

afghan-woman.jpgBe sure to visit Fazal Sheikh’s on-line HERE

Take a look at the heart-rending testimony of an Afghan woman in ‘Fazal Sheikh’s online book When Two Bulls Fight the Leg of the Calf is Broken’.

Here is a short extract;

‘When our great Islamic revolution succeeded, we thought our day of deliverance had come. Finally we would be free and independent. Afghanistan was released. But once again women were treated as the goat in the game, pulled this way and that by one faction or another. Once again, on all sides, indiscriminate bombing and rocket-attacks, bullets and mines killed Afghan children in their mother’s wombs. We were forced to flee with bare feet and uncovered heads to escape the killing. Some of us fled to foreign countries and became refugees. It should not be forgotten that some of us were forced to flee to Moscow for our safety!

I shall never forget how so many of us spent frightened lonely nights waiting patiently in the front line for a single loaf of bread. How many of us were abducted by armed men from Mujahedin parties in the middle of the day in busy streets. How many of us were raped. How many of us threw themselves from buildings to keep their chastity. How many of us were taken from the scorching refugee camps in Jalalabad to become a commodity for men in neighboring countries. How many widows were forced to sell themselves to feed their families.

Those who have come to power, those with guns, continue to leer at us, to make fun of us, to take pleasure in harassing us. These men who think of themselves as the defenders of our faith, as our fathers and brothers sent to protect us, are the same ones who call us “Honey”. They say: “Don’t come out of your bottle, the flies might touch you.” The flies are the men that rush at you. Others tell us that we are “live wires that must be covered.” It is a pity they don’t recognize us as individuals, as fellow human beings. Over the loudspeakers they announce that years of holy war has simply been to cover Afghan women in Muslim dress.

That, dear brother, dear father and son, I am sure was not the purpose of the holy war……’

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Of course people need water and food but as Maslow pointed out long ago security is a comparably important need.

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NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

Perennial Philosophy or Primordial Tradition?: Huston Smith, Aldous Huxley and Ken Wilber – a view by James Baquet

James Baquet has a very interesting site – Take a look at Baquet’s site HERE It has a lot to say about Perennial Philosophy an the Primordial Tradition;

The modern popularity of the term can probably be attributed to the work of Aldous Huxley (1894-1963), who used the three words “The Perennial Philosophy” as the title of his erudite anthology of religious ideas. (See the Table of Contents here.) In defining the Perennial Philosophy in this book, Huxley doesn’t lay out the same four steps I described above; rather, he (fittingly) gives a more “esoteric” definition:

the metaphysic that recognizes a divine Reality substantial to the world of things and lives and minds; the psychology that finds in the soul something similar to, or even identical with, divine Reality; [and] the ethic that places man’s final end in the knowledge of the immanent and transcendent Ground of all being (vii)

(I discuss this definition, and the following one, more thoroughly in my article “This World and That“, in the section subtitled “Two Definitions of the Perennial Philosophy.”)

Closer to my formulation, but still not identical with it, is the definition he gives in his Introduction to the Bhagavad-Gita (as translated by Prabhavananda and Isherwood):

At the core of the Perennial Philosophy we find four fundamental doctrines.

  • First: the phenomenal world of matter and of individualized consciousness–the world of things and animals and men and even gods–is the manifestation of a Divine Ground within which all partial realities have their being, and apart from which they would be non-existent.
  • Second: human beings are capable not merely of knowing about the Divine Ground by inference; they can also realize its existence by a direct intuition, superior to discursive reasoning. This immediate knowledge unites the knower with that which is known.
  • Third: man possesses a double nature, a phenomenal ego and an eternal Self, which is the inner man, the spirit, the spark of divinity within the soul. It is possible for a man, if he so desires, to identify himself with the spirit and therefore with the Divine Ground, which is of the same or like nature with the spirit.
  • Fourth: man’s life on earth has only one end and purpose: to identify himself with his eternal Self and so to come to unitive knowledge of the Divine Ground.

(bullets added)

My four points are implicit in his, but I spell them out differently. As described here, they are quite similar, but Huxley’s 2 and 3 are reversed in comparison to mine.

Huston Smith

Huxley died (on the same day as JFK) in 1963. While he was still alive, another, younger, scholar was already making his mark on the “world religions” scene. Huston Smith, now in his late 80s (born 1919), has been both expounding and living the Perennial Philosophy for all of his adult life. (I had the pleasure of hearing Dr. Smith speak in 1997, before I went to Japan; someday I’ll post my notes from that afternoon.)

Dr. Smith uses the term “The Primordial Tradition” to discuss what I have been calling the Perennial Philosophy. He believes that, since “perennial” means “at all times,” it neglects the “everywhere” aspect of this philosophy. You can read more about this in this interview. In a nutshell, Dr. Smith says that the Primordial Tradition is both timeless and spaceless as well, “because it was not only always, but everywhere”–echoing Vincent of Lerins. The universe, he says, “fits into the primordial tradition but does not exhaust it. There are reaches beyond the physical.” He says that science is doing a fine job of learning about “the physical reaches of reality,” but that we are in danger of losing sight of the “other regions of reality which continue to exist whether we attend to them or not”–in other words, the “something bigger.”

He also noted that in writing his book The Religions of Man (now published as The World’s Religions), which focuses on what is different in the individual religions, he “became more and more struck by recurrent themes which seemed to surface just time and again like echoes.” Later, in another book entitled Forgotten Truth, he explored these “common denominators that ran through them all.”

Forgotten Truth examines our place in the various levels of the world around us. The modern view, Dr. Smith says, reflects the primordial, in that humans are in the center between a “world above” and a “world below.” Look at this chart, from page 4:

Dr. Smith’s footnote points out these parallels:

2-views.jpg

Modern=Scientific=Secular

Primordial=Humanistic=Sacred

In the Modern/Scientific/Secular view, humans occupy the “Meso-world,” between the larger (in simple terms, “galactic”) world above and the smaller (“microscopic”) world below. The Modern hierarchy is based on both size and the strength of the binding forces; these are measures of Quantity.

Both of the Primordial models, on the other hand, look to measures of Quality: in the popular notion, happiness or “Euphoria” is highest at the Heavenly level, and lowest in Hell; we on Earth are in between. The more sophisticated, “Reflective” Primordial view sees Being as the source of this hierarchy: the Higher Planes participate in Being in greater amounts; the Lower, in lesser. Again, Euphoria and Being are measures of the Quality, not Quantity, of things, and this emphasis on quality unites the Popular and Reflective worldviews.

This kind of connective thinking, seeing that worldviews have changed but that they are still based on hierarchies of Things Above and Below, will be returned to in the discussion of Neo-Perennialism below. But I offer them here as evidence of Dr. Smith’s deep thinking about how the Elementary idea (in Campbell/Bastian’s term) of Hierarchy has manifested itself various times, and even in different forms to the popular and reflective minds of the same era.

Ken Wilber

Reluctantly leaving Dr. Smith for now, we turn to an even more contemporary thinker, Ken Wilber (born 1949). Best known for his Buddhist and psychological writings, Wilber is also a proponent of Perennial themes. In the heart-rending story of his wife Treya’s battle with cancer, Grace and Grit, Wilber presents a long interview on his “Seven Points of Timeless Wisdom,” conducted by Treya before her death. You can read the full interview here; I will present only the Seven Points themselves:

  1. Spirit exists
  2. Spirit is found within
  3. Most of us don’t realize this Spirit within
  4. There is a way out
  5. The way leads to direct experience of Spirit
  6. This experience marks the end of sin and suffering
  7. Social action and compassion result

Looking again at my Four Points, we see these parallels:

Neo-Perennialism Wilber
1. There is something bigger than us 1. Spirit* exists
2. Spirit is found within
2. We either are (West) or seem to be (East) separated from it 3. Most of us don’t realize this Spirit within
3. Through various means we can become reunited with it (or realize that we already are) 4. There is a way out
5. The way leads to direct experience of Spirit
4. Once the separation is overcome, we will lead larger, richer, fuller lives 6. This experience marks the end of sin and suffering
7. Social action and compassion result
*Wilber’s use of the word “spirit” leaps ahead and assigns a value to the “something bigger” in a way that my Point 1 does not. Needless to say, that this quality “is found within” is a further elaboration of something I am not yet willing to concede. This will become clearer in my discussion of Neo-Perennialism below.

Again, a reading of the full interview will give you a better idea of Wilber’s thinking.

So this Perennial Philosophy (despite its immense implications) is a fairly simply idea to grasp. It reflects humankind’s universal impulse toward union with something bigger, which has been exercised in myriad ways throughout human existence. With that, I conclude my comments on the Perennial Philosophy itself.

Take a look at a range of materials on Baquet’s site HERE

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NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

Free Schools India – work worthy of your support?

You might feel that this work is worthy of some support, we do;

Free Schools India is a small organisation made up of people dedicated to sustainable development, and to the ideal that all children should receive a free, quality, education. We are a collection of people from several fields who have come together to start a school for the children of the rural poor in several villages. From this idea our vision for this project has grown into something bigger, and we have already moved into the provision of health care also. Our plans do not stop here though. We would one day like to be able to provide full medical insurance for the families of our children and the wider community, and maybe one day start some micro industry.

The Inspiration

While working for an anti-child labour non-governmental organisation (NGO) in Delhi , Joanna Härmä and Gaurav Siddhu had the opportunity to speak with children in the city and in villages about their experiences with school. They found in one village that several girls could have attended school, if only it had been completely free of cost. Their families were not at all reliant on the income these children received from stitching footballs all day, but the costs associated with schooling were prohibitive for them, and yet they amounted to only US$15 per annum.

Go HERE to read more about Free Schools India

Go HERE to read BBC report on Free Schools India

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All postings to this site relate to the central model in the PhD. Summaries are HERE

Story and storying: the teacher’s self as text in reform of education

Parker Palmer in, The Courage to Teach, (1998 p.3), says that his book:

explores the teacher’s inner life, but it also raises a question that goes beyond the solitude of the teacher’s soul: How can the teacher’s selfhood become a legitimate topic in education and in our public dialogues on educational reform?

It turns out that this site is an attempt to answer Palmer’s question.

In a similar vein Sondra Perl (1994), (in Laidlaw, Mellett and Whitehead 2003) says:

Stories have mythic powers. To know this … is to know the shaping power of the tale. But how, I wonder, do we see beyond the boundaries of a familiar story and envision a new one? What, in other words, are the connections between texts we read and the lives we live, between composing our stories and composing ourselves?

Stories are one answer to the question; ‘What is it that makes of the parts a whole?’.  Story-making of our experience is in-built.  Conversely we tend to read the world according to the stories to which we subscribe, or that we ourselves have created.  A religious world-view would be an example of the former.  Concerning personal stories and how we construe the world see the psychology, and methodology, of George Kelly HERE

I am seeking on this site, and have sought in my thesis, to see beyond the familiar stories of my life, and of education as it is has been, and, through ‘a re-composing’ of my life via autobiography, my teaching and dialogues, I have sought to envision a new story for education.  This is what is meant by ‘applied autoethnography’.

Starting your own school

Today someone wrote me from Mexico and asked about starting a holistic school or centre. Below is what I wrote back but I will add more as I think of it;

If I were much younger and was able to start a school, my hard-won general principles would include;

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1 Find the finance to buy a school that is already successful. Develop its potential further – including the summer period. Don’t change anything until you understand everything and fully have the trust of the parents staff and children. Alternatively if all you can do is teach 3 children under the village tree then do that. Or support others in home-schooling.

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2 Develop an MA course and get it accredited by an internationally acceptable university.

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3 Draw your MA students from around the world and pair them with classroom teachers for at least half of each day. The teachers with their MA student assistants would consequently be involved in on-going research that was classroom-inspired – what is the best way to teach Maths?, how can the spiritual dimension of all subjects be developed?, what is the optimum amount of physical expression e.g. drama, dance etc.

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4 Make sure that you eventually institutionalize the holistic procedures – one school I about to be holistic when the core charismatic teachers left.

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5 Live what you teach.

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6 Be democratic – use PFC Philosophy for Children but realize that your responsibilities as an adult mean that it is you that will be held to account! Make clear contracts between all stakeholders including children, teachers, parents, community members etc. Authority must be given to the Head – revising policy by others should be restricted to just a few meetings per year.

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7 If the children can help build and care for the school, along with community members, it would be very useful!

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Of course there are a whole bunch of more general principles that you can assemble – have sufficient finance to last if your development stages take 2 or 3 times as long as you expect. etc.

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One UK source of relevant advice is the Human-scale Education movement

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All postings to this site relate to the central model in the PhD. Summaries are HERE

Postmodernism and Modernism as the Frame and The Mirror

bush-faces-of-the-dead-795931.jpg‘Bush faces of the Dead – Source and a PoMo (Postmodern) primer

Postmodernism as the Frame and The Mirror

Further to my previous post re postmodernism I found this useful and stimulating;

“If the postmodern is a collage — as some critics have suggested — or if collage is itself a kernel of the postmodern, what does this mean for our way of understanding the world?” The Frame and the Mirror uses this question to probe the distinctive character of the postmodern situation and the philosophical problem of representation…………

More than an introduction to the postmodern, The Frame and the Mirror advances our understanding of the contemporary world by relating its features to the peculiar characteristics of collage. Ultimately, Brockelman shows how collage demands that we reinterpret modernity, conceiving of it as suspended between a loss of certainty and a new kind of knowledge about the human condition.

In doing so, his work challenges many of the claims made in the name of postmodernism — and offers in their place a new and ironic view of the cultural space in which contemporary and historical events occur.

from a review of The Frame and the Mirror: On Collage & Postmodernism by Thomas P. Brockelman 2001 Northwestern Uni Press

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This is only a fragment from a review but the key idea is that the past ideal was to mirror reality – either external reality as in a landscape or ‘internal reality’ in say the agonized energy of Van Gogh paintings. Now there is much greater consciousness about any ‘frame’ (context) that surrounds an object. Often there is much greater understanding about the ‘who, when, why, for whom, how etc’ of its creation.

 

In this spirit of postmodernism we can re-contextualize or re-frame anything from the past – for any one of numerous reasons. Reasons might include attacking the current status quo or attacking the status quo at the time of the original objects original creation.

 

This provides endless opportunities for novelty. We can take anything and re-contextualize it to create endless kaleidoscopic novelty. But do we also need a fixed point, an orientation, a harbour in a sea of change? I believe we do. That is we need a balance between that which is fixed and that which is open to change. But we can’t return to the past. Going back to earlier forms or over-simplified forms (fundamentalist religions) is to duck reality. The only position that can satisfy current challenges is a universalist one that includes a new form of humanism. Yes include the great world religions and philosophies – whatever leads us to be more just, true, good and beautiful. This universalist position above all recognizes oneness and arises from empathy and compassion towards all others of the species. Our humanity is our resistance to endless novelty that without some fixedness will only bring insanity.

 

The ‘portrait’ of President Bush is a kind of mosaic through artificial pixilation. It is also an astonishing assault on the normal conventions of portraiture as well as carrying its political and anti-war message. The image resonates with meanings and part of that is that it refers to modern digital communication except the ‘pixels’ are themselves the images of the fallen. The portrait itself is re-framed – and it reframes the meaning of this particular portrait.

 

 

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Postmodernism at Wiki

Interesting site here on modernism postmodernism and architecture

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All postings to this site relate to the central model in the PhD. Summaries are HERE

 

 

 

 

 

The ‘Rules for being Human’, Perennial Philosophy and Universalism

life-rules-fist-and-rosedsarose.jpg

These ‘Life-Rules’ by Cherie Carter-Scott, from her book If Life is a Game, These are the Rules are becoming well-known and they seem to me to be are interesting in relation to a holistic perspective, and to the ideas of Perennial Philosophy and a mystical world-view.

When you were born, you didn’t come with an owner’s manual; these guidelines make life work better.

1. You will receive a body. You may like it or hate it, but it’s the only thing you are sure to keep for the rest of your life.

2. You will learn lessons. You are enrolled in a full-time informal school called “Life on Planet Earth”. Every person or incident is the Universal Teacher.

3. There are no mistakes, only lessons. Growth is a process of experimentation. “Failures” are as much a part of the process as “success.”

4. A lesson is repeated until learned. It is presented to you in various forms until you learn it — then you can go on to the next lesson.

5. If you don’t learn easy lessons, they get harder. External problems are a precise reflection of your internal state. When you clear inner obstructions, your outside world changes. Pain is how the universe gets your attention.

6. You will know you’ve learned a lesson when your actions change. Wisdom is practice. A little of something is better than a lot of nothing.

7. “There” is no better than “here”. When your “there” becomes a “here” you will simply obtain another “there” that again looks better than “here.”

8. Others are only mirrors of you. You cannot love or hate something about another unless it reflects something you love or hate in yourself.

9. Your life is up to you. Life provides the canvas; you do the painting. Take charge of your life — or someone else will.

10. You always get what you want. Your subconscious rightfully determines what energies, experiences, and people you attract — therefore, the only foolproof way to know what you want is to see what you have. There are no victims, only students.

11. There is no right or wrong, but there are consequences. Moralizing doesn’t help. Judgments only hold the patterns in place. Just do your best.

12. Your answers lie inside you. Children need guidance from others; as we mature, we trust our hearts, where the Laws of Spirit are written. You know more than you have heard or read or been told. All you need to do is to look, listen, and trust.

13. You will forget all this.

14. You can remember any time you wish.

(From the book “If Life is a Game, These are the Rules” by Cherie Carter-Scott)

TASK:/LESSON

1 Take a look at Perennial Philosophy and the Golden Rule and compare and contrast them to Carter-Scott’s ‘Rules’.

2 Re-write these according to your beliefs and world-view.

3 Find out what Cherie Carter-Scott meant by reading her book.

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All postings to this site relate to the central model in the PhD. Summaries are HERE