Academics Leadership Quotes

But forest fires, as painful as they can be, bring growth. They spur growth that was impossible before the fire, when old trees crowded out new plants on the forest floor. In the midst of this fire, I already see new life—young people engaged as never before, and the media, the courts, academics, nonprofits, and all other parts of civil society finding reason to bloom.

He believed in striving for the best idea, not consensus (“I hate consensus!” he would growl), intuitively understanding what numerous academic studies have shown: that the goal of consensus leads to “groupthink” and inferior decisions.

Education is not merely meant for you to write and pass exams, get a good job and a good spouse, and settle down for survival.

Make your education valuable. Apply what you learnt. Refuse to take the back seat and watch things happen. Join the change and be part of the change.

This is not education my friend. It is a process of manufacturing computation devices that look like Homo sapiens, and thereby falsely labeled as Education.

Bill looked for four characteristics in people. The person has to be smart, not necessarily academically but more from the standpoint of being able to get up to speed quickly in different areas and then make connections. Bill called this the ability to make “far analogies.” The person has to work hard, and has to have high integrity. Finally, the person should have that hard-to-define characteristic: grit. The ability to get knocked down and have the passion and perseverance to get up and go at it again.

Author points out in Woodrow Wilson the flipside of the positive we might call big picture vision. He observes that as college president Wilson resorted to the language of a national crusade when he met resistance in a local, academic issue.

In many U.S. schools, sports instilled leadership and persistence in one group of kids while draining focus and resources from academics for everyone. The lesson wasn't that sports couldn't coexist with education; it was that sports had nothing to do with education.

Self-control is a better predictor of academic success than intelligence (take that, SATs), a stronger determinant of effective leadership than charisma (sorry, Tony Robbins), and more important for marital bliss than empathy (yes, the secret to lasting marriage may be learning how to keep your mouth shut). If

We can change the NEWS if we can enhance academic excellence,youth leadership,blissful marriages & world peace.

If you hate to think, you are not different from some who is peeing on his academic certificates. The goal of education is to help you to think and lead.

McWhorter claims that low black educational achievements are not the result of racism but of an attitude within the black community that academic achievement is a "white thing" and that blacks must reject such efforts in order to stay "culturally black.

Dr. Brown's book is able to make the subject matter interesting in a very pragmatic way, without losing the attractiveness and appeal of his academic writing and sound background. I would recommend the use of this book for teaching in leadership, management and organizational behavior courses knowing that it would make a great contribution to the learning experience of the reader." Alberto DeFeo, Ph.D. (Law) Chief Administrative Officer of Lake Country and Adjunct Professor of University of Northern British Columbia

But I choose to be optimistic. Yes, the current president will do significant damage in the short term. Important norms and traditions will be damaged by the flames. But forest fires, as painful as they can be, bring growth. They spur growth that was impossible before the fire, when old trees crowded out new plants on the forest floor. In the midst of this fire, I already see new life—young people engaged as never before, and the media, the courts, academics, nonprofits, and all other parts of civil society finding reason to bloom.

Museum Work and Museum Problems” course, the first academic program specifically designed to cultivate and train men and women to become museum directors and curators. In addition to the connoisseurship of art, the “Museum Course” taught the financial and administrative aspects of running a museum, with a focus on eliciting donations. The students met regularly with major art collectors, bankers, and America’s social elite, often at elegant dinners where they were required to wear formal dress and observe the social protocol of high culture. By 1941, Sachs’s students had begun to fill the leadership positions of American museums, a field they would come to dominate in the postwar years.

The popular push to depict Jesus as a Galilean and see Galilee as religiously and ethnically distinct from Judea winds up conveying the impression that “Judaism,” with its Temple and its leadership, is quite distinct from the Galilean Jesus. The popular image of Jesus as a “peasant” often serves not to connect him to his fellow Jews but to distinguish him from them, since “the Jews” remain in the popular imagination not peasants but Pharisees and Sadducees or, in academic terms, members of the retainer and elite classes. Worse, the lingering view that Jesus dismissed basic Jewish practices, such as the Laws concerning Sabbath observance and ritual purity, turns Jesus away from his Jewish identity and makes him into a liberal Protestant.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The knowledge of the worker is often called ‘skill’, for it requires manual dexterity and training. The knowledge of the manager is ‘academic’ as it can be taught in colleges and universities. However, the knowledge of the leader is ‘creative’ which can generally not be taught, and must come from within.

Academically brilliant persons usually make excellent managers and bureaucrats as they can efficiently implement the vision of the government or world leaders by following the prescribed methods. However, they may prove to be poor leaders, for they may not have taken the pain to understand the world on their own, and hence, cannot contribute any new thought or line of action to tackle new problems.

When Lillian (Holt) argues that leadership steals your spirit, she means that institutional pressures change you; they erode your courage, passion and humour and wear you down so that important things don't get named and get overtaken by the trivial. In the following excerpts from one interview I undertook with her, Lillian elaborates why Indigenous Australians find it hard to speak out. There is a systemic blockage. Something happens to Aboriginal people who work in hierarchies, whether bureaucracy or academic… a bit like my own story of climbing the ladder of success. You get to the top and find it bereft, bereft of passion, bereft of intuition, of emotion. 'For God's sake don't talk about emotion in a place like this!

There are probably as many different definitions of leadership as there are roles for leaders. There are civic leaders, political, religious and academic leaders. There are “captains” of industry and “skippers” of sports teams. There are leaders by achievement, assignment or necessity. Some leaders are official, others just emerge. Some lead by insignia, some by action, some by both. Some lead in public and some, like the head of a family, lead in private. There are at least ten different theories of leadership and ten times ten books on how to lead. Despite this complexity of characterizing leadership, or more precisely effective leadership, there is one indisputable reality, a requirement common to all those who would effect successful action. They have the ability to handle crisis because they possess the necessary skills to remain calm and functional when others are rendered confused or overwhelmed by difficult circumstances.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

Harry H. Laughlin was highly important for the Nazi crusade to breed a “master race.” This American positioned himself to have a significant effect on the world’s population. During his career Laughlin would: ~ Write the “Model Eugenical Law” that the Nazis used to draft portions of the Nuremberg decrees that led to The Holocaust. ~ Be appointed as “expert” witness for the U.S. Congress when the 1924 Immigration Restriction Act was passed. The 1924 Act would prevent many Jewish refugees from reaching the safety of U.S. shores during The Holocaust. ~ Provide the "scientific" basis for the 1927 Buck v. Bell Supreme Court case that made "eugenic sterilization" legal in the United States. This paved the way for 80,000 Americans to be sterilized against their will. ~ Defend Hitler's Nuremberg decrees as “scientifically” sound in order to dispel international criticism. ~ Create the political organization that ensured that the “science” of eugenics would survive the negative taint of The Holocaust. This organization would be instrumental in the Jim Crow era of legislative racism. H.H. Laughlin was given an honorary degree from Heidelberg University by Hitler's government, specifically for these accomplishments. Yet, no one has ever written a book on Laughlin. Despite the very large amount of books about The Holocaust, Laughlin is largely unknown outside of academic circles. The Carnegie Institution of Washington, D.C. gave this author permission to survey its internal correspondence leading up to The Holocaust and before the Institution retired Laughlin. These documents have not been seen for decades. They are the backbone of this book. The story line intensifies as the Carnegie leadership comes to the horrible realization that one of its most recognized scientists was supporting Hitler’s regime.

academic requirements, helping them navigate

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

The Marxist Mapam leader Simha Flapan,7 not an academic scholar, was the first historian to challenge the myths surrounding the 1948 war.8 Most of his theses were confirmed and elaborated upon by the other three historians. The New Historians disclosed how the Zionist leadership nominally accepted the UN Partition Plan but covertly agreed with King Abdullah to divide the area designed for a Palestinian state between Transjordan and Israel. Motivated to prevent the founding of a Palestinian state, Britain and the US supported the extension of the state of Israel into areas that were granted to the Palestinians; furthermore, they encouraged the rule of the Hashemites over the rest of the West Bank.

unspoken message. “You’re fundamentally okay.” As the weeks and months passed, he began to feel a quiet confidence and affirmed himself. He began to blossom, at his own pace and speed. He became outstanding as measured by standard social criteria—academically, socially and athletically—at a rapid clip, far beyond the so-called natural developmental process. As the years passed, he was elected to several student body leadership positions, developed into an all-state athlete and started bringing home straight A report cards. He developed an engaging and guileless personality that has enabled him to relate in nonthreatening ways to all kinds of people. Sandra and I believe that our son’s “socially impressive” accomplishments were more a serendipitous expression of the feelings he had about himself than merely a response to social reward. This was an amazing experience for Sandra and me, and a very instructional one in dealing with our other children and in other roles as well. It brought to our awareness on a very personal level the vital difference between the Personality Ethic and the Character Ethic of success. The Psalmist expressed our conviction well: “Search your own heart with all diligence for out of it flow the issues of life.

A lot of young people are not doing well in their studies today not because they are not "academically bright", but because they lack a good role model who they can identify with. Be that role model by becoming the success that your youth needs.

the factors that the 209 foes want to use instead of SATs for admission, such as “spark” and leadership, have predictive powers of about 2.5 percent—in other words, almost no relationship to academic success.

When pit against other virtues, willpower comes out on top. Self-control is a better predictor of academic success than intelligence (take that, SATs), a stronger determinant of effective leadership than charisma (sorry, Tony Robbins), and more important for marital bliss than empathy (yes, the secret to lasting marriage may be learning how to keep your mouth shut).

There had always been battle lines drawn between the upper administration and the faculty. Even those who had once been faculty immediately began to view their former colleagues as troublesome children. She had once toyed seriously with the idea of university administration, and had even attended one of those academic leadership development seminars at Charles’s request and the university’s expense. But once she heard one of the speakers encourage the participants to consider boning up on child psychology and further suggested imagining one’s faculty colleagues as characters in Winnie the Pooh, she knew she could never cross over to the dark side, as the professorial wing of academe called the upper administration.

Trust is a multifaceted concept, so what do we mean by it? One academic paper defines trust as “the willingness to accept vulnerability based upon positive expectations about another’s behavior.

From its ancient roots to its modern application, the practical utility of the Enneagram has been appropriated by the CIA to profile world leaders, written about in The Paris Review, Newsweek, Forbes, and CNN.com, and taught in graduate courses at several academic institutions, including Stanford University. The Enneagram is even used to explain leadership styles and decision making styles in the workplace.

Perhaps the magnetic pull of West Point ultimately wasn’t rational but emotional. The history-laden rhythm of a military parade reverberated like the incense-scented rituals of Catholic mass. Walking around West Point, I was swept up in its call to “Duty, Honor, Country.” Self-sacrifice, integrity, and leadership echoed between the larger-than-life statues of Eisenhower and MacArthur. Cadets discussed courage and duty without a note of irony. They spoke without slouching, oozing confidence, projecting their chins, eyes fixed straight ahead. Around them my own spine stiffened with resolve. Whatever they had, I wanted. West Point offered more than an academic education. It offered an almost religious quest for perfection. I wanted to graduate a better man.

The fight against toxic leadership in academia is a collective responsibility, requiring courage, advocacy, and a commitment to fostering a healthier academic community.

In the pursuit of academic excellence, toxic leadership drains the joy and passion out of learning, leaving behind a hollow educational experience.

Toxic leadership in academia not only damages the individuals involved but also undermines the credibility and reputation of the entire academic institution.

the longitudinal research on child development clearly demonstrates that one of the very best predictors for how any child turns out—in terms of happiness, social and emotional development, leadership skills, meaningful relationships, and even academic and career success—is whether they developed security from having at least one person who showed up for them.

Listening and oral communication Adaptability and creative responses to setbacks and obstacles Personal management, confidence, motivation to work toward goals, a sense of wanting to develop one’s career and take pride in accomplishments Group and interpersonal effectiveness, cooperativeness and teamwork, skills at negotiating disagreements Effectiveness in the organization, wanting to make a contribution, leadership potential10 Of seven desired traits, just one was academic: competence in reading, writing, and math.

Over the years, as it became my responsibility to evaluate and hire new people for my unit, I developed a profile of what I wanted in a profiler. At first, I went for strong academic credentials, figuring an understanding of psychology and organized criminology was most important. But I came to realize degrees and academic knowledge weren’t nearly as important as experience and certain subjective qualities. We have the facilities to fill in any educational gaps through fine programs at the University of Virginia and the Armed Forces Institute of Pathology. What I started looking for was “right-brained,” creative-type thinkers. There are many positions within the FBI and law enforcement in general where engineering or accounting types do the best, but in profiling and investigative analysis, that kind of thinker would probably have some difficulty. Contrary to the impression given in such stories as The Silence of the Lambs, we don’t pluck candidates for the Investigative Support Unit right out of the Academy. Since our first book, Mindhunter was published, I’ve had many letters from young men and women who say they want to go into behavioral science in the FBI and join the profiling team at Quantico. It doesn’t work quite that way. First you get accepted by the Bureau, then you prove yourself in the field as a first-rate, creative investigator, then we recruit you for Quantico. And then you’re ready for two years of intensive, specialized training before you become a full-fledged member of the unit. A good profiler must first and foremost show imagination and creativity in investigation. He or she must be willing to take risks while still maintaining the respect and confidence of fellow agents and law enforcement officers. Our preferred candidates will show leadership, won’t wait for a consensus before offering an opinion, will be persuasive in a group setting but tactful in helping to put a flawed investigation back on track. For these reasons, they must be able to work both alone and in groups.

The objectives were twofold. First, for team members to get to know each other as people, with families and interesting lives outside of work. And second, to get everyone involved in the meeting from the outset in a fun way, as Googlers and human beings, and not just as experts and owners of their particular roles. Bill and Eric understood that there’s a direct correlation between fun work environments and higher performance, with conversation about family and fun (what academics might call “socioemotional communication”) being an easy way to achieve the former. Later in the meeting, when business

On some deep level, we may choose to fill our days with busy work as a way to avoid the inevitable pain and disappointment in accepting that who we are may not be who we thought we were.

All too often, people and organizations that are confronted with change find themselves struggling and don’t know why. They’ve applied every practical solution, quantitative method, and technical approach to managing change, and they’re at a loss for why it’s not working. And then they learn about the Bridges transition model and realize that change and transition are very different animals. They finally come to grips with the fact that the human element, the wonderfully unpredictable part of business and leadership and life that academics and experts so often overlook, is the difference between success and failure, between transformational growth and painful decline.

Psychiatrist Robert Lifton, in his many interviews with Nazi doctors, confirms that the highest-ranking leaders were mentally healthy, even in many ways admirable, men. Karl Brandt, for instance, a prominent academic physician, a member of an aristocratic family, educated in the best universities, one of Hitler’s close doctors, was a leader of the medical euthanasia of mentally ill patients.

Strong cultures are vigorously and widely supported, and they are difficult to change.

Enlightenment thinkers had rejected leadership based on religion or birth, arguing instead that society moved forward when people made good choices after hearing arguments based on fact. But this Enlightenment idea must be replaced, Buckley argued in God and Man at Yale: The Superstitions of “Academic Freedom,” because Americans kept choosing the liberal consensus, which, to his mind, was obviously wrong. He concluded that the nation’s universities must stop using the fact-based arguments that he insisted led to “secularism and collectivism,” and instead teach the values of Christianity and individualism. His traditional ideology would create citizens who would vote against the “orthodoxy” of the liberal consensus, he said. Instead, they would create a new orthodoxy of religion and the ideology of free markets.[5

The relief of a combat leader is something that is not to be lightly done in war. Its first effect is to indicate to troops dissatisfaction with their performance; otherwise the commander would be commended, not relieved. This probable effect must always be weighed against the hoped-for advantage of assigning to the post another, and possibly untried, commander. On the other hand, really inept leadership must be quickly detected and instantly removed. Lives of thousands are involved—the question is not one of academic justice for the leader, it is that of concern for the many and the objective of victory.

Yet if our research and our teaching are to address the multifaceted challenges African Americans face, we must do the required contextual and interdisciplinary work, and we must remember that, by serving in leadership positions in the Society of Biblical Literature at any and all of its levels, we create the academic spaces we need for that work to flourish. (from "The Struggles: A Personal Reflection")

COL Nicholas Young Retires from the United States Army after More than Thirty -Six Years of Distinguished Service to our Nation 2 September 2020 The United States Army War College is pleased to announce the retirement of United States Army War College on September 1, 2020. COL Young’s recent officer evaluation calls him “one of the finest Colonel’s in the United States Army who should be promoted to Brigadier General. COL Young has had a long and distinguished career in the United States Army, culminating in a final assignment as a faculty member at the United States Army War College since 2015. COL Young served until his mandatory retirement date set by federal statue. His long career encompassed just shy of seven years enlisted time before serving for thirty years as a commissioned officer.He first joined the military in 1984, serving as an enlisted soldier in the New Hampshire National Guard before completing a tour of active duty in the U.S, Army Infantry as a non-commissioned officer with the 101st Airborne (Air Assault). He graduated from Officer Candidate School in 1990, was commissioned in the Infantry, and then served as a platoon leader and executive officer in the Massachusetts Army National Guard before assuming as assignment as the executive officer of HHD, 3/18th Infantry in the U.S. Army Reserves. He made a branch transfer to the Medical Service Corps in 1996. COL Young has since served as a health services officer, company executive officer, hospital medical operations officer, hospital adjutant, Commander of the 287th Medical Company (DS), Commander of the 455th Area Support Dental, Chief of Staff of the 804th Medical Brigade, Hospital Commander of the 405th Combat Support Hospital and Hospital Commander of the 399th Combat Support Hospital. He was activated to the 94th Regional Support Command in support of the New York City terrorist attacks in 2001. COL Young is currently a faculty instructor at the U.S. Army War College. He is a graduate of basic training, advanced individual infantry training, Air Assault School, the primary leadership development course, the infantry officer basic course, the medical officer basic course, the advanced medical officer course, the joint medical officer planning course, the company commander leadership course, the battalion/brigade commander leadership course, the U.S. Air War College (with academic honors), the U.S. Army War College and the U.S. Naval War College (with academic distinction).

Nelson knew when he started that he couldn't remake the entire high-school experience for his students. But he thought that perhaps he didn't need to. By helping his students develop the specific nonacademic skills that would lead most directly to college success, he believed he could compensate, relatively quickly, for the serious gap in academic ability that separated the average senior at a Chicago public high school from the average American college freshman. Nelson, using instinct more than research, identified five skills, which he called leadership principles, that he wanted OneGoal teachers to emphasize: resourcefulness, resilience, ambition, professionalism, and integrity. These words now permeate the program.

collaborative teams think of common formative assessments as academic scrimmages or dress rehearsals.

Africa had free markets and a thriving entrepreneurial culture and tradition centuries before these became the animating ideas of the United States or Western Europe. Timbuktu, the legendary city in northern Mali, was a famous trading post and marketplace as far back as the twelfth century, as vital to the commerce of North and West Africa as ports on the Mediterranean were to Europe and the Levant. In Africa Unchained, George Ayittey offers myriad examples of industrial activity in precolonial Africa, from the indigo-dye cloth trade of fourteenth-century Kano, Nigeria, to the flourishing glass industry of precolonial Benin to the palm oil businesses of southern Nigeria to the Kente cotton trade of the Asante of Ghana in the 1800s: “Profit was never an alien concept to Africa. Throughout its history there have been numerous entrepreneurs. The aim of traders and numerous brokers or middlemen was profit and wealth.”2 The tragedy is what happened next. These skills and traditions were destroyed, damaged, eroded or forced underground, first during centuries of slave wars and colonialism and, later, through decades of corrupt postindependence rule, usually in service to foreign ideologies of socialism or communism. No postcolonial leader in Africa who fought for independence has ever adequately explained why liberation from colonial rule necessarily meant following the ideas and philosophies of Karl Marx, a gray-bearded nineteenth-century German academic who worked out of the British Library and never set foot in Africa. At the same time, neither should we have ever allowed ourselves to become beholden to paternalistic aid organizations that were sending their representatives to build our wells and plant our food for us. Nor, for that matter, should we have relied on the bureaucrats of the Western world telling us how to be proper capitalists or—as is happening now—to Party officials in Beijing telling us what they want in exchange for this or that project. It was this outside influence—starting with colonialism but later from our own terrible and corrupt policies and leaderships—that the stereotype of the lazy, helpless, unimaginative and dependent African developed. The point is that we Africans have to take charge of our own destiny, and to do this we can call on our own unique culture and traditions of innovation, free enterprise and free trade. We are a continent of entrepreneurs.

The word curriculum originated in the 1600s as a derivative of the Latin word for “course,” specifically a course for a horse or chariot race. That’s a far cry from the stuffy academic flavor the word carries today. Before it was used in formal education, curriculum referred to the necessary stages of development children go through on their way to adulthood. And before it evolved into a rigid syllabus of assignments and tests, a curriculum was a series of tasks and experiences designed to take someone on a journey toward maturity.

Many ministers are more the church’s institutional managers than its theological guides; correspondingly, many read more management (“leadership”) books than they do works of academic theology.

The recommendations were presented as twelve overarching ideas called “Imperatives.” In brief, they included strengthening the faculty both in excellence and in size, enhancing both the graduate and the undergraduate academic experiences, emphasizing the liberal arts, increasing ethnic and geographic diversity, expanding and enhancing the physical plant and landscape, developing more “enlightened” governance, attracting more financial resources, and building closer ties with the local community and the state of Texas.

In a more recent study, a group of academic scholars from around the world led by Professor Robert House conducted thousands of interviews across sixty-two countries during which they tested and calibrated Hofstede’s data on the power distance scales again.2 This project is often referred to as the Globe Project. House and his colleagues looked at the degree to which inequality in a society is both supported and desired and considered the impact on egalitarian versus hierarchical leadership preferences in various countries.