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Book Reviews

A Truly Great New Book on Education

August 6th, 2016 // 1:33 pm @

passiondriveneducation1(A Review of Passion-Driven Education by Connor Boyack)

I have seen the future, and it is encapsulated in a new book: Passion-Driven Education by Connor Boyack. It will forever change how you think about your children’s education—and your own.

Okay, it doesn’t actually show us the future. But Passion-Driven Education is a masterpiece. It’s an idea whose time has definitely arrived.

The Past

Here’s how we got to this point. The old-style education of the 1950s through 2000s was based on rote memorization, multiple-choice standardized exams, bureaucratic presidential reports and programs like A Nation at Risk, No Child Left Behind, and Common Core, and a “big-business” educational mentality that focused on curriculum design (usually one-size-fits-all), teacher training, construction of school buildings, administrative budgets (sometimes increases, other years cuts), and a lot of politics thrown into the mix.

The educational bureaucracy managed to get its fingers into almost everything about education, except actually helping students learn—more effectively, with higher quality and true one-on-one help and individualized learning. A lot of teachers did the unheralded work of quality mentoring, but a majority of students fell through the cracks. Indeed, the emphasis was always on schooling, funding, and educating, while personal student learning was seldom a priority.

And great education was hardly ever mentioned. Mediocrity reigned.

The Present

Because of this baggage, right now education is at a fork in the road, and the old educational establishment is struggling to make sense of it. The fundamental problem is that since the GI Bill after World War II, the education industry has hitched itself entirely to job and career training. Before World War II, education was about raising future adults, citizens, and leaders. From Colonial America to Horace Mann in the 1850s and John Dewey in the first half of the 20th century, American education emphasized preparing the next generation to do as well or better than the current one.

But this all changed during the late 1940s and early 1950s: Schools turned their focus to job training. By the 1970s education was fully part of the labor sector—training young people, and middle-aged and older people as well, for jobs. Remove job-training programs and majors from today’s college campuses, and they’ll be ghost towns. High school is now largely focused on college or job prep as well.

The present challenge is that the economy has changed. Drastically. The United States is no longer in a perpetual growth economy. That distinction has shifted to China, India, and other parts of Asia. North America and Europe will most likely experience a slow- or negative-growth economy for many years ahead. Why? Simply because the Baby Boomer generation has now passed it’s peak buying years—it reached its apex in early 2007, and by 2008 it’s spending began to decrease. The economy responded with the Great Recession.

In short: If current trends continue, there will less demand for houses, products, and services for many years to come. As a result, the old economy is gone for good. A new economy, more globalized, more competitive, increasingly rough and tumble, is the new reality. This will last for at least three decades, according to the experts. Possibly five.

What passed as typical education for job- and career-training in the 1950s-2000s simply won’t work any more, at least not in North America or Europe. It will likely flourish in Asia; but most families in, say, Iowa or Wyoming or Virginia aren’t keen on relocating their young adults across the Pacific anytime soon.

All this boils down to a new reality: Unless something changes, people will buy fewer goods and services, so companies will hire less, jobs will be more scarce, and a lot more easily filled. Where does such a shift leave modern education, whose main focus is job training?

The answer is that education is now in a pickle. Most educators and schools (at all levels) are still using a teaching model very similar to what was used in the 1950s, and most of the educational establishment is refusing to change much—hoping that people won’t notice that diplomas and degrees just aren’t translating into lucrative jobs with good benefits like they once did. Expect more and more three-generation households, as young families find joblessness or underemployment incompatible with home ownership and consumer spending.

Past and Future Compared

Just to compare, the economy of The Employment Age (1945-2008) included the following main characteristics:

  • Steady work (often with one company over the course of a career)
  • Predictably rising pay
  • 8-hour work days, 40-hour and 5-day work weeks
  • Consistent growth of the middle class
  • Each generation doing better financially than the last

(See more details on this era in, for example, The Future of Success by Robert Reich)

But we are now witnessing the rise of a new economic era. The emerging Age of High Risk is offering a different set of realities:

  • Off and on work, lots of layoffs, turnover, and outsourcing
  • Up and down income
  • 12-hour work days for many who are lucky enough to be fully employed, 80-hour and 6-7 day work weeks
  • Shrinking of the middle class, and growth of the elite and lower classes
  • The next generation doing much worse financially than the last

The result is that the old model of education isn’t working for most people in the new economy. And this trend is only growing.

The Future

The next generation needs an education that will effectively prepare them for success in the new reality, the emerging new, global, high-risk, entrepreneurial economy of the 21st century. Anything less is a waste or a distraction. And since only a few schools are seeing the change and effectively doing something about it, a lot more parents need to get serious about education in these new economic realities.

Enter Connor Boyack. His book Passion-Driven Education is just what the doctor ordered. It is a realistic, practical, and well-thought-out call for a reboot of quality education. His message is timely and vital. His book accomplishes the following huge changes:

  • It emphasizes personalized, individualized education that puts the student at the center of things—rather than administrators, bureaucratic planners, or the educational professorate. Think of it! The student as the centerpiece of education. This is both incredibly obvious and (given the current state of American education) truly revolutionary.
  • It likewise puts learning—not schooling, not administration, not curriculum design/textbook publishing, not teacher training, not presidential educational programs and promises—but actual student learning at the forefront. This is tantamount to a mutiny from the typical modern education system.
  • It then goes on to show that student interest, curiosity, passion, love of learning, and the innate enthusiasm to gain knowledge are not just afterthoughts—reserved for clubs, after school or personal time, or extracurricular activities—but the very crux of quality learning.

These three shifts are a masterful call for the kind of education that will actually work, that will put American learning at the forefront of education again—and that will prepare the rising generation for real success in the new economy.

Moreover, Boyack’s book also manages to get back to the heart of what education really is. Long before the focus was job training, education was about becoming. Becoming better: More effectively serving God, family, community, and nation. Education was about becoming your very best. It was about finding yourself, discovering your life purpose, and realizing you were born to serve other people.

This is a major part of the “passion” in passion-driven learning.

Consider the following passage from bestselling author Victor Villasenor about a girl he met who had once been sweet, kind, and service oriented, but after attending school for some time went through a drastic change:

“This girl had been completely educated away from her heart and soul! Her thinking, critical brain had become her only way of viewing the whole world!” (Beyond Rain of Gold, p. 330)

True passion-driven learning adds intellect to morality and the simple virtues, rather than replacing virtue and a heartfelt desire to serve with highbrow disdain for anything except credentialed sophistication, cosmopolitan values and careers, and intellectualism. Passion-driven learning is the real deal.

In all this, Boyack puts the “great” back into education. This is a 5-Star, Top Rate, Two Thumbs Up declaration on what education should be, what it can be, and what it needs to be in the years and decades ahead. Every parent in America should read this book. Every teacher should carefully study and internalize it. And every student should read it as a roadmap of what’s ahead. Passion-Driven Education is brilliant!

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A New Great Book in the Battle for Freedom! Review by Oliver DeMille

August 19th, 2015 // 2:36 pm @

 Steps to Freedom

Liberty's SecretsI read another great book today, and it rekindled my sense of hope for the future. If you care about freedom, you’ve got to read it! This new classic is Liberty’s Secrets by Joshua Charles, and it is…

But I’m getting ahead of myself. There’s a story here, an important one. And I need to tell it in order to do justice to this book. In a world of brief sound bites and too frequently shallow media and educational conversations, a great book is easily overlooked. Such greats all too often go unnoticed because we live in an era of constant—aggressive—distraction. So to introduce a genuinely great book, we need to get this right. Here goes…

I. The Great Books

I was a young boy when first it happened, old enough to ride my bicycle to the library on hot summer afternoons and find interesting books to read, but young enough that high school sports and summer trainings weren’t yet part of my daily routine. One day under the memorable breeze of the town library’s large swamp cooler I came across a long shelf of books that boldly called themselves “The Great Books”. I stopped and stared. I re-read the title, then pondered.

“These can’t be the only great books,” I reasoned to myself. “There must be others.” Intrigued, I pulled out a volume and perused the title page, then skimmed through several chapters at the beginning of the book. I was impressed by the small print, the columns and footnotes, and the sheer quantity of big, unfamiliar words. They were downright intimidating.

I marveled a bit, rubbing my fingers along the cloth-covered bindings. I knew I would read these books some day. I just knew it.

I remember nothing specific about which volumes I investigated that day, but I skimmed many of them, reading a sentence here and another there. The afternoon passed, and I eventually returned the last volume I’d removed to its place on the shelf and went to the front counter to check out the L’Amour novel I’d selected for the week’s reading.

We lived in the desert, and it was a very hot summer, so during the exertions of my bike ride home I forget about the “Great Books”. But each time I returned to the library, I noticed them again. It seemed like none of them were ever checked out, and I could well believe it. They were truly daunting, with their gold foil lettering, fancy author names, and massive domination of shelf space.

II. Fast Forward

Today I just finished reading a truly great book on freedom, and I smiled widely as I completed the last few lines and closed the book. I removed the dust jacket and ran my fingers over the sleek black hardcover with the red foil print. “I was right, that day,” I thought to myself.

Then I realized I had been right on both counts. I would, in fact, come to read the whole set someday. I couldn’t have known at the time that I would re-read The Great Books many times, teach them extensively in multiple university, high school, and graduate level courses, and spend many hours discussing their content with colleagues, business executives, students, professionals, family members, and friends. The Great Books volumes have become dear friends over the years, and I have returned to them often for heated debates with their authors or to rehash unfinished questions in the “Great Conversation”.

But I was right about the other thing as well: there are great books beyond those in Britannica’s 54 volume set. And when I encounter an additional great book, I always feel a sense of excitement. Great books are great because they are important. That’s the major criterion. They have to be truly significant, to add meaning to our world—to innovate something that wasn’t there before the book brought it to life.

III. What Makes “Great”?

Over the decades I’ve experienced several great books beyond those from the “official list,” and they always leave an impression. Like The Closing of the American Mind by Allan Bloom, The Third Wave by Alvin Toffler, or The Five Thousand Year Leap by W. Cleon Skousen. Such books, like those by Bastiat or Austen, simply must be added to list. Along with Solzhenitsyn’s works.

In recent years I’ve come across several additional great books, like Andy Andrew’s The Final Summit, Chris Brady’s Rascal, Stephen Palmer’s Uncommon Sense, Orrin Woodward’s Resolved, Judith Glaser’s Conversational Intelligence, or Henry Kissinger’s On China. I also studied an old great book I hadn’t ever read before, The Early History of Rome, by Livy, and found greatness in its pages as well. When you read a book that is truly great, it’s a moving experience.

Such books come along rarely, so when they do it is important to pay attention. But what makes a book genuinely great? After all, greatness is a very high standard. It can’t just be good. As Jim Collins reminded us, good is too often the enemy of great.

Nor can it simply be well written. It can’t merely be accurate, detailed, beautiful, or interesting. More is necessary. It can be one, a few, or all of these things, but to be truly great, it must be also be transformational. It must change you, as you read.

IV. A New Great Book!

When I started reading Joshua Charles’ book a few days ago, I didn’t know I was in for such a treat. I had already enjoyed his earlier bestselling work, so I was ready to learn. I got my pen and highlighter out, and opened the cover. But as I read I realized that this book is truly very important. Needed. And profound.

Then, as I kept reading, I noticed that I was feeling something. A change. A different perspective. A re-direction. I was experiencing…the feelings that always accompany greatness.

Charles notes in several places that as a member of the Millennial generation he felt compelled to share this book with the world. Why? Because, in his words: “I wrote this book for one reason, and one reason only: to reintroduce my fellow countrymen to the Founders of our country and the vision of free society they articulated, defended, and constructed, in their own words.”

As a member of Generation X, I was thrilled to see a Millennial take this so seriously—and accomplish it so effectively. Even more importantly, as I read I noticed something very important, subtle but profound. Charles doesn’t make the mistake of so many modern authors who write to the experts and professionals in a field. His scholarship is excellent, and he goes a step further. He has a more important audience than mere political or media professionals. He writes to the people, the citizens, the voters, the butchers and bakers and candlestick makers—the hard-working people who make this nation go, including the artists, scientists, teachers, executives and leaders.

In so doing, he is a natural Jeffersonian, speaking the important principles of freedom, culture, economics, and leadership to a nation of people—not merely to politicos or aristos, but to everyman. To underscore this (and I doubt it was a conscious decision on his part, but rather his core viewpoint), his word choice refers not to “the American voter” but rather to “we the people.” He considers himself not merely the expert, but one of us, one of the people.

I could have hugged him for this, had he been here in person. We have far too few freedom writers today who see themselves truly as part of the citizenry. When they do come along, albeit rarely, I feel a sense of kinship and I know that their hearts are in the right place. Jefferson would be proud. For example, Charles wrote:

“We no longer know where we came from, the grand story we fit into, and the great men and women who inspired the noble vision which birthed the United States of America, the first nation in history to be founded upon the reasoned consent of a people intent on governing themselves….

“Additionally, few of us are well-read enough (a problem our educational system seems blithely unconcerned with) to discuss the lessons of the human experience (often simply called ‘history’)…”

Freedom, the classics, voracious reading, leadership, and the future—all rolled into one. “This is my kind of author,” I realized, once again. “These are the themes I emphasize when I write.” So did Jefferson. And Skousen, and Woodward. No wonder I love this book.

The Current Path

More than profound, Charles’ book is also wise. Belying his Millennial generation youth, he speaks like an orator or sage from Plutarch when he warns:

“Liberty is difficult work. It is fraught with risks, with dangers, with tempests and storms. It is a boisterous endeavor, an effort for the brave and the enterprising…”

These latter words have stayed with me since I read them several days ago. I keep remembering them. Boisterous. Brave. Enterprising.

These are the traits of a free people. In classical Greece, among the ancient Israelites, in the Swiss vales, the Saracen camps, the Anglo-Saxon villages, and the candlelight reading benches of the American founders—wherever freedom flourished. Yet today we train up a nation of youth to be the opposite. To fit in (not boisterous). To avoid risk (not brave). To focus on job security above all else (not enterprising).

If this trajectory continues, our freedoms will continue to decline.

Where and When

Speaking of freedom, Charles calls us to immediate action with his characteristic humility, depth, and conviction: “We either pass it [liberty] on to our posterity as it was passed down to us, or it dies here and now.”

Here and now? Really?

Is it that immediate? Is it truly this urgent? Is it really up to us?

The answer is clear: Yes.

Yet, it is.

“He gets it.” I smile and take a deep breath. Then I whisper to myself: “Another great book!”

I hold the book sideways and look at the many pages where I have turned down the corners. Dozens of them. Just for fun, I open one of them and read:

“…we have every reason to be doubtful of, skeptical about, and disdainful toward the notion that Caesar [government] can solve all our problems.”

I nod. When freedom is under attack, leaders rise up from among the people. This book is part of that battle.

“The Great Books indeed.” I grin as I say the words.

I turn to another page with a dog-eared corner and read Charles’ words:

“‘Society is endangered not by the great corruption of the few, but by the laxity of all,’ Tocqueville had noted, and on this he was in complete agreement with the Founders.”

And now, I note, with at least one Millennial.

I feel a sense of building hope for the future. “The Millennials are beginning to lead,” I say with reverence.

“This is big. And if this book is any indication of what’s to come…

“It’s about time,” I say aloud.

Then, slowly, “Everyone needs to read this book.”


*Liberty’s Secret by Joshua Charles is available on Amazon



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This is the Book! by Oliver DeMille

December 18th, 2014 // 6:47 am @

From the desk of Rachel DeMille….

Oliver writes a lot, and has published many popular and successful books. But from my vantage point, I could see that his upcoming book is very, very different from all the rest – especially in his mind. I’ve watched Oliver’s intensity and anticipation regarding this work, and wanted to give you a peek into the author’s point of view. He consented to a brief interview…

Rachel: What do you want people to know about your new book, The U.S. Constitution and the 196 Indispensable Principles of Freedom?

Oliver: [Chuckles quietly; then grows silent for a moment] This is the book. This is The One. I’ve been working on it for over two decades. It’s ready now, and it can change the world in powerful ways.

Rachel: So you would call it your “Magnum Opus”?

Oliver: Absolutely. Without question. These 196 Principles are not articulated so concisely or collected as such in any other work or body of work that I know of, and I consider them absolutely vital to the future of freedom in our time.

Rachel: I can see why you feel so strongly about this book. How did it come about?

An Important Disagreement

Oliver: To begin, I knew I was deeply moved about the cause freedom when I was very young—well before high school. During those early years my focus was on soaking up as many principles and ideas about freedom as I could. I heard W. Cleon Skousen speak in person on freedom when I was in high school, and I read his book The Making of America. As I listened to him, I knew I’d found my life’s mission.

Sometime shortly after this, the way I studied freedom took a turn. In my readings and as I attended classes, I realized something important: Not only is there a great debate in our society about whether or not we really want to emphasize freedom, but there are also some substantive disagreements about what does or does not promote freedom.

Rachel: That disagreement seems like a pivotal one.

Oliver: Absolutely. And understanding that disagreement reframes the debate over good policy and bad, current events, laws, appointments, regulations, elections, etc. It affects everything in our society.

With this understanding, I started a special file. Every time I came across an indispensable principle of freedom—something that is vital for freedom to flourish, something that directly causes decline when we don’t apply it—I copied it and kept it. I also included quotes and sources that supported these principles. Over the years the file grew into a shoebox, then a bigger box, then a file cabinet. Many of these notes are hand written in the margins and blank spaces of books from many genres.

What They Knew

Rachel: Clearly you’re not publishing a file cabinet full of notes…? How did you distill it down?

Oliver: No – and this is why it has taken me years to write it. I wanted to know as much as Jefferson and Madison about government, history, law, political economy, and freedom. Not in the modern academic sense of narrow specialization, but in the Founding Fathers model of broad and truly deep understanding. That’s a tall order, no doubt. It’s one many of us are still working on. It’s a lifetime calling. But our generation needs such people: Regular people who truly pay the price to study and understand freedom at the level the Founders did.

The question I had was clear: What are the essential principles of freedom, the indispensable things that simply must be applied if we truly want a free and prosperous society?

Some of the things I found were simple and direct, like principles listed in Skousen’s Five Thousand Year Leap or Bastiat’s little book The Law. Others were more obscure, like those found in the writing of Solzhenitsyn, Montesquieu, or Aristotle. Some were downright elusive—not because the Founding Fathers and other great freedom leaders didn’t teach them, but because we’ve stopped talking about them in recent decades.

I found some of the most important principles in the 20-volume collected writings of Thomas Jefferson. I found a lot in the Declaration of Independence and the U.S. Constitution, the Federalist Papers and Tocqueville’s Democracy in America, of course, and other great works like the writings of Blackstone.

The Hidden Principle

I found one hidden away in the writings of Patrick Henry—a principle of freedom that almost single-handedly determines whether or not a society will flourish or move into decline. But this principle is hidden from most moderns; almost nobody today knows it or realizes how truly vital it is.

I searched for the indispensable principles of freedom in every book I read, in every class I took, every seminar I attended, every class I taught, every discussion I led, every speech I gave. Some of the principles came from surprising sources. For example, I found one of the vital principles of freedom in Jane Austen’s Pride and Prejudice, and another in Owen Wister’s The Virginian. This was unexpected, but the principles are powerful.

I eventually put this list of indispensable principles into an outline and started writing this book. I wrote other books along the way, but I kept working on this one. Seemingly everything I learned influenced this magnum opus—a little or a lot. By 2005 I had it book ready. Or so I thought.

But I kept finding new principles as I read and taught, so I had to keep adding new material to the book. “This isn’t ready yet,” I realized. “I need to go re-read the great classics and make sure I haven’t missed any of the indispensable principles of freedom.”

I went back to the bookshelves and re-studied the great classics, all the Great Books and the Harvard Classics, the Annals of America set, the collected writings of many of the founding fathers, shelves of scholarly journal articles, court cases and commentaries, and the leading books on freedom through history, like the writings of Plutarch, Sydney, Cicero, James Wilson, Lord Acton, James Bryce (wow!), Calvin Coolidge, Churchill, Gandhi, Pufendorf, etc.

A Free Society

I pored through page after page, taking more notes, watching the file cabinet of ideas, quotes, and principles grow. In 2008 and 2009 I again prepared a manuscript, had it read by several excellent editors and thinkers, and got ready to publish. In the process I found a few more indispensable principles of freedom and included them. But finding even just a few more concerned me. “I need to be sure I get them all,” I told myself.

I knew I needed more time. This turned into five more years of close research, additional reading and re-reading of American Founding letters, newspaper articles, sermons, speeches, cases, documents, and more review of the greatest world classics on freedom. This was so much fun!

I wrote and rewrote. Edited, researched, added and cut. After four years of research and digging without finding any more indispensable principles of freedom, I knew the book was ready.

Rachel: So bottom line, give us the one-liner that explains what this book is about.

Oliver: Here’s what this book does: It outlines and explains what is necessary for a society to be free. That’s huge!

To Determine a Future

Everyone realizes that just knowing what makes freedom flourish isn’t enough. We have to apply these things—not just know them. But the first step is to know them, and sadly, in our day most people don’t.

If we don’t know them, we certainly can’t apply them. That’s why this book is so important. It clearly outlines what is needed to be a free nation. It outlines the 196 indispensable principles of freedom. Pure and simple.

If we know and apply these things, we’ll be free. If we don’t, we won’t.

This is powerful. It is real.

Rachel: Thanks, Oliver! Final thoughts for our readers?

Oliver: After over twenty-six years (not including the two years I lived in Spain serving a religious mission for my church) of reading, researching, debating, and analyzing history, current events, the principles of liberty, and the great classics, I’m so excited to put this all together in this important book. It’s been a labor of love: To bring the truly indispensable principles of freedom to the regular people who ultimately determine the future of any society.

The Need

I hope parents will encourage this book with every young person, and that any adult who cares about freedom will read it closely.

I love freedom. I believe it is the way God wants people to live in this world. It brings more happiness, prosperity, opportunity, and family success than any other economic or political system. I have dedicated my life to doing whatever I can to promote freedom—real freedom, not frustrating politics—in the world. I am so grateful to the many people, friends, mentors, writers, thinkers, leaders and others who have directly or indirectly helped clarify these 196 indispensable principles of freedom. They are incredibly powerful!

Again, if we use them, we can restore freedom to any society or nation. If we don’t, we can’t.

So, I repeat: This is the book. This is the one. We need our generation to read it. Anyone who cares about freedom, this book is dedicated to you.

This hardback, high-quality book retails at $ 27.95, but it is available right now at the special pre-print discounted rate of $13.95. To preorder Oliver DeMille’s new book, The U.S. Constitution and the 196 Indispensable Principles of Freedom, click here >>

odemille The Law of Liberty Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.


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Symbolic Language

April 22nd, 2014 // 3:32 pm @

Two Different Americas

There are two classes in modern America, the literal class and the metaphorical class.Divergent_film_poster In the increasing divide between the “haves” and the “have nots,” this language difference is central.

Those who don’t understand the language of metaphor are falling behind in the widening gap that is the global economy. They are watching their family’s standard of living decrease over the decades.

This trend will only increase in the years ahead.

Those with a quality education learn to think, to readily see symbolism wherever it is found. But most Americans and Westerners are part of the literal class—symbolism is often lost on them.

They tend to see things without the metaphor.

Parental Guidance

For example, last year a long debate raged on social media about whether or not The Hunger Games trilogy was good or bad reading for youth. The most interesting thing about this debate wasn’t the arguments made by either side, but the fact that symbolism was hardly ever part of the debate.

But the symbolism is glaring: A nation sacrifices its helpless children for the convenience, entertainment, and libertine moral values of the urban upper class, while government, media, and big wealth combine to keep their control over the outlying, rural people dedicated to “archaic” family values.

What could be a closer parallel to our modern society? And what metaphor could ever more clearly point out the hypocrisy of the American cosmopolitan class and its views on abortion?

What Was Missed

To anyone trained in symbolism, the metaphor is obvious. We watch children killed for the convenience and political values of the elite class. And note that in The Hunger Games the urban classes have collectivist economic views combined with libertine moral values—the same as those in the real world who support Roe v. Wade and easy abortion laws in modern America.

This is blatant symbolism, but only the upper classes really understood this.

In fact, some of the most vocal voices declaring that The Hunger Games books and movies are inappropriate for youth came from people who are strongly against abortion.

They just didn’t understand that The Hunger Games was probably the biggest, best, and most popular anti-abortion movie ever. This was entirely lost on the literal classes.

When the ruling classes understand literal and symbolic language, while the masses only understand the literal, freedom is in decline and the power of the ruling classes will only increase.

This was true in Shakespeare’s day, in the time of Virgil, and when the Psalms and Proverbs were written.

The elite classes, steeped in the classics and great books that teach readers how to think (especially symbolically), are always going to rule over the literal classes whose education is limited to getting the “right” answers, preparing for jobs and careers, and not really thinking about things symbolically.

Allan Bloom warned that modern America has this problem at the level of Hitler’s Germany.

The Real Fascination

Another example: People in the literal classes can’t quite understand why today’s youth are so intrigued by vampire books, movies, and television programs. “What is this fascination with vampires?” the literal classes ask.

The elite classes, well-versed in metaphor and symbolism, know better. They understand that vampires are symbols of something—something many young people struggle with.

Imagine a society made up of two major groups. First are the hard-working, regular people who live in middle-class neighborhoods, go to work every day, raise families, sleep during the night (because they have to go to their job tomorrow), send their kids to school in order to get a good career in their adult lives, etc.

The second group in society is made up of a few people who have trust funds, inherited wealth, can get in trouble with the law but get out of it relatively easily, stay up through the night at fancy balls and dinners, then go home in the early morning and sleep late into the day, and have more power, wealth, fun and entertaining lives, and sophisticated connections with other aristocrats far beyond the local community—and even around the world.

The first group envies the second, while the aristocratic second group hardly gives a thought to their “inferiors.” Parents of both groups warn their children not to mix with the other group—because it inevitably causes many problems.

This clearly defines two things: 1) an aristocratic society, like all elite societies that have existed in human history, and 2) every group of vampires portrayed in literature, juvenile fiction, and in movies and TV programs.

But the literal classes mostly miss this symbolism. “Why do the kids like vampires?” the literal classes ask.

Some literal writers even try to explain how youth like to be scared, so they love the idea of biting strangers dressed in black. So literal. So shallow.

Answer: The kids don’t love actual vampires, they love the idea of rising into a higher class. In high school, this is a driving passion for many teenagers. If movies are to be believed, it’s the driving theme for most students in most high schools.

In such an environment, vampires are the shortcut to social success. If one bites you (dates you, likes you, includes you in his group, etc.) you immediately climb to a higher social class. The highest social class, in fact.

The one that has the money, the power, the mystery, and the worldwide connections (rather than the homegrown limits of the coal mines, a job at Blue Bell’s Rammer Jammer, or a lifetime of alumni fundraising for the Friday Night Lights).

The fact that many parents tell you to ignore the vampires (“Don’t worry about high school cliques, or being popular. It won’t even matter after you graduate.”) just adds to the intrigue.

Vampires are aristocrats. Elites. People with enough money, power and connections to ignore the limits most people and families struggle with—as youth, and also as adults.

The kids instinctively understand this, though their literal parents may not.

The Old Tool

This language barrier isn’t new.

In aristocratic Britain, the upper classes pronounced words differently than the lower and working classes—so elites would always know who they were dealing with. In fact, the pronunciations were literal (pronounce every syllable) versus symbolic (skip syllables, if you’ve been trained by other aristos and know what to look for).

For example, the word Worchester was pronounced “wor-ches-ter” by the lower classes, but simply “wis-ter” by the nobles. Or the name St. John was pronounced “Saint John” by working classes but “Sinjin” by nobility (see Jane Eyre). There are thousands of similar words.

This boils down to two classes, the Literal versus Symbolic. Checkers versus Chess. “Tell me the right answer, so you can pass the test and someday get a good job,” versus “Tell me your opinion, because there are many possible correct answers, and our purpose is to help you learn how to think—so you can become a leader.”

These are how public schools versus elite prep schools, respectively, generally teach.

The Price of the Literal

Facts versus Metaphor. Precision versus Imagery. One Meaning versus Poetic Allegory.

Again, the elite classes are well educated in both of these dialects. The problem is that the middle and lower classes are not. They only know the literal meanings of words.

This is a growing concern, because it causes increased divisions between the elites and the regular people. The masses don’t understand what is happening to their society, because they don’t speak the language of metaphor. When President Obama promised, “If you want to keep your doctor [under Obamacare], you can keep your doctor,” the two classes heard very different things.

The literal classes heard: “If you want to keep your doctor, you can keep your doctor.” Hearing this, they planned their family and business finances and voted accordingly.

The symbolic classes, trained in metaphor, heard the following: “If you want to keep your doctor, you can keep your doctor, or at least one that is just as good; or, even if you can’t keep your doctor under the new plan, the nation will be better off, so it’s worth the change anyway.”

The symbolic class knows that political promises are rhetoric, meant to win elections—not meant to actually, literally be fulfilled. The literal class is slowly realizing that this is the case, but they still feel lied to by each new candidate. In reality, they just don’t understand metaphorical language.

A teacher I know once shared the following quote by Groucho Marx with her class: “Outside of a dog, a book is a man’s best friend; inside of a dog it’s too dark to read.” One student was very frustrated with this little proverb. When questioned, the student said emotionally, “This is so cruel to dogs. Why would anyone want to read inside of a dog?”

When the literal class doesn’t easily and immediately understand symbolism, it will lose its freedoms to the elite ruling class that does.

The Missed Symbols

I wonder what people will say about the book and movie popularity of Divergent. It is a great symbolic attack on the modern public school system and the way we choose careers and jobs in the U.S., Canada, and Europe—but I bet there will be a number of homeschoolers, charter school and non-traditional educators and parents who miss some key points.

First: this is not a book for youth; the intermittent suggested sensuality that is predictable and “natural” for youth in crisis who depend upon each other without family support is not suitable for most youth.

Second: this book is for adults, and it may be the best promotion for homeschooling and other cutting-edge, new educational choices since…well, ever.

If non-traditional education seizes this opportunity, there will be a lot of support for Divergent, because people will understand its symbolism: Each person is different, and each person has unique genius inside.

The purpose of education is to help each student discover and develop his or her inner genius and passion, and use it to improve and serve the world. When the focus is on making every child fit in, it’s not education at all. At best it’s training, at worst brainwashing.

This is the overarching message of Divergent—but will it be lost on the literal class? I hope not.

We all can benefit from including more symbolic thinking in our reading. It’s like a new mantra for 21st Century leadership: Read more, think more, serve more. And look for symbols and metaphor in everything you read.

Join Oliver for Mentoring in the Classics >>


odemille Funny: Imagine a Different America Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

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Category : Aristocracy &Arts &Blog &Book Reviews &Citizenship &Community &Culture &Education &Family &Leadership &Liberty &Mission

Understanding the Battle

July 10th, 2013 // 6:34 pm @

the curtainThe following describes one side of the modern battle for our future:

“You believe you can change the world for good, one person at a time. You prioritize your children and your neighbors above your own consumption.Fulfillment for you comes through love and service, not accumulation of material goods.”

And the next one describes how the other side of the battle attacks the good:

“I’d thought these ideas placed people like you in an emotionally vulnerable position. You strive for an ideal, and since people are inherently imperfect, they will ultimately let you down….

“I obscured the idea of intrinsic self worth by encouraging comparisons with other people—people who were unnaturally perfect because I made them up. I appealed to peoples’ egos as well as their insecurities by promoting the idea that it was not enough to be unique or to do good.

“My intent was to convince them that the only meaningful accomplishment was to be better than someone else.  That got them more concerned with promoting a perception of goodness than with actually doing good.”

These profound words, from The Curtain by Patrick Ord (which is a great and fun read), provide a nutshell summary of what is wrong with our modern world and why freedom is in decline.

Let’s be clear.

It is essential to teach our children than being your unique self and doing good really is enough.

In fact, it is what life is all about.

Doing good. Serving others. Improving the world.

Nobody needs to be better than others, we all just need to be the best we can personally be.

We don’t need to be perfect, but we do need to lose our lives in doing good things.

We must never be distracted into promoting a perception of goodness.

We should put all our energy into actually doing good.

Not forcing good through government, but just getting to work helping the world become a better place.

These principles are simple and true.

But the future of freedom depends on most of us really believing and living them.


odemille 133x195 custom Egypt, Freedom, & the Cycles of HistoryOliver DeMille is the chairman of the Center for Social Leadership and co-creator of Thomas Jefferson Education.

He is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, and The Coming Aristocracy: Education & the Future of Freedom.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

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Category : Blog &Book Reviews &Citizenship &Featured &Government &Leadership &Producers &Service &Statesmanship

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