Oliver's Update

I. As the old saying goes, “Leaders are Readers.” This has proven true generation after generation, and is still the reality today. But there is a significant difference in the leadership value in different types of reading. For example, few would doubt that there is a difference in benefits between reading the following items:

The list could go on. One could argue that all of these have some benefits, but the value would depend on what the reader was trying to gain from the reading. In short, all reading is not the same.

As David Brooks wrote in The New York Times (“The Medium Is the Medium,” July 8, 2010)

II. Perhaps the key is to resurrect the word “great.” This word is often used (perhaps overused), in our society, but it is seldom used to mean what it originally meant. “Great” has several definitions:

“Great” can signify any one of these things, or a combination of a few or all of them. Antonyms of the word “great” include:

In academia, business and athletics, the word “mediocre” is also used as an antonym of “great.”

Now, consider some of the ramifications of applying more greatness to education, reading and learning. What if children and youth were strongly encouraged to read a few of the greats in everything they read. For example:

Such readings, be they from books or newspapers or the Internet, are by their nature grand, remarkable, impressive, excellent, profound, momentous and weighty. Some are even abundant, noble, majestic and/or heroic. In a word, they are great.

None of these would be unimportant, small, minor, lowly, slight, awful, tiny, ordinary or mediocre. Readers may agree or disagree with what they read, but they would at least be reading some of the greats. This would help them judge the quality of other things they read by simple comparison.

Beyond this, however, there are a number of great works being produced each year and in many mediums—from books to music, art to theater, cinema to mathematics, accounting to marketing, family relations to philosophy and religion, and from the Internet to all the latest social networking sites.

Great works are more easily found in some of these mediums than others, but all of them offer at least a few greats! We just need to look for and share them—especially with the youth. Cultivating our taste for greatness, and our ability to detect it, is an important aspect of becoming “educated.”

On a related topic, the only free peoples in history were societies of readers! If we want to be free, we must read. Books matter, and great books matter greatly. Other kinds of readings also produce some great work, and all of us can do better by simply adding more “great” readings into our lives. As we do this, our children and students will be more likely to follow our example.

IV. Finally, in what ways can each of us help establish and support Internet content that is deeper, more excellent and truly greater reading material? This is a vital mission for many of us.

In one way, the Internet may be more effective at promoting great education than even books: Nearly all Internet content is interactive, meaning that youth naturally want to write about it as well as read it. This is no small matter.

Where reading of books and writing of essays are usually separate processes in traditional education, the Internet can bridge the gap by naturally combining great reading with important writing. If they are reading great works and ideas, learners will be more likely to write about great thoughts.

The problem is that without reading great things, great writing seldom occurs. When children learn texting (entertainment) before they actively fall in love with and engage great books (learning), their writing won’t usually emphasize great thinking. The greatly educated naturally use e-media to share and improve their education, while those with shallow education naturally take their shallowness to the keyboard.

In short, we can all benefit from bringing more great readings into our lives—wherever they are found. But among children and youth, it is much more effective to learn from books first and later take up social networking only when they have something important to say. When this order is reversed, many youth struggle to do the work of great education when life is dominated by e-entertainment.

In the Internet Age, great education is more available than ever—but only if children fall in love with books. And this is a lot more likely if their parents and teachers set the example.

The Chemistry of Genius?

Harvard Business School has recently emphasized that the major changes in the world tend to come from what they call “disruptive innovators.” These are surprising departures that usually come from out-of-the-mainstream sources and drastically change society, business, and other facets of life. Disruptive innovators are disruptive precisely because they are totally unexpected by the mainstream.

Malcolm Gladwell wrote a bestselling book on the concept, showing that many and in fact most of the major societal initiators come from Outliers Why are so many advancements initiated and led by unknown talent hotbeds, what Daniel Coyle called “chicken-wire Harvards”? Indeed, Harvard, Yale, Stanford and their counterparts may lead the analysis about innovations, but “chicken-wire Harvards” produce many more innovative projects.

Why is more entrepreneurial, innovative and leadership education flourishing in small, humble, usually under-funded environments than in the prestigious, elite halls of endowments and status? And even when the mainstream and elite institutions take note and attempt to emulate such successes, why do the the smaller talent hotbeds outperform them in this measure?

The answer is simple. The breeding grounds of initiative and leadership believe in and implement the philosophy of individualized education. Nearly everywhere else, the emphasis is on systemized models of learning that students must learn to navigate and “fit.”

To reinforce this point through counterpoint: There are many small, humble and under-funded educational models that are not talent hotbeds—almost invariably they adhere to the “systems model” rather than individualization.

I well remember a visit years ago to a private school that had just received two major breakthroughs: an endowment from a wealthy parent, and a new president who promised to significantly grow the school.

However, when I talked to this president, I realized that he fully intended to turn this excellent, proven hotbed of talent into a systemized conveyor belt. He felt that this is what the wealthy donor wanted--and maybe it was. But I could tell after a few minutes of visiting with him that he would lose the depth, quality and excellent results the school had boasted for the past decade.

Five years later, my worst concerns were unfortunately the reality. The school was no longer a place of deep quality and excellence, but it was much bigger, more bureaucratic, and hardly distinguishable from the local public schools. Indeed, several charter schools in the area offered much higher quality.

The key to this change was teachers. In the public schools, teachers have been penalized for great teaching notably since 2002, and even much before. As Harper’s noted: “Under the No Child Left Behind Act of 2002…U.S. teachers are forced to choose between teaching general knowledge and ‘teaching to the test.’” The best teachers are thereby often disenfranchised by the improper use of education information systems.”

In private schools, this system is not mandated. However, when such schools apply the Systems approach to education, they usually obtain similar mediocre results. In the old, underfunded days of this high school, the teachers had given their hearts and souls to provide personalized, individualized attention to every student. As the school turned to industrial systems, these teachers were forced to move on or change their approach from individualized to factory-style learning.

Approaching each child with the assumption that she has genius inside, and that the teacher’s role is to help her find it, develop and polish it to improve herself and the world—this is called teaching. Anything else is something else.

Where true teaching occurs, excellence flourishes. This is applicable at all levels, from elementary to high school, undergraduate to graduate programs, as well as adult learning. Individualization of education is the first step to leadership education, and without it quality always decreases.

Science is now beginning to explain the reasons for this. Studies have shown for a long time that students receiving personalized, caring and quality mentorship learn more effectively than those required to conform to a deeply structured and systemized model. Elites have historically been successful in engaging tutors, mentors and individualizing private schools over less personal conveyor belt schooling options.

Researchers are now discovering that the individualized method (personalized mentoring, deep practice, long hours of inspired and enthusiastic academic effort) results in drastically higher levels of the neural insulator myelin than the standardized system of education. Students with higher levels of myelin learn more and remember it longer. It is especially valuable to gaining, maintaining and polishing skills.

This research is in its infancy, but it is already helping us understand that there are neuro-chemical factors in our basic psycho-physiology that are impacted by our learning environment. Montessori, Charlotte Mason and other great educators have taught this for many years. Personalized educational models with dedicated and caring mentors helping learners achieve depth and inspiration in their studies achieve better results than assembly-line education.

These are nearly always individualized lessons; and when they are applied, researchers are finding, the level of myelin and the resultant quality of learning increases.

To increase myelin levels and create talent hotbeds, Coyle says, mentors must create an environment of individualized coaching, be perceptive in seeing individual needs in their students, use shock or intensity to open student minds and then share valuable information, and find ways to really connect with each learner.

All of this is traditional leadership education, based on the same principles as the 7 Keys covered in my book A Thomas Jefferson Education:

It would be interesting to study the myelin levels of each. Say, for example, a study of myelin levels in students whose teachers emphasize the “inspire” approach versus those with more “requirement-oriented” methods. There could be many other examples.

One thing is clear, if not yet scientifically studied: Most parents and teachers who apply the 7 Keys see significant, drastic and lasting increases in the quality of their students’ and their own learning. Personalized education is more effective in helping students learn in their various areas of interest, but it also outperforms generally in math, science and technology.

In the decades ahead, as in decades past, many of the most innovative ideas and projects are likely to come from talent hothouses outside the mainstream—places where dedicated and caring mentors help young people see their huge potential, start to discover their great inner genius, and feel inspired to do the hard and effective work of getting a great education. Individualized, mentored, intensive learning has better results than standardized, rote and minimum-standards systems.

Changes, Changes Everywhere!

We are witnessing massive changes in all aspects of our lives as we shift into the fourth turning. How can we make the shift most successfully?

(If you haven’t read the excellent book The Fourth Turning by Strauss and Howe, it is a must. See my review here.)

The constant changes of our times are causing everyone to re-evaluate our focus in so many areas of our lives. Clearly government and businesses are re-evaluating, due to the natural economic shifts of an emerging fourth turning. Education, health care, entertainment and finance, industry and transportation, and just about everything else is going through a big re-evaluation and re-focusing period.

So are most TJEders, homeschoolers and parents in general. In fact, the growth of non-traditional private, charter and cooperative schools is natural to this Fourth Turning trend. Here are a few ideas on how to make this time of change really successful for you and your family—and not be left behind!

1. Stay Positive. Relax, enjoy and be grateful for the opportunity to re-evaluate, re-focus, and really emphasize the truly important things in your life, family and education.

During challenging times, there is great opportunity for innovation! As the status quo becomes ever shakier and the grand institutions begin to back-pedal on their promises of our deliverance, the mores and the constraints of popular opinion are relaxed as people turn to hope that something—anything—will help. That means your innovative idea is as worthy of consideration now as it ever will be. If people are too afraid or too entrenched in the past to look around and see the new opportunities for progress, they don’t learn or grow. But those who do see the great potential to improve during times of change can really make a difference. Take a pro-active leadership perspective and consider how you can improve your life, education, family and community right now.

Some people respond to changing times with fear, worry, blame and often even anger or stress. Be one of those with a calm demeanor and a reassuring smile who listens, lifts, and leads! Immerse yourself in the gratitude and optimism that make your attitude infectious. Positive opportunities are all around us.

Fourth turnings are great for family strength, improved marriages, and building strong relationships with friends and community. Now is the time! What is needed are people with the right attitude to look around, see the opportunities, and get to work on them.

2. Be Inclusive. The shift to a fourth turning highlights polarities—in politics, business, families and almost all relationships. Pressures tempt us to be more self-absorbed and negative in general. Don’t be one who defines this trend with divisiveness. Instead, reach out even more to any and all! Build friendships even more than usual with those who have different views, politics, religions, ethnicities, etc. Everyone is shoring up their Core. On a superficial level this is can be perceived as pulling away from one another. I prefer to think of it as a universal, renewed interest in getting back to basics. You and I may differ in application of the specifics; but the fact that we’re both moving beyond the mundane, the commercial, the cosmetic, in favor of our more basic motivations and values is essentially a thing we actually have in common. It’s all in how we look at it. As leaders, statesmen and stateswomen, we get to decide if this important and critical societal trend divides or unites us.

TJEders have hopefully read enough history and great ideas to not get caught up in the political divide that unnecessarily separates the nation—many nations. Our world needs great, classic-based leadership in and from all arenas, thought-families, creeds, tribes, cultures and nations. The classics and leadership education need to inform and improve all paradigms!

Sometimes religious or secular TJEders, or politically diverse TJEders, point accusing fingers at each other and even wonder why TJEd promotes the classics to “other sides.” Sometimes people with a certain viewpoint wonder if they can use the TJEd principles unless most or all TJEders share their predominant political, religious or world views. This is sad, and in fact points to one of the major conveyor-belt pitfalls of our century: people have become entrenched in fighting other views instead of learning from them, in vilifying proponents of competing ideas instead of celebrating the common values that allow for true communication and cooperation—which lead to meaningful conflict resolution.

It is wonderful that many views and perspectives are benefiting from the classics, mentors, inspiring-not-requiring, etc. If only more religious, secular, liberal, conservative, libertarian, blue, red, green, pink and others could benefit even more by learning the classics and applying the great principles of leadership education! I believe our world needs this.

The more TJEders from varying views and walks of life, the better. The principles of great leadership education are so needed. Whoever learns from them can benefit from them. The more diversity, the better!

If you want to develop, expand and strengthen your thought/values community, use the 7 Keys, the 4 Phases, etc., share the seminars, books and audios with more, get them more involved, invite them to events and Forums, etc. Classics are for everyone.

I know from my interactions with thousands of TJEders over the years that a major challenge to this ideal is that the “Get-off-the-conveyor-belt” transformation is so exhausting when we have one foot on and one foot off, that in some cases an internal renunciation has to take place in order to embrace the ideals that are more in keeping with our new goals. Sometimes this renunciation goes beyond personal change and includes some judgment and finger-pointing to others who are perhaps completely content with the things that the new TJEder has had to renounce in order to be true to him or herself. This temptation to generalize personal ideals to apply them to others is what we call the TJEd Conveyor Belt.

I have noted in my study of society many examples of communities where Core-level differences of application serve not to divide, but to add texture and flavor to the discussion of the commonalities.

First, I’ve noticed that ESPN and other sports media does a great job of including rather than excluding, and of celebrating differences rather than mistrusting or denegrating people who are different. In the third turning, sports were often used as an example of what is wrong with society, so it is especially appropriate to consider another side of this in the fourth turning. For example, when ESPN or Sports Illustrated cover Notre Dame or Texas Christian University or Southern Methodist University, they speak of religious differences with respect and support.

When they speak of BYU, they mention the unique dynamic that being a religious school brings to its sports teams. It is often noted that BYU’s teams frequently include athletes who are older than their peers from other universities due to a two-year break to serve a religious mission for the LDS church. Additionally, athletes are often not only husbands but fathers, and they bring a gravity and commitment to their play that some playboy partiers lack.

On the flip-side from conservative to liberal: when sports teams at Cal-Berkeley are highlighted, mention is often made of Tightwad Hill, where “treehuggers” and “liberals” (terms used casually, frequently, and with respect on one travelers’ review website with comments about of the complimentary skybox) can catch spectacular views of the bay, wander around and maybe view some NCAA football action—all free to whomever is willing to make the climb. Tightwad Hill is hippie democracy in action—and a time-honored sports tradition.

Sports anchors do exactly the same thing whether they feature private, religious BYU as they do when they profile the sports teams at Cal-Berkeley with its secular, liberal and counter-culture traditions. Interviews with Jewish, Muslim and New Age athletes likewise emphasize how the individuals’ beliefs animate their lives and their quest for excellence. Coaches using Buddhist meditation or inner-child counseling are reported with interest. Visits to the White House by athletes and comments about sports by politicians are treated equally and positively regardless of party or ideology.

The commentators at ESPN seem just as glad to report the human interest of the BYU story as the Berkeley one—as well as the stories of foreigners realizing their dreams at a U.S. university, kids from the ghetto getting a leg up, one more generation of a family sports dynasty, children of celebrities performing on the sports field, underdogs and undefeated champions, etc. Nobody seems particularly conflicted by the differences. They want to play it out on the field and see what commitment, sacrifice, teamwork, talent and character can get you. That’s their common paradigm.

In short, the top sports media outlets emphasize athletics, and celebrate and enjoy a wide diversity among those for whom sports is an important part of their life. Classics, even more than sports, are for everyone; perhaps we can apply some things from this example.

Other societal niches—from rock climbers to 4-H, sci-fi buffs, quilters, Harley Davidson caravaners, etc.—have unifying interests and activities that in many ways define their lives in similar terms; but these do not define them in every way. One is no less talented a quilter for being a ovo-lacto-vegetarian quilter, no more knowledgeable a 4-H’er for being a secular 4-H’er, and no more committed a climber for being a Korean climber. The differences only serve to illustrate the universality of the thing that unites them. TJEd can be a unifying element across a diversity of peoples, creeds and lifestyles. And in fourth turnings, more than any other time in history, we all need to be positive and more inclusive.

3. Be Understanding. Times of shifting like fourth turnings bring major changes. But most of us struggle with change, so we often try to resist it whenever it comes. During such times, people often struggle to figure out what is best for them and their families, and to adapt to the shifting realities; and once they do figure out what their ideal is, implementation of change brings on a host of other issues in terms of priorities and execution. Be understanding!

Some of our best friends, for example, long-time TJEd homeschoolers, are putting their kids in public school this year so dad can change careers (the economy left him no choice) and mom can go to work to help the family fund the changes. They are some of the best parents we know, and they will be great TJEd public schoolers now! This is the right change and time for them, and we’re so proud of them.

The bigger trend is more people moving, having to start over in building community, and even more people joining the ranks of home schooling. Many are facing naysayers on all sides. Be understanding. Listen. Care. Trust people to do their best and make the most of available choices; trust Providence to make up the differences when the ideal seems out of reach. Focus on getting your own choices right, and supporting others as they struggle to adapt to the new economic and world realities. Give a lot of support and less of opinion. That’s what the fourth turning needs right now.

The biggest trend of all in education during this shift is the explosion of new, small alternative schools and schooling options and co-ops! I expect we’ll see a lot more of this in the years ahead. Many parents, from both the public and home school ranks, are starting to choose alternative schools. TJEd is great for many of these parents and schools. If it is right for your family, be understanding of those who stick with other options.

If you are staying with home school or public school, be understanding of those who are choosing alternative models. Community, friendship and getting the principles of leadership education into all educational arenas are more important than picking sides and judging the choices of others.

In short, be understanding of those who do things differently than you. Right now, with our third-turning hangover view of what is “normal” (meaning what we lived during the 1980s and 1990s), it is easy to unfairly judge others. But many who are making changes are leading the new trends. In twenty years we’ll look back and see that these changes built foundations for a much better world ahead. Be understanding!

By the way, be understanding of yourself as well as you go through this time of shifting, re-evaluation and re-focusing!

4. Be excellent. Quality-not-Conformity is still a key principle. All 7, indeed 8, Keys are universal and vital in all four turnings. You will undoubtedly need to consider course adjustments to apply them a little differently, but all of us can benefit from applying all 8 keys more effectively and with more attention and focus. And let’s give a nod to some other virtues of worth in this time: the teachableness of humility and the courage of tenacity.

While there is a lot of change that is affecting us all, for the most part we are still in the calm before the storm (see A Thomas Jefferson Education Home Companion, pp. 161-163; or click here to read it online; see also this article by Stephen Palmer). With the growing awareness of the Unraveling, we are moved by an urgent sense to be doing something.

Step back; take a deep breath. Caring for your families is doing something. Building a business is doing something. Refining your character and habits, improving your people skills, financial independence, physical health, important relationships—each of these—is doing something. Getting a world-class leadership education—for you and your children—is doing something. Know what today is for; do it well. Then do the next right thing.

Now is a truly great time to re-read A Thomas Jefferson Education and seek new insights that apply to you now. Reading it again, now in the fourth turning, will be like reading an entirely new book! The basics take on a whole new ring and meaning when applied to a new fourth turning. The longer you’ve been using TJEd, the more you’ll benefit from this review.

The quality of your education during shifting times —and what you pass on to your children and grandchildren—is more vital now than at any other point on the cycles of history. The educational quality of those getting a leadership education in the next twenty years, between 2009 and 2029, will literally determine the future of freedom, prosperity, and morality—all through leadership.

Big changes occur most during FIRST turnings, and they are determined by the education of leaders during FOURTH turnings. This means that we have until somewhere between 2021 and 2035 to educate the leaders, entrepreneurs, statesmen and parents who will usher in the next big thing—whatever we decide to make it.

Note that today’s five year old will be 25-30 when the next first turning hits, while today’s fifteen-year-old will be 35-40. In other words, when the biggest changes in our modern history arrive, our kids will just be getting ready to be leaders. We have a limited window of time in which to help them get a great leadership education; and if we do, the future of freedom, prosperity and morality is bright.

In Conclusion: Shifting times are met by most people with fear and worry, but leaders see them as great times of opportunity! We can make the most of the current world, and show others how to do the same. The way to do this is simple: stay positive, be inclusive, be understanding, and, in the classic words of Bill and Ted: be excellent. These are some of the deepest, most profound, and most useful lessons of the classics and great mentors.

The 7 Keys are needed now more than ever, and leaders are needed to apply them in innovative and increasingly effective ways in our homes, communities, schools and society. Be one of those leaders. You were born for such a time as this. Let’s all make the most of it.

The Renaissance of the Family

In crisis periods of history like the one we are now experiencing, almost everything changes. Economies change, as do governments, businesses, schools and societies--often in major and surprising ways. Since few of us want to admit that the cycles of history are driving things, most people are frustrated and feel vulnerable and even victimized by widespread changes. Many turn to government to solve our most pressing problems, hoping it can work miracles. Others turn to other institutions or their own efforts for solutions.

Indeed, increased financial challenges and difficult world events often amplify the pressure on marriage and family relationships. Divorce rates increase, family dysfunction grows, and people look outside the family for more and more help--at the very time family members need each other and can help each other the most.

“But the crisis is over,“ some say. When economists measure an economy to determine growth or recession, an preferred indicator is the Gross Domestic Product (GDP). This is calculated by combining several factors including private profits, capital values and government spending. GDP has been in recession for the past year, but it showed small growth in the third quarter of 2009, causing some to that we are in a recovery. The fact is, this “recovery” was actually one more quarter of decreased profits and capital values—no change in the trend of economic slowing there—masked by the other factor: government spending in the form of Cash for Clunkers and other bailouts.

The problem with this is that since government gets its money either by taxing the private sector or printing money, it can’t keep spending like this and maintaining a “recovery” for long without drastically raising taxes or causing inflation.

In short, reports that a recovery is here to stay are, let us say, premature. A lasting recovery will only happen if profits and values also increase. One of the better indicators of where we are is the unemployment rate, which continues to worsen.

This means that pressure on families is almost certain to increase for the months and probably years ahead. Crisis Periods in history are preceded by Good-Times Periods and then followed by Rebuilding Periods. If the cycles of history hold true and we face major military conflict and even the draft in the decade ahead, or even if unemployment continues to worsen, families will face even more challenges.

I am an optimist, and I’m convinced that great things are ahead for America and the world. And whether or not you share my hope for the future, I believe we can agree on one thing: Our nation and our world will rise no higher than our families. If the family continues to decline, so will peace, prosperity, freedom and happiness.

The experts have studies and graphs outlining the details, but history is absolutely clear on this point. The future of the family is the future of our world. Higher numbers of single-adult, single-parent and other non-traditional families are included in this great opportunity.

In past Crisis Periods, layoffs and failed businesses have resulted in the family pulling together--planting gardens, starting businesses, chopping wood to save on fuel and otherwise facing and working to overcome challenges together. In our current world, with its urbanized and technologically advanced lifestyle, we aren’t following this pattern of family retrenchment. We aren’t relying less on paychecks and more on the family farm, or even leaving the family farm to find opportunity in places like the New World (1780s), the West (1860s), or California (1930s). In our times, no geographical Promised Land has arisen to deliver us.

At the same time, the modern world keeps us busy and separated from each other--kids at school, youth with groups of friends, mom and dad holding down multiple jobs or seeking employment, etc. Even where both adults in some homes are unemployed, they don’t necessarily spend more time together, but rather cope with their stresses and seek solutions independently.

Diminished finances for vacations, no time off at a new job, productivity-related compensation and workplace competitiveness all bring pressure to emphasize less family time and more work time. And the technologies that used to be tools to help connect us have turned on their masters. No longer luxuries, they have gone from being pervasive to invasive to divisive; each family member has his own unique and virtual social life, and family life suffers as a result.

The average American couple in 2009 spends only 16 minutes a day talking with each other, according to a report in Men’s Health. Half of that time is spent discussing things like household chores and finances, leaving very little time to build relationships. The same Men’s Health reported that “lack of quality time” is the number one cause of tension in couples’ relationships in 2009, more than finances, work issues or other challenges. Unlike past Crisis Periods, we are spending less time together just talking and having fun as couples and families than we did even in the past two decades. Rather than refocusing on our marriage and family relationships during Crisis, we are pulling even further apart.

The simplistic reason that Good-Time Periods turn into Crisis Periods is that families turn away from each other to serve the agendas of corporations, marketing firms, schools and others. Crisis Periods are all about recapturing the most important things--especially happy and successful families.

If families don’t come together, strengthen communities, entrepreneur new enterprises and begin to rebuild society, we won’t see the benefits of a great Rebuilding Period ahead. This is a potential tragedy of Dark Ages proportions. Just consider Rome in the first century, France in the late Seventeenth Century, the South after the Civil War, or modern Cambodia, Bosnia or Rwanda. A society has no destiny that is not tied to the strength of its families. Without a family renaissance, no society rebounds from crisis.

The good news in all this is that the bad news is good news: If the biggest challenge in our families is lack of quality time and taking the time to really talk, then the solutions are simple. What if you spent a lot more time with your spouse talking about less urgent, more important, more fun things and enjoying each other? What if you did the same with each of your children, siblings and/or parents? Not everyone has all these options, but clearly not enough of those who do have families are giving them enough attention and effort.

What if families spent two or three evenings a week and half a day each weekend doing fun things, entrepreneurial ventures and/or service projects together? Together is the key word here. This is truly the way that Crisis Periods in history are solved at the grass roots.

Usually economic or political realities force family unity and mutual cooperation in surviving and making a living. In our day it is still as vital to ending the attitudes, behaviors and habits that brought on Crisis; these same elements will keep the Cultural Renaissance progressing until things change.

Of course, this only works where families both bond within and connect without--not isolating themselves but strengthening their relationships with each other and the rest of the community. And it works most effectively where families reject the temptation to draw factional, us/them lines and instead reach out and build new relationships.

Here is the pattern: improve marriages, strengthen family relationships, make new friends, and build stronger connections with friends and community. This naturally overcomes Crisis, and without it Crisis Periods persist and worsen.

Whatever happens in Washington, Wall Street, Main Street, Hollywood or Silicon Valley in the next ten years, it will all be irrelevant until our families come together at a much higher level. Ironically, it is the little things that will most likely win (or lose) this battle.

In the next decade, improving your marriage one-hour-a-day-at-least may be the most important thing you can do for society. Same with many-hours-a-week spent actively talking with and doing activities together with children and grandchildren. Seldom has so much depended on such little things!

Will we follow the course of societies past that have lost their way and crumbled under the devastating forces of economic upheaval, war and other crises?

Without a Renaissance of family, no new candidate can rise to save us; no new legislation, policy or program will heal our land.

On the other hand, the buttressing and revitalization of our society at the most basic level of family, though it be quiet and virtually ignored, is the incredibly powerful secret catalyst to the revitalization of our freedom and prosperity.

If we get it right, we’ll also see a Renaissance of America and, hopefully, watch it spread to the world. No matter what experts may say or what historians may someday write about our times, it will certainly be defined by either the Demise or the Renaissance of the Family.

The Leadership Alienation Principle

A friend recently told me how hard it is to teach leadership education in her new town.

“It was so easy back in California,” she said, “we had so many friends doing this and so many activities to choose from. But here in this small Montana town we just don’t have anyone to work with. Nobody likes homeschooling, much less Leadership Education. They alienate us, and it’s almost impossible to stay inspired. We feel so alone.”

That’s hard! And this family isn’t alone.

Another friend, a Buddhist, lives in a mostly Evangelical Christian environment. She ran into the normal challenges of Thomas Jefferson Education, turned to the community for help, didn’t find it, felt frustrated, and blamed it on the differences between her and the community around her. A Catholic friend living in New England called with similar frustrations. He blamed it on the secularized environment. “These people just don’t get it,” he said, “they’re close-minded and intolerant.”

I heard the same message from a Southern Baptist friend who moved into a Mormon community, and the same comments from my own children about the non-home schoolers in our church unit. A Mormon family doing TJEd in Texas said the same thing about the Baptist community. Another friend moved from the South to the West and felt alienated because he was a Democrat surrounded by Republicans.

Upon discussing this, Rachel and I discovered that we had both felt the same in high school: I blamed my alienation from certain groups of kids on the fact that I was overweight, and Rachel blamed hers on the fact that her family moved a lot and she was always the new girl.

This list goes on and on. But amazingly, the similarity in all of these experiences, and dozens of others that people have told me about, is that in each case the problem was the same — the person was feeling alienated from a larger group because he or she was passionate and committed about something the larger group didn’t share.

So when she ran into roadblocks and went looking for a community to help, she found…that she was alone.

I call this the Leadership Alienation Principle. When you come up against challenges, you see many of them rooted in the differences between you and the larger community around you.

People who are mission driven tend to look around and feel isolated, misunderstood, misjudged and even criticized because their whole life is lived in the context of an overarching passion. When the people around them don’t identify with this passion, they naturally feel isolated. They use this as an excuse, sometimes as the excuse.

They seldom stop to realize that the real issue is the fact that they are passion driven, mission driven, and their whole life is going to be different than most of the people around them. This naturally causes an “us-them” feeling about anyone who doesn’t share your passion, or disagrees with your deepest views, or is just in a bad mood.

This happens to everyone in the areas of their passion, but for those doing Leadership Education the two hardest areas are “Classics, not Textbooks” and “Inspire, not Require.”

When you get passionate about classics, people often think you are stuck up, elitist, cocky, arrogant. They think this even if you aren’t any of these things, and you have to work four times as hard to be their friend as anyone else.

As for “Inspire, not Require,” this is a problem because the easiest and quickest way to inspire is to get your youth working with a larger peer group that shares their passion for great education. When you can’t find such a group, natural feelings of frustration arise about all these people around you who just don’t get it. You need them, and they don’t seem to care, or worse, you get a sense that they aren’t ever going to accept you into the group.

So, what is the solution? Well, first of all, it helps a lot to realize that this is just plain normal. This is what almost everyone is feeling, or soon will be, in one part of their life or another. So, relax.

But secondly, people you know right now are feeling this about something — and you may be able to help. Look around and see if you are needed, and you will find people reaching out for friendship. See how you can help them, even though it isn’t directly related with your challenges.

Once these two steps are accomplished, you can get started on the third step: Get very clear on what you need to do to build your community, help your family, whatever it is you need to do, and get to work. It’s going to be hard, it’s going to take some time, not everyone will join you at first, or ever, but if it’s your role and your mission then get to work.

Of course, this is easier said than done, but it is a lot easier done than sitting around worrying, feeling isolated, fretting, wishing or whining. If something needs done in your community, and you feel called to do it, get to work.

The truth is, once you do step three, you will naturally proceed to step four: having a lot of fun making a difference.

When you run into Leadership Alienation, follow these steps and success if right around the corner.

For more help with Leadership for Executives and Community Leaders, see www.thesocialleader.com and www.thecomingaristocracy.com.

Resources

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Insight Mentor Blog: "Great Education in the Internet Age"

The Chemistry of Genius?

Changes, Changes Everywhere!

The Renaissance of the Family

The Leadership Alienation Principle