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Sunday, November 01, 2009

LEADERSHIP IS A FUNCTION OF MULTIDIMENSIONAL AND MULTIDISCIPLINARY PREPARATION(*): ... By (c) Copyright 2009 Andres Agostini (Andy)

LEADERSHIP IS A FUNCTION OF MULTIDIMENSIONAL AND MULTIDISCIPLINARY PREPARATION(*): ON EDUCATION AS PER THE ULTIMATE EUROPEAN EMPEROR AND THE FATHER OF THE AMERICAN CONQUEST OF THE OUTER SPACE PROGRAM. By © Copyright 2009 Andres Agostini (Andy) at www.CyberCV.blogspot.com and www.AgostiniWorks.blogspot.com and www.ecademy.com/account.php?op=cv&id==

(*) Preparation begins with the utmost discipline of the mind.

General Colin Powell: “There are no secrets to success. It is the result of preparation, hard work, and learning from failure.” Quotation commentary: Clearly, education takes an immense part of preparation.

G. W. F. Hegel (1770 – 1831), German idealist philosopher: “Civil society has the right and duty of superintending and influencing education, inasmuch as education bears upon the child’s capacity to become a member of society. Society’s right here is paramount over the arbitrary and contingent preferences of parents.”

-Andy: "Once you do your ethics, you can do your actionable knowledge. Once your actionable knowledge is done by you, you can do you future. When your future is done by you, you can do your risks. When risks are done by you, you can do your benefits."

INTRODUCTION
Mostly, this work addresses some deep and yet wise reflections by Wernher von Braun and Napoleon Bonaparte. Both proved to be great leaders in their respective areas of dominion. Taking both considerations seriously will be extremely interesting and productive.

Many authors, speakers, and experts elaborate “in circles” about numerous traits and practices desirable for successful leadership. Nonetheless, they gravely fail to link their reflection to desirable and measurable objective, targets, and goals. It will never suffice to attempt (in failure) to shed light (out the unnecessarily abstract) by giving third-party examples whether accounts are real ones or fictitious ones. You cannot sublime the “gamed” abstracts to get readers in the marketplace while some authors offer the “seductive” attraction to buy some “literature” bathed by ambiguity for the sake of sales ratings. In practice this will not accomplish anything but disappointment and even bankruptcy for the avid reader and practitioner.

There are quite a few – sometimes many – optimum modes of leadership. There some wonderful leaders too. Precision and unambiguous actionable, transferrable language (a form of knowledge encoding) is beyond absolutely indispensable. Likewise, people speak and pontificate about “values” but they never specify unambiguously what his / her values really are about. Most reasonable people understand that without values specified and practiced consistently and congruently, one cannot exercise true leadership. No matter what some leadership authors and success speakers will not fail to address many vital subject matters in an ocean of ambiguity. The reader must get prepared to anticipate what literature and “key note” speeches he / she wishes to rule in or out.

Leadership is not only about accountability, transparency, and responsibility but also about adaptive and resilient effectiveness. The undersigned is thoroughly under the belief that in Century 21 – as many things are getting beyond reinvention – the leader is going to need “real time” qualitative updating. People like Sir Winston Churchill would have no problem to lead through these daring times at all. If one thinks that this into the theoretical realm, Einstein would tell him / her: “I do not know of anything more practical than theory.” No one can get to a new place with an old map!

Every sustainably successful leader must have his / her own system to think unthinkably for Life. The criticality of this matter is greatly ignored. This effort, of shaping and re-shaping one’s mind, goes on until the last breath marshaled. “The empires of the futures are the empires of the mind.” (Churchill). In my view, leadership is such a serious matter which requires the finest and newest from both science and art, not just art. Thorough lack of integrity, morality, and ethics does never make a true leader. Without those vital and actionable traits the “global crises of corruption” – immensely universally practiced – can never be mitigated and modulated. If the global crisis of corruption, as I like to term it, it is not massively countered on the face of Earth, it is childish to think that the global crises of, say, the climate, the economy, the geology, and geopolitics can be seriously addressed.

NAPOLEON BONAPARTE ON EDUCATION (1769 – 1821):
“…Education, strictly speaking, has several objectives: one needs to learn how to speak and write correctly, which is generally called grammar and belles letters. Each lyceum has provided for this object, and there is no well-educated man who has not learned his rhetoric. … After the need to speak and write correctly comes the ability to count and measure. The lyceums have provided this with classes in MATHEMATICS embracing arithmetical and MECHANICAL KNOWLEDGE IN THEIR DIFFERENT BRANCHES. … The elements of several other fields come next: chronology, geography, and the rudiments of history are also a part of the education of the lyceum …. A young man who leaves the lyceum at sixteen years of age therefore knows not only the mechanics of his language and the classical authors, the divisions of discourse, the different figures of eloquence, the means of employing them either to calm or arouse passions, in short, everything that one learns in a course on belles letters. He also would know the principal epochs of history, the basic geographical divisions, and how to compute and measure. He has some general idea of the most striking natural phenomena and the principles of equilibrium and movement both with regard to solids and fluids. … Whether he desires to follow the career of the barrister, that of the sword, or ENGLISH, or letters; if he is destined to enter into the body of scholars, to be a geographer, engineer, or land surveyor – in all these cases he has received a general education necessary to become equipped to receive the remainder of instruction that his circumstances require, and it is at this moment, when he must make his choice of a profession, that the special studies present themselves. … If he wishes to devote himself to the military art, engineering, or artillery, he enters a special school of MATHEMATICS, the polytechnique (institution, especially college dealing with or devoted to various TECHNICAL subjects). What he learns there is only the corollary of what he has learned in elementary mathematics, but the knowledge acquired in these studies must be developed and applied before he enters the different branches of ABSTRACT MATHEMATICS. NO LONGER IS IT A QUESTION SIMPLY OF EDUCATION, AS IN THE LYCEUM: NOW IT BECOMES A MATTER OF ACQUIRING A SCIENCE ….

Sir Ian Hamilton in 1921 on Napoleon: “It is only progressively that one can form a great army. Certainly no other commander in his day devoted as much thought and attention to organization as Napoleon, who went into painstaking detail to assure that his forces were disciplined, prepared, and ready to take the field. The army marches, works, and has its being by organization and discipline.”

WERNHER VON BRAUN ON EDUCATION (1912 –1977):
“…The average citizen today, of course, has far more scientific information at his disposal than did those greatest of intellects of earlier times. Yet paradoxically, I think that there has never been a greater need for increased understanding and appreciation of science. It has been said that, although the choice of direction for our civilization will be determined through democratic process, it is there that the problem begins. To make rational choices, the average citizen must understand the nature and role of science at a time when its breadth and complexity are increasing almost exponentially. … Conversely, the scientist, at a time when he can barely keep up to date in his specialty, must not isolate himself in his parochial interest. Instead, he should see his profession as a part of the larger world, to evaluate himself and his work in relation to all forces, especially the humanities, which shape and advance society. The need, then, is for an educational process resulting in more scientific literacy for the layman, and more literacy in the humanities for the scientists. … Man in this scientific age is free only to the extent he has a grasp on himself and his surroundings. FREEDOM – THE ABILITY TO SPEAK, THINK, ACT AND VOTE INTELLIGENTLY – is based largely on our ability TO MAKE CHOICES growing out of our understanding of the issues involved. With each advance of science, there is an invitation to more understanding. This is the essence of the burden borne by all peoples since the dawn of humanity. There must be widespread understanding of the role of science in modern society, both as to its limits and our dependence on its basic function as a tool for our survival. This is the imperative for scientific literacy. … How do we encourage scientific literacy? I THINK THE PROBLEM IS HOW TO INSTILL IN STUDENTS A PERMANENT DESIRE TO LEARN. All youth is endowed with curiosity from the very beginning. What can education process do, not only to keep this natural curiosity alive, but to make it a permanent part of the individual drive? … Students should be encouraged, beyond learning facts, to be intrigued by objects and events in their environment, as well as to become aware of and responsive in a positive manner to beauty and orderliness in their environment. They should be taught to willingly subject their data and ideas to criticism of their peers while acquiring a critical, questioning attitude toward inferences, hypotheses and theories. Early in education, they should be led to recognize the limitations of scientific modes of inquiry and the need for additional, quite different approaches to the quest for reality… Ultimately, they should be instilled with an appreciation for THE INTERRELATEDNESS OF SCIENCE, TECHNOLOGY AND SOCIETY. …This is essentially the scientific method. By learning the scientific method, students will understand its role in society and at the same time to think for themselves. LEARNING TO THINK FOR ONESELF, IN TURN, IMPARTS A DEEP SENSE OF FREEDOM. ONCE TESTED, AN APPETITE FOR IT IS FORMED WHICH MAY WELL ENDURE THROUGHOUT LIFE. …But if our young people are going to gain the appetite, our schools, our colleges, our universities, must bear an ever greater responsibility. ALL TOO MANY TIMES IN THE PAST, EDUCATION – PARTICULARLY IN THE SCIENTIFIC DISCIPLINES – HAS PLACED EXTREMELY HEAVY EMPHASIS ON TRANSMITTING THE ESTABLISHED KNOWLEDGE OF THE PAST. THERE HAS BEEN A TENDENCY FOR TEACHERS TO ASSIGN, AND TO ENCOURAGE ROTE LEARNING, INSTEAD OF TAKING THE ADMITTEDLY MORE DIFFICULT PATH OF ENCOURAGING STUDENTS TO THINK FOR THEMSELVES. … THE MAINSPRING OF SCIENCE IS CURIOSITY. SINCE TIME IMMEMORIAL, THERE HAVE ALWAYS BEEN MEN AND WOMEN WHO FELT A BURNING DESIRE TO KNOW WHAT WAS UNDER THE ROCK, BEYOND THE HILLS, ACROSS THE OCEANS. THIS RESTLESS BREED NOW WANT TO KNOW WHAT MAKES AN ATOM WORK, THROUGH WHAT PROCESS LIFE REPRODUCES ITSELF, OR WHAT IS THE GEOLOGICAL HISTORY OF THE MOON.

QUESTION: ARE THE ROMANIC CULTURES IN SOUR OPPOSITION WITH NAPOLEON BONAPARTE’ AND WERNHER VON BRAUN’S SUCCESS PRESCRIPTIONS?
Yes, the Romanic cultures – to an appalling and unfortunate degree (and with the notorious exception of Leonardo Da Vinci) – have this overwhelming counter feeling against Napoleon Bonaparte’ and Wernher von Braun’s Success Prescriptions. When the subject matter is addressed, the respective incumbents take it as a violation to their traditions and not as an opportunity to grow beyond any past historic consideration.

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By © Copyright 2009 Andres Agostini (Andy)
Ich Bin Singularitarian, High-Tech Visionary and Method Developer/Proprietor of: "Transformative And Integrative Risk Management" (with the applied omniscience perspective), Blitzkrieg, Organizational Strategist, TransLeadership / Preter-Leadership Innovist, Iconoclastic Mind Expansionist, Applied Omniscience Activist, so forth.

ON ANDRES AGOSTINI’S (ANDY’S) "TRANSFORMATIVE AND INTEGRATIVE RISK MANAGEMENT". "TRANSFORMATIVE AND INTEGRATIVE RISK MANAGEMENT" is not only a pervasive methodology to exploit sustainable and breakthrough UPSIDES out of DOWNSIDES but also it represents a hyper-catalyzer to amplify the intelligence of your biological computer. In disrupting potential hazards in advance, TAINRM does not only reduce and eliminate grave expenses but also create a framework of new lucrative opportunities. Dr. Stephen Hawking mentioned (this year in a CNN interview) that no one is compelled to study the Universe but that is “foolish” not to do it. By the same token and as AI and massive automation is beyond geometrically exponential, it is “foolish” not to cultivate and expand the mind.

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NOTA BENE: "TRANSFORMATIVE AND INTEGRATIVE RISK MANAGEMENT" is not only a pervasive methodology to exploit sustainable and breakthrough UPSIDES out of DOWNSIDES but also it represents a hyper-catalyzer to amplify the intelligence of your biological computer. Dr. Stephen Hawking mentioned that no one is compelled to study the Universe but that is “foolish” not to do it. By the same token and as AI and massive automation is beyond geometrically exponential, it is “foolish” not to cultivate and expand the mind.

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