You probably know, as I do, that there is nothing quite like the sting that comes when one's motives are questioned or challenged.....especially when one has taken the risk to step out from the crowd to advocate for a cause greater than oneself The sting is even more painful and harder to endure when the criticism comes from those who are supposedly on the same side of the battle.
Yet, in spite of the painfulness of the sting, it provides an opportunity for us to ponder on our motives. Whenever our actions are motivated by a desire for a response from others whether that response be accolades, money, recognition, prestige, approval, etc., it would behoove us to do some changing.
It is not only the strength of a motive that is important but also the rightness or wrongness of it as L. Tom Perry suggests in his book, Righteous Influence. He goes onto say that power and influence are to be exercised only when a leader has in mind righteous purposes--pureness of heart. In other words, when and how a leader steps in has as much to do with the leader's readiness to do so as with the needs of the person (s) he/she desires to influence.
When one has a desire to influence another---to know when and how to step in (or back off!)--the first thing one should do is drop to his knees for guidance. From a personal conversation, L. Tom Perry quotes Jerry Harvey, a well-respected organizational scientist, "You don't really know anything about a leader until you know something about his prayer life."
Even if are motives are pure and even if we have prayed for guidance, there is still no guarantee that our motives won't be questioned or challenged. Others still have their free agency in how they choose to respond to our righteous motives. They may still falsely accuse us as Nephi was accused by his brothers, Laman and Lemuel, in the Book of Mormon of wanting to rule over them--in spite of all that he had done in their behalf.
If we are wrongly accused after we have determined that our motives are pure, we have the option of choosing to retreat or to go forward in spite of it. The cause depends on us choosing the latter... remembering the words of Albert Einstein,
"Great spirits have always encountered violent opposition from mediocre minds"
Thursday, October 11, 2007
Wednesday, October 10, 2007
Spiritual Leadership: More Than Academic Rigor
Spiritual leadership requires more than academic rigor. It also requires the heart. Why? Because the heart knows things the eyes don't see, and feels things the mind cannot understand. As it says in the book, The Little Prince, "It is only with the heart that one can see rightly; what is essential is invisible to the eye."
Elder Richard G. Scott. a member of the Latter-Day Saint Quorum of the Twelve, counseled his listeners in his BYU Education Week address in August 2007 to say to themselves, "Throughout the remainder of my life, I will seek to learn by what I hear, see, and feel. I will write down the important thing I learn and do them." He especially stressed the need to feel. In order to feel, we must listen closely because feelings usually whisper, in a still small voice.
We can start to learn to feel by giving heed to the counsel of Elder David Bednar, another member of the Latter-Day Saint Quorum of the Twelve, who said that we should be "quick to observe." As we develop this talent or gift of being "quick to observe," we will hear, see, and feel those things that will most likely be overlooked by others.
All this is not to suggest that academic rigor is unimportant. Dr. Hugh Nibley, a brilliant and accomplished scholar expresses this eloquently in his work, Zeal Without Knowledge, "...Zeal[feeling] is the engine that drives the whole vehicle, without it we would get nowhere. But without clutch, throttle, brakes, and steering wheel, our mighty engine becomes an instrument of destruction, and the more powerful the motor, the more disastrous the inevitable crackup if the proper knowledge is lacking..." He later addes, "...true zeal feeds on knowledge, true knowledge cannot exist without zeal."
Therefore, as we seek for answers...and even the right questions...in our rigourous academic endeavors to discover better ways to approach mulitultural education, it is imperative that we never allow ourselves to be "past feeling." The two coupled together have the potential to result in the spiritual leadership that can make a difference.
Elder Richard G. Scott. a member of the Latter-Day Saint Quorum of the Twelve, counseled his listeners in his BYU Education Week address in August 2007 to say to themselves, "Throughout the remainder of my life, I will seek to learn by what I hear, see, and feel. I will write down the important thing I learn and do them." He especially stressed the need to feel. In order to feel, we must listen closely because feelings usually whisper, in a still small voice.
We can start to learn to feel by giving heed to the counsel of Elder David Bednar, another member of the Latter-Day Saint Quorum of the Twelve, who said that we should be "quick to observe." As we develop this talent or gift of being "quick to observe," we will hear, see, and feel those things that will most likely be overlooked by others.
All this is not to suggest that academic rigor is unimportant. Dr. Hugh Nibley, a brilliant and accomplished scholar expresses this eloquently in his work, Zeal Without Knowledge, "...Zeal[feeling] is the engine that drives the whole vehicle, without it we would get nowhere. But without clutch, throttle, brakes, and steering wheel, our mighty engine becomes an instrument of destruction, and the more powerful the motor, the more disastrous the inevitable crackup if the proper knowledge is lacking..." He later addes, "...true zeal feeds on knowledge, true knowledge cannot exist without zeal."
Therefore, as we seek for answers...and even the right questions...in our rigourous academic endeavors to discover better ways to approach mulitultural education, it is imperative that we never allow ourselves to be "past feeling." The two coupled together have the potential to result in the spiritual leadership that can make a difference.
Tuesday, October 9, 2007
Spiritual Leadership: Application of True, Unchanging Principles
Felt it was important to define spiritual leadership as it is being used in this blog. It is not the same thing as religion In fact, a person can be very religious without ever seeking spiritual principles to guide his/her life or circumstances.
There are true, unchanging PRINCIPLES that if unearthed can support research as well as direct it. True, unchanging principles sought after, discovered, and applied have the potential to make a difference for our diverse learners in a way nothing else can.
Therefore, not only does spiritual leadership not mean religion, it also has nothing to do with position or title. Anyone who has the courage, fortitude, and zeal to seek the hidden treasures of knowledge and wisdom (principles) related to multicultural education is employing and providing spiritual leadership.
There are true, unchanging PRINCIPLES that if unearthed can support research as well as direct it. True, unchanging principles sought after, discovered, and applied have the potential to make a difference for our diverse learners in a way nothing else can.
Therefore, not only does spiritual leadership not mean religion, it also has nothing to do with position or title. Anyone who has the courage, fortitude, and zeal to seek the hidden treasures of knowledge and wisdom (principles) related to multicultural education is employing and providing spiritual leadership.
Generous Listening
"You may be right." "That is an excellent point (or observation)." "I had never thought of it in that way." Who wouldn't like to hear words such as these after expressing a thought or idea? These kind of statements open up dialogue. From this kind of dialogue can come even richer and more beneficial conclusions.
Not only is this true for conversation, but it is also true for research. It can be quite disconcerting when research is used as a weapon or an opportunity to attack the work of someone else....and sometimes even going so far as name calling. When examining the work of others, it is important to be generous and resist the temptation to highlight its weaknesses and reject it because it represents a view different than one's own.
Being generous in no way means that one shouldn't observe with a critical eye. That is crucial. Yet, one is in a much better position to offer a differing point of view if one has first been generous.
Those of us who advocate for the importance of looking at education through the eyes of diverse learners and seeking ways to better serve them must set an example by generously listening to diverse voices, including those that are diametrically opposed to our voice,....and do so with the desire to understand. There is always the possibilty that we will discover "kernels of truth" that we can build upon to better serve our diverse learners.
Not only is this true for conversation, but it is also true for research. It can be quite disconcerting when research is used as a weapon or an opportunity to attack the work of someone else....and sometimes even going so far as name calling. When examining the work of others, it is important to be generous and resist the temptation to highlight its weaknesses and reject it because it represents a view different than one's own.
Being generous in no way means that one shouldn't observe with a critical eye. That is crucial. Yet, one is in a much better position to offer a differing point of view if one has first been generous.
Those of us who advocate for the importance of looking at education through the eyes of diverse learners and seeking ways to better serve them must set an example by generously listening to diverse voices, including those that are diametrically opposed to our voice,....and do so with the desire to understand. There is always the possibilty that we will discover "kernels of truth" that we can build upon to better serve our diverse learners.
Monday, October 8, 2007
Leadership: Continuing to Look For Better Answers...AND Questions
In spite of:
- A cry for social justice
- A fury to get teachers ESL endorsed
- An outcry to address the achievement gap
- An attempt to make it a university requirement for educators to take a multicultural education class
not much has changed in the education system and statistics across the nation still look pretty dismal for our diverse learners.
In a talk by Henry B. Eyring, "Teaching Is A Moral Act," delivered at the BYU Annual University Conference on 27th of August 1991, he quoted his father, Henry Eyring, a famous scientist. It was a response his father had given to someone who chided him for changing his mind (flip flopping) about an issue related to science but the same principle applies for those of us concerned about the education of our diverse learners. He said, "I have been on every side of this question, and I will get on every side I can discover until I get a better answer."
If we are to better serve our diverse learners, we must find a
safe place where we can look at every side of the issue without having our
ponderings attacked. Even though much work related to research has
been done (and we haven't even applied that!!!), the quest isn't over....and nor will it ever be. There will always be a better answer for those willing to take the journey and who have the courage to step out of a comfort zone and ask the hard questions.
In Stephen Covey's work he talks about a "Third Space."---where we come to conclusions that are better than either side of an issue can come to by itself. Yet, for this to happen at least one side must be willing to listen with open ears to the perspective of the other side even though he/she may be diametrically opposed to what the other side is saying or advocating.
There is a story about a man who wants to sell a lamp to another gentleman. Rather than telling the gentleman how inferior his present lamp is, he starts by having the gentleman describe all the wonderful things about his lamp. Then he shows him the new lamp. The gentleman himself sees the improvement in quality of the new lamp.
We need moral/spiritual leaders in the multicultural arena who will have the courage to not only speak out but who also have the courage to truly listen:
To enlist people in a vision, leaders must know their constituents and speak their language. People must believe that leaders understand their needs and have their interests at heart. Leadership is a dialogue, not a monologue. To enlist support, leaders must have intimate knowledge of people’s dreams, hopes, aspirations, visions and values… Leaders cannot command commitment, only inspire it. (Source: The Leadership Challenge 3rd Edition: Kouzes and Posner
pg 15)
Sunday, October 7, 2007
oops!!!----one more thing
To people who have received inviation: If you would like me to develop a group so that you can also post messages, please let me know. Thanks! That was my preference but didn't want to do that until I knew if that were ok with you or not.
Invitation
Special message to those who received an "invitation.": Blogging is something completely new to me!!! It was actually my Stake President who suggested I do this so am following his counsel. Am excited to see what happens.
WELCOME!
WELCOME TO MY BLOG! I have started this blog to share ideas on how to relate principles to multicultural education so we can provide our diverse learners with what they need to be successful.
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