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The New America

November 26th, 2010 // 4:00 am @ Oliver DeMille

The Age of Dependence

We have recently changed as a people, and as a nation. I’m not sure exactly when the change occurred, but we are living in the new reality it has created.

On the one hand, we have always been a nation dedicated to positive change. America was founded by breaking from the old world and establishing a new model of society and governance, and the progressive impulse has guided America ever since.

On the other hand, we have usually defined change in the positive sense, and when progress has come it has always been based on a nation of freethinking citizens and courageous leaders.

Today, in contrast, we have become, to a large extent, a nation of followers. For the past three generations, we have been taught to depend upon experts.

This is a stunning break from the founding and pioneering generations who raised their children to depend upon their own wisdom, initiative and grit.

This dependence on experts is as devastating to freedom and as potentially controlling as totalitarian governments, caste and class systems, and the wealthy withholding education from the masses.

It is an applicational flaw in modernism that is persistently leaching freedom from historically open nations around the world.

In addition to unhealthy dependence on experts, we have been conditioned in the West to think like reductionists—only accepting logical, concrete and proven answers.

This invalidates our “gut” feelings about right and wrong and leaves us more dependent on the accepted authority. It puts the “experts” above the citizens in determining America’s future.

But the biggest problem with our reductionism is that we are Dependent Reductionists: we consider something to be logical and proven when the experts say so.

Ironically, this kind of reductionism is actually the opposite of reductionism; it is, in fact, a personal rejection among citizens of our own logic and common sense and instead an ignorant reliance on the leadership of our “betters” in academia, the media, economics and government.

An Age of Epicurus

Add to this a third major characteristic of modern Americans: we are nearly all epicureans, meaning that we want life to feel good.

We expect childhood, youth, education, health, career, finances, romance, family, entertainment and everything else in life to basically go well for us. Always.

And if this ever fails, we angrily blame the government, our employers, our parents or someone else for not doing their job. If everyone did his part, we now believe, pretty much everything would go well for us; and if we’re not content, comfortable and at ease, someone is surely to blame.

So then, most Americans are now Epicurean Dependent Reductionists: We want the experts to make everything good for us, we instinctively believe that they will, and we expect them to use science, logic, research, planning and whatever else is necessary to ensure that all goes well.

After all, they’re the experts. And government officials are expected to do the most, since they are experts with power.

This is the New America.

Of course, there is more to America than these three characteristics, but the new influence of widespread Dependence, Dependent Reductionism and Epicureanism indicates a different kind of future than most Americans seem to want.

Time magazine chronicled Joe Klein’s visit across America in the fall of 2010. Klein talked to hundreds of regular Americans, asking them questions about America and the world and listening closely to their answers, concerns, thoughts and worries. What he discovered is a good overview of modern America.

He found voters to be more eloquent, unpredictable and candid than the candidates. He wrote: “There was a unanimous sense that Washington was broken beyond repair.”

Americans are also upset with big business, especially big finance.

They feel that Washington is out of touch. For example, the citizens mentioned concerns about China 25 times for each time they mentioned Afghanistan.

Liberals are frustrated with Obama; but surprisingly, conservatives are less angry about Obama and more disappointed.

They wanted him to succeed, to help fix the economy. But they don’t feel he has done much.

The growing nanny state drives them crazy. They hate the stimulus and bailouts, and they are confused about the health care bill.

They wonder why the Obama Administration focused on these things instead of jobs. They just don’t understand why the big things — jobs — are being ignored. This infuriates many Americans, both liberals and conservatives.

Klein called the regular Americans he met, on the whole, “rowdy and proud, ignorant and wise.”

The Lost Cartesian Age

Tocqueville said that Americans in the 1830s were nearly all Cartesians, but noted that most of them didn’t know that the word “Cartesian” means a follower of the philosophy promoted by Descartes.

This philosophy was based on not believing any of the experts, but rather thinking about things independently and reaching your own conclusions.

Indeed, a Cartesian considers himself the only real expert on things that are important to him. She listens closely to the thoughts of others and deeply considers all views, and then arrives at her own conclusions.

And for Americans, as Tocqueville witnessed, individual citizens were the highest “experts” on all things related to government.

In Europe, he wrote, the people loved the great artists. In America few idealized the great artists but nearly all youth and adults participated personally in art — paintings, plays, singing, and so on.

The same applied in politics. Instead of following great political icons or parties, the American electorate was deeply and personally involved in the ongoing issues.

The Americans of the 1830s could easily be called Independent Cartesian Innovators.

They expected life to be full of challenges, and they didn’t want their government or anyone else to solve their problems. They wanted to be adults, to meet their own challenges, to solve their own problems.

They believed that the government had its role, but they wanted the freedoms that could only come by keeping the state limited. Again (and this bears constant repeating in our times), they wanted to live life as adults, facing the challenges of the world and overcoming them on their own or with their families and communities.

If problems arose, they didn’t blame others. They were too busy getting to work on solutions.

When they failed, they suffered. Then they claimed that the lessons they had learned through suffering were worth the failure, even as they intently and optimistically went on to new and better projects.

This attitude led them across the oceans, into the wilderness, to freedom from the Monarchy and the old countries, across the plains, and to the moon itself. Along the way, they began the process of conquering the internal frontiers of slavery, chauvinism, bigotry and racism. They made mistakes, but they refused to give up. They kept trying.

A New Age Ahead?

Today, far too often, we just give up. We wait for the experts to do what needs to be done. And, unfortunately, too frequently the experts and officials want us to do nothing.

They believe in the experts as much as everyone else. They too often see citizens as children to be cared for, not adults to be left alone to deal with their own lives as they see fit.

But when a nation becomes a society of followers instead of leaders and adopts a culture of dependency and complaining instead of citizens who are at least trying, flaws and all, to innovatively make the world truly better, freedom is in danger.

We have reached a point in history when this generation must take a stand. If we want to pass on freedom and prosperity to our children and grandchildren, we need to move toward an attitude of innovation, independent thinking, responsibility, resiliency, and taking personal risk to make the world better.

It is time to stop talking so much about what kind of leaders we want, to give less lip service to what Washington or Wall Street or Hollywood should do, and to act a lot more like citizens who actually deserve freedom.

It is time for all of us in America, once again, to change. And this time the change needs to earn the kind of future we truly want.

The first step is a simple change in attitude from dependent on experts to truly thinking for ourselves and seeing regular citizens (not political or economic professionals) as the real experts on American government, freedom and the future.

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Oliver DeMille is the founderof the Center for Social Leadership, and a co-creator of TJEd.

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.

Category : Citizenship &Culture &Current Events &Featured &Foreign Affairs &Government &History &Leadership &Liberty

America’s New Grand Strategy

November 23rd, 2010 // 4:00 am @ Oliver DeMille

The United States is currently experiencing a Grand Strategy Crisis — and the most powerful nation in the world since the Roman Empire better get it right.

Such a crisis typically comes along once a generation, when the nation drops its old grand strategy and selects a new one.

Unfortunately, this significant change, which has happened three times in U.S. history and will likely occur again in the next two decades, is hardly noticed by the large majority of the people.

It affects them in many ways, but most people don’t know about it until it’s too late to change.

For those who lead a nation, the grand strategy is more than a set of guidelines or even a list of goals or objectives.

The grand strategy is a vision of where a nation wants to go, of what it seeks to accomplish in the world — a vision shared by its decision-making elite.

A grand strategy is the guiding principle for foreign policy and nearly all international relations for a nation.

“How” to achieve the grand strategy is a subject of ongoing debate among the elites in any free nation, but “what” the strategy should be is only considered on those rare occasions when a nation decides to drastically shift gears.

In such times, big changes occur. In the United States we have shifted grand strategies three times:

1. between 1776 and 1796, from the Revolutionary War through the ratification of the Constitution;
2. between 1856 and 1876, from the rise of Lincoln through the Civil War and into Reconstruction;
3. and again from 1929 to 1949 during the Great Depression and World War II.

Past Grand Strategies

In each case, once a grand strategy was adopted, national leaders pursued it until world events required significant changes.

The American Founding generation rejected the Royalist grand strategy of increasing the power, wealth and empire of the Crown, and instead adopted a grand strategy of Constitutionalism, also known as Republicanism or Manifest Destiny.

This grand strategy held two major themes: First, the founders expected the United States to expand naturally and spread the new American system of free, limited, representative government from the Atlantic states all the way to the Pacific Ocean.

Secondly, through example, they wanted the nations of the world to see the success of this free model and embrace it.

This grand strategy was not always implemented perfectly, but it guided American policy.

After the Civil War, U.S. leaders adopted a strategy of Nationalism: the focus shifted to increasing American national strength and status in the world.

Teddy Roosevelt, Woodrow Wilson and Franklin Delano Roosevelt were among those who helped pursue this strategic vision.

“America must take its place as a leader of nations,” became the sometimes spoken but always central focus of the U.S. policy elite.

At the end of two devastating world wars and a bleak depression, U.S. decision makers again adopted a new grand strategy — Internationalism.

The focus of this grand strategy was simple: use international organizations, treaties, international diplomacy, conferences and cooperative arrangements to make the world safe for democracy and capitalism.

The idea was to contain communism, keep it from spreading, and simultaneously support the spread of democracy and capitalism as far and wide as possible.

Hopefully, if the strategy worked, communism would not only stop growing but its support around the world would begin to diminish, to be replaced by democratic-capitalism.

In short, the foreign policy history of the United States might be summed up as Constitutionalism, then Nationalism, and finally Internationalism.

Internationalism became woefully outdated in the early 1990s — and the world found out just how outdated on September 11, 2001.

Proposed Grand Strategies

Amazingly, however, few have engaged the current vital discussion about America’s new 21st Century grand strategy.

This is partly because the grand strategy is considered and chosen by the intelligentsia — the average American doesn’t even know what the phrase means.

Another reason the grand strategy is little discussed now is that the electronic media has made any controversial policy a point of major political, partisan and societal conflict.

Few politicians today want to engage the firestorm of announcing a new grand American direction. Still, more of us need to be involved in the conversations that are occurring.

At least five proposals, some explicit and others more informal, have been made which purport to be new grand strategy proposals, but three of them are more tactical than strategic.

First, though it was informally introduced as a strategy, George Bush may have been outlining a grand strategy change in his “Axis of Evil” speech.

Certainly the full eradication of terror is a change in tactics, but to what end? What is the goal of the ongoing war on terror?

If it is to make the world safe for democracy and the spread of capitalism, it is a new tactic for the old strategy of Internationalism.

Besides, to truly end terrorism would require using U.S. might to restructure and redirect the leading terrorist-funding and supporting states in the world, including possibly Saudi Arabia and nuclear powers China and Russia.

Nothing in the “Axis of Evil” speech or since seems to advocate such a strategy. Just beating up on the smallest terrorist states, as much as they may deserve it, leaves terrorism healthy and growing.

Unless the Axis of Evil includes China, Saudi Arabia, former states of the USSR Turkmenistan and Uzbekistan, and over 20 other nations, a few attacks on weak opponents hardly amounts to a moving, visionary national grand strategy.

And in any case, the Obama Administration has shown little inclination to continue this overarching policy.

A second proposal was outlined by Ambassador Mark Palmer in his book Breaking the Real Axis of Evil (affiliate link). Ambassador Palmer goes well beyond the Bush Administration and suggests that America adopt as its national purpose the ousting of all dictators in the world by 2025.

He argues that dictatorship is the true evil in the world, and that democratic nations led by the United States and its President should strategize and implement a plan to get rid of all dictators everywhere.

He even lists the dictators by name, and gives a suggested tactical approach to ousting each — some peacefully, others by sanction and pressure, still others by force.

This proposal is not really a new strategy, but simply the tactical application of Cold-War Internationalism to a different enemy — dictators instead of communists.

A third strategy was suggested by former Secretary of State Colin Powell. He called it a “Strategy of Partnerships” and argued that the world should be kept basically the same as it is — the U.S. at the head with its allies, intervening “decisively to prevent regional conflicts,” and embracing Russia, China, and other powers in a world that increasingly adopts American values.

This would be accomplished by partnerships which put “us at odds with terrorists, tyrants, and others who wish us ill” and to whom “we will give no quarter.” At the same time, we will be “partners with all those who cherish freedom, human dignity, and peace.”

Powell’s “Foreign Affairs” article, published in January of 2004, leaves some glaring questions. The whole point of Internationalism was to encourage partnerships with those seeking freedom and peace.

But Powell said nothing about what the partnership would do, what their goals would be, except the same old Internationalism that we’ve been pursuing since 1945.

Powell’s argument, while claiming to explain the Bush strategy, was actually less of a change than Bush’s “Axis of Evil” or Palmer’s proposal to rid the world of dictators.

All three proposals have pros and cons. But none of them really proposed a new grand strategy for the United States—something at the level of change from Royalism to Constitutionalism, Constitutionalism to Nationalism, or Nationalism to Internationalism.

These first three proposals just redirect, rekindle and rehash (respectively) the grand strategy we’ve followed for 50 years — Internationalism.

Problems with Grand “Tactics”

Generals lose when they fail to learn the lessons of past wars; generals also lose when they attempt to fight new wars with old strategies. This adage applies even more to statesmen.

To put this in context, each time a new grand strategy was needed in American history, many of the leading members of the establishment held on to the past strategy, just as the Clinton and Bush Administrations still pursued the status quo — an international world where the U.S. is top dog and capitalism keeps spreading new markets for U.S. companies.

The bad news is that no nation in history has ever maintained the status quo, even though big powers like Egypt, Babylon, Greece, Rome, France, Spain and Britain all tried.

Nations become top powers by seeking either to change or to obtain something — not by trying to keep things the same.

Big powers only stay big powers when they remake themselves, when they adopt a new grand strategy as needed like Rome and later Britain did.

The U.S. has remade its strategy three times, and all of them came from dealing with the big challenges, not the minor nations.

Bush’s “Axis of Evil,” while there is some truth to its argument, doesn’t take nearly as much courage, grit or will as Reagan’s “evil empire,” FDR’s choice to beat Hitler, Wilson’s “world safe for democracy,” Lincoln’s decision to prove out the founder’s experiment with blood, or the Washington generation’s “lives, fortunes and sacred honor.”

In short, statesmen are needed in the next decade to formulate and implement a grand strategy which requires virtue, wisdom, diplomacy and courage at Churchillesque, Ghandi-like and Jeffersonian proportions.

Idealism

Two other proposals are more strategic, offering a truly new view of America’s future. Whether or not you like either of these strategies (and many people don’t) they are certainly a new take on things rather than the mere tactical changes of the first three proposals.

A fourth proposed new grand strategy came with the re-entry of Gary Hart into the elite dialogue. He suggested that the best way for America to impact the world, and to remain both free and prosperous, is for the United States to focus on its most primary foundation: being good and promoting the great ideals.

This argument has a long history among Democratic politicians, including perhaps most notably Wilson, Franklin Roosevelt and John F. Kennedy, but it hasn’t led the conversation for Democratic presidential candidates since Carter. And among recent Republican presidential nominees only Reagan pushed this theme.

In some ways, this idea rekindles a thesis pushed by the American founding era. If we are a great example of freedom, prosperity and success at home, other nations will want to learn from our model — history shows that this is so.

As they do, the paradigms of freedom, justice, checks and balances and other constitutional ideals, and a sense of unity and liberty will spread.

Simultaneously, our own nation will — by focusing on the basics that truly work — increase our levels of freedom, prosperity, opportunity and wise leadership. We benefit, and so does the world.

Hart is adamant, and I agree with him, that without a refocus on the intangibles that make freedom work — the great ideals of true liberty and justice for all — America will not continue to lead the world because it won’t really deserve to lead.

This is a grand strategy indeed: Make the hard and vital changes to America that would make it truly the best it has ever been. The rest will naturally occur.

Of course, this is not a simple process, but neither is any grand strategy. Some will agree and disagree, as I do, with certain specifics in Hart’s ideas, but as a grand strategy this one has real merit.

“Atlanticism”

A fifth, albeit informal, possible grand strategy seems to be gaining momentum in the Obama Administration. Such a strategy might be called the Atlantic strategy, because it entails making the United States more like the nations of the European Union.

Unlike NATO, which was built on the idea of American leadership with the U.S. and its allies guiding the world, the Atlantic strategy assumes that the parliamentary social-democracy system of Western Europe, especially France and Germany, is the model the United States and other allies of the EU should adopt.

In this view, our courts should build a common body of precedent with Europe and Canada, the focus should be on human rights rather than inalienable rights, and our constitution and institutions should evolve to be less rigidly separated, checked and balanced and more and more like the nations of Europe.

On economic matters, the government would abandon a free enterprise posture and become much more involved in regulating, running and owning businesses. Washington would adopt and run a nationwide industrial policy with the government in charge.

This would allow, the argument goes, the nations of Europe and North America to become more alike and increasingly cooperative.

Eventually, many elites hope, supra-national organizations might even take away some of the more “troubling” sovereign powers of individual nations.

Understandably, few politicians have come right out and suggested this direction. It would certainly cause a firestorm of political backlash.

Many Americans (myself included) would be strongly against this. But the policy and direction of the Obama Administration is definitely in line with such a course.

President Obama’s position on many issues — from health care and national security, the bailouts and stimulus, to financial and environmental policy — has toed this European line. At times it has seemed almost purposely designed to impress European sensibilities.

And, in terms of popularity, it has worked in Europe and much of the world. Indeed, this move toward Europeanism has been the inclination and open objective of many American elites for quite some time.

Unfortunately, in an economy desperately in need of innovation, initiative, leadership among the citizenry, and a burgeoning entrepreneurial spirit (since these are the things which promote real and lasting freedom and prosperity), this “Atlantic” grand strategy seems destined, if adopted, to cause a significant American decline.

Finally, the great international-legal thinker Philip Bobbitt has suggested that the future of nations will likely de-emphasize national governments and put more focus on smaller, and possibly even virtual, economically-oriented governments that replace the traditional nation state.

If this does occur, it will not likely be a grand strategy for a long time. Bobbitt sees it growing in influence toward the 2050s, and indeed this may compete to be a future grand strategy shift in a later generation.

Conclusion

More immediately, in the years just ahead the United States will adopt a new Grand Strategy.

The old model of Internationalism, with the U.S. fighting to become and then acting as the world’s sole superpower, supported by its group of allies, is past.

Europe has moved on, and the U.S. and Europe have in many ways moved apart. Simultaneously, a number of places have become growing competitors to U.S. economic dominance, including China, the EU, Canada, Brazil, India, Japan, and others. (We should be carefully studying and considering the grand strategy of these places — perhaps especially China.)

To top off the challenges to Internationalism, the American economy is struggling and the individual states and many businesses are barely hanging on.

If the U.S. is to maintain its prosperity, it must adopt a powerful new grand strategy and then pursue it effectively and courageously. And if it is to maintain and even regain its freedoms, it must simultaneously adopt a good grand strategy and the right one.

I am not at all convinced that any of these five options, or anything else I’ve read on the topic, are the entire answer. I do believe that Hart’s strategy must be part of it.

In any case, it is time for statesmen (including the regular citizen-statesmen of our society) to begin to discover, present and promote the pros and cons of proposed and other possible grand strategies for the 21st Century.

If the patterns of history hold, we have less than 20 years to get the right ideas into the debate and influence the huge choice ahead.

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Oliver DeMille is the founder of the Center for Social Leadership, and a co-creator of TJEd.

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.

Category : Constitution &Current Events &Featured &Foreign Affairs &Government &History &Politics &Statesmanship

The Education Crossroads

November 12th, 2010 // 5:18 am @ Oliver DeMille

Education today is at a crossroads, and the options are fascinating.

Certainly the rise of the Internet has revolutionized most industries, and its impact on education is expected to be significant. But the change in technology isn’t the only major shift which is impacting schooling.

The end of the Cold War ushered in a new era of world politics — and of course, politics always impacts education.

Also, economic struggles have caused nations to put a premium on expenses, with the result that education is being asked to meet higher standards in order to justify its cost.

All of this would seem to indicate the need for broader, more inclusive and expansive education, with a focus on quality teaching and increased excellence.

Instead, these three trends have combined to create a surprising result.

Where increased Internet connections at first promised to bring more understanding, tolerance and cooperation between groups, the opposite has too often occurred.

Though we have the world at our online fingertips and the ability to interact directly with those of differing views, ideas and values, too many people are joining cliques that promote a narrow mindset and exclude and mistrust all others. The defensive posture occasioned by economic challenges and world events seems to increase this tendency.

Where is the Melting Pot?

The 18th and 19th century ideal of a melting pot doesn’t seem to be spreading enough online. In the 1970s it sort of evolved into the salad bowl idea, where differences were welcome as we all mixed together in a single serving.

Now we’re lucky if the clans in society agree to occupy a separate station at the same smorgasbord.

The danger to freedom is significant, maybe even extreme. James Madison taught in Federalist 10 that numerous factions would benefit freedom by keeping any one or two groups from becoming too powerful.

All decent groups would have a say in the world in this model, Madison argued. This benefit still remains in the Internet era.

But Madison also argued that people would come together when great cooperation was needed, that people and groups would put aside differences and collaborate on the important things.

Unfortunately, this powerful cultural model is unraveling in our time.

The reason is simple: As people increase their connections with those who agree with them on most things, they begin to fall into groupthink, a malady where most of those you communicate with agree with you on most things and disagree with you on little. Each member of the group learns how to more effectively argue the clique’s talking points, and nearly everyone stops listening to other points of view.

From Madison’s day until the Internet age, such natural bonding with groups was always tempered by geography. No matter how hard people tried to interact only with like thinkers, no matter how hard they worked to keep their children free from diverse views, neighbors nearly always ruined this utopian scheme.

The debate, the discussion, the conversations amongst diverse peoples all living in a free society — these helped individual citizens become deep thinkers and wise voters, and it helped ensure that negative traditions slowly were replaced with better ones. Without such progress, no free society can retain its freedoms.

But in the virtual age, no such checks or balances are in place. Youth and adults in all educational models and work environments are able to avoid deep conversations about important topics like politics, beliefs and principles with all who disagree with them.

This is facilitating a clique mentality. Social networks, email, cell phones and the other emerging technologies all strengthen this trend away from diverse and connected communities and toward homogenous and exclusive cliques.

The problem is that such cliques are by their very nature arrogant, overly sure of their own correctness on nearly everything, and vocally and even angrily opposed to pretty much everyone outside of their own clique.

Unfortunately, they too often spend a great deal of energy and effort demeaning other people, groups and ideas. Such cliques typically refuse to admit their own weaknesses while they label and vilify “outsiders.”

On the positive side, this is one reason there are now more independents than either Democrats or Republicans: a lot of people just got tired of too much hyper-partisan rhetoric.

But this problem goes far beyond politics, and impacts nearly every segment of our society. It is like adopting Elementary or High School culture among the adults in our world.

Dangerous Cliques

Since education is always an outgrowth of society, this trend is a major concern. The rebirth of tribes in our time, many of them online tribes made up of people who find common ground and like to work together, is the positive side of this same trend.

Indeed, using technology to interact and connect with people you like and learn with is certainly constructive. Leaders are needed to help increase the positive melting pot on line and in social networks.

Hopefully this will continue to grow. But its negative counterfeit is an increasing problem.

A first step in dealing with the growing “High School-ization” of our adult society is to simply identify the difference between the positive New Tribes and the opposing trend of growing cliques:

In short, the positive New Tribes offer you more freedom, empower you, and give you opportunities and options in a respectful and abundant way, while the clique mentality thinks it must “sell” you, convince you, and tear down the competition.

The New Tribes are relaxed, supportive and open, while cliques are closed, scarcity-minded and disrespectful of the competition and all “others.”

Ruining the Game

When my son was young he wanted to join a sports team, so I took him to watch a number of sports in progress. He ended up engaging karate, which became a long-term interest in his life.

During the visits to various sports venues, he witnessed an angry father at a little league baseball game. While most of the parents in attendance probably hoped their child would win, they seemed to find value in the game regardless of wins and losses; they apparently felt that the game was a positive experience for all the kids — for other children as well as their own.

One man took a different approach. He yelled and swore at each umpires’ calls that went against his child. He quite vocally demonized the other team and the other team’s coach. He stood behind the backstop when the other team was pitching and tried in many ways to distract the opposing pitcher.

He went after this 10-year-old pitcher from the other team like he actually wanted to hurt him. The boy’s coach had to go reassure the pitcher several times. I don’t know if the boy was afraid of the angry man, but he looked like it.

Most of the parents in the crowd were upset with this man, but they remained polite. After about 30 minutes of this, my eight-year-old son asked if we could leave. He was uncomfortable with the situation even as a mere spectator.

He never asked to go back to a baseball game, and we didn’t stay long enough to see if anything was done to help this man calm down. From the conversations in the crowd, it was clear that the man did this at every game.

I do believe that this man cared for his son and wanted to help him. He may have had many good intentions, and he certainly had some positive intentions. But he acted in the clique mentality. He did it without respect or proper boundaries.

(A new thought: I’m pretty sure he soured my son to playing baseball, but only now as I write this does it occur to me that maybe he also helped interest my son in karate for his own defense!)

A High-School-ization of Society

If you are this kind of a sports parent (or sports fan in high school, college or professional sports), you know who you are.

But do we not also see these clique behaviors too often in business, work, politics and even education?

Clearly the impact on education is significant. More to the point, the future of education can’t avoid being impacted by the High School-ization of culture.

Cliques are negative in many ways. And: they are just plain mean. They can do lasting damage even among youth; so imagine their potential impact when adopted by a significant and increasing number of adults of our society.

In short: the Cold War is over and we tend to look for enemies within rather than outside of our own nation; economic struggles of the past years have made most people less tolerant and more self-centered and even scared; and the technology of the day has made it easier than ever to connect with and only listen to a few people who tend to agree with us on almost everything.

The result is more frustration, anxiety, and anger with others. More people are thinking in terms of “us versus them,” and most of our society has stopped really listening to others.

Unless these tendencies change, things will only get worse. The future of education is closely connected with these trends, tendencies and perspectives.

In politics, the response to these challenges has been the rise of the independents. In business, it has been a growing rebirth of entrepreneurship.

And in marketing, it has been a focus on Tribes as the new key to sales. But in education, no clear solutions have yet arisen. I propose the principles of Leadership Education as part of the answer.

Modern versus Shakespearean Mindsets

The great classical writer Virgil provides some insight into the challenge ahead for education. In our day we tend to see the world as prose versus poetry. Some might call this same split the left brain versus the right brain, science versus art, or logic versus creativity.

Using this modern view of things, some educational thinkers see the future of education as the continuing split between the test-oriented public and traditional private schools versus the eclectic personalization of charter, the new private and home schooling movements.

Or we may see the intermixing of these two models as traditional schools become more creative and new-fangled education becomes more test-focused.

In an earlier age, the Shakespearean world tended to divide learning into three categories: comedies, tragedies and satires.

Comedies show regular people working in regular circumstances and finding love or happiness in regular life.

Tragedies pit people against drastic challenges that test them beyond their limits and bring major changes to their lives and even the world.

Satires emphasize the futility of our actions and show us the power of fate, destiny and other things we supposedly cannot control.

Applying this mindset, one would expect to see a future of education with all three outcomes. Comedic approaches to education try to make sure everyone gets basic literacy and that all schools meet minimum standards. No child can be left behind in this education for the regular people — and we’re all regular people.

In contrast, some will seek for a truly great education and to make a great difference in the world. If they fail, the tragedy is the loss of their potential greatness to the world. If they succeed, the world will greatly benefit from their leadership, contributions and examples.

All education should be great, this view maintains, and all people have potential greatness within. If I thought the Shakespearean worldview was driving our future, I would be of this view.

A satirical stance would argue that some people will get a poor education and yet do great things in their careers and family. Others, according to this view, will get a superb education and then either fail to accomplish much of anything or do many bad things with their knowledge.

Education has little correlation with life, the satirist maintains. Fund education better, or don’t; increase standards, or not; emphasize learning or just ignore it—none of this matters much in the satirical view. A few will rise, a few will fall, most will stay in the middle, and education will have little to do with any of this.

I disagree with this perspective, and I believe that history is proof of its inaccuracy. There are, of course, a few exceptions to any system, model or rule; but for the most part a quality educational model has a huge impact on the freedom and prosperity of society.

But I do not believe that either the modern or the Shakespearean mindsets will influence our future as much as that from and even earlier age — the era of Virgil.

I am convinced that Virgil’s understanding of freedom eclipses both of these others. Virgil witnessed Rome losing many of its freedoms, and he saw how the educational system had a direct impact on this loss.

In the Virgilian model, education is not modeled on the conflict between left and right brains nor on the battles and interplay between comedy, tragedy and satire.

Instead, he saw learning as the interactions of the epic, the dialectic, the dramatic, and the lyric.

In our post-Cold-War, Internet-Age, financially challenging world, our learning is deeply connected with all four of these.

Epic education means learning from the great(est) stories of humanity in all fields of human history and endeavor, from the arts and sciences to government and history to leadership and entrepreneurship to family and relationships, and on and on.

By seeing how the great men and women of humanity chose, struggled, succeeded and failed, we gain a superb epic education. We learn what really matters.

The epics include all the greats — from the great scriptures of world religions to the great classics of philosophy, history, mathematics, art, music, etc.

Epic education focuses on the great classic works of mankind from all cultures and in all fields of learning.

Dialectic education uses the dialogues of mankind, the greatest and most important conversations of history and modern times. This includes biographies, original writings and documents that have made the most difference in the world. It is also very practical and includes on-the-job style learning.

Again, this tradition of learning pulls from all cultures and all fields of knowledge.

It especially focuses on areas (from wars and negotiations to courts of law and disputing scientists, to arguing preachers and the work of artists, etc.) where debating sides and conflicting opponents gave rise to a newly synthesized outcome and taught humanity more than any one side could have without opposition. Most of the professions use the Dialectic learning method.

Dramatic learning is that which we watch. This includes anything we experience in dramatic form, from cinema and movies to television and YouTube to plays, reality TV programs, etc.

In our day this has many venues—unlike the one or two dramatic forms of learning available in Virgil’s time. There is a great deal to learn from drama in its many classic, modern and post-modern modalities.

Lyric education is that which is accompanied by music, which has a significant impact on the depth and quality of how we learn. It was originally named for the Lyre, a musical instrument that was used for musical accompaniment during a play, or with poetic or prose reading.

Some educational systems still use “classical” (especially Baroque) and other types of music to increase student learning of languages, memorized facts and even science and math.

And, of course, most Dramatic (media) learning is presented with music.

Epic Freedom

With all this as background, I think the future of education is very much in debate. My reasons for addressing this are:

1. It appears that far too few people are engaged in the current discussion that will determine the future of education.
2. Even most who are part of the discussion are hung up on things like public versus private schools, funding, testing, left versus right brain, minimum standards for all (comedic) versus the offer of great education for most (to avoid tragedy), teacher training, regulations, policy, elections, etc.
3. I know of very few people considering the future of education from its deepest (what I’m calling Virgil’s) level.

Specifically, our current technology has changed nearly everything regarding education, meaning that in the Internet Age the cultural impact of the Dramatic and Lyric styles of learning over the other types threaten to undo American freedom.

In short, freedom in any society depends on the education of the citizens, and when the Epic and Dialectic disappear, freedom soon follows.

And make no mistake: The Epic and Dialectic models of learning are everywhere under attack. They are attacked by the political Left as elitist and contrary to social justice; they are attacked by the political Right as useless for one’s career advancement.

They are attacked by the techies as old, outdated and at best quaint. They are attacked by the professions as “worthless general ed. courses,” and by too many educational institutions as “irrelevant to getting a job.”

But most of all (and this is far and away their most lethal enemy) they are supplanted by the simple popularity and glitz of the Dramatic and Lyric.

I do not believe that the Dramatic, Lyric and other parts of the entertainment industry have an explicit agenda to hurt education or freedom—far from it. They bask in a free economy that buys their products and glorifies their presenters.

Nor are Dramatic and Lyric products void of educational content or even excellence. Many movies, television programs, musical offerings and online sites deliver fabulous educational value.

Songs and movies, in fact, teach some of the most important lessons in our society and many teach them with elegance, quality and integrity.

But with all the good the Dramatic and Lyric styles of learning bring to society, the reality is that both free and enslaved societies in history have had Dramatic and Lyric learning.

In contrast, no society where the populace is sparsely educated in the Epics has ever remained free. Period. No exceptions.

And in the freest nations of history (e.g. Golden Age Greece, the Golden Age of the Roman Republic, the height of Ancient Israel, the Saracens, the Swiss vales, the Anglo-Saxon and Frank golden ages, and the first two centuries of the United States, among others), both the Epic and Dialectic styles of learning have been deep and widespread among the citizenship of the nation.

If we want to remain a free society, we must resurrect the use of Epic education in our nation.

Six Futures

Using Virgil’s models of learning as a standard, I am convinced that we are now choosing between six possible futures for our societal education—and freedom. Our choice, at the deepest level of education, is to select one of the six following options (or something very much like them):

I. Epic Only.
Since all societies adopt Dramatic and Lyric methods of learning, this model would make Epic education official in academic institutions and leave the Dramatic and Lyric teaching to the artists. Such a model is highly unlikely in a world where career seriously matters and has only been applied historically in slave cultures with strong upper classes.

(Theoretically, this model might be offered to all citizens in society instead of the more elitist model of history. But without career preparation, some in the lower and middle classes would be lacking in opportunity regardless of the quality of their Epic education.) This model is very bad for prosperity and freedom.

II. Dialectic Only.
Again, such a society would have non-school Dramatic and Lyric offerings and schools would emphasize career training, job preparation, and basic skills for one’s professional path.

Business, leadership and politics would be run by trained experts and citizens would have little say in governance. Like the aristocracies of history, this model is not friendly to freedom — though it can support prosperity for a short time.

III. Dramatic and Lyric Only.
Only tribal societies have adopted such a model, and they were easily conquered by enemies and marauders. This model is not good for prosperity or freedom.

IV. Epic and Dialectic Together.
Again, the Dramatic and Lyric would still be part of the society but not a great part of the schools. Unfortunately, without the Dramatic and Lyric taught together with the Epic and Dialectic, the Epic is greatly weakened.

Societies which have tried this, like modern Europe and North America, have seen the Epic greatly weakened and the Dialectic take over nearly all education. This is bad for freedom and long-term prosperity.

V. All Four Types as Separate Specialties.
In this model, young students would receive only a basic broad education and would focus on a specialty early on. Each type of learning could be very well developed, but each person would only be an expert in one (or, rarely, two).

This was attempted by many nations in Western Europe, and to a lesser extent Canada and the U.S., since World War II. The results were predictable: freedom and prosperity suffered for all but the most wealthy (who got interconnected Epic, Dialectic, Dramatic and Lyric education in private schools).

VI. All Four Types as Interconnected Learning.
This combines great Epic, Dialectic, Dramatic and Lyric learning together—for nearly all students in society.

Moreover, all four options are available to all students in public schools and the laws also allow for numerous private, home and other non-traditional options with parents as the decision makers.

An additional natural effect of this system is that the adult citizens of society are deeply involved in learning throughout their lives — using all four types of learning and applying all knowledge to their roles as citizens and leaders. This model has been the most beneficial to prosperity and freedom throughout history.

The choice between these types of education is being made today. During the Cold War, especially after the Soviet Union launched Sputnik in 1957, American leaders determined to de-emphasize Epic education and focus on the Dialectic.

Then they further weakened this choice by dumbing down the textbooks and workbooks when they removed much of the actual dialogues which formed the basis of each field of human knowledge.

Later, facing the increasing popularity of career-focused schooling, states and school boards took much of the Dramatic and Lyric out of the schools. Indeed, the last two generations of students were mostly educated in a shallow version of the Dialectic Only.

The consequence to freedom has been consistently negative for at least four decades. It has also widened the gap between “the rich” and “the rest” and reduced general economic opportunity.

Today, we must make the choice to resurrect truly quality education. If we make the right choice, we will see education and freedom flourish. If not, we will witness the decline of both. Indeed, we simply must make the right choice.

We must also realize that this is not a choice for the experts. If the educational or political experts make this choice alone, it will mean that the people as a whole have not chosen to be educated as free citizens.

We must all do better in studying all four styles of learning, and in engaging the technology of our day to learn from diverse views and spread important ideas far and wide — to all groups and people, not just some narrow clique.

It is time for a new type of citizen to arise and earn our freedoms. As Virgil put it long ago:

Now the last age…
Has come and gone, and the majestic roll
Of circling centuries begins anew;
Justice returns…
With a new breed of men sent down from heaven…
Assume thy greatness, for the time draws nigh

***********************************

Oliver DeMille is the founder of the Center for Social Leadership, and a co-creator of TJEd.

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.

Category : Community &Culture &Education &Family &Featured &Foreign Affairs &Generations &History &Leadership &Tribes

Why Societies Decline

November 2nd, 2010 // 2:00 am @ Oliver DeMille

Edward Gibbon’s The History of the Decline and Fall of the Roman Empire is often cited by people trying to see where America is on the long path of her place in history.

Certainly the detail of Gibbon’s work is full of specifics and nuance. But another work may be even more helpful.

Although it is more general in treatment, Arnold Toynbee’s great A Study of History covers many civilizations through history as he tries to understand the overall patterns and principles of societal successes and failures.

Neither Will Durant’s The Story of Civilization nor Paul Kennedy’s research on the rise and fall of great powers gets to the crux of things as well as Toynbee.

Why Societies Grow and Succeed

Toynbee shows that through history, certain things have helped civilizations grow and succeed, while other things haven’t had such an impact.

For example, it is neither a society’s institutions nor an economic division of labor that are responsible for success (as some historians have suggested).

Even societies that don’t grow or succeed have their institutions and divisions of labor. Nor do race or environment cause success or failure, as some have erroneously argued. Neither are religion and beliefs the cause (more on this later).

The one thing all great civilizations in history have in common, the thing which has spurred them to greatness, is adversity.

Indeed, the challenges of the world are necessary, historically, for any people to become advanced.

Sometimes such challenges spring from environment, but in such cases it is the difficulty of the environment rather than its ease which incentivizes progress.

Likewise, religions which teach of a great battle between good and evil and elicit individual involvement in this battle serve as pacers of accomplishment.

Adversity may include the stimuli of hard countries, frontier, outside aggression, external pressures, and of weaknesses or failures. And, according to Toynbee, “the greater the challenge, the greater the stimulus.”

As long as adversity doesn’t actually destroy or cause a society to burn out, it is the major spur to growth, progress and success.

Three other things can cause a civilization to slow and eventually fail.

1. First, strong slave, caste or class systems ineffectively harvest the leadership/creativity pool and lead to failure.
2. Second, little success occurs where significant specialization creates a mass of focused workers and the managers of society are political and/or financial experts.
3. Third, a major challenge or crisis just as a people is becoming powerful can at times be insuperable.

This third eventuality, however, can also be the catalyst of much greater success, wealth, growth and power.

For example, in U.S. history, the Civil War had the potential to end the American experiment or solidify the U.S. as a major world influence.

Clearly the latter occurred, positioning the New World as the greatest global power less than a century later.

Becoming Powerful

In short, societies become powerful when they avoid caste and too much specialization, and overcome the various challenges they face.

Peoples who do these things grow, and growth means that formerly disparate individuals, families and tribes become a self-determining group.

“[S]elf-determination means self-articulation,” for Toynbee, meaning that the people in a society share a common understanding of the past, unity against current challenges, and a vision of the future.

Moreover, they reform or establish their institutions to achieve the shared goals.

During the growth phase, societies go through various periods of “withdrawal and return,” sometimes focusing on themselves (like America’s isolationist periods of after the War of 1812 and World War I), and other times emphasizing major involvement with other nations (such as U.S. expansionary eras in the 1830s-40s and after World War II.)

During this long period of facing and overcoming challenges, sometimes turning inward and other times seeking broader interactions, the people grow, gain in power, and grow weary of the continual challenges.

A desire for utopia arises, and part of the shared societal vision for the future is a yearning
for a time of lasting peace, prosperity, kindness and ease.

Toynbee calls this the Second Coming motif.

Over time, a growing nation attempts to adopt many of the idealistic values of the utopian motif, and the society begins to see itself as a Great Society.

Eventually, it sees itself as the Great Society, and it starts to attempt to impose its views and models on the rest of the world.

The upside of this is that the society increasingly attempts to improve itself, adopting many positive practices and customs and serving more and more elements of society.

The downside is that during this phase people become arrogant.

If the first step of decline is arrogance, the second is “a time of troubles” where the actions of society and its institutions too often fall short of the people’s lofty ideals.

For example, consider the era when Americans saw themselves as the land of the free, the best place in the world — but they were besieged with problems like youth revolution, Vietnam, the struggles of minorities and women, Watergate and other political corruptions, and so on.

A third major step toward decline occurs when the “…creative minority degenerates into a dominant minority which attempts to retain by force a position that it has ceased to merit…”

Nurturing the Creative Minority

Societies achieve all the steps of self-determination, growth and power through a partnership of the masses and the “creative minority” — the group of leaders who envision, articulate and guide the civilization to progress and success.

In American history, for example, the creative minority included the American founders and framers, the educated class through most of the 19th century and the wealthy classes in much of the 20th century.

They are Jefferson’s “natural aristocracy.”

In times of societal growth, the creative class leads, overcomes challenges, builds institutions and
wealth, and helps pass on core values and ideals to the rising generations.

It succeeds because it is fundamentally creative, entrepreneurial, enterprising and innovative. It leads, and the masses partner with its creativity and help the nation grow.

Unfortunately, when arrogance and attachment to institutionalism set in, this leadership minority stops building through creativity and begins trying to maintain its status and dominance.

Solutions are less important than votes, and staying in power trumps overcoming our challenges.

Today this group is what Arthur Brooks has called the 30 percent elite class that rules the 70 percent in our nation.

Diagnosing the Decline

At this point in decline, the masses divide themselves into two groups: 1) those who don’t want anything to change, who want everything to go back to how it was in their youth, and 2) those who loudly and sometimes violently demand change and different leaders.

Toynbee calls this period “…the failure of administration and the ruin of the middle class.”

A next step comes when the people, masses and leaders alike, begin to “…ascribe their own failure to forces that are beyond their control.” This comforting (sort of) thought turns out to be false, but the people usually stick with it and accelerate the decline.

Despite the widespread feeling of despair a society feels at this point, Toynbee goes to great lengths to show, using numerous historical examples, that decline is not caused by Acts of God, environmental or natural disasters, failures of business or technology or even government, nor from foreign attack or dangers.

Stagnation

Decline is not a homicide, but always suicide from within the society itself, and it has two main causes.

First, the creative minority that leads the economy and government builds creative institutions which eventually become too big and unwieldy to achieve their original purposes.

Instead, they focus on bureaucratic survival and budgetary growth instead of their initial mission.

In this environment, leaders become so stifled by attachments to institutional policy, methods and personnel that they stop making effective, efficient, innovative or commonsensical decisions.

Toynbee:

“Indeed, the party that has distinguished itself in dealing with one challenge is apt to fail conspicuously in attempting to deal with the next.”

He says that leaders fail when they start to depend on the successes of past institutions and techniques. They stop being leaders and start just trying to keep their power.

As a result, problems remain unsolved even while new challenges continue to pile on.

Second, as a result of the first problem, the masses lose faith in the leadership minority and refuse to support them. The elites respond by trying even harder to maintain their power, and nearly all the energy is spent on being dominant rather than on leadership.

Of course, in this environment, the problems get worse and worse.

The next step is for the power minority to attempt to justify its own leadership existence by engaging multiple military conflicts abroad.

Since it has much greater power in military force than it does to solve its own internal challenges, the dominant minority (whatever political party it represents) energetically engages (and escalates) its international conflicts.

As the society becomes more militaristic, the government naturally begins to turn a wary eye toward its own citizens.

Internal freedom decreases, and the split increases between the dominant minority, the non-dominant minorities who wish they were in power, the masses who want to quietly leave things to the experts, and the masses who want to vocally and forcefully cause things to change.

If all this sounds familiar, remember that Toynbee outlined this scenario in the mid 1940s. It is not prophecy, scenario planning, or simply a summary of current events.

This outline is based on the patterns of history, and as Santayana famously said, if we don’t know this history we are bound to repeat it.

Six Choices For Citizens

The good news is that Toynbee’s book is widely available. We only need a citizenry that will read it, ponder, consider what does or doesn’t apply to our situation, and take appropriate action.

I don’t agree with everything in Toynbee, but there is much for our generation to learn. Specifically, Toynbee tells us that we must make six major choices if we want to turn our current challenges into a great future rather than a declining society.

Note that these are choices for the citizens—the regular people—not just for those in power.

These choices are brilliant. They really do offer a chance for us to turn our struggles into a solid foundation for a free, prosperous and happy America.

I could outline these six choices, share my views on them, and discuss how I think they apply to our world today.

Unfortunately, such commentary would probably be just one more opinion.

Next Steps

What we really need in our day is a citizenry which reads the originals, thinks about them, and applies them.

We need a new creative minority that engages wise study, deep thinking, innovation, initiative and creativity.

I am anxious to discuss the potential in Toynbee’s commentary with others who have also read the original.

His six choices are found in chapter 19, and in chapter 20 he shares several warnings that are relevant and vital in our day. The title of his great book is A Study of History. I hope you will read it.

Toynbee’s six choices offer real solutions to current challenges, and I hope that more and more regular citizens will read Toynbee and other great classics and apply their ideas to modern concerns.

Successful societies progress from strong foundations to challenging growth, and then they face a period of decline. They can come out of this decline—or not—depending on the choices of the citizens.

Note that the traditional leaders of society always stop really leading at some point during decline, and that it is then up to the citizens to restart the nation toward success.

I firmly believe we are that point.

If we, as regular citizens, choose wisely on all six decisions, or even most of them, we will help build a more free and prosperous future.

Otherwise, we are following all the historical patterns of serious national decline.

But, as Toynbee put it:

“The divine spark of creative power is still alive in us, and, if we have the grace to kindle it into flames, then the stars in their courses cannot defeat our efforts to attain the goal of human endeavor.”

The poet Shelley wrote:

The World’s great age begins anew,
The golden years return,
The Earth doth like a snake renew,

Her winter weeds outworn:
Heaven smiles, and faiths and empires gleam
Like wrecks of a dissolving dream…

To make another great and gleaming age, we need to make six important choices.

***********************************

Oliver DeMille is the founder of the Center for Social Leadership, and a co-creator of TJEd.

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.

Category : Culture &Featured &Foreign Affairs &Generations &Government &History &Leadership &Liberty

Why We Need a Renaissance

October 22nd, 2010 // 4:00 am @ Oliver DeMille

The problem with revolutions is that they throw out the good with the bad.

Promoters of revolution gather support by peddling hate of the current system and those who lead and benefit from it, so when they get around to making changes they have actually discredited much of what is good in society.

Indeed, this is why some scholars have argued that the American Founding was not truly a revolution like those in France and later Russia.

Reforms, many thinkers rightly suggest, are gentler than revolution and can still result in positive improvements.

Unfortunately, reform thrives by re-empowering entrenched institutions, systems and even groups that are often more than just a little invested in doing things without change.

Reform tinkers with the edges while leaving the majority of the failing system intact.

Making reforms can certainly bring needed improvements to an organization or society, and sometimes little changes are enough.

The rule of thumb is to avoid revolution unless those things you hold most dear are under attack and clearly threatened, and to rely on reform when the issues and consequences aren’t quite so drastic.

Revolution throws out the good and bad of the past and replaces it with an all new system, while reform leaves the system mostly unchanged but alters certain procedures, institutions or personnel.

There is another option which approaches things very differently, and which can bring major change without the pain of revolution.

This option is Renaissance.

Renaissance is unlike revolution and reform in many ways, but can often deliver the positive results of both.

Renaissance operates from a very different premise than the other two, because it focuses on drastically changing people instead of things.

It changes people from the inside, and then leaves it to them to alter their lives, choices and actions in ways that reform the past and revolutionize and redirect the future.

When societies emphasize progress through revolution or reform, they focus on institutions, laws, policies, funding, credentials, resources, and other manifestations of the physical world.

In contrast, renaissance emphasizes the soul.

When people change their ideas, feelings, goals, dreams, loves, beliefs, passions, ideals, objectives, wishes, relationships and other intangibles, the future is forever impacted.

While these may seem ethereal to some, their impact on history is certainly concrete and momentous.

Two Models

In times of consistent economic growth, plentiful jobs and easy capital, the characteristics of success are often consistency, schooling, training, expertise, steadiness, reliability, obedience, compliance and longevity.

Schools in such environments teach memorization, fitting in, impressing superiors, and excelling within the guidelines, and jobs tend to reward these things.

But when the economy is struggling, jobs are difficult to get and keep, employers are laying off and reducing costs, and/or capital is scarce and minimizing risk, a different set of values dominate.

Traits like capability, skill, ability, initiative, resiliency, optimism, inventiveness, ingenuity, ability to inspire others, frugality, resourcefulness, tenacity and especially enterprise are most valued by the economy.

Schools and parents in such times need to help students increase creativity, imagination, originality, individuality, mental agility, emotional resolve, innovation, risk and entrepreneurialism.

We have been in a general growth period for nearly fifty years, and we are now in a struggling economic era, so the values are in transition from the first list to the second.

Parents and grandparents are still likely to dispense advice from the old economy, emphasizing things like test-taking, credentials and impressing superiors over the new economic realities such as initiative, individuality, originality and entrepreneurialism.

The government is stuck in the same rut, trying and failing to fix major societal challenges with trivial, albeit expensive, reforms.

Where they do attempt to make huge changes, such as in health care and financial reform, their symbolic and revolutionary-style agendas are creating more anger, frustration and deficits than actual solutions.

Tea Party responses further fuel the revolutionary rhetoric in the media and on Capitol Hill–but things remain mostly unchanged.

This lingering “business as usual” in Washington is alarming in a society with significant problems and major challenges in many fields of life.

From the obvious economic problems to unending international quagmires in Afghanistan (now the longest war in American history), Iraq and a number of other places, to a decaying infrastructure of roads and bridges, rising health care costs (unsolved and further complicated by the new health care law), decreasingly effective schools, high unemployment, unsolved levels of crime, and so on, we need real leadership and solutions that actually remedy our national problems.

Revolution is not the answer.

There is much that is good in America, and we want to surgically solve our problems without undoing the many positive things we have built into our society.

But the reform mentality isn’t working either, and the problems have been piling up for over a decade.

We need to drastically improve society, deliver solutions to overcome our most pressing problems, and simultaneously maintain the things which are already working.

Despite the attachment of both political parties and nearly all of our major public and private institutions to reform thinking, we need something much more effective.

We need change from within, a drastic alteration of attitudes and goals and thinking across our nation.

We need people to imagine a better future, to really believe in the reality of what we can do, and to take action.

We don’t need more stirring speeches from the President or any other leader so much as we need millions of individual Americans to get work–alone and in small groups–on solving our problems.

In short, we need a renaissance. And we need it soon.

The Power to Change

Fortunately, the greatest power in all of this may simply be individuals taking action and parents discussing the new values (initiative, ingenuity, tenacity, entrepreneurialism, and so forth) with their children and youth.

In fact, the American spirit of resourcefulness, optimism and enterprise is alive and well. More of us just need to take the leap.

The difficulty, of course, is that the old values were against risk.

In the old economy, the one that dominated from 1945 to 2008, risk was scary and often unrewarding.

A lot of people made small to large fortunes in entrepreneurial ventures, small businesses, network and multilevel marketing, and other non-traditional enterprises, but a lot more lost money in such attempts and ended up dependent on jobs like nearly everyone else.

The lesson for many people was just to get a decent education, a regular job, and a secure benefits package.

Like in Defoe’s classic Robinson Crusoe, many parents shared the advice not to aim too high or too low, but just to be content with “the middle station” in life.

A decent house, two cars, cable television, a good grill and a family membership at the local rec center — these were the dreams of two generations of Americans.

Robert Kiyosaki develops this theme in various interesting dialogues in the best-selling Rich Dad, Poor Dad (affiliate link).

But in the new economy, such a course is likely to create permanent economic struggles in your life. In this economic environment, without risk few people get ahead.

Entrepreneurial thinking, originality and initiative are the new credentials.

Tenacity, ingenuity and enterprise are the new job security.

This is true even among much of the traditionally employed population. The stakes are higher now and success is more difficult across the board, and thinkers, leaders and innovators are needed.

Early Adapters

But how to get the population on board with the new values? Most of us were raised, educated and lived our careers in the old economy, and shifting to the new realities is proving troublesome.

If the Great Recession is just a blip in history and the days of easy credit and consistent growth return for a decade or more, people will justify this refusal to transition their thinking.

But if, as all indications and evidence seem to suggest, the times of high unemployment, a difficult growth environment and a sputtering economy are here to stay for a while, we are kidding ourselves and hurting our futures by refusing to adapt.

No policy, institutional plan or governmental debate is likely to shift the national mentality from employee thinking to entrepreneurial values.

A renaissance is needed. Our vision must change, and our dreams must imagine the great opportunities available in the new realities of the future economy.

We must, as a people, engage a massive migration toward the new economy.

We can lead the economies of the world, but we have to embrace the new reality and get to work. Until a mental renaissance occurs, we are stuck in a rut of old thinking.

Of course, even if the majority refuses to move forward in this new world, each of us can make these changes and get started on our own journey.

In fact, those who get started first are more likely to benefit and profit than the latecomers. This is true in any nearly any industry and endeavor. The early bird gets the worm.

And, as the early adapters get to work, it is empowering to those who are waiting for validation or credibility to justify the risk so they can get on board as well.

There are already a few who are pioneering and building in the new economy. For example, the “downshifter” trend took successful people from the coasts to small towns to build an entrepreneurial new economy starting in the late nineties.

Likewise, homeschooling and the organic foods movements addressed problems in education and health care using new economy thinking long before the 2008 economic meltdown.

Both continue to grow as the rest of the economy unsuccessfully grasps for solutions. Indeed, few whole foodists were (or are) too concerned about health care reforms–because they are, simply, healthy.

Participatory religion continues to grow, as the old-line religions dependent on Priests and Professionals watch their numbers dwindle.

Public schools and teacher unions are increasingly concerned with the growth of charter and other non-traditional educational offerings, and the rise of for-profit career colleges has the old educational bureaucracy hiring lobbyists and badmouthing these “upstart” competitors.

With just one of these schools, The University of Phoenix, quickly becoming the largest university in the world, the old system sees its monopoly fading.

There is a shortage of new economy thinking because the whole nation needs to make the shift, but there are numerous examples of leaders and groups making the transition.

Indeed, literally thousands of online “tribes” are slowly moving (and many are going more quickly) in the right direction.

A few guidelines for transition to the new economy and values include:

• Start young, or if you are older, help the young get started
• Don’t seek to impress the old elite, but rather go after real results
• Get past the old value of not taking risks
• Be experimental, not limited by old systems, methods or models
• Don’t be limited by old obstacles like office space or business cards
• Don’t get stuck on hierarchies, titles and power struggles
• Think virtual, tribal and international
• Be inclusive, open and interconnected
• Be mindful of the way information grows

Conclusion

In the Information Age, revolution would cause as many problems as it might possibly fix, and reform has proven too feeble to really bring necessary change.

We need a massive internal renaissance of the great explorer, frontier, pioneering, and entrepreneuring values which took Pilgrims to the Mayflower, 49’rs to the plains, and led generations of Americans to build the businesses, families, schools, churches, and communities that made our nation great.

We need to accept that we live in a new economy and embrace the new values which bring success in our new environment.

Chief among these are initiative, cheerfulness, persistence, and an enterprising mentality. We need to engage the powerful flow of information in this age, and help it spread and lift the plight of peoples worldwide.

Each of us has a vital role helping the future emerge, and it is time to take the leap and get to work on those things we have always felt we should do.

Or, if we are already hard at work doing our part, it would be well to smile, laugh more often, and give our full attention to watching a sunset or contemplating a tide as it comes in.

It is time for a renaissance, and if the whole nation doesn’t lead out, each of us can embrace it anyway.

Above all, it’s time to take a deep breath, exhale any doubts, and sit down with our youth and share our vision of the new world and the renaissance ahead.

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Oliver DeMille is the founder of the Center for Social Leadership, and a co-creator of TJEd.

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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