Self-Action Leadership, Volume I: A Theoretical Framework for Existential Growth [1 ed.] 1527535630, 9781527535633

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Self-Action Leadership (Volume I)

Self-Action Leadership (Volume I): A Theoretical Framework for Existential Growth

By

Jordan R. Jensen

Cambridge Scholars Publishing

Self-Action Leadership (Volume I): A Theoretical Frameworkfor Existential Growth

By Jordan R Jensen

This book first published 2019

Cambridge Scholars Publishing Lady StephensonLibrary, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing

in Publication Data

A catalogue record for this bookis available from the British Library Copyright © 2019 by JordanR Jensen

All rights for this book reserved. No part of this book may be reproduced, in a retrieval system, or transmitted, in any fonn or by any means,

stored

electronic, mechanical, photocopying, recording or otherwise, without the prior pennission of the copyright owner.

ISBN (10): 1-5275-3563-0 ISBN (13): 978-1-5275-3563-3

To Lina Marie, Tucker Joseph, Kara Marie, and Tyler Jordan

My Four Faves

TABLE OF CONTENTS

VOLUME I Praise for the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Special Tributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvi Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Dr. Christopher P. Neck Author's Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxxiii Preface

..................................................................................................

xxxv

Personal Letter from the Author. ............................................................ xliii Guy in the Glass (Poem) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xlv BOOK THE FIRST: LIFE LEADERSHIP BEGINS WITH EDUCATION

CHAPTER 1 : A Textbook for Life

...............................................................

CHAPTER 2: The SAL Master Challenge

.................................................

CHAPTER 3 : The Essential Role o f Education CHAPTER 4: The Quest for Cultural Literacy

2

17

..........................................

26

...........................................

39

CHAPTER 5: The Importance, Power, and Beauty of Language

...............

50

viii

Table of Contents

BOOK THE SECOND: IN PURSUIT OF CHANGE, GROWTH, AND FREEDOM: AN INTRODUCTION TO SELF-ACTION LEADERSIllP

CHAPTER 1: The Freedom to Change & Grow CHAPTER 2: A Formula for Change

........................................

64

.........................................................

73

CHAPTER 3: The Price of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 CHAPTER 4: Universal Laws and True Principles CHAPTERS : The Cause of Freedom CHAPTER 6: Freedom Focused

100

...............................................................

112

...................................................

122

...........................................................................

134

CHAPTER 9: Things That Enslave

..........................................................

CHAPTER 10: Emancipation through the Light of SAL

CHAPTER 12: The Power of Personal Experience

138

.........................

171

...............................

176

..................................

190

CHAPTER 11: The Challenge and Quest to Become

BOOK THE

91

.......................................................

CHAPTER 7: The Age of Authenticism CHAPTER 8: Ask Not...

....................................

THIRD: THE SELF-ACTION LEADERSIllP PIllLOSOPHY

CHAPTER 1: What is the SAL Philosophy?

............................................

CHAPTER 2: Academic and Philosophical Roots of SAL.

......................

205

.......................................

217

.......................................................

229

CHAPTER 3: What is Self-Action Leadership? CHAPTER 4: Existential Octathletes

CHAPTERS : A New Concept of Competition

........................................

247

...................................................

254

...................................................................

258

CHAPTER 6: It's Not Only About You CHAPTER 7: SAL Variables

198

Self-Action Leadership (Volume I)

ix

BOOK THE FOURTH: THE SELF-ACTION LEADERSIllP THEORY

CHAPTER 1: A Metaphysical Theory of Everything

..............................

CHAPTER 2: A Metaphysical Theory of Existential Space Travel CHAPTER 3: Absolute Truth

.........

273

...................................................................

287

CHAPTER 4: Right and Wrong are Real

.................................................

CHAPTERS : Truth, or The Way Things Really Are

...............................

CHAPTER 6: The Power of Beliefs and Experiences

295 299

..............................

325

.....................................

333

................................................

338

........................................................................

346

CHAPTER 7: Making a Commitment to Reality CHAPTER 8: Truth' s Greatest Mysteries CHAPTER 9: Your World

270

CHAPTER 1 0: You are Free to Choose

...................................................

CHAPTER 11: Changing Your World from the Inside-Ou! . . CHAPTER 12: Existential Gravity

360

...................

364

...........................................................

367

CHAPTER 13: The SAL Hierarchy

..........................................................

CHAPTER 14: The Price of Existential Growth CHAPTER 15: The SAL Lowerarchy

375

......................................

406

......................................................

413

CHAPTER 16: Universal Laws Set the Price

...........................................

CHAPTER 17: Humility Precedes Existential Growth

............................

CHAPTER 18: Expanding Your Personal Influence Through SAL

427 431

.........

434

........................................................

446

CHAPTER 19: Applying the SAL Theory in Real Life: For Administrators and Executives

x

Table of Contents

CHAPTER 20: Finding Meaning and Purpose in Your Life

....................

449

...............................

454

...............................................................................

473

CHAPTER 21: Declaring War on the Enemy Within N OTES TO VOLUME I

VOLUME BOOK THE FIFTH:

11

THE SELF-ACTION LEADERSHIP MODEL

CHAPTER 1: The Builders

..........................................................................

CHAPTER 2: The Seeds of SeIf-Help

........................................................

CHAPTER 3: A Construction Metaphor CHAPTER 4: Plarming and Preparation

10

....................................................

14

.....................................................

19

CHAPTER 5: Drafting Existential Blueprints

............................................

CHAPTER 6: Developing an Integrity-Based Character . . CHAPTER 7: Taking Action

4

56

........................

106

....................................................................

129

CHAPTER 8: Observation, Analysis, and Change

...................................

CHAPTER 9: Implementing the SAL Model into Your Life

155

...................

169

.................................

180

............................................................................

185

BOOK THE SIXTH: SAL SUCCESS STORIES

CHAPTER 1: The Power of Real Life SAL Stories CHAPTER 2: My Story

CHAPTER 3: OCD is Hell

.......................................................................

CHAPTER 4: My Rocky Road of Romance CHAPTER 5: Career Crucibles

196

.............................................

246

................................................................

264

CHAPTER 6: From Orphan to Executive: The Nat Williams Story

........

314

Self-Action Leadership (Volume I)

xi

CHAPTER 7: Creating Your Own Career: The Jason Miner Story

..........

321

..........................................................................

327

CHAPTER 8: A First Generation American Goes to West Point: The Pete Frometa Story

CHAPTER 9: From South Side to Six Figures: The Felicia Cockrell Story

.......................................................................................................

335

CHAPTER 10: Paying the Price over a Lifetime, Part 1: The Charlie and Muriel Pierson Story

........................................................................

348

CHAPTER 11: Paying the Price over a Lifetime, Part 2: The Fred and Marlene Hawryluk Story

.................................................................

CHAPTER 12: Famous Examples of Self-Action Leadership

.

................

361 369

BOOK THE SEVENTH: A PEDAGOGY OF PERSONAL LEADERSIllP & CHARACTER DEVELOPMENT

CHAPTER 1: The Great Education Gap of Our Time

..............................

CHAPTER 2: The Great Debate over Character Education in the West CHAPTER 3: Good Examples from East Asia

..

381

.........................................

410

CHAPTER 4: The Miracle of SAL in Underperforming Communities

....

414

...........................................

418

..................................................

424

......................................................

434

.......................................................................

439

CHAPTER 5: The Morning Announcements CHAPTER 6: A Great Day at Campbell CHAPTER 7: Aphorisms for Athletes CHAPTER 8: I am Special

376

CHAPTER 9: I am Sovereign

...................................................................

452

CHAPTER 10: Pedagogies of Personal Leadership and Character Development: A General Template

........................................................

468

xii

Table of Contents

BOOK THE LAST: A KEy TO EVERYTHING

CHAPTER 1: Now What?

........................................................................

CHAPTER 2: Becoming a Conduit of Serendipity CHAPTER 3: You are Sovereign

...................................

485

.............................................................

495

CHAPTER 4: The Art of Being Alive

......................................................

502

..........................................................

511

.............................................................................................

514

CHAPTER 5: A Key to Everything POSTSCRIPT

480

AFTERWORD............................................................................................ 518 Dr. David G. Antliony About the Author

....................................................................................

About Freedom Focused

.........................................................................

ApPENDIX A: SAL Library Lis! . . .

...........................................................

521 522 523

ApPENDIX B: SAL-oriented Mantras, Quotes, Poems, Speeches and Essays

.........................................................................................

ApPENDIX C: SAL Task Tracker Templates ApPENDIX D: Key Terms and Acronyms

..........................................

...............................................

ApPENDIX E: The Self-Action Leadership Theory

..................................

ApPENDIX F: SAL Master Challenge Requirements

..............................

530 557 560 568 576

ApPENDIX G: Intended Audiences oftliis Book - How to Use This Material in Professional Settuigs

......................................................

ApPENDIX H: Self-Action Leadership ui the Classroom

.........................

ApPENDIXI: Freedom Focused Corporate Training & Consultuig

.........

639

.....................................

644

..............................................

649

Freedom Focused Declaration of Independence Freedom Focused Corporate Constitution

628 637

NOTESTO VOLUMEII .............................................................................. 723

PRAISE FOR SELF-ACTION LEADERSHIP

"In

Self-Action

Leadership (SAL),

Jordan

Jensen

has

assembled

a

leadership masterpiece anchored steadfastly in true principles of philosophy and human behavior. In wonderfully written prose, Jordan reminds us of who we are and what it takes to live and lead with honor. Moreover, he challenges us to live up to Ibe high calling of being human beings wilb a special mission on this Earth. To accomplish our mission, we must do two major things: grow in our sense of personal responsibility, and in

turn, care

for others and help them to do the same. I grappled with these two areas in a primal way during more than five years as a POW in Vietnam. Now I'm thrilled to see how Jordan has laid out SAL by using Ibe vehicle of story to illuminate his own unique journey of transcending adversity. In so doing, he has inspired us all to become who we are capable of becoming. Bravo!"

-Colonel Lee Ellis US Air Force (retired), president and founder of Leadership Freedom LLC and FreedornStar Media and author of Leading with Honor: Leadership Lessons from the Hanoi Hi/ton

"There is no more important contributor to your

0\Vll effectiveness than how

you lead yourself. If you want to learn a great deal about the latest thinking on self-leadership, read this 2-volume work."

-Charles C. Manz, Ph.D. Nirenberg Chaired professor of business leadership (University ofMassacwsetts), the father of the self-leadership field in academe, and co-author of Self-Leadership: The Definitive Guide to Personal Excellence

"Jordan Jensen has accomplished a task Ibat is very difficult for any author to achieve, and Ibat is to produce a single text Ibat is highly relevant to multiple audiences at the same time. Because of the universal applicability of basic self-leadership principles, his message is gemmne not only to

xiv

Praise for Self-Action Leadership

persons struggling with QeD, depression, or other fOlTIlS of mental illness, but to civic leaders, business professionals and workers of all kinds, educators, students, parents, and children-in short, to everyone. Indeed, I do believe that virtually anyone who reads these books will be able to take something away from it that will improve his or her life in a significant way."

-Christopher P. Neck, Ph.D. Associate professor of management C!1rizona State University), leading self­ leadership scholar, and co-author of Self-Leadership: The Definitive Guide to Personal Excellence

"Reading this 2-volume work may be the most worthwhile thing you do this year. I hope the message of Self-Action Leadership makes its way ioto the minds

and

hearts

of

students,

parents,

and

business

professionals

everywhere. Its presence in the literature is a service to our nation and world."

-David G. Anthony, Ed.D. Former CEO of Raise Your Hand Texas, and former superintendent of Cypress­ Fairbanks Independent School District, Texas, USA

"The model of Self-Action Leadership is a thought-provoking read of a topic vital for our day. \¥bile Dr. Jensen draws upon multiple disciplines, he manages to produce a broadly accessible book that shows how this type of leadership is attainable for anyone willing to accept responsibility and work at it."

-Matthew S. Holland, Ph.D. Former president of Utah Valley University

"\¥bile a number of books and articles have been written on the topic of self-leadership, Jordan Jensen's Self-Action Leadership goes deep below the surface of basic self-Ieadiog strategies and accompanying examples.

It

provides an in-depth examination of how self-leadership processes can be woven effectively into the fabric of one's life. A deeply personal and richly

xv

Self-Action Leadership (Volume I)

emotive narrative, Self-Action Leadership takes the reader on a journey of self-discovery, providing one of the most detailed and applied treatments of self-leadership concepts currently available."

-Jeffery D. Houghton, Ph.D. Associate professor of management (West Virginia University), leading self­ leadership scholar, and co-author of Self-Leadership : The Definitive Guide to PersonalExce llence

"Jordan

Jensen

has

written

a

thorough,

intense,

and

illuminating

autobiographical volume about how to lead oneself. His story, compounded by QeD and a detelTIlination to improve, will help others reflect on how they might best lead themselves-given whatever genetic endowment or mimetic inheritance they may have received. Jordan's depth of analysis and self-insight will inspire others to take a similarly in-depth review of who they are and who they want to be-at least once before they die-a journey well worth the effort."

-James G.S. Clawson, Ph.D. Emeritus professor of management (The Darden Graduate School, The University of Virginia) and author ofLevel 3 Leadership: Getting Below the Surface

"Most of us have challenges that we seek to explain through our genetic predispositions. It is the select few who consider their internal resources and make the choice to master those challenges. Dr. Jensen, through his experiences and research, has taken the latter path-the

0\Vll road less traveled.

Anyone who seeks greater insight into their inner struggles, and desires the tools to overcome those struggles-to master self-will find this 2-volume work a must read!"

-Bruce H. Jackson, Ed.M., MBA, MA, Ph.D., MPA Fmmder and CEO of The Institute ofApplied Human Excellence and author of Finding Your Flow: How to Identify Your Flow Assets andLiabilitie�The Keys to Peak Performance Every Day

xvi

Praise for Self-Action Leadership

"Jordan Jensen's autoetbnographic study is a comprehensive and detailed account of his personaljoumey in managing obsessive compulsive disorder (QeD), and the steps he took to fulfill his personal and professional goals. He intimately chronicles his struggle with the challenges of QeD and outlines a comprehensive self-leadership system for successfully managing it. These books offer hope for those with QeD and serve as a helpful guide for anyone who wants to unlock their own self-leadership potential."

-Rodney J. Beaulieu, Ph.D. Human Development Department (California State University San Marcos)

"Any student would benefit from the principles of Self-Action Leadership that Jordan Jensen teaches. Unfortunately, too many young people today don't leam these principles in tbeir homes. If tbey don't pick them up somewhere, they are at a disadvantage in life."

-Joseph N. Jensen, Ed.D. Principal at Timpanogos High School, Utah, USA

"Dr. Jensen shares insightful stories and powerful principles to create an incredibly solid foundation of self-leadership knowledge, but he doesn't stop tbere. The reader is also guided through tbe same process of self­ discovery Dr. Jensen himself went through to become an effective self­ action leader. The combination of sound philosophy and guided self­ exploration make this work a truly unique and powerful tool in creating principle-centered self-leaders."

-Josh Rohatinsky, MPA NCAA Division I cross-country champion (2006), former professional distance flmner (Nike), and cmrent project manager for Intermountain Healthcare, Utah, USA

"As a high school English teacher who also facilitates a student leadership class, I was thrilled to learn about tbis insightful guide to self-leadership that can be used as a resource in classes just like mine. Thank you, Jordan! As

Self-Action Leadership (Volume I)

xvii

an educator, it is encouraging to know there are people out there like Dr. Jensen who are working hard to support administrators, teachers, parents, and students alike. I am confident the message of Self-Action Leadership will help to provide the guidance our youth so desperately need to become effective self-leaders and productive members of society."

-Shannon Lindholm High school teacher, Texas, USA

"Dr. Jensen, through his experience teaching, brings to light the importance of teaching leadership and character inside the classroom. Teachers will feel empowered to impact youth outside of prescribed curriculum through an understanding of Self-Action Leadership."

-James Fraser High school teacher, Texas, USA

"If you fmd yourself in Hell, you might be lucky enough to come across these books. Psychotherapists, such as myself, can show you a pathway to healing, but Jordan outlines individual footsteps you can follow to personal freedom. Jordan approached his QeD and depression with unusual detennination and proactivity. His story offers an inspiring model of a patient's full acceptance of responsibility for one's

0\Vll treatment,

which is

paramount to a successful treatment outcome. His Self-Action Leadership Theory and Model-the result of keen self-awareness, reflection, and study--{)ffer hope for those who struggle with mental illness and other life challenges. He has demonstrated the courage reqinred to take the first steps, as well as the commitment to keep going."

-Irene Tobis, Ph.D. Professional counselor and former president of OCD Texas, an affiliate of the International Obsessive-Compulsive Disorder Foundation (IOCDF)

xviii

Praise for Self-Action Leadership

"Dr. Jensen's narrative of his battle with QCD is brutally honest. He takes the reader inside the mind of a young man struggling to understand himself, to be accepted by his peers, and eventually how to overcome great odds and succeed. If you have QCD, know someone who has QCD, or counsel people with this devastating personality disorder, these books are a must read."

-Lieutenant Colonel Stephen L. Jensen U.S. Air Force fighter pilot

F-15 Eagle-and instructor (retired)

"Jordan Jensen's empowering book shares candid personal insights into the challenges of living with QCD and the broadly applicable process he has been using to continually overcome it. We have read about several different mental health challenges, but never as a first-hand account written in such a detailed and self-disclosing fashion. The compelling narrative chapters make this self-help guide read like a page-turner novel that is coupled with a powerful process of improving one's ability to self-lead. Jordan's explanation of Self-Action Leadership is applicable to all. Thanks, Jordan!"

-Brad and Elizabeth Chappell Father, mother, financial advisor, "Wfiter, entreprenem

SPECIAL TRIBUTES

"If I have seen further, it is by standing on the shoulders of giants."

-Sir Isaac Newton (1642-1726)

HYRUM W. SMITH Hyrum W. Smith is a co-founder, along with Dr Stephen R. Covey, of

FranklinCovey company, and an originator Day Planner and its accompanying time

of the world-famous

Franklin

management philosophy and

system. Brilliant in business, sales, and public speaking, Smith is one of the world's premier authorities on time management and personal development. If it weren't for Hyrum Smith, I might not be here today-literally. To explain why, I must turn back the clock more than a half-century.

In 1962, Smith crossed the Atlantic to serve a two-year, full-time, voluntary mission in the British Isles for his church. About a year later, my father-unknown to Smith at the time-traveled to England for the same purpose. During their concurrent service in England, Hyrum Wayne Smith and Rex Buckley Jensen served together as missionary companions on three different occasions in three different locations during three different calendar years. Meant to be? Coincidence? Either way, when my father returned home to attend

Brigham Young University

in 1965, Hyrum

introduced his little sister, Pauline, to my father. The wo were marr ied in

1966. Fourteen years later, I was born-the sixth of seven children. I was only seven or eight years old when I first attended one of "Uncle Wayne's" time management seminars and obtained my fIrst

Planner. It was a pivotal event in

Franklin

my young life and planted early seeds that

would eventually spring forth into my passion for personal development, my academic proclivities, and my choice of profession. Hyrum Smith is a magnanimous man whose personal generosity has reached dO\vn to bless my life on many occasions. He also has a good sense

xx

Special Tributes

of when to say no. For example, he wisely declined my request for financial backing when [ first incorporated Freedom Focused in the early 2000s. Knowing his

O\Vll

achievements were earned through self-reliance and

successfully passing through the "School of Hard Knocks," he knew giving me money would do more harm than good in the long run. He was right!

It

was a bitter pill to swallow at a time in my life when [ was being

rejected at nearly every turn and everything

seemed to be going wrong. But

this was a good thing, because life has a way of prescribing a brimming bottle full of bitter pills to everyone, eventually. Those who seek to grow must choose to humbly consume, dutifully digest, and bravely withstand the poignant pungency and harrowing agony of each dose.

It does

no good to

"kick against" the proverbial "pricks." Hyrum 's discretion, borne of experience-based wisdom, trumped my well- intentioned,

but

ultimately

naIve

zealotry

borne

of

youthful

inexperience. And now I am glad of it. In the famous words of country music legend, Garth Brooks: "Some of God's greatest gifts are unanswered prayers." Or as Dan Roberts, one of Brooks ' singer-songwriter friends, once put it: "Grace is when God gives you something you mercy is when God

doesn 't give

you something you

don't deserve, and do deserve." Brooks

has stated that his life has been chock-full of grace and mercy. So has mine! With a little hindsight, [ have come to see that Hyrum 's rej ection, along with countless other experiences being either rejected or ignored, turned out to be some of God's tenderest mercies. Instead ofmoney, Hyrum gave me endorsement quotes and good advice. He even invited me dO\vn to his ranch for a weekend so I could pick his brain. Most valuable of all, rather than "giving me a few fish," he "taught me how to fish" through his teachings, his example, and his invention of the

Franklin Day Planner. He gave me everything [really needed, while wisely withholding what would only benefit me in the short run-and most likely hurt me in the long run. Hyrum 's decision provided a golden opportuinty to further apply the very principles and practices [ ardently yearn to share with the world. Rather than retard my 10ng-telTI1 progress, his wise declination actually accelerated it, lending greater credibility to the message of Self-Action Leadership, and further bolstering my credibility as its messenger. Looking back, I am grateful for his judicious response to my short­ sighted request. It was a key "course" [

had to

take and pass in my own

existential education, where I paid the price to earn a degree in SAL from the University of Adversity. [ am a better man for having been "schooled" in this marmer. [ am grateful to Hyrum for loving me enough to hurt me in the short run in order to help me in the long run.

Self-Action Leadership (Volume I)

xxi

Hyrum 's life has blessed and inspired my own journey in countless ways. From my earliest memories of him, I always had a deep sense that he was a great man, and indeed he is. Thank you, Uncle Hyrum, for everything you have given and taught me-knowingly or unknowingly. Your life's example has played a vital role in shaping my own life's narrative. I am grateful for an uncle

and a father-whose friendship was a seedling

of my mortal existence-who chose to teach me correct principles and then let me govern myself. Such liberty and opportunity, empowered by the lessons gleaned from their respective precepts and examples, has helped make me who I am today, and is something I will always cherish. It is one of the many proofs of the purview of Providence that has shone upon this proj ect from inception to completion.

STEPHEN R, COVEY While Hyrum and I share a blood relation, I may actually have more in common with Franklin

Covey 's other co-founder-Dr.

Stephen R. Covey.

This is because my native skill set-like Covey's-is rooted more in philosophy, teaching, writing, and administration than it is in sales, marketing, business, or profit. 'While I begrudgingly accept whatever duties I carmot delegate in the latter areas of activity, I welcome and embrace my opportunities in the former. In my heart of hearts, I am-and always will be-a philosopher, pedagogue, and poet first, and an entrepreneur and businessman second. Many capable self-help authorities helped pioneer the modern self-help movement (e.g. Dale Camegie, Norman Vincent Peale, Napoleon Hill, et al.). What place has Covey earned in the pantheon of self-help gurus? The answer is subj ect to history and opinion. In my analysis, Carnegie is the father, and Covey its more recent godfather. I first read, listened to, and studied Dr. Covey's The 7 Habits o/Highly Effective People when I was a freshman in college in 2001. I read the book to fulfil a requirement in a summer leadership course while attending Brigham Young University as a visiting student. Doing so profoundly impacted my life. The lesser-knO\vn subtitle of Covey's classic is

Personal Change.

As I hungrily consumed

Poweiful Lessons in The 7 Habits, I became

enthralled by a growing realization of the power I possessed to personally change and develop habits that would enrich my life and lead to personal and professional success. This broadening recognition of my freedom and potential to consciously design, purposefully direct, and meaningfully shape

xxii

Special Tributes

my own life's journey and narrative resonated deeply in my mind, heart, and soul. I took particular interest in habits one, two, and three, which focus on personal leadership, at a time in my life when I desperately needed to lead myself through a series of deep and difficult personal obstacles. Covey's words illuminated the personal inadequacies and character deficiencies that had been plaguing my life and were thwarting my success in key life arenas. At the same time, it created a vision of my possibilities, and enlivened my desire to overcome my weaknesses, achieve personal growtb, and tben teach others to do the same. Quite simply, his work changed my life and led directly to my writing tbis work.

It was then that I

found my life's calling, and I knew that my mission was to produce a personal leadership handbook tbat would be able to serve my generation as ably as

The 7 Habits had

served his.

It was an

audacious ambition and an

incredibly difficult undertaking that has been fraught with failure, rejection (and being

ignored),

anxiety,

disappointment,

and deep

frustration.

Nevertheless, it has also proven to be an unspeakably rewarding goal as well as a personal duty from whichI dared not shrink. Once I had been touched by the power and profimdity of Covey's principles, I became consumed with the meaningfulness and importance of promoting a Pedagogy o/Personal Leadership throughout tbe world. There was

and Character Development no going back. I have been on an almost

obsessive mission ever since. I guess you might say that QCD has not been all bad for me, or at very least there is an upside to the obsessive and compulsive tendencies tbat have so plagued my health and happiness. Aided by Covey's words, tbe inspiration of the ages, and the driving­ albeit sometimes naIve-ambitions of youth, I zealously went to work. This tremendously challenging journey has produced an existential cornucopia of achievements, blessings, insights, elation and euphoria, and most importantly-personal growtb-that has flooded my life and made me a very wealtby man-speaking personally,

conjugally,

familially,

and

existentially, more so than fmancially. This multidecade project is now finished-or perhaps begun, depending how you look at it. Were Stephen alive to review this present manuscript, I hope he would find it to his satisfaction and choose to endorse it this time around. After more than a decade of putting Stephen' s teachings to work in my life on a daily basis, I continue to vouch unequivocally for their clarity, concision, cogency, and veracity. As I have worked with tens of thousands of business professionals in hundreds of audiences throughout the English­ speaking world, I have quoted Covey and taught his material more than any other author or teacher. Few audience members leave one of my seminars,

Self-Action Leadership (Volume I)

xxiii

regardless of the topic, without a clear understanding of my passion for the work of Stephen R. Covey, or at least learning something from

The 7 Habils

material. Dr. Covey passed away in 2012. In the years since I first studied

Habits,

The 7

I have sometimes wished I could have spent more time with him

personally. Despite two chance meetings-neither of which he would likely recall-and a generous phone call on Christmas Eve, 2003, in response to a letter I had written to my hero desiring to meet and learn from him, I did not know

him

personally

beyond

second-degree

familial

connections.

Nevertheless, the ripples of his work have penetrated-and continue to reverberate powerfully throughout-the depths of my mind, heart, and soul in ways that proved providentially foundational to this work. For providing me with this essential stepping-stone in my personal life and career, I say from the bottom of my heart: "Thank you, Stephen." Another vital professor in my existential education, Stephen-like Hyrum-also taught me some invaluable, albeit just as painful, life lessons by saying "No." I share the experience of one such rejection later in the second volume of this 2-volume text. Like the hard-knock lesson I learned from Hyrum, I would not change anything even if I had the power to do so. I am perhaps just as thankful for what Hyrum and Stephen as I am for what they

didn 'I give

me

did give me.

Such experiences taught me that many of life's greatest blessings arise not from tangible assistance, but from the inspiration derived from the simple, but powerful, moral force of one's example, teachings, and legacy. Instead of giving me a few fish I would have quickly consumed, Hyrum and Stephen both-and mostly without knowing it-taught me how to fish. This 2-volume work displays the results of my "catches" thus far. Whatever its weaknesses, I am proud of the harvest and grateful to my teachers. I hope they will be proud of it also. I am, and always will be, profoundly grateful to Stephen for providing a vital substructure (theoretically and culturally speaking) to the SAL Theory and Model. I publicly acknowledge the import and impact of his life's example on my own, as well as the profimdity of his life's work-a work I am confident that he continues in another realm. It is my intention for Self­ Action Leadership to serve the world in coming decades as capably, if not more so, as

The 7 Habils did throughout the turn of the

century.

xxiv

Special Tributes

CHARLES C. MANZ Dr. Charles C. Manz is the father of the self-leadership fe i ld His pioneering academic publications on the subject date back to 1983, when I was just four years old. I fin d 1980s for universities to address this vital subject as a topic of legitimate scholarly inquiry. The credit for this academic legitimization-as well as for much of its subsequent proliferation-goes to Dr. Manz. Addressing self-leadership at the doctoral level would have been much more difficult without the pioneering efforts of " Chuck"and his capable colleagues around the country (e.g. Chris Neck, Arizona State

Virginia University,Hank

Sims Jr.,

University, JeffHoughton, West University ofMaryland [retired], et al.).

The work of these scholars has provided a vital academic substructure to the superstructure of new ideas I put forth with the SAL Theory and Model. Charles Manz is a highly accomplished, distinguished, and capable scholar and educator. He is also a man of integrity and a generous human being. I will forever be indebted to him for his foundational academic work in the fe i ld accomplished, and I am deeply honored he chose to endorse this work.

CHRlSTOPHERP. NECK Second only to Dr. Manz, Chris Neck, Ph.D., is the top scholar in the academic fe i ld and publishing accomplishments here because his impressive bio is included along with the foreword of this book, which he generously provided. Since January of2011-shortly before I started my doctoral research on S AL, which led to the writing of these books-Chris Neck has been my closest non-familial friend, confidante, mentor, supporter, and cheerleader. I've never met anyone quite like him, and I've lived long enough to realize that friendships like his don't come around very often in one's life, so when they do, they are worth cherishing, protecting, and perpetuating. From the numerous academic papers and projects we have worked on together to our shared love of College Football, distance

running,

and the

American South, I will forever cherish and protect my friendship with this capable and prolifc i and generous human being. Thank you, Chris, for believing in me like nobody else; and long

before everybody else.

Self-Action Leadership (Volume I)

xxv

Geaux Tigers! Beat 'Bama! And go Buckeyes! Beat that Team up North!

RODNEY J. BEAULIEU I am a firm believer that God occasionally puts exactly the right person right in front of you at exactly the right time for a specific and important reason. Rodney Beaulieu was just such a person for me. He entered my life in the summer of20l 0 in Tucson, Arizona, USA at one of Fielding Graduate University's National Sessions. I was one year into my doctoral studies and in need of a 10ng-telTIl academic mentor and Dissertation Chair. Rodney was the perfect person to fill this role, and I will forever be grateful our paths crossed when they did, and that he listened to me and took so much genuine interest in my work. Dr. Beaulieu is a talented scholar and educator. More importantly, he is a kind and sensitive human being who genuinely cares about other people. He served as a personal and academic advocate for me at a time when support for my work was not always readily forthcoming. And as an action research practitioner and expert, he is the one who originally coined the term, Self-Action Leadership, a moniker that not only perfectly describes and ideally suits this work, but that I personally have grown very fond of. Unlike many of my closest allies, colleagues, and friends, Rodney and I do not always see eye-to-eye on everything-especially culturally or politically-and that is okay! Because our background experiences and world views differ-sometimes significantly-we have been able to challenge each other, learn from each other, and test out the practical possibilities of creating the very kind of balanced alternative and Golden Mean that SAL is intended to animate in our desperately divided culture. And so far, I believe the experiment has worked; our continued friendship is proof of that. For all of these things, I am very grateful to Rodney, and express my admiration, appreciation, and love to my capable colleague and dear friend.

-JRJ

ACKNOWLEDGMENTS

•

Lina Jensen: My wife-for her interest and willingness to take an eternal chance on me. Winston Churchill once said the greatest speech he ever gave was the one in which he asked his "Clemmie" to marry him. I share Sir Winston's sentiment, although in my case, they were my greatest speeches (plural). Thank you, my only sweetheart, for your steady support and undeviating love. And thank you also for your successful career, which has made mine-including the publishing of these books-possible. I also credit your considerable intellect, diligent efforts, and practical insights as an editor of an earlier iteration of this manuscript. Lastly, as CFO and interim eTO of Freedom Focused, Lina's broad range of skills have tremendously complemented my narrower niche of expertise when it comes to building a business from the ground up.

•

Jeanna Bini: My Primary Editor-for effectively applying her considerable intellect, broad knowledge base, and professional writing skills by taking a "fine-toothed comb" through the entirety of these book's manuscripts, not once, but T\VICE. Jearma's diligent efforts and eye-for-detail significantly enhanced the clarity, readability, and tonal quality of the final draft you now hold in your hands. She also provided organizational input and helped me tailor the message for an international audience. Thank you, Jearma, for your expertise, insights, precision, and for your wholehearted commitment to making this project a success. Your compositional touch can be found on nearly every page of this 2-volume work.

•

Stirling D. Pack Jr., Ph.D.: A valued mentor and friend, Stirling's insightful perspectives influenced the present shape of this work more than any other reviewers who provided feedback on earlier drafts. Thank you, Stirling, for your incredibly helpful-and providentially timed­ assistance.

Self-Action Leadership (Vohune I)

xxvii

•

Nathaniel J. Williams, Ed.D., MHS, MPA, MBA, Felicia Cockrell, Pete Frometa, Jason Miner, Charlie and Muriel Pierson, and Fred and Marlene Hawryluk: For their time, and permission to share their phenomenal Self· Action Leadership stories with the world.

•

Kehl Arnson, Lynnda Crowder-Eagle, and the late Thresa Brooks: For their tremendous contributions to promoting pedagogies of personal leadership in the real· world laboratory of the classroom and school house, and for allowing me to share their incredible stories with the world.

•

Denny Gee: Thank you to my talented graphic designer for designing the Self-Action Leadership Theory and Model graphics and several other images that appear in this textbook.

•

Lindsey Law: Lina's and my good friend; Lindsey is a wonderful neighbor and ace babysitter who made it possible for me-a stay­ at-home Dad-to secure the working hours I needed to complete manuscripts in later stages of the work. Thank You, Lindsey!

•

Rex Buckley Jensen: To my dad, a true renaissance man, for always being such an enthusiastic supporter, cheerleader, and encourager of my dreams and goals. Also, for instilling in me a love of language, good conversation, and great books. I love you, Dad, and appreciate the many mimetic and genetic gifts you passed on to me.

•

Pauline Smith Jensen: My angel mother, who was also the chief financial backer of Freedom Focused in its earliest years. Thanks, Mama, for always believing in me, and (like Dad) for passing along such a cornucopia of genetic and mimetic gifts.

•

Frank McLane Jr.: My "Texas Dad," history buddy, and dear friend. Thank you for further illuminating the importance of patriotism and helping me shape my thoughts about the distinct and important relationship between liberty and freedom.

•

My psychotherapists and psychiatrists: To the six psychiatrists, seven professional counselors, multiple ecclesiastical leaders, my parents and older siblings (Joe and Jody), and most recently, my wife, Lina, who have, over the course of the past t\venty-five years, provided me with

xxviii

Acknowledgments

the palliative pharmacotherapy or focused psychotherapy I needed to work through my many psychological demons. •

Ida Anderson and the late LaVerda Jensen, Ruth Silver, and Ida Smith: For their generous fmancial contributions or loans in Freedom Focused's earliest years.

•

The late Ruth Pingree Smith (1907-1992) and LaVerda Barton Jensen (1919-2006): My dear grandmothers, whose combined teaching experience spans more than seventy years. I hope this educational work makes you proud, because I consider your commendation among the highest of honors I could ever receive. I love and admire you both and eagerly anticipate seeing you again someday in another realm.

•

The late Ned Adams Jensen (1918-2004), Joseph Fielding Smith (1899-1964), Hyrum Mack Smith (1872-1918), George Albert Adams (1864-1935), and Mary Fielding Smith (1801-1852): To these, and other progenitors on both sides of my family, I express my gratitude for the formidable genetic gifts and powerful personal examples and legacies you passed on to me. I am deeply thankful for these gifts and influences and further acknowledge the sense I have often had that you were watching over and helping me to complete this work. I hope this contribution makes you proud, both from an existential as well as a literary standpoint.

•

William Shakespeare, Ralph Waldo Emerson, Henry Wadsworth Longfellow, Abraham Lincoln, C.S. Lewis, Winston Churchill, Viktor Frankl, and M. Scott Peck: My existential, academic, and literary mentors. Thank you for your examples of vision and excellence that have so deeply inspired me to undertake and pursue difficult and ambitious endeavors. My liberal citing of your collective works is indicative of my admiration for your combined literary and historical contributions to mankind.

•

My SAL Advisory Board (SALAB): For more information on what a "SALAB" is, see BOOK TIffi FIFTI!, chapter 5. To the thirty-three members of my personal SALAB, I acknowledge your individual and collective contributions to mankind, as well as the supemal spark of divinity which you have so capably cultivated within the human race. You have all unitedly inspired me to become who I am today.

Self-Action Leadership (Volume I) •

xxix

Serendipity: These books talk a lot about the concept and occurrence of Serendipity. I do not believe, as many do, that Serendipity is a synonym for mere coincidence, capricious happenstance, or arbitrary good fortune. Nor do I believe that its effects are brought about by the chance alignment of certain bio-rhythms in our physical bodies, or random astro-occurrences throughout the Universe-which may, in turn, end up creating random, yet felicitous, benefits in our lives. I believe Serendipity is a secular telTIl for a personal God, in whose image I am created. I believe this God to be a thinking, feeling, seeing, all­ knowing, and all-powerful God. I believe that They spiritually created me-and everyone else in the world. I also believe that They love me, and you, and everyone else with a perfect, onmiscient love. I further believe that God, like any loving parent, seeks to promote the welfare, happiness, prosperity, and especially the Existential Growth ofRis and Her spiritual children, of which I am but one. I cannot prove scientifically that this, my belief, is True. Nor is it the explicit intent of this 2-volume work to try and persuade you to view Serendipity as I do. Nevertheless, I have seen, heard, felt, and discerned sufficient scriptural, spiritual, and anecdotal evidence of this, my belief, that I would bet my life upon its veracity; indeed, you might well say that I have already done so, although the full jury has yet to fully vindicate it, nor can it be fully vindicated in this life. It is my belief and perception that this Source has assisted me so thoroughly and completely in the multi-decade creation of this work that I would be ungrateful in the extreme if I did not acknowledge that assistance-and express my sincere and loving gratitude therefor. -JRJ

FOREWORD CHRISTOPHER P. NECK, PH.D. ASSOCIATE PROFESSOR, ARIZONA STATE UNIVERSITY

David McCullough-that famous historian and author of our time­ once remarked: "The only way to teach history, to write history, to bring people into the magic of transfonning yourself into other times, is through the vehicle of the story. It isn't just a chronology. It's about people. History is human." With these words in mind, Jordan Jensen's comprehensive work on self-leadership, built on the foundation of his own, unique self-leadership history is truly an exceptional work, and for two distinct reasons. First, Self-Action Leadership applies the method of teaching outlined by McCullough. There are many good definitions and explanations of self­ leadership out there, but Jordan's work stands apart because he teaches us the concept through the vehicle of storytelling. And the wonderment of the story is that it is his own and it is true. In the pages that follow, Dr. Jensen articulately chronicles his O\Vll self-leadership successes. In doing so, he does not withhold the painful details surrounding his countless struggles and failures preceding those successes. With unusual honesty and courageous self-disclosure, he opens our eyes to our O\Vll imperfect, yet detelTIlined, humanity by providing a fascinating look into his own. In the process, he inspires us to transcend whatever adversity comes our way to eventually realize the full extent of our own life's potential. But he does not stop at sharing his story. He goes on to utilize his narrative as a foundation for expanding self-leadership theory by introducing his own, original theory and model-the Self-Action Leadership Theory and Model. Second, Jensen has accomplished a task that is very difficult for any author to achieve, and that is to produce a single text that is highly relevant to multiple audiences at the same time. Because of the universal applicability of basic self-leadership principles, his message is gelTIlane not only to persons struggling with QeD, depression, or other fOlTIls of mental illness, but to civic leaders, business professionals and workers of all kinds, educators, students, parents, and children-in short, to everyone. Indeed, I do believe that virtually anyone who reads these books will be able to take something away from it that will improve his or her life in a significant way.

Self-Action Leadership (Volume I)

xxxi

As an author myself, I am amazed at Jordan's achievement in writing one book that carries the potential to reach such a wide variety of people-and that is the beauty of it. These books will do much more than just teach you about Self-Action Leadership. They will cause you to think deeply about how you are currently leading your own life and how you could lead it more effectively. More importantly, Jensen's compelling story and courageous personal example, combined with his percipient ability to effectively teach the corresponding self-leadership principles, will inspire and motivate you to actually do something about what you will learn. In the process, it might even touch emotions in your heart that will move you to joy and tears. It takes a talented writer to do all of these things, so I know you'll enjoy reading this 2-volume work. More importantly, I know you'll come away a wiser person with an increased motivation to get moving to realize your 0\Vll Self-Action Leadership potential, an opportunity we can all take full advantage of, if only we will.

About Dr. Chris Neck Christopher P. Neck, Ph.D., is one of the world's most prolific and prestigious scholars in the academic field of self-leadership. He is the lead co-author (with Dr. Charles C. Manz and Dr. Jeffery D. Houghton) of Self-Leadership: The Definitive Guide toPersonalExcellence (SAGE), which serves as the seminal textbook on self­ leadership used at colleges and lUliversities throughout the world. A forerunner of this text (Mastering Self-Leadership: Empowering Yourself for Personal Excellence), which Manz also co-authored, was used by Dr Jordan Jensen during his early college days and served as his formal introduction to self-leadership in academe. Dr. Neck earned a bachelor's degree and MBA from Louisiana State University and a Ph.D. in management from Arizona State University (ASU), where he is clllTently an associate professor of management. Before ASU, Neck taught at Virginia Polytechnic University, where he was awarded the prestigious Students' Choice Teacher ofthe Year Award an extraordinary NINE times between 1996 and 2008. Dr. Neck has published more than one hundred scholarly works in the fonn of textbooks, book chapters, and peer reviewed articles. His research specialties include: leadership, self-leadership, employee/executive fitness, self-managing teams, and group decision making processes. Dr. Neck has facilitated training seminars for the U.S. Army as well as major corporations such as GE/Toshiba, America West Airlines, Dillard's, Prudential Life Insurance, Busch Gardens, Clark Construction, Crestar, American Family Insurance, Sales and Marketing Executives International, American Electric Power, and W.L. Gore & Associates. His \Vfiting has been cited in major news publications

xxxii

Foreword

including: The Houston Chronicle, The Chicago Tribune, The Washington Post, The Los Angeles Times, and The Wall Street Jomnal. Neck is the lead author ofManagement a textbook for introductory collegiate courses on the subject (Neck, Lattimer, & Houghton; Wiley 2017, 2014). Other books Neck has authored or co-authored include: Entrepreneurship (2018), Medicine/or The Mind: Healing Words to Help You Soar (2007), Fit to Lead: The Proven 8-Week Solution/or Shaping up Your Body, Your Mind, and Your Career (2004), The Wisdom 0/ Solomon at Work (2001), and For Team Members Only: Making Your Workplace Team Productive and Hassle-Free (1997). Chris is a husband and proud father of a son and daughter. An avid runner, he has also completed twelve marathons, including the New York, San Diego, and elite Boston. To-date, his longest continuous run is forty miles. For more information about Dr. Neck's work and consulting services, or to contact him personally, please visit his website at www.chrisneck.com.

AUTHOR' S NOTE

This book is the first in a two-volume textbook on Self-Action Leadership. Volume I- The SelfAction Leadership Theory-contains prefacing infOlmation for both volumes and the first four book sections, which are referred to as "Books." Volume II-The SelfAction Leadership Model-contains the last four book sections and the appendices for both volumes. The Freedom Focused Corporate Declaration of Independence and Constitution are also included and appear at the end of Volume II, following the appendices. This two-volume textbook is, in part, an abridged revision of my doctoral dissertation and other papers I wrote as a graduate student at Fielding Graduate University during the years 2009-2013. To access my full dissertation-including additional narrative detail and scholarly literature reviews of self-leadership, autoethnography, action research, and obsessive-compulsive disorder-visit www.freedomfocused.com. where you can download the full text for FREE. It is also available in the ProQuest Library Database, catalogued under UMI number #3592738. Throughout the book the acronym SAL is used to refer to Self-Action Leadership

SAL Self-Action Leadership.

A word about my homogenous use of historical and literary references . . . As you read through this text, you may notice that I include various references from history and literature to expand upon or otherwise supplement the principles I teach. I have made a variety of efforts to make the text appropriately inclusive by representing a diverse array of historical figures, literary samples, and living case studies. Nevertheless, some readers may take umbrage upon discovering that a majority of the historical

xxxiv

Author's Note

examples and literary samples I use come from American or English history and literature. To critics who may fault me for this, I respond by saying I have pursued this pathway for the simple reason that it is the history and literature of my own culture and ancestry and the history and literature that I have spent the better part of my life and career studying. I am an American citizen with deep and broad ancestral roots throughout the British Isles as well as British Colonial America from the 1 620s up to the present. I also have an undergraduate degree in English and have lived my entire life in either the United States or British Commonwealth Countries. It is therefore what I know best and can teach and communicate most authentically and knowledgeably. I also do this for the sake of length. This textbook is already unusually long-so much so that I had to split it into two volumes. Trying to please everyone by including a holistic panoply of relevant references and examples that are diverse across the spectrum would be impractical in a single work. I would expect any other author from any other nation, culture, or race to follow a similar approach were they to attempt a similar work that addresses a similar, universal subject like Self­ Action Leadership-and especially so if their work was autoetlmographic in nature, which this work explicitly is. It just makes sense in a text where the historical and literary references are not primary and promotive, but secondary and supportive components of the material. It is my sincere hope that leaders, scholars, teachers, and writers from all nations, races, etlmicities, cultures, and sub-cultures will read these books and then, in the process of designing their O\vn, unique SAL curricula, will richly season it with a variety of historical and literary examples that are both relevant and apropos to their 0\Vll unique audiences, cultures, backgrounds, and circumstances. -JRJ

PREFACE

It was the best of times, it was the worst oftirnes, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or evil, in the superlative degree of comparison only. ]

We lived in wonderfully troubled times-wonderful as they are troubled, and troubled as they are wonderful. In the midst of unprecedented medical, technological, communication, and creative wondelTIlent, deep relationship, character, and moral problems abound all around us. The biggest problem of all, however, is not the problems themselves, but our collective misunderstanding of what the problems really are, and where real solutions lie. Ever searching for short-telTIl, externally based solutions to human challenges and dilemmas, we, as a collective society too often invest our energies hacking at the leaves of problems rather than focusing and recognizing their roots-which almost always originate on some level inside ourselves. There are a thousand hacking at the branches of evil to one who is striking at the root.2

-Henry David Thoreau (1817-1862) This 2-volume work champions an inside-out approach. It recognizes that macro organizational problems can only be addressed by confronting the micro issues plaguing individuals-namely you, me, and everyone else on the planet. These books focus your concentration on the only things you actually can control: your 0\Vll thoughts, speech, and actions. The message of Self-Action Leadership is that simple; it is also that difficult. One of the most challenging phrases for many people to utter is: "I have a problem." An even more difficult admission is: "It is my responsibility to fix my problem by changing the way I think, speak, and act." The practice

xxxvi

Preface

of blaming external forces and other people for personal and professional problems is pandemic throughout the world. This trend must stop if we are to get a handle on the menacing menagerie of problems we face, both individually and collectively. Throughout the ages, individuals have always been part of solutions or part of problems. Today is no different. No one is perfect, but ultimately, we each end up either starting and compounding problems, or creating and contributing solutions to personal problems, family problems, organizational problems, community problems, national problems, and global problems. These books have been written to educate and inspire individuals to develop the self-awareness and willpower to become part of the solution to the many, varied, and deeply entrenched problems we all face, individually or collectively, throughout our incredibly complex and diverse world. A quarter of a century ago, Dr. Stephen R. Covey introduced The 7 Habits ofHighly Effective People. His first three habits focused on personal leadership-the theme of this 2-volume work. His message called for the abandonment of the Personality Ethic in favor of the Character Ethic. Knowing that behavioral "techniques" alone don't create lasting success, he effectively communicated the timeless truth that real, lasting successes are always predicated upon focused hard work and integrity practiced consistently over extended periods of time. He taught us the Law of the Farm to emphasize that natural laws carmot be cheated; they must be respected and obeyed. He taught us that Private Victories precede Public Victories, and he reminded us that there are no quick fixes to authentic success-and that in the end, change, growth, and success that is both authentic and lasting must always be earned. When Covey published his 7 Habits in 1 989, I was only ten years old. My self-leadership journey had begun a few years earlier when I attended a time management seminar taught by my uncle, Hyrum W. Smith, who, along with Covey, co-founded FranklinCovey company in the early 1 980s. That seminar, and other experiences like it, provided me with profound opportunities at a very young age to learn about personal development topics and practice self-help strategies. This process planted the seeds of Self-Action Leadership (SAL) deep into in my mind, heart, and spirit during some of my most formative years. For the past three decades, I have dedicated my life and career to personal growth and development through a dedicated study and diligent practice of SAL. Those seeds have since grown into a massive, albeit metaphorical, "tree of life" complete with a substantive trunk-in the form of a successfol life and career-and a sprawling network of branches in the form of an eclectic array of rich and meaningful relationships. This "tree of life" is supported by an extensive

Self-Action Leadership (Volume I)

and vibrant root system consisting of

xxxvii

True Principles rooted in Natural Law

that ensures the perpetuation and longevity of my tr unk and branches for as

I remain committed to their roots. These roots are no respecters of I have learned through e xperience that my trunk and branches continue to grow higher and higher as long as I am willing to humbly

long as

persons, but will

align my thoughts, speech, and behavior with their straightforward, common-sense edicts. And then there is the " fruit" of my tree, which has proven to be perennially palatable and e xceedingly nourishing to my mind, he art, and spirit. Such delectable fr int tastes like

achievement, satisfaction,

success, fulfilment joy, and inner peace. 'Whenever you taste something delicious, it is natural to want to share it with others. The creation of this text is an outgrowth of my desire to share these seeds with YOU, so that you can cultivate your harvest the same precious fruit

I have

0\Vll "tree

of life" and

come to enjoy in endless quantities

and qualities throughout my life. Since the publication of the

7 Habitsin 1 989, nothing has changed about

the world's need for enlightened instruction on self-leadership and character development, e xcept the need is greater now than it was then, and for two specific First, technological advancements and the advent of the Inf mmation Age have dramatically changed the world, making new "techniques" and "quick-fix speaking, we live in an age of illusion in which vast multitudes of lonely, sequestered individuals increasingly inhabit virtual bubble worlds bearing little resemblance to the

real one.

Such developments have made it easier

than ever for people to fall prey to the pernicious pitfalls of propaganda, problem avoidance, and procrastination-not to mention electronic illusions, virtual realities, self-deception, substance abuse, and other addictions. These "techniques" and "quick-fix old-fashioned hard work and self-discipline that demands

before it

every age

inevitably

can reward individuals, organizations, or nations with

achievements and success that are both

authentic and lasting.

Second, twenty-first generally understand the importance of education, including so ft-skills training and ongoing character development. What they o ften misunderstand is what actually needs to be taught-and how often-for children, students, and employees to become fully actualized individuals-people who make the world a be tter place by virtue of their brief habitation thereon. Families may teach their children to go to school; schools may teach reading, writing, arithmetic, and how to take tests; and b usinesses may teach various hard and soft skills relevant to their industry. What they all-too-

xxxviii

Preface

often neglect is teaching their children, students, and employees how to live a healthy, productive life; how to work effectively and cooperatively with other people; and how to continually develop and hone a strong and independent moral sense of right and \¥fong. The

weightier matters

of courage, character, and conscience-and all

the knowledge, skills, and attributes that money alone can't buy-are only peripherally addressed, if they are addressed at all. Worse still, many leaders and other persons of influence set a poor example for their colleagues and subordinates through their

0\Vll atrophied moral compass and poor conduct.

Indeed, many power-hungry leaders live greedy lives of opulent profligacy and duplicity and then wonder why their folds are folding right before their eyes! The cause and effect relationship of this poor leadership is not rocket science. The father of English poetry3 comprehended this basic principle over six hundred years ago when he eloquently penned:

This fine example to his flock he gave, That first he -wrought and afterwards he taught; Out of the gospel then that text he caught, And this figme he added thereuntoThat, if gold rust, what shall poor iron do? For if the priest be foul, in whom we trust, What wonder if a layman yield to lust? And shame it is, if priest take thought for keep, A shitty shepherd, shepherding clean sheep. Well ought a priest example good to give, By his 0\Vll cleanness, how his flock should live. He never let his benefice for hire, Leaving his flock to flOlmder in the mire 4 ...

Good leaders are essential in creating good followers, and both are needed to create great organizations. But great organizations are, and always will be, nothing more than a synergized conglomeration of individuals. Talk to any effective executive, and they will tell you their single most valuable organizational asset is not tools, technology, or cash, but human capital­ the

people.

If you have great people, you can eventually overcome any

ancillary issue regarding

things.

But no surplus of cash and no surfeit of

holdings or resources can compensate for a dearth of character, integrity, and emotional intelligence. You Call1lot put a price on the value of an employee who is honest, trustworthy, dependable, capable, kind, teachable, cooperative, punctual, loyal, intrinsically motivated, hardworking, and emotionally mature and secure.

Self-Action Leadership (Vohune I)

xxxix

While knowledge, skills, and techniques are important and valuable, their long-term utility depends on the character holism and SAL capacity of individuals. Despite this reality, nearly everywhere you look there is a breakdO\vn of self-discipline, restraint, self-awareness, and integrity. It's sad-and often leads to tragic ends. In the words of M. Scott Peck, it is, "in the solitary mind and soul of the individual that the battle between good and evil [and success and failure 1 is waged and ultimately won or lost.,,5 The effort to prevent group evil including war must therefore be directed toward the individual. It is, of course, a process of education. And that education can be conducted most easily within the traditional existing framework of our schools . . . . Children will, in my dream, be taught that laziness and narcissism are at the very root of all human evil, and why this is so. They will learn that each individual is of sacred importance. . . . And they will finally see it as each individual's responsibility to continually examine himself or herself for laziness and narcissism and then to pmify themselves accordingly. They will do this in the knowledge that such personal pmification is required not only for the salvation of their individual souls but also for the salvation of their world. 6

The good news is that no matter where a person currently finds oneself, SAL can be learned and developed. Moreover, it is not only for those in management positions, or those labeled with "Type A," or "Red" personalities. In the words of Dr. Charles C. Manz-the father of self­ leadership in academe: Effective self-leadership can be learned . . . [it] is not restricted to people we describe as "self-starters," "self-directed," "self-motivated," etc. Self­ leadership approach[es] are relevant to managers and nonmanagers that is, to anyone who works. 7

Societal, political, and organizational leaders, training departments, schools, and parents from all corners of the Western World and beyond have largely failed their charges by putting the proverbial "cart before the horse." Endless training on facts, skills, and techniques carmot replace the teaching and modeling of character, integrity, self-leadership, emotional intelligence, and prudential judgment. Even worse than these educational omissions, many leaders fail to exemplify the attributes themselves. World-renowned leadership expert James G.S. Clawson, Ph.D., of the Darden School of Business Administration (University of Virginia), retired, underscored this point when he humbly acceded:

xl

Preface

I remember when Manz (1983) first came out with his work on self­ leadership. At the time it seemed odd to me. I will admit I am a slow learner on some things. I have come to believe that one of the biggest leadership issues [throughout the world today] is the inability of people even and especially managers and executives to lead thernselves. 8

SAL is--{)r should be-as important a topic to presidents and principals as it is to kindergartners and new hires. FurthelTIlore, since trickle-do\Vll character influence is inevitable in organizations, the responsibility for modeling effective SAL should weigh most heavily on autbority figures. Organizations obviously need to teach facts, skills, and techniques in the same sense that schools need to teach English, math, science, and history, and parents need to teach children how to get dressed, tie one's shoes, and help with family chores. But if that is all they focus on, tbey are building mansions upon the sand .' If all parents and teachers developed SAL and good character within their children and sent them into the world with firm ethical and moral foundations, we wouldn't have such a pressing problem. But of course, not all parents and teachers do so, and not all children listen to their parents and teachers. Moreover, even those who do enter the work force witb strong SAL foundations must continually cultivate their consciences and characters to keep them sharp. Repetition is the key to reception, recollection, and realization for even the best self-action leaders. In the words of G.K. Chesterton: We need to be reminded more than we need to be instructed. But you have to be instructed before you can be reminded, so as leaders, educators, and parents, it's time to start putting "First Things First"lO with regards to what we need to be teaching our children, colleagues, constituents, and subordinates. Some would argue that while tbese points hold merit, they are ultimately naIve. "Sure," you may surmise, "teaching character and integrity would be nice in a perfect world where we were not bound by constant deadlines, fierce competition, and finite amounts of time, energy, and training cash. But in the real world, we cannot afford the luxury of such training." My response to this claim is simple: if you are a leader who is serious about long-term success and viability, you carmot afford not to provide this training and modeling. The greatest myth lies in the notion that you can achieve lasting success by neglecting the only foundation that can properly support it. These principles must be taught, and they must be taught continually. Contemporary educators have largely abandoned erstwhile pedagogical principles of rote training that so ably served fmmer generations. To close the gap, there must be a measured return to rote learning and training. This

Self-Action Leadership (Volume I)

xli

is not to say all educational processes should involve strict memorization, but there are many key trutbs and natural laws that simply must be committed to memory and b urned into one's brain if they are to be rightly understood and consistently applied witb t be aid of a finely-tuned, sensitive conscience.

Any principle taught repeatedly willin fluence a student or employee. 100 Company that prides itself

illustrate, my wife works for a Fortune

To on

its stellar safety record. 'Why is their safety record so sterling ? The answer is training, training, and more training (including rote training) about safety. Wit b an a linost religious fervor, they ceaselessly drill t be principles and practices of safety into the minds and hearts of their employees. As a result of this straightforward practice, my wif e-a highly intelligent engineer ­ has been signifc i antly safely than she did before. This is p articularly true when it comes to safe driving practices; I know, because my

0\Vll wayward lead foot has received

many a loving rebuke from my better hal f. Such rote and rigor may sound like brainwashing, and if you are teaching incorrect or nefarious principles, it

is.

But when you are teaching correct

principles-tbose tenets that lead to pure practices which bring lasting benefits the pedagogical process. If we are to educate individuals to create scholas tic m o res and corporate cultures that re flect conscience-imbued Self-Action Leadership, we

mustteach and model these things early, often, and always. It is that easy, and it is t bat difficult.

There is no other way.

In the long r un character always trumps personality and teclinique in the same way that actions speak louder than words. While techniques and personality are important, their magnification or diminishment depends on the foundational strength of the

weightier matters of

character, integrity,

and truth-seeking and telling. It is important to remember that traits of character are not developed solely at work. In the long-run, people c armot entirely separate t beir personal lives from their professional lives. One's decisions in one life arena inevitably impact all other areas in various ways. Duplicitous lives never pass the test of time, and those attempting such discover in the end that the pursuit of two incompatible pathways-morally or otherwis e-eventually bears t be bitter fruit of failure in both. In t be inspired words of Gan dbi: " [ You 1 cannot do right in one department of life whilst . . . occupied in doing wrong in any other department. Life is one indivisible whole. ,,1 1 All real and lasting success requires the harmonious integration of all parts of your nature (spiritual, physical, mental, emotional, social, and moral).

xlii

Preface Though many external forces influence your life's journey beyond your

control, your thoughts, words, and actions ultimately shape your life's story. These tlnee things represent the key building blocks of your future. Directing your destiny ultimately boils down to disciplining these forces over which you do have control.

It is that simple, and it is that difficult and

complex. It is simple because it is easy to intellectually conceptualize the point. It is hard because cultivating effective Self-Action Leadership capacity is one of the most difficult challenges that any of us will ever encounter. In the words of a great leader: "The greatest battle of life is fought within the silent chambers of your own soul."12 The time has come for all of us to end the blame game and begin to take complete personal responsibility for everything in our lives-whether our present circumstances are

our fault, or not.

It is time to stop abdicating our

self-sovereignty to the whims of fickle fads and fashions, or to the mercurial desires of our innate carnality. monarch of our

0\Vll

It is time to start reigning nobly as the ruling and

lives and destinies-for our personal advantage

the benefit of those fellow beings whose lives our lives will touch. Perhaps the SAL Theory, Model, or one of the success stories shared in these books will somehow benefit you and those you lead. I sincerely hope so, because at the end of the day, despite any differences that may contrast our individual experiences or past lives, we are

all human

beings whose

intrinsic worth is not only equal, but equally great in terms of our unlimited existential potential. Of this I am certain. What will you choose to do with yours? JORDAN

R. JENSEN

Houston, Texas June22-24, 201 9

A PERSONAL LETTER FROM THE AUTHOR

Freedom Focused Office ofthe CEO

Dear Reader: If someone \Vfites a book and nobody reads it, you could argue that the writer largely wasted his or her time writing the book in the first place. As such, I want to thank you for taking time out of your busy life to read these books; it means a lot to me. This is no ordinary book. To begin with, it wasn't a quick or convenient writing proj ect. It took me thirty years to research it, thirteen years to write it, and twelve years to find a publishing house that was willing to publish it. Before

Potter

Cambridge Scholars

offered me a book deal, it was-like

Harry

and many other highly successful books before it-rej ected many

times before it was accepted. This 2-volume work is long and substantive. One reason for its protracted production is its breadth and substance. I hope you will not let its length or

seeming

difficulty or complexity dissuade or

discourage you from reading on because you

can do hard things!

If you are a serious student of Self-Action Leadership who is committed to completing the SAL Master Challenge, then you will need to read

all of

this 2-volume work and study it closely. When you come to a difficult chapter or passage, I challenge you to forge ahead and never give up, no matter what. Those who persevere will discover that a greater reward than the SAL Master Challenge medal and diploma awaits-a meaningful ontological reward that will be unique-and blissfully surprising-to each reader. On the other hand, if you are not intending to pursue the SAL Master Challengejust yet, but plan to peruse these books as a more casual reader, I

xliv

A Personal Letter from the Author

invite you to likewise not get discouraged and give up too early. If you meet with a chapter or section you find boring or difficult, just skip to the next section or chapter and start from there. I promise you will eventually find something that will be easier, more interesting, and perhaps just the thing you needed to read or learn to help you along your way at any juncture of your life. There is something for everyone in this 2-volume work. I invite you to discover whatever that something is that can benefit you today, tomorrow, andforever. Thank you again for honoring my company and me by taking time to read what I have so painstakingly put together over the course of the better part of my life to date. Freedom Focused is not an ordinary company. Our vision is simple to state, but difficult to actually realize. Our aim is not to merely sell books and seminars; that is just a means to an end. Our ultimate objective is to influence the broader culture through positive

and transfonnational

individual, familial, organizational, national, and international change. We envision a world that is more safe, fair, just, and good---even a world full of self-action leaders. We are committed to being catalysts of this change, and will persist in pursuing our mission to our last breaths in this world. I invite you to join us on this grand quest. To begin, just keep reading . . . Respectfully Yours,

Jordan R Jensen, Ed,D, Founder, eEG, andMaster Facilitator

THE GUY IN THE GLASS When you get what you want in your struggle for pelf,13 And the world makes you King for a day, Then go to the mirror and look at yourself, And see what that guy has to say. For it isn't your Father, or Mother, or Wife, Who judgment upon you must pass. The feller whose verdict counts most in your life Is the guy staring back from the glass. He's the feller to please, never mind all the rest, For he's with you clear up to the end, And you've passed your most dangerous, difficult test Ifthe guy in the glass is your friend. You may be like Jack Homer and "chisel" a plum And think you're a wonderful guy, But the man in the glass says you're only a bum If you can't look him straight in the eye. You can fool the whole world down the pathway of years, And get pats on the back as you pass, But your final reward will be heartache and tears If you've cheated the guy in the glass *

-Dale Wimbrow ( 1 895- 1 954) *

Reprinted with permission of the Wirnbrow family

xlvi

Guy in the Glass (Poem)

What do you see when YOU look in a mirror? Do you like what you see on the inside and outside of your person, personality, and character? Or would you prefer to see something different­ something that is a little better and a little nobler-in the future? If so, then keep reading . . . because

These books can help!

BOOK THE FIRST

LIFE LEADERSIDP BEGINS WITH EDUCATION

DEDICA TED TO:

LEADERS , EDUCATORS, PARENTS, and INDIVIDUALS everywhere In hopes they might internalize the great truth taught by President Theodore Roosevelt.

"To educate a person in mind and not in morals is to educate a menace to society."

CHAPTER 1 A TEXTBOOK FOR LIFE

In recent decades, our world has been deluged by hundreds of thousands (if not millions) of books, articles, blogposts, seminars, and webinars on topics related to leadership, management, personal development, and self­ help. And that is to say nothing of the tens of millions of books published in every other conceivable geme and subtopic-and that is just since the dawn of the Information Age. If you consider the annals of human history, upwards of one hundred and fifty million books have been published or written. With the advent of the internet and self-publishing platforms, the market for books has become so oversaturated in recent years that it is not an exaggeration to say that throughout world history, there has never been a worse time to publish a book than right now-that is, if you intend for other people to actually read your book. And according to Steven Piersanti, president ofBerrett-Koehler Publishers, things are only going to get worse for individual authors in coming years. 14 In light of this sobering reality, perhaps you are wondering why I would have the audacity to not only write another book, but to spend a third of my life (thirteen years) researching and writing a very

long

book. After all,

according to Piersanti and many other experts in the field, writing a

long

book is a strategic no-no in today's over-soused publishing market-that is, if you intend to actually sell copies of your book. Furthermore, what could another book about leadership possibly have to say that would merit your attention in this fast-paced, highly competitive virtual world? That is a reasonable question, and I have answers to it. First, this isn't just another book that I hope will be marginally useful to some niche audience. This tome is a comprehensive TEXTBOOK FOR LIFE itself, carefully crafted with an unprecedented inc1usivity in mind. It has been purposely and purposefully designed to unite every

willing member of

the human race in one, core, common cause: the cause of Existential Growth. Exi-what? You are probably asking yourself?

A Textbook for Life

3

The word, "Existential," may sound like a big, intimidating, scholarly word. However, it actually has a pretty basic definition that is not hard to understand. And since you will see this word a lot in this text, it makes sense

Existential relating to, your existence-meaning your life.

to introduce and define it right up front.

simply means

of or

EXISTENTIAL Of, or relating to, your existence (i.e. life).

A similar, related word that you will also see from time-to-time in this text is "ontological." This probably also sounds like an erudite collegiate term that only graduate-level scholars would use in an enigmatic philosophical treatise. But like "existential," ontological also has a pretty basic definition tliat is not hard to understand.

of being

It simply refers to the nature

in a metaphysical or spiritual sense, as opposed to a physical,

chemical, biological, or anatomical sense.

ONTOLOGY (noun) The metaphysical nature of being.

ONTOLOGICAL (Adjective) Related to tlie metaphysical nature of being.

These telTIlS are essential to this text because its goal is not to merely help you to learn new infolTIlation, gain a skill, or earn self-improvement. The goal is to transfOlTI1 your very

being

in a way that elevates your

existence to higher planes of human capacity and experience. The ultimate objective is therefore to achieve EXISTENTIAL GROWTH, which refers to

growth, progress, and maturation of one 's holistic potential.

the

4

Book the First Chapter 1

EXISTENTIAL GROWTH Basic Defmition The growth, progress, and maturation of one's holistic potential.

The second reason it is worth your time to read this 2-volume work is that it introduces two unique, helpful, and holistic qualitative metrics for setting and measuring your O\Vll benchmarks for personal potential, growth, and freedom. These metrics offer more than a mere blueprint for self­ improvement and personal development. They also paint a clear picture of personal and professional promised lands, which are attainable at the apex of your potential. These metrics are found in the SAL Theory and Model, both of which will be introduced and thoroughly detailed later on in this work. The third answer lies in the extensive study, research, and uniquely personal story undergirding everything in this 2-volume work. Since

1 987,

I have been enthralled by learning about, pursuing, and achieving personal growth, freedom, and success. Along the way, I have been humbled to the dust time and again by the hard knocks of life's often harrowing obstacles and realities.

It

has been an intensely painful and profoundly humbling

journey in nearly every aspect of my life. Through it all, I have come out on the other side with a penetrating vision of what authentic personal development, Existential Growth, and ontological freedom entail. More importantly, I have come to comprehend

how

they are achieved. These

books articulate this vision. Most self-help authors pepper their books and articles with personal anecdotes. These books, however,

are the anecdote. There really is no way

to separate the story of my life, and of others' lives, from the material in this 2-volume work.

It

is my hope that these educational anecdotes might

provide you with long-sought-after

antidotes to your own deepest personal

and professional difficulties and dilemmas. In the process, I hope that readers everywhere will be empowered with a new way to conceptualize, practice, and measure their 0\Vll personal growth, success, and freedom. The journey toward Existential Growth and personal freedom requires self-direction and personal leadership. It demands that you leader of

your own LIFE.

become

the

The process of carefully and intentionally

designing and constructing your o\Vll life as part of a never-ending journey toward higher levels of Existential Growtb and freedom is what LIFE

LEADERSHIP is all about.

A Textbook for Life

5

LIFE LEADERSHIP The process of carefully and intentionally designing

and constructing

your o\Vll life as part of a never-ending journey toward higher levels of Existential Growth and freedom.

What is Self-Action Leadership? Self-Action Leadership is the engine that drives Life Leadership. SAL will be defined and explained in great detail in later sections of this textbook. In the meantime, it is important to gain a basic understanding of SAL and what it entails. This primal conception will help you properly contextualize everything you read throughout this text. Simply stated, SAL refers to taking complete personal responsibilityfor your thoughts, speech, and actions-and the consequences that flow therefrom.

SELF-ACTION LEADERSHIP / SAL (Basic Definition) Taking complete personal responsibility for your thoughts, speech, and actions-and any consequences engendered thereby.

SAL is concerned with consciously and intentionally directing those things over which you have direct control and influence, namely: your 0\Vll thoughts, speech, and actions. This includes taking responsibility for your

(positive or negative, helpful or hurtful) that may exist beyond your control. It also involves leading yourselfto make wise and moral choices for the 10ng-telTIl

past, your present, and your future, regardless of any variables

benefit of you-and everyone else that may be impacted or influenced by your thoughts, speech, and actions-over time. By purposely and purposefully channeling your thoughts, speech, and actions into principle-centered avenues, you can become a powerful agent of personal

change

and

growth

in your 0\Vll life. You can also become a

powerful, positive influence in the lives of those with whom you come into contact. Later on, in BOOK THE THIRD, Chapter Three, I will expand upon

6

Book the First Chapter 1

this concept by adding a vital degree of contour and nuance to this introductory definition. For now, this basic definition will suffice.

"There's only one corner of the universe you can be certain of improving, and that's your own self." -Aldous Huxley ( 1 894-1963) SAL operates under the premise that micro, personal changes always precede

macro,

communal

changes.

Nations,

states,

organizations,

communities, neighborhoods, churches, and families are only as great as the individuals that comprise them. That includes you, me, and everyone else . When a system' s micro components are strengthened, its macro system is refined and fortified. [fyou want to change the world, then you must begin by changing yourself. The good news-and the miracle of Self-Action Leadership-is that personal change is possible.

"I wanted to change the world, but I have found that the only thing one can be sure of changing is oneself." -Aldous Huxley (1894-1963)

How These Books are Organized This is no ordinary self-help work.

It is not designed to merely motivate

you or improve your self-esteem. This 2-volume tome is part "book" and part

"textbook."

While

it

often reads

informally-like

a

book-it

concurrently presents sound, academic information in an accurate, precise, and comprehensive marmer-like a textbook. More specifically, it is a holistic, comprehensive personal leadership manual that has been carefully created and diligently designed with your long-term freedom, growth, and success in mind. If you are serious about bolstering your

O\Vll personal and

professional growth and development, you must do more than just read these books. You must carefully study it, thoughtfully engage the journal­ writing exercises, and complete all of the Self-Action Leadership Master Challenge (SAL-MC) homework assignments (more on this in Chapter 2). This 2-volume "BOOK" is actually divided into eight smaller sections, also called "books." These section-books are named: BOOK THE FIRST, BOOK THE SECOND, et cetera, up to BOOK THE LAST. These unique names honor the memory of Charles Dickens-that great English novelist of the

A Textbook for Life

7

A Tale a/ Two Cities, which has sold more than 200 million copies since its initial publication in 1859. Only Don Quixote, by Miguel de Cervantes, has been nineteenth century who employed this fOlmat in his famous novel,

printed more; and Cervantes' classic has the advantage of a 244-year head start on Dickens' masterpiece. Each of the eight "book" sections within this 2-volume textbook begin with chapter one and continues onward via chapters until the end of each book, at which point I begin each subsequent book with a new chapter 1 , and s o on. As such, don't b e confused i f you find that there are eight different chapters 1 , 2, 3, etc. While this organizational format may

seem

confusing at first, it was actually done to maintain organization. The eight parts contained within this comprehensive self-development manual are as follows: BOOK THE FIRST: Life Leadership Begins with Education BOOK THE SECOND: In Pursuit of Change, Growth, and Freedom: An

Introduction to Self-Action Leadership BOOK THE TIllRD: The Self-Action Leadership Philosophy BOOK THE FOURTH: The Self-Action Leadership Theory BOOK THE FIFTH: The Self-Action Leadership Model BOOK THE SIXTH: SAL Success Stories BOOK THE SEVENTH:

A Pedagogy of Personal Leadership and

Character Development BOOK THE LAST: You Are Sovereign

BOOK THE FIRST introduces the concept of "Life Leadership" (LL), explains the vital role that Self-Action Leadership plays in LL, and discusses the fundamental importance of education in the leadership of our lives, generally speaking.

It also postures pedagogy and practice as the twin

keys to animating SAL in your life. Additionally, it lays a foundation upon which Self-Action Leadership can begin supplementing a student' s core curriculum or an employee 's standard training. BOOK TIIE SECOND focuses on SAL's three primary obj ectives, namely:

change, growth,

and freedom. BOOK THE THIRD introduces the Self-Action

8

Book the First Chapter 1

Leadership Philosophy, which serves as a general, conceptual foundation for the Theory and Model to come. BOOKS TIIE FOURlH and FIFlH then present the Self-Action Leadership Theory and Model, respectively. BOOK TIIE SIXTH shifts gears from the intellectual to the anecdotal by providing a series of real-life accounts of positive life and career transformations achieved through Self-Action Leadership. BOOK THE SEVENTH reviews a series of action research projects conducted in real-life classrooms in Georgia and Texas, USA. These research projects-and the data culled therefrom-illuminate the power, influence, and potential that Self-Action Leadership education can wield in the lives of student­ practitioners all over the world. Finally, BOOK TIIE LA ST serves as a capstone to the previous seven books. It serves as an inspirational conclusion to the complete volume.

To some readers, my methods of intersectional organization throughout this text may

seem

mildly disorganized, somewhat circular in their literary

construction, and unquestionably repetitive in their reiteration of key premises, points, and conclusions. And to an extent,

it is in fact all three of

these things-and sometimes simultaneously so. At times, it may even appear as though I am composing in an arbitrary form of asymmetrical chiasmus. Rest assured, there is meaning,

and a method, to my madness

in

the matter. To begin with, it will benefit you to remember that this text is part "book" and part "textbook."

It

is very much a traditional textbook in the

sense that it presents a significant amount of new scholarly information in a systematic and academic manner. It also includes a robust list of original "key words" and their accompanying definitions that students can learn and study and educators can teach and test. Moreover, it continually applies logic in an attempt to bolster the academic credibility of its premises and conclusions. In this sense, the text is kind of like an extended peer-reviewed journal article. On the other hand, this work is concurrently an unusual and creative work ofnonfiction that incorporates a significant amount of narrative detail. Thus, the book often reads like an autobiography or biography; and, to an extent, it is both of these things as well. Furthermore, the text is epigrams,

continually seasoned with motivational

inspirational poetry (penned by myself and others),

and

memorable mantras. To top it off, I employ my 0\Vll unique voice to narrate the text from start-to-finish. In so doing, I have attempted to spice up the

A Textbook for Life

9

material with an eclectic potpourri of relevant tangents, pedagogical asides, and parenthetical narrative inserts. In the end, this work is both a textbook and (hopefully) an entertaining

and

educational personal narrative. It is both scholarly and popular in

both academic and and laymen or laywomen. Pure academics

nature. It specifically and simultaneously caters to popular audiences-to scholars

may appreciate the scholarly components, only to squirm at my organizational tactics and hybrid approach. Laymen and laywomen may embrace the narrative and other informal components, only to be turned off by the scholarly elements. These books are more than just a text on personal leadership. They are a literary self-portrait of their author, his personality, and the personal and professional journeys he has traversed throughout his life. \¥hatever its flaws, I hope that you might overlook them sufficiently to allow this work to positively impact your If it accomplishes

O\vn, unique, personal and professional journeys. that one goal for you, it will have realized its ultimate

objective-weaknesses and inadequacies notwithstanding.

Why Such a Long (2-Volume) Textbook? Some years ago, I was in st. Croix

(U.s. Virgin Islands)

teaching a

professional seminar. During a break, I meandered my way to the bar for some refreshment. As I sat sipping my soda, the bartender began asking me about myself. In an attempt to politely, but briefly, answer his questions, I ended up sharing more information about myselfthan I typically offer up to strangers. \¥hen he learned I was a self-help author, a look of obvious skepticism crossed his face. He replied, "Don't you think self-help books are fluffy and unsubstantial?" I thought about his question for a second and responded, "Well, I can definitely see where you are coming from in thinking that, and yes, some of them certainly

are."

The young bartender then proceeded to express his interest in philosophical writings that are considered more intellectually robust than your typical contemporary self-help read. As I listened to him, a powerful sense of reassurance flooded my soul about a nagging concern I had often had that my book was "too long." At that moment, I realized with greater clarity that my book was never

meant to

be a novella. The complexity,

substance, and importance of the subj ect matter simply place limits on its capacity for brevity. Length alone, of course, does not guarantee quality and substance; nevertheless, I have striven diligently and earnestly to trim the fat without lacerating the muscle of this text.

10

Book the First Chapter 1

As our conversation continued, I e xplained that my goals as a self-help author were t o' produce literature that not only provided compelling, substantive content, but that rises t o' rigor o us intellectual standards as well. If he someday reads this book, I hope he will be pleased with my a ttempts to realize the lofty ideals I have tried to uphold in its organization and composition. My conversation with the b artender that day sp awned a vision of sorts. In my mind's eye, I beheld multitudes of people from all over the world

and

from all walks of life who, like him, are ye arning not only for real long-term personal change, success, freedom, and fulfli ment, but fast food, fleeting pleasures, pe tty social media e xchanges, and other cheap, sugary meaninglessness that is s O' ubiquitous throughout our superfc i ial e xistentially malnourished culture-are hungry for something that will challenge them intellectually as well.

Itwas a glorious vision to behold.

And

since I was only drinking soda (I don't drink alcohol) I am confident it was no dr imken mirage e xacerbated by the elevated temperature which hung oppressively on the beach that sultry summer day. That young bartender won't always be serving up drinks for a living. In fact, by the time the previous edition of this book was published, he had a lready moved on to North Carolina with his girl friend, who planned to pursue a master's degree. He n O' doubt had ambitions of his

own, the

details

of which he might have shared had my break not come to an end. As we parted, he asked me to write down the title of my book so he could look it up on Amazon. He seemed genuinely hopeful that I might resurrect his faith in what he perceived as the lost art ofthe self-help genre. Perhaps we'll meet again someday. If we do, I will ask him whether or not my work rose to the level of his high standards. I hope he answers affirmatively. I will also thank him for e xpanding my perspective and bolstering my courage to forge a bead in pursuit of an unusual and audacious vision that forced me to break all the rules of contemporary book publishing. The world has enough easy books to read; it needs more challenging books to

study. The world has enough sound bites; it needs more substance.

It has enough talking points; it needs more transf Olmations of character. It has enough text messaging; it needs more textual rigor. It has enough skimming and scanning; it needs more rigorous reading and substantive study. It has enough summaries; it needs more original sources. It has enough featured and fabricated headlines; it needs more facts and footnotes. It has enough style; it needs more substance. It has enough fashion, facsimiles, and fa yades; it needs more ontological authenticity. enough fake; it needs more real. 15

It

has

A Textbook for Life

11

[fthese books fail to add something of value to the cause for which they stand, it will not be for any lack of effort or soul-searching sincerity on the part ofthe author, nor will it be because they were

too long. There are plenty

of easy self-help books and three-hundred-words-or-Iess virtual messages about personal change or leadership out there. I have no interest in piling another pamphlet on top of an ever-growing pile of piecemeal pontifications. Would you like to do something

hard that will take some time, but will

be incredibly worth your investment? If so, Then read on. . .

Helping You to Help Yourself [ did not write these books to help you solve your problems. [ am not an expert at solving other people 's problems. [ am no Dr. Oz or Dr. Phil; nor am [ an Oprah Winfrey. My expertise lies in solving my

with the help of others and the aid ofSerendipity.

own

problems­

The goal of these books

is to teach, empower, and inspire you to figure out how to solve your

own

problems, thereby opening yourselfup to the endless opportunities that YOU possess for achievement and growth. [f you are willing to help yourself, these books will prove very useful as you work through your own problems with detelTIlination and resolve.

"God helps those who help themselves."

-Benjamin Franklin (1706-1 790) Self-Action Leadership is not intended to be easy; nor is it designed to provide quick-fixes to your problems. Real solutions to real problems rarely come fast or easy; but they can come if you are willing to pay the price that their solutions demand. Unlike other self-help books, which are often designed to improve your self-esteem and otherwise "pump you up" about your life and career potential, SAL takes a more concrete and academic approach. It is not meant to be merely surveyed, scarmed, or even

just

read; it is designed to be seriously studied-just like any other

legitimate academic subj ect (e.g. math, science, language arts, history, computer technology, etc.). You will get as much out of these textbooks as you

choose to put into them. [ hope you will choose to take them seriously

12

Book the First Chapter 1

because doing so could dramatically

change your life.

I know because

seriously dedicating myself to the material in these books has dramatically transfOlmed-and

continues to positively change-my own life.

The Quality of the Individual On April 23, 1910, President Theodore Roosevelt-one of the most universally admired and successful presidents in D.S. history-delivered a speech at the Sorbonne (a famous university in Paris). The title ofhis speech was

Citizenship in a Republic.

A variety of SAL principles, practices, and

concepts introduced in these textbooks harmonize with many of the principles Roosevelt outlined in this famous speech. A core principle of the address involves what Roosevelt refers to as

"the quality ofthe individuaL"

The quality of the individual citizen is supreme . . . In the long nUl, success or failure will be conditioned upon the way in which the average man, [and] the average woman, does his or her duty, first in the ordinary, every-day affairs of life, and next in those great occasional cries which call for heroic virtues. The average citizen must be a good citizen if republics are to succeed. The stream will not permanently rise higher than the main source; and the main source of national power and national greatness is found in the average citizenship of the nation. Therefore it behooves us to do om best to see that the standard of the average citizen is kept high. 16 As Roosevelt effectively points out, the quality of a unit is entirely dependent on the quality of the individuals who make it up. The whole goal of Self-Action Leadership is to develop

quality individuals who are highly

educated, culturally literate, self-reliant, and most importantly, principle­ centered people who are capable of making meaningful contributions to whatever systems or entities of which they play a part. What does it mean to be a quality individual, and how are quality individuals cultivated? According to Roosevelt, the answer lies in the cultivation of character, which is achieved through an education in, and practice of, morality.

Let those who have, keep, let those who have not, strive to attain, a high standard of cultivation and scholarship. Yet let us remember that these stand second to certain other things. There is need ofa sound body, and even more of a smllld mind. But above mind and above body stands character the sum of those qualities which we mean when we speak of a man's force and comage, of his good faith and sense of honor. I believe in exercise for the body, always provided that we keep in mind that physical development is a means and not an end. I believe, of comse, in giving to all the people a good

A Textbook for Life

13

education. But the education must contain much besides book-learning in order to be really good. We must ever remember that no keenness and subtleness of intellect, no polish, no cleverness, in any way make up for the lack of the great solid qualities. Self-restraint, self-mastery, common sense, the power of accepting individual responsibility and yet of acting in conjunction with others, cmrrage, and resolution these are the qualities which mark a masterful people. Without them no people can control itself, or save itself from being controlled from the outside. I speak to [a] brilliant assemblage; I speak in a great university which represents the flower of the highest intellectual development; I pay all homage to intellect and to elaborate and specialized training of the intellect; and yet . . . I add that more important still are the commonplace, every-day qualities and virtues. No refinement of life, no delicacy of taste, no material progress, no sordid heaping up [of] riches, no sensuous development of art and literature, can in any way compensate for the loss of the great fundamental virtues; character must show itself in the man's performance both of the duty he owes himself and of the duty he owes the state. [And a person's] foremost duty is owed to himself and his family . . . . He must pull his 0\Vll weight first, and only after this can his surplus strength be of use to the general public. 17

Material Acquisition vs. Ontological Development Many, and perhaps most, self-help books exist to assist men and women to develop, hone, and sharpen personal and professional skills in order to get something (sales, money, power, prestige, influence, opportunity, friends, acceptance, mobility, etc.). These books are different in the sense that its overriding purpose is not to outline techniques for getting, but to set forth principles of becoming. In the long run, getting is best achieved as a by-product of becoming. In other words, the end game of SAL is not to get something that you want. The ultimate objective is to become something greater than you currently are-for your own benefit and the blessing of all those whom you will eventually influence. The purpose of these books is to empower you to develop an internal desire to do good for goodness' sake, with the eager anticipation of the countless blessings that will naturally flow towards you throughout the process of becoming. So just in case you are worried about the getting aspect of self-help initiatives, you can rest easy because there will be plenty of getting through the process of becoming. Just try your best to avoid putting the proverbial cart (getting) before the horse (becoming). The order, and the state of your heart along the way, will greatly influence the 10ng-telTIl evolution of your life's ontological journey, as well as

14

Book the First Chapter 1

whatever affiliated getting may accompany your journey of becoming. In the inspired words ofViktor Frarikl: Don't aim at success the more you aim at it and make it a target, the more you are going to miss it. For success, like happiness, cannot be pursued; it must ensue, and it only does so as the unintended side-effect of one's dedication to a cause greater to oneself. . . . Happiness must happen, and the same holds for success: you have to let it happen by not caring about it. I want you to listen to what your conscience commands you to do and go on to carry it out to the best of your knowledge. Then you will live to see that in the long nUl in the long run, I say! success will follow you precisely because you hadforgotten to think about it. 18

And what am I to become, you may ask, and for what purpose? These questions were answered by Roosevelt: to become a quality individual. And I will add: to become a morally-rooted, principle-centered human being. Why would you want to pursue this purpose? Certainly not for a monetary end or other selfish purpose, but for the simple desire to do one's duty-the duty that is owed to oneself, one's family, community, organization, state, nation, and world-in a faith-driven, hopeful anticipation that innumerable blessings will eventually flow into your life as you fulfil your duties over time.

A Textbook for Life I'm not the first to invoke a moral imperative in teaching personal development related principles. Daniel Goleman elevated emotional intelligence-a topic that is highly related to SAL-to the same status, calling it a "pressing moral imperative"19 in our postmodern society. Emotional intelligence refers to the successful bridling and management of your own emotions, and the ability to productively influence others to do the same.

EMOTIONAL INTELLIGENCE The successful bridling and management of your 0\Vll emotions, and the ability to productively influence others to do the same.

According to Goleman:

A Textbook for Life

15

There are times when the fabric of society seems to muavel at ever-greater speed, when selfishness, violence, and a meanness of spirit seem to be rotting the goodness of our communal lives. . . . Those who are at the mercy of impulse who lack self-control suffer a moral deficiency: The ability to control impulse is the base of will and character. . . . And if there are two moral stances that om times call for, they are self-restraint and compassion.20

Goleman continues by pointing out that temperaments can be changed and that the process of rewiring bad emotional circuitry should begin early: Our genetic heritage endows each of us with a series of emotional set-points that determines our temperament. But brain circuitry involved is extraordinarily malleable; temperament is not destiny. . . . This means that childhood and adolescence are critical windows of opportunity for setting do\Vll the essential emotional habits that will govern om lives.21

These challenges must be confronted with EDUCATION. Fortunately, Goleman "foresee[ s1 a day when educational curriculums will routinely include essential human competencies such as self-awareness, self-control, and empathy, and the arts of listening, resolving conflicts, and cooperation" in conjunction with core curricular subjects.22 M. Scot! Peck, M.D. added his voice to the choir by expressing his desire to see a "program of mental health education in our public schools," along with a return to teaching the "old proverbs."23 A goal of these textbooks, and the express role of Freedom Focused, is to further the visions of Goleman, Peck, and all other advocates of this nonpareil educational aim. This textbook focuses on the weightier matters of life and education. It is an umbrella topic that includes, but is not limited to, a host of vital topics that every human being must study and practice if they seek lasting change, growth, happiness, success, freedom, and inner peace. These topics include, but are not limited to: Integrity Morality Patience Discipline Self-control Self-regulation Determination Persistence Balance Kindness Humility Compassion Forgiveness Intetpersonal skills Financialmanagement Foresight Generosity Wisdom Tolerance Hard work Loyalty Love Values identification Values clarification

Courage Self-restraint Emotional intelligence Consistence Compassion Empathy Frugality Hindsight Temperance Goal setting Self-awareness Values prioritization

Obedience Introspection Punctuality Accommodation Cultural literacy Comtesy CommlUlication skills Meekness Character development Trust and Trustworthiness Service Sacrifice

16

Book the First Chapter 1

Vision and Mission Enthusiasm Faith Duty

Listening skills Realism Respect Honor

Endmance Optimism Reverence Truth

Delayed gratification Impulse control Existential intelligence Physical fitness

Despite the self-evident importance of these topics, isn't it strange how you won't find a single comprehensive academic text uniting these subjects into one great whole? Amidst the mountains of textbooks out there, where is the secular textbook on life itself! Where is the syllabus for being an effective human being? 'Where on the internet can you locate a holistic guide for effectively navigating planet Earth from an existential and ontological point ofview? You will not find it in schools, colleges, universities, or even online . . . until now. There are many religions, philosophies, and dogmas, and each has books that promote their various doctrines. Many of these books, which typically deal with topical, or peripheral issues, are good books worth reading. I am unaware, however, of a secular and ideologically balanced, yet comprehensive and academic guide to becoming an effective being human who is healthy, happy, balanced, and continually growing. I have therefore detelTIlined to write one myself. I have designed it to serve concurrently as a textbook, storybook, poetry book, and workbook-all in one volume. This will allow you as the reader to read, reflect, ponder, mark, study, write, plan, and set goals all in one place. If anything in this first chapter has struck a chord with you or awakened a dOlTIlant desire within your being to become something more than you currently are, I invite you to accompany me on this adventure of all adventures. There can be no greater personal quest. Are you prepared to embrace the nobility of your humanity? Are you ready to rise?

l/so . . . Then keep reading!

CHAPTER 2 THE SAL MASTER CHALLENGE

The purpose of this chapter is to introduce the Self-Action Leadership Master Challenge (SAL-MC), which, if diligently pursued, will exponentially increase the long-telTIl value of reading and studying these books. Throughout my life, I have been blessed with many opportunities to engage in exercises similar to those you are about to embark upon in these SAL textbooks. These opportunities arose in a variety of different settings, including school, scouting, church, and my personal reading and studying. Prior to my senior year in high school, I completed the requirements to become an Eagle Scout. Only 4 percent of registered scouts qualify to receive this singular honor from the Boy Scouts ofAmerica. Earning one's "Eagle" requires a great deal of time, effort, and personal commitment on the part of any scout. Among the many requirements for becoming an Eagle Scout, I had to earn twenty-one different merit badges, camp overnight at least twenty times, engage in many hours of community service, and lead my peers in completing a community service project. Along the way, I learned, grew, and acquired new skills and confidence as a human being, citizen, and leader. As a result ofmy efforts, I became something better than I was before. The act of committing myselfto specifically outlined disciplines and requirements, and then following through on those objectives, engendered a pattern of palpable internal growth that continues to this day. During my freshman year in college, I participated in an intensive and extended self-help program that lasted for forty-five consecutive weeks. The program came from Og Mandino's book The Greatest Secret in the World. I invested scores of hours on that personal project, including time spent reading, reflecting, and journaling at least three times per day for 225 days (five days per week) throughout the challenge. Like earning my Eagle Scout, completing Mandino's ambitious forty-five week "Success Recorder"24 challenge transmuted my very being into something more substantive, capable, confident, and determined than it was before. Throughout my secular and theological educations, I have had many similar experiences that have caused me to become someone greater than I

18

Book the First Chapter 2

was before. There is power in effort and action expended and directed conscientiously in a conscious, intentional, goal-oriented manner. In developing the SAL Master Challenge, I have drawn on all of my erstwhile experiences for the benefit of your personal and professional change, growth, and freedom.

The SAL Master Challenge Requirements The Self-Action Leadership Master Challenge consists of a series of homework assignments that accompany your reading ofthe SAL textbooks. Those who complete the SAL Master Challenge will receive a medal and diploma.25 At the end of this chapter, you will find two copies of the SAL Master Challenge requirements. The fIrst copy is for you to keep in this book as a reminder of your progress and achievements. The other one can be cut out, fIlled out, and sent in with your completed Self-Declaration of Independence and Self-Constitution (or ten-page paper) to Freedom Focused headquarters upon your completion of all the requirements. For your convenience, a copy of the SAL Master Challenge requirements, along with a cover sheet, can be dO\vnloaded online at www. freedomfocused.com. 'When you have completed all the requirements and are ready to submit your completed requirement sheet and assignments, please mail the appropriate paperwork to:

Freedom Focused LLC Attn: SAL Master Challenge 2614 Winding Creek Way Comoe, TX, USA 77385

Detailed explanations of a Self-Declaration of Independence and Self­ Constitution are provided in BOOK THE FIFTH: THE SELF-AcTION LEADERSHIP MODEL. Upon receipt ofyour completed requirement sheet and assignments, an authorized member of the Freedom Focused faculty will review your work and verify your completion of the established requirements. Your diploma and medal will be mailed following a successful review of your deliverables. Your name will then be added to the

The SAL Master Challenge

19

SAL Master Challenge Wall of Honor, located at Freedom Focused headquarters in the Houston, Texas, USA area, as well as the online SAL Master Challenge Honor Roll, which is located on the Freedom Focused website, where it will remain indefinitely as a virtual reminder of your hard work and achievement. Upon earning my Eagle Scout, I joined an honorary fraternity of fellow Eagle Scouts known as The Eagle 's Nest. All persons who complete the SAL Master Challenge likewise enter an honorary fraternity known as The Freedom Circle. Are you prepared to begin your own journey towards The Freedom Circle? Do you have the desire, will, work ethic, and attitude required to do hard things? Do you seek to change and grow more than you seek to remain as you are?

Ifso . . . Then read on!

20

Book the First Chapter 2

Self-Action Leadership Master Challenge Requirements 1. Find an Accountability Partner CAP) like a spouse, family member, friend, supervisor, teacher, coach, colleague, mentor, etc. Review with them the SAL Master Challenge requirements. Invite them to be a witness to yom efforts and serve as yom aCcOlUltability partner. (Check boxes upon completion.) o Accountability Partner's CAP's) narne: AP's Initials:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _

2.

Read all eight (8) sections of the 2-volume SAL textbooks.

0000000 3.

AP's Initials:

_ _ _

Complete the 2 5 SAL Challenge Exercises throughout these books.

000000000000 0000000000000

AP's Initials:

_ _ _

4. Record two hlUlCrred handwritten or one hundred typed (double spaced) pages in yom SAL Journal in response to the "In Yom Jomnal" questions or prompts contained throughout this textbook. One box ten pages. =

o 0 00 00 00 00 00 00 00 0 00 0

AP's Initials:

_ _ _

5. Submit a copy of your Self-Declaration of Independence (Self-DoI) and Self-Constitution along with yom completed requirement sheet (including initials and signatures) to Freedom Focused. If you wish to keep these documents private, you may submit a ten-page paper in lieu thereof. The paper should discuss what you have learned about SAL, how you are applying SAL principles in yom life, and explain how drafting a Self-DoI and Self-Constitution have and will benefit your life and education or career. Self-Declaration of Independence 0 Self-Constitution 0 1 O-page paper mailed to FF (ifnecessary) 0

AP's Initials:

_ _ _

6. Share these books and what you have learned and experienced with three (3) people who have not yet read them. Invite and encourage them to read, write, and complete the SAL Master Challenge. 0 0 0

AP's Initials:

_ _ _

The SAL Master Challenge

21

On my honor, I affirm and attest that I have completed ALL requirements to receive my SAL Master Challenge medal and diploma. 26

Signature of Candidate

Signature of AccOlUltability Partner

Note: A second copy of the SAL Master Challenge requirements can be found on the next page. The first copy is designed to remain in this book. The second copy may be torn out ifneededldesired for convenience while charting your progress.

22

Book the First Chapter 2

Self-Action Leadership Master Challenge Requirements 1. Find an Accountability Partner CAP) like a spouse, family member, friend, supervisor, teacher, coach, colleague, mentor, etc. Review with them the SAL Master Challenge requirements. Invite them to be a witness to yom efforts and serve as yom aCcOlUltability partner. (Check boxes upon completion.) o Accountability Partner's CAP's) narne: AP's Initials:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _

2.

Read all eight (8) sections of the 2-volume SAL textbooks.

0000000 3.

AP's Initials:

_ _ _

Complete the 2 5 SAL Challenge Exercises throughout these books.

000000000000 0000000000000

AP's Initials:

_ _ _

4. Record two hlUlCrred handwritten or one hundred typed (double spaced) pages in yom SAL Journal in response to the "In Yom Jomnal" questions or prompts contained throughout this textbook. One box ten pages. =

o 0 00 00 00 00 00 00 00 0 00 0

AP's Initials:

_ _ _

5. Submit a copy of your Self-Declaration of Independence (Self-DoI) and Self-Constitution along with yom completed requirement sheet (including initials and signatures) to Freedom Focused. If you wish to keep these documents private, you may submit a ten-page paper in lieu thereof. The paper should discuss what you have learned about SAL, how you are applying SAL principles in yom life, and explain how drafting a Self-DoI and Self-Constitution have and will benefit your life and education or career. Self-Declaration of Independence 0 Self-Constitution 0 1 O-page paper mailed to FF (ifnecessary) 0

AP's Initials:

_ _ _

6. Share these books and what you have learned and experienced with three (3) people who have not yet read it. Invite and encourage them to read, study, and complete the SAL Master Challenge. 0 0 0

AP's Initials:

_ _ _

The SAL Master Challenge

23

On my honor, I affirm and attest that I have completed ALL requirements to receive my SAL Master Challenge medal and diploma. 27

Signature of Candidate

Signature of AccOlUltability Partner

Note: A second copy of the SAL Master Challenge requirements can be found on the next page. The first copy is designed to remain in this book. The second copy may be torn out ifneededldesired for convenience while charting your progress.

24

Book the First Chapter 2

IiiiI SAL MASTER CHALLENGE IiiI EXERCISE 1

Self-action leaders are journalers. As you prepare to begin your study and application of SAL, it is important to get a personal diary to accompany you on yom jomney. The first SAL Challenge exercise is to obtain a notebook, or save an electronic text file on yom computer, whereby you can begin yom personal SAL-Jomnal. This jomnal is meant to accompany your reading and study of this textbook. It is also designed to facilitate your completion ofthe SAL Master Challenge requirements. Throughout this textbook, you will see a little box that reads "In Your Joumai, followed by a jomnal writing question or prompt. The box will look like this: "

These questions and prompts will serve as a key element of the SAL Master Challenge. By the time you have finished this textbook, and as part of yom completed SAL Master Challenge, you will be prepared to show your mentor and witness that you have completed a minimum of two hundred handwritten pages or one hundred typed (double spaced) pages in your SAL-Jomnal. After reading each chapter, or at any other point throughout your study of this textbook, we encomage you to use yom SAL Jomnal to record inspiration and other thoughts, feelings, questions, ideas, aspirations, concerns, fears, frustrations, goals, etc. And remember to always record the date of each journal entry you compose. Lastly, use your journal to record words you come across in these books (or other reading material) that you do not know. Then, with the help of a dictionary, -write do\Vll the word's part/s of speech and definition/s, and creatively compose a practice sentence using each new word. Self-action leaders are hard workers. They strive to become highly literate as speakers and -writers. They also possess a high degree of cultural literacy, personal refinement, and professional polish. Keeping a jomnal, studying quality educational material, and expanding yom vocabulary are all key activities that will fmther yom cause in all ofthese areas concurrently. Simply stated, self-action leaders continually study,jomnal, and build word power!

The SAL Master Challenge

25

For your first journal entry, and as part of SAL Master Challenge Exercise 1, read the full text of President Theodore Roosevelt's speech, Citizenship in a Republic, and record yom reflections thereon. I HAVE CO:MPLEfED SAL CHALLENGE EXERCISE 1

0 YOUR INITIALs:

CHAPTER 3 THE ESSENTIAL ROLE OF EDUCATION

"Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding."

-Proverbs 4:7

ALL change, growth, and success begin with education.

Before you can think, say, or do anything, you must first know something. 'What you think about, say, do, and believe is almost entirely a product of your education and experiences. Like most things worth working for in life, Self·Action Leadership begins with education. Education is among the greatest things you can acquire in life. And in concert with service and love, education is the greatest gift you can give to another human being. Education is the foundation of achievement and growth. It is also the gateway to personal freedom. I am who I am, and you are who you are, in large part because of our respective educations. \Vhile human beings are free to choose their thoughts, speech, and actions, we all make most of our choices based on a combination of what we know and don 't know. Knowledge creates opportunity and power while ignorance begets frailty and failure in thought, word, and deed. Education is obtained in three different ways: precept, example, and inspiration. Precept refers to learning from what a mentor says. Example refers to learning from what a mentor does. Inspiration is the process of learning from the voice of conscience, which viscerally prompts you to think about, say, and do things that are right-and by extension, beneficial­ to yourself and others in the long run. 'Whether a lesson is taught by precept, example, or inspiration, the lessons you learn influence the choices you make, which, in turn shape your life. If you are taught to work hard, be honest, and take personal

The Essential Role of Education

27

responsibility for your thoughts, words, and deeds, you will most likely become trustworthy and self-reliant. If you are taught to blame, game, shame, and call people names, you will most likely become a hateful and irresponsible victim of your circumstances. If you are taught peace and forgiveness, you are more likely to forgive and let go of past injuries. If you are taught vindictiveness, you will likely spend your life questing after revenge and other thirsts that can never be quenched. If you are taught discipline, diligence, and determination, you will most likely succeed in your life no matter what external difficulties you face, or how challenging life was when you started out. If you are taught emotional volatility, intemperance, laziness, victimization, and entitlement, you will most likely fail-and blame others for your failures, no matter what external privileges or blessings come your way.

Why I Value My Education From my boyhood onward, I have been blessed with an outstanding education. I do not say this to impress you, but rather to impress upon you the tremendous gratitude I feel for having had the opportunity to learn the lessons and acquire the experiences necessary to write this 2-volume text. After all, virtually every book that has ever been written is a by-product and outgrowth of an author's unique education and experiences. My formal education was good, but it was not unusually privileged. My first thirteen years of formal schooling came in the public schools of rural Utah, suburban Phoenix, Arizona (Mesa), and Spokane, Washington, USA. Later, I earned a bachelor's degree from a public state college (now a state university) in Utah (Utah Valley University) and a doctoral degree from an obscure, albeit accredited, private distance learning school headquartered in southern California (Fielding Graduate University). My academic pedigree by no means qualifies me as a scholarly genius or a member of the Ivy League intelligentsia. There are no big-name universities on my resume. Moreover, with the exception of my elementary years and doctoral studies, my grades and test scores were average, and I was rejected by my first choice of undergraduate studies-an academically prestigious private university. My informal education, however, was unusually blessed. It began at home where my family fueled my love of great books. My maternal grandparents were not financially wealthy, but had spent a lifetime collecting books and had thereby accrued a home library containing several thousand volumes. It was there that I spent some of my choicest childhood hours. Much of my education was acquired informally as a means of

28

Book the First Chapter 3

personally quenching my own thirst for knowledge. To satiate this thirst, I read books, devoured educational multimedia, carefully observed how smart and successful people spoke and acted, and asked a LOT of questions of a lot of people. My dad, despise being a bona fide rural Renaissance man who delved into a variety of professional pursuits over the course of his career, was first and foremost an educator. He taught English in secondary schools in Arizona and Utah for twenty-three years and retired as an eighth-grade English instructor. Despite our modest middle-class income and lifestyle, my father made it a priority over the course of his lifetime to amass an impressive personal library of his O\Vll. 'While it was a more modest collection than my maternal grandparents, it was, at a thousand-plus volumes, still much larger than the parents of most-if not all-of my childhood friends. Perusing the books in my dad's home office, school classrooms, and throughout the rest of our house ranked among my childhood's most treasured pastimes. It was an exercise in exploration, and I loved it! Sometimes I would help my dad prepare and organize his classroom in Mesa, Arizona prior to the start of a new school year. I say I helped him, but I would mostly become blissfully lost amidst his hundreds of texts and other books as I anticipated our trip to Taco Bell together for lunch. Now retired, my dad is not financially wealthy, but he has continued to add to his home library, which now boasts some three thousand books, with thousands more in storage. My parents encouraged me to check out books from public libraries and provided transportation to and from these bastions of book learning before I could drive myself. By the time I was ten years old, immediate and extended family members knew exactly what to get me for birthdays and Christmas. Between these gifts and my 0\Vll proactive procurements, I had, by the age of twenty-three, amassed a personal library that exceeded five hundred volumes. At age ten, my dad gave me The Complete Works of William Shakespeare for Christmas. His note to me in the front cover of this 2,334page tome was indicative of my parent's love, support, and passion for reading, education, and the pursuit of my personal dreams and career ambitions. I was further blessed with five older siblings, who are between four and twelve years older than me. This provided me with an early exposure to concepts, conversations, and texts that were far more advanced than the primary lessons I was receiving at my 0\Vll elementary school. The influence of my parents, siblings, extended family, religious background, and personal study afforded me with continual educational

The Essential Role of Education

29

opportunities in history, philosophy, psychology, critical thinking, logic, rhetoric, oratory, leadership, self-leadership, management, pedagogy, emotional intelligence, sales, marketing, time management, financial management, personal finance, theology, religion, spirituality, human relations, health and wellness, fitness, athletics, and self-help.

Figure 3 . 1 Personal note from the Dr. Jensen's father.

30

Book the First Chapter 3

A Pedagogy oCParental Affirmation In conjunction with the endless social, emotional, cultural, spiritual, and educational lessons and conversations of my home life, my parents also instilled within me a powerful sense of my O\Vll worth and potential as a human being. They taught me that if I was willing to work hard, follow the rules, take personal responsibility for my actions, and never give up, I could overcome any obstacles and accomplish great things in my life. Despite any weaknesses and shortcomings--{)f which I had plenty-my parents, siblings, extended family, and teachers were nonetheless quick to tell me repeatedly that I was smart, capable, and had a bright future.

I believed them. And their words made a positive difference in productively shaping my life. This continual stream of positive affimmtions produced wonderful results in my life. They also produced cherished, and sometimes tangible, memories. For example, my mother had a habit of leaving little notes for my siblings and me to find when we'd come home from school. Often the notes contained reminders of chores or other household duties, but they almost always included a smiley face and an "I Love You!" In fourth grade, my teacher requested that parents write a letter of affimmtion to their child. The words my mother wrote meant a great deal to me then; they still do today. Jordan Jensen is indeed a unique and special hlUllan being. He is an example of determination and excellence in our home. The Jensen home would smely miss a great deal without Jordan's presence. Jordan is a good friend and tries not to ever offend or hurt one of his [friends]. We love Jordan and are very proud of his efforts and actions thus far in his life.28

My father was likewise positive and enthusiastic in his affinnations of my worth, capacity, and potential. There was never any doubt in my mind that Dad really believed I could do or be just about anything I decided to achieve or become. Along with my mother, he was, and still is, my greatest cheerleader. For example, one day, around age ten or so, I armounced my interest in someday becoming a newscaster. This was not the first time I had announced a grandiose ambition for my future career, yet my father's reply was swift, certain, and full of belief and confidence: "Well, Jordan, if you want to become a newscaster then you can become a newscaster." My

31

The Essential Role of Education

interest in broadcast journalism was fleeting, but the impact of Dad affmnational affection was lasting.

o

�CIlA :Tord",", ,

reall':J fro� ,,, �'''' d, OQ'c,Ylf'\;sv-,,, Scc>-tS. IY1.DsT kcry,

I'""

( �()"'''C,,6

hove. �'C No'it"""", 4DJ\t;v\uul\� 'P""h\''' "'l � o.lo"'5 · Ye\) a."U 1= /1

( c{

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£' 13

V

Figure 3.2 "Sticky-notes" from Dr. Jensen ' s mother.

Years later, before leaving home to attend college, a brief exchange took place between my father and me that I will forever cherish. That particular morning had been unnecessarily stressful due to last-minute preparations and

poor

planning

on

my

part.

To

make

matters

worse,

I

had

absentmindedly misplaced my car keys. I eventually found them, and headed to my car to leave. Before getting in my car, Dad looked at me, and with a smile on his face and a twinkle in his eye, said: "Jordan, someday you will speak before Congress; but right now, you just need to remember where you put your keys!" He grinned widely and we both laughed. We

32

Book the First Chapter 3

then embraced each other, and I drove off to college feeling like a million bucks knowing my dad thought I was pretty special-in spite of my many mindless mistakes and any lingering immaturities, insecurities, or other personal shortfalls. In sharing these stories, I am not suggesting parents and teachers fill their children and students' heads with disingenuous platitudes and unrealistic potentialities. To be clear, my dad never told me I was destined to become a rocket scientist or that I would someday play quarterback for the Dallas Cowboys' professional football team. He was, however, consistently optimistic about my legitimate potential in areas where I had demonstrated natural abilities, a sincere desire to excel, and a strong work ethic. He was quick, therefore, to point out my potential as a budding writer and speaker. While he saw no harm in a little playful grandiosity, which made me feel like a prince, he was never unrealistic-just incredibly affinning and encouraging. Moreover, while my parents were lavish in their affimmtion ofmy worth and support of my goals, they never tried to push me into an activity or endeavor for their sakes. They never tried to live their lives through me. Instead, they encouraged me to pursue my 0\Vll passions, rejoiced in my successes, and comforted me through my failures and disappointments. How could I go wrong when the two most important people in my life were continually affitming my worth, potential, and worthy desires? And it wasn't just my mom and dad. My siblings, grandparents, aunts, uncles, schoolteachers, Sunday school teachers, neighbors, and friends repeatedly reminded me-both explicitly and implicitly-that I was important, had tremendous potential, and could accomplish great things. My family members were not perfect, but they were nearly perfect in their practice of positively affinning and sincerely encouraging their son and brother. Please don't get the wrong idea. Pedagogues and parents should never allow a false or unrealistic optimism to strangle pragmatic realism in the lives oftheir students and children. At the same time, they should also avoid letting cynical perceptions of present realities squelch optimism about their legitimate potential for the future. I painfully recognize that not everybody is born into a family with such luxuries in the form of parental and sibling affirmation and love. Such temporary troubles do not, however, diminish anyone's innate worth as a human being, nor do they forever stunt your future potential. Regardless of your upbringing, your potential for progress and growth remains limitless if you are willing to take the time and effort required to overcome the challenges of the past by learning to forgive and then exercising the willingness to let bygones be bygones. Even if no one has ever told you this

The Essential Role of Education

33

before, believe it now! Hold on to hope for the future and exercise faith in yourself and in the good people of the world. Believe that you can work hard, make good choices, and eventually overcome the challenges of your past to become very successful, even if it takes years, or even decades to fully transcend your past and realize your future potential. Then, if you decide to have children yourself, you can choose to right the wrongs of your parents by giving your 0\Vll children the love, affection, and encouragement you were denied. You can choose to break the negative cycles perpetuated by your progenitors.

A Pedagogy of Reproof As valuable a variable as positive affimmtion was in my overall education, it was only part ofthe story. Just as importantly, I was taught the difference between right and wrong and what that difference entailed. Then, when I did something wrong, I was lovingly-albeit often fIrmly-reproved by parents, siblings, extended family, and teachers. Discipline and appropriate punishment were essential components of my understanding of right, wrong, and consequences. From an early age, I was helped along my way and guided to succeed in making right decisions. Sometimes this involved reproof, discipline, punishment, or a combination of the three. For example, at age four or so, I innocently pocketed some candies from a neighborhood grocery store. 'When my parents discovered the goods their preschooler had pilfered, they wisely turned the incident into a learning experiencing by taking me back to the store to return the stolen items and apologize to the store manager. The lesson was not lost on me, and my life as a thief ended as quickly as it had begun. On another occasion, I had opted to run wildly through the coat rack in my kindergarten class. I thought it great fun to watch all the other kids' coats fly off the rack, making a big heap of winter wear on the floor. My teacher, Mrs. Moore, and my classmates did not share my good humor in the matter, and neither did my parents. After receiving Mrs. Moore's call, my parents sternly scolded me for my inappropriate behavior. They further required that I apologize to Mrs. Moore and my classmates. Never again did I yank all my classmates' coats off the rack. My education in reproof involved being told-sometimes with steely seriousness and fierce firnmess-when I was thinking, saying, or doing something that was wrong. From reprimands and rebukes to fOlTIlal discipline and the removal of privileges, I received a fine education in what it meant to act like an idiot-and that acting thusly was not acceptable in my family, school, church, or community.

34

Book the First Chapter 3

I don't know anyone who likes thefeeling of being corrected or rebuked. I certainly don't. I also don't know anyone who doesn't need both from time to time, including myself. As such, I have learned to at least appreciate it. Benjamin Franklin once wrote "that which hurts, instructs." He was likely referring to a variety of life adversities when he penned this quote. However, I believe this truism applies to necessary and wise, albeit sometimes hurtful and uncomfortable behavioral discussions, corrections, reprimands, and discipline from those whose experience and perspective transcends our own, and who either personally love us, or professionally have our best interests in mind. Some of the most painful moments of my life have come from being corrected, reprimanded, disciplined, or otherwise held accountable for my actions. Part of the pain results from the severe blow to my pride. I don't like making mistakes or otherwise doing things incorrectly. Doing so makes me feel terrible, incompetent, foolish, and when appropriate-guilty. Such experiences cause me a great deal of discomfort. Another part of my pain stems from the shame and remorse I feel from knowing I have disappointed someone I love and respect. A third component involves the realization that I have fallen short of my potential. I don't like making mistakes, and I really don't like to fail. Falling short of my potential is agonizing to me. And this is good, because there is no better motivation for change than authentic, heartfelt, internal pain. As Ralph Waldo Emerson once said: "A healthy discontent is good." "A healthy discontent is good."

-Ralph Waldo Emerson (1803-1882) No matter how caring and compassionate the delivery may be, reproof can influence one to feel small and ineffectual. It is not easy to face up to one's faults and weaknesses. Yet reproof has been absolutely essential to my personal and professional growth and progress, and it will be just as essential to yours at various junctures of your life's journey. No human being is perfect-we can't always see beyond our o'Wllheads, and we are sometimes incapable of perceiving the need to change without outside intervention. In this respect, it is far more efficient to pay attention to corrections and warnings from others than it is to figure everything out for yourself through trial and error. There are some life lessons you will only be able to learn through experience. Many life lessons, however, can be learned from heeding the counsel and warnings of others, as well as

The Essential Role of Education

35

observing the actions of others-and the consequences that accompany those decisions.

Church Education The purpose ofthis book is not to promote religion or proselytize for my faith. Nevertheless, in a book that draws heavily on my personal narrative, it would be intellectually negligent to overlook the impact of my religious upbringing and continued activity in my church on my overall education. This is due to the sheer amount of time and effort I have invested-and continue to invest in spiritual and religious practice. As a believer, my formal theological education commenced in between the ages of eighteen months and three years of age, in the church ' s "Nursery" program. I gave my first public address at age tbree in the children' s program (the "Primary") of the church. Since that first childhood address, I have made informal comments or formally spoken publicly hundreds, if not thousands, of times in a variety of church settings to audiences ranging from 1 -500 people.

Figure 3.3 My first experience with public speaking

36

Book the First Chapter 3

I have attended nearly tInee decades worth of Sunday school and other, related classes. I am a graduate of Seminary (four years of high school instruction) and Institute (two years of college instruction). I also served a two-year full-time mission in Alberta, Canada, where I proselytized for my faith, provided community service, and gained experience teaching, speaking, leading, organizing, and communicating with a diverse array of human beings from all over the world. In all, I have spent upwards of twenty thousand hours in ecclesiastical education, worship, and service. My church education has taught-and continues to teach-me humility, self-discipline, moderation, the courage and competence to teach and speak effectively in public, leadership, hard work, goal setting, personal vision, kindness, forgiveness, service, self­ sacrifice, generosity, tolerance, and unconditional love. While I certainly cannot claim to perfectly personify these virtues, there is no question my education therein has empowered my practice and exemplification thereof; and that is the hope, power, and glory of education.

A Blessed Education I have lived on this planet for nearly four decades. While it is still strange sometimes to think of myself as "Dr. Jensen," I am aware that my education has been unusually blessed. Furthermore, I openly acknowledge that I have had an anomalously favored background and upbringing. It is hard to go wrong when everyone around you is teaching, guiding, encouraging, and praising you in positive and uplifting ways. But what about those who have not been so blessed? I recognize that many, and perhaps even most, of my readers may not have been as blessed as I was in their 0\Vll backgrounds, upbringings, and educations. That is okay! The miracle of SAL is that is doesn't matter where you come from or what you may have faced in the past; your future can always be better than your past. The beauty of SAL is that it isn't a competition; it's an opportunity. You aren't in competition with me or anyone else. You don't have to compete with me and I don't have to compete with you. We simply have to compete with our own past performances. The goal of SAL is to make this intra-personal, self­ competition a never-ending quest for self-improvement and Existential Growth. Anyone and everyone can benefit from SAL in unique and important ways in their 0\Vll lives, no matter what may have happened (or not) in your past. In the words of Anthony Robbins-a world famous personal leadership coach:

The Essential Role of Education

37

"The past does not equal the future."

-Anthony Robbins (1960-Present)

RE:ME:MBER: There is nothing inherently special about me; but everything is special about the principles I share in these books. Anyone who learns and implements these principles will eventually attain similarly positive results in one's life and career.

Our Duty to Learn and Teach Having learned, practiced, and deeply internalized SAL principles myself, I now see it as my solenm duty to teach them to others. I wrote this 2-volume work in an effort to fulfil this responsibility. I have dedicated my life and career to teaching other people what I have been so incredibly blessed to learn myself. Everything good that has come into my life as an adult is a result of learning, and then practicing, correct principles I learned in my formative, adolescent, and young adult years. I am honored to share with you what I have learned. I hope you will choose to diligently learn and then productively practice this knowledge. There are two basic duties I believe we all share in life. The fIrst is to learn. The second is to teach. Once you have learned something that benefIts yourself and helps you avoid danger, you have a duty to teach those truths to others in appropriate and effective ways. Teaching occurs primarily through example and secondarily through instruction. I have been taught, and then continually reminded, about all of the principles in these books dozens, hundreds, and sometimes even thousands of times throughout my life. I hungered and thirsted wholeheartedly after these truths. Learning them ranks among the most fulfilling satisfactions ofmy life. Teaching them is even more rewarding. Once you have learned and applied these truths to yourself, I invite you to join my colleagues and me at Freedom Focused in our quest to teach and exemplify them to others at every opportunity throughout your lifetime. As we work together in a united mission of educating individuals in SAL, everyone who wants to learn and is willing to work will be able to scale the towering heights of one's own limitless potential. Let us each do our part by seeking out and applying this knowledge, and then faithfully sharing it as clearly, cogently, and enduringly as possible. According to the educator, E.D. Hirsch Jr., "the real test of any educational idea is its usefulness."29 There are few, if any, more holistically

38

Book the First Chapter 3

useful principles and practices than the ones contained in this textbook. How do I know this? Because the principles and practices in these books have absolutely transfOlmed my life and have empowered me to become who I am today. What will they do for you? Only time and effort can tell that story. How will your story unfold? Will you choose to become the hero of tbat story?

To date, what has been the story of your educational journey? What elements of your past education have helped you? What elements have hindered or hurt? Moving forward, what will you do to ensure that yom future education is more proactive, productive, and precise than your past or present education?

CHAPTER 4 THE QUEST FOR CULTURAL LITERACY

Can you answer the following questions? • • •

•

• • •

• • •

Who is credited with composing the Odyssey, and who is the protagonist of the story? Who discovered the formula (E rnc2) and what scientific phenomenon does it entail? What eighteenth century German philosopher coined the term "Categorical Imperative," and what does it mean? Who did Abraham Lincoln refer to as "the little lady that made this great war"? What war was he referring to, and what did the woman do that led Lincoln to say this about her? What English politician was most famously instrumental in abolishing the slave trade in the United Kingdom in 1 807? What South African president of the 1 990s is credited with helping to cmtail apartheid? What was the name ofthe Native American man who created the first system of writing for his people, and to what tribe didhe belong? Who was "the Lady with the Lamp"? In what war did she participate, and what is she credited with accomplishing? Who was the first Black woman to become a billionaire? What do the following acronyms stand for: NATO, MLB, DNA, CIA, MI6, =) and httpihtrnl?30 (see endnotes [oransw =

If you can answer most or all of the questions above, I congratulate you! Doing so means you are likely a highly educated and culturally literate human being. If you can answer some of these questions, I also congratulate you. Doing so means you are likely a well-educated and reasonably culturally literate individual. If you can answer one or two of the questions correctly, you are currently on the pathway to becoming more educated and culturally literate. [fyou don't have a clue about the answer to any of these questions, don't despair! It's never too late to begin the process of becoming well educated and culturally literate.

40

Book the First Chapter 4

Cultural literacy refers to being well educated in key knowledge points sparming a variety of relevant topics within a given culture (e.g., language, literature, history, philosophy, theology and religion, math, science, figurative language, entertainment, popular culture, etc.).

CULTURAL LITERACY Being educated, literate, and conversant in key knowledge points spanning a variety of relevant topics within a given culture (e.g., language, literature, history, philosophy, theology and religion, math, science, figurative language, entertainment, popular culture, etc.).

Being culturally literate allows you to converse intelligently with a variety of people on a spectrum of topics. It bespeaks the possession of a solid, well-rounded general education about life, the world, and the universe. It also tends to garner positive attention and build credibility among those with whom you converse-especially when you communicate your knowledge and sophistication in a humble, relevant, and listening­ centric marmer. Perhaps most importantly, cultural literacy has a way of opening up doors of opportunity-both personally and professionally. We live in a world of specialization and specialists. This is a good thing. After all, much of our medical, technological, social, and civil advancements have arisen because of the rise of specialization and the tremendous synergy that cooperative interdependence creates. As the acronym T.E.A.M. states, Together Everyone Achieves More. A great deal of synergy and power is unleashed when individuals specialize to become experts in a narrow personal or career niche. The most advanced societies, in telTIlS of scientific, technological, medical, and intellectual development, are those who are the most successful in working together interdependently though individual specialization. Conversely, the most underdeveloped societies are those that prioritize individual independence (doing everything for oneself) above interdependent specialization. This is not to say that independence is not important and should not be valued. As Stephen Covey has pointed out, independence is a higher state of being than dependence, and remains a vital stepping stone along the road to interdependence. Nevertheless, it remains a lower ontological level, and

The Quest for Cultural Literacy

41

ultimately a prerequisite, to an even higher state of being, namely: interdependence.31 In a world that rightly values specialists and specialization, it can be easy to forget the dual importance and unquestionable market value of obtaining general knowledge that spans a spectrum of disciplines, including-and perhaps especially-the humanities (e.g., literature, geography, history, art, etc.). Regardless of your individual or career specialization, the pursuit of a well-rounded education and the pathway to leadership and influence is a journey that demands the acquisition of cultural literacy.

A Self-Action Leader's Quest for Cultural Literacy According to the educator, B.D. Hirsch Ir.-the preeminent expert on cultural literacy-Uto be culturally literate is to possess the basic information needed to thrive in the modem world.,>}2 Hirsch explains that, "The breadth of that information is great, extending over the major domains of human activity from sports to science. "33 Hirsch and his colleagues, Joseph Kett and James Trefil, explain further that, "by definition, cultural literacy falls between the specialized and the generalized. . . . [and] to become part of cultural literacy a [point of knowledge] must have lasting significance. "34 Cultural literacy is an outgrowth of mature reading and communication skills. This is because, as Hirsch Ir. points out, effective "oral and written communication requires a lot of shared background knowledge."35 Increasing one's cultural literacy involves the process of acquiring that "shared background knowledge." We all know that reading is the most important academic skill, andthat there is a big reading gap between the haves and have-nots in our schools [and communities and nations]. 36 To have a good general reading ability, you need to know about a lot of things. 37 We [also] know that reading skill is a key not just to a child's success in school but also, in the Information Age, to his or her chances in life. True literacy reading with comprehension requires a lot more than sounding out the words on the page. Those who possess the needed, taken-for-granted knowledge [of the culturally literate] can lUlderstand what they read, and those who lack that knowledge cannot. The haves learn ever more from what they read and hear; the have-nots fall further behind and lose the chance to become participating members of the wider community. 38

To become culturally literate, you must acquire a basic understanding of the key knowledge points spanning all subjects, not merely an advanced understanding of one. Simply put, to specialize means to know a lot about

42

Book the First Chapter 4

a little, whereas to be cultural literate means to know a little about a lot. While there are certainly individuals who may find success focusing on one avenue or the other, your best bet for long-term individual, relational, and career opportunities, success, and fulfilment is to invest time, energy, and resources in both specialization and cultural literacy. A fascinating component of cultural literacy is that much culturally literate knowledge involves infOlmation that has been around for a long time. It consists largely in elements of history, philosophy, literature, theology and religion, and mathematical and scientific fundamentals that have been around for centuries and don't change much. In the words of Hirsch If. and his colleagues, Ioseph Kett and lames Trefil: Over ninety percent of what one needs to know [to be culturally literate] has remained stable in all subjects except the obvious ones of recent history, science, and technology. And even in those subjects, the core of needed knowledge has remained very stable . . . The core contents of a first-rate school curricuhun are not arbitrary elements, and in most areas of learning they do not change either rapidly or radically over time. 39 Most striking of all, 80 percent ofliterate culture has been in use for more than a Inmdred years!40

Hirsch If. and his colleagues call the "disappearance . . . of literate culture (that is, traditional history, myth, and literature) . . . from the early curriculum . . . a mistake of monumental proportions." We help people in the lUlderclass rise economically by teaching them how to communicate effectively beyond a narrow social sphere, and that can only be accomplished by teaching them shared, traditional literate culture. Thus the inherent conservatism of literacy leads to an lUlavoidable paradox: the social goals of liberalism require educational conservatism. We only make social and economic progress by teaching everyone to read and communicate, which means teaching myths and facts that are predominantly traditional. Those who evade this inherent conservatism of literacy in the name of multicultural anti elitism are in effect elitists of an extreme sort.41

I am not suggesting that educators should favor cultural literacy over specialization, or vice versa. Rather, I encourage a balanced promotion of both in a way tbat can be creatively catered and flexibly applied to the unique learning plans of individual students. To reiterate the cogent point made by Hirsch If. et aI., "the real test of any educational idea is its usefulness. ,,42 We enthusiastically concur with this practical sentiment. Regardless of whether you are promoting specialization, cultural literacy, SAL, or sometbing else entirely, the only tbing that really matters in the end

The Quest for Cultural Literacy

43

is that the pedagogy promotes practical successes, productive contributions, and positive legacies.

Specialization and Cultural Literacy in My Own Life I am very much a specialist in a few key areas: speaking, teaching, writing, editing, organizing, and leadership. I have spent some twenty thousand hours learning, practicing, developing, refining, and polishing these skills. However, in addition to the acquisition of these specific skills, I have spent an additional twenty thousand hours or so in the pursuit of cultural literacy. This quest involves nineteen years of formal education, reading and studying a variety of different subjects through different mediums (e.g., books, newsprint, internet, magazines, periodicals, etc.), watching a wide variety of educational and entertainment multimedia, engaging in conversation with and asking questions of an array of individuals spanning a spectrum of different cultural, political, racial, gender, religious, educational, and vocational backgrounds, and then synergizing it all through an ongoing process of deep, reflective, critical thinking. To illustrate how much I value my own cultural literacy, consider the contents of my own personal, office library.

Figure 4 . 1 Dr. Jensen' s Office Library (Primary Collection)

44

Book the First Chapter 4

Figure 4.2 Dr. Jensen's Office Library continued This picture is too small to make out individual titles of the books in my office library, but suffice it to say, among the approximately five hundred volumes pictured are titles spanning the following fields or subjects: • •

•

• • • • • • • • • •

Mathematics (including algebra, trigonometry, and calculus) Science (including astronomy, chemistry, geology, meteorology, and physics) Literature (including fiction and nonfiction novels, drama, poetry, essays, letters, etc.). Business, Management, Leadership, Entrepreneurship, and Self-Help History Politics Biography & Autobiography Geography Philosophy Psychology Theology & Religion Health and Wellness Humor

The Quest for Cultural Literacy • • • • • •

45

Music Marathoning Contemporary nonfiction Genealogy Education General reference

In addition to the eclecticism of my personal library, I have also decorated my office in a way that captnres my deep interest in a variety of things related to cultnral literacy. The pictures on the following page are also from my office. I include them here to further illustrate my personal and professional passion for cultnral literacy and the uplifting things and positive endeavors that can be found and pursued in the world around me. Such endeavors and subj ects, not already listed above, include the following: • •

• • • • • • • •

Marriage, family & ancestry Sports (baseball, basketball, football, tennis, track and field, cross-country, road racing, triathlon) Art Hobbies (e.g., Archery, distance sporting events, military fighter jets) Personal achievements, athletic medals, and academic degrees Patriotism Historical re-enacting Cityscapes & maps Inspirational quotes Entertainment & technology

Figure 4.3/4.4 Dr. Jensen's Office Library (wall above desk)

46

Book the First Chapter 4

Figure 4.5 Dr Jensen's Library (Living Room Collection)

Figures 4.6 Dr. Jensen's Office Library continued

The Quest for Cultural Literacy

47

Figure 4.7 Dr Jensen's Office Library (Degree Corner) My intent in sharing this personal information is not to impress you with what a well-rounded, culturally literate person I am. Nor is it to try and convince you that you should share the same interests as me. Rather, my goal is to impress upon you that being a well-rounded, culturally literate person is a valuable asset that will bless your life and career in many ways­ just as it has mine. Indeed, I have benefitted greatly from my pursuit of an eclectic education and an array of hobbies and interests. One benefit is the ability to come across to others as intelligent, well educated, and highly experienced. Another benefit is being an effective conversationalist-not because I can brag about how much I know and have done, but because I can ask good questions that engage others and then season the tete-a-tete with relevant contributions I know will pique my audience ' s interest as a preface to deepening the conversation in a mutually meaningful way. People who are well-rounded and culturally literate have more power and influence than those who are not. Being culturally literate is like being skilled in language and communication-it empowers you within your sphere of influence-and beyond.

48

Book the First Chapter 4

A key component of Self-Action Leadership involves making education a high priority in your life; and a key component to a self-action leader's long-term education is the ongoing pursuit of cultural literacy. My company, Freedom Focused places an especially high value on cultural literacy. At Freedom Focused, we want our leaders, managers, trainers, consultants, and workers to understand the world around them, the history of that world, and the way it works today. We desire our agents at all levels and in all functions to continually feed their minds through deep and broad reading, study, investigation, inquisitiveness, and action research and other measured experimentation in the name of learning. We even require that leaders, managers, and trainers pass a 555-question cultural literacy test that spans thirteen subjects. These areas of inquiry include: •

•

•

•

•

•

•

•

•

•

•

•

•

Literature Philosophy History Geography Politics Mathematics Science Art Entertainment & Pop Culture Sports Religion Business, Industry, & the Trades Education

50 Questions 25 Questions 50 Questions 100 Questions 25 Questions 15 Questions 25 Questions 15 Questions 75 Questions 50 Questions 50 Questions 50 Questions 25 Questions

Cultural Literacy

555

Questions

Self-Action Leadership is about more than leading yourself to do the right things and be a good person. It is also about realizing your potential on a personal, professional, and ontological level. Continually working on your communication skills in the ongoing pursuit of higher levels of cultural literacy will help you in realizing these grand existential objectives. Being culturally literate enlarges the mind and gives you the tools to learn about a spectrum of different races, religions, cultures, and philosophies representative of people from all different walks oflife around the globe. Cultural literacy also expands your opportunities to learn from others and relate to them on a deeply resonant level. It gives you the tools to think deeply and introspectively in an internal examination of yourself and your worldview.

The Quest for Cultural Literacy

49

For me personally, cultural literacy has enabled me to relate to and make connections with a wide variety of different people from all different hierarchical stratifications. It has also empowered me with an empathy for those with vastly different backgrOlUlds, upbringings, and ancestral histories than my 0\Vll. As a result, I am a more compassionate, sensitive, and tolerant human being. On the flip side, it has also empowered me to become a person of influence with those whom I converse or associate. Simply stated, cultural literacy has the power to bridge divides, promote authentic intercultural connections, and achieve greater social hannony. And if there is one thing our world stands in desperate need of, it is UNITY, and the productive and synergistic problem-solving capabilities and potential that only unity can spawn. What are you doing to enhance your own cultural literacy? What could you do to build upon common beliefs in an effort to promote unity in your 0\Vll family, organization, community, and nation? How you answer these questions will have a tremendous impact on the 10ng-telTIl quality of your life.

How culturally literate are you? What are you doing to become more literate and conversant in the culture and society in which you live. How literate and conversant are you in the most prominent international cultural and societal mores, traditions, and histories that exist within Oill increasingly global commlUlity? Take some time to reflect on where you are and where you want to go in terms OfyOill 0\Vll cultural literacy.

CHAPTER 5 THE IMPORTANCE, POWER, AND BEAUTY OF LANGUAGE

I recently finished writing a series of case studies for a new textbook that will be used in coming years by budding entrepreneurs in colleges and universities

around

the United

States.

One

of the

interviewed for this project was my uncle, Hyrum

W.

entrepreneurs

I

Smith, who is a co­

founder of FranklinCovey company (along with Dr. Stephen R. Covey) and an originator of the world-famous

Franklin Day Planning System. An

unusually talented and successful salesman and businessman, Smith has left an indelible mark on the fields of time management and personal development. As one of the world's finest public speakers, Hyrum can command five-figure (US$) speaker fees when he presents professionally. A lifelong entrepreneur, Hyrum was a perfect candidate for one of my case studies. At the end of the interview,

I

asked him what advice he would give to

young college students interested in becoming entrepreneurs. As his response,

I

I awaited

felt sure he would say something about sales, hard work,

ambition, or personal responsibility and character. To my surprise, his reply had nothing to do with any of those things.

In fact, his response had nothing

to do with anything we would stereotypically associate with entrepreneurial success. This is what he told me:

\¥hen I was just a boy, my father had me memorize a statement that said, "you cannot think any deeper than your vocabulary will allow you to think." If you really examine anyone who has been authentically successful as an entreprenem or in any other field you will discover they have a large vocabulary. As I reflect back over my career, I attribute much of my success to a love of the English language and my commitment to read deeply and widely, and to study speech and language. Anyone who wants to be successful in this world has got to read books, and lots of them. This requires a willingness to set aside electronic devices, social media, video games, and other distractions, and the discipline to stick to the task of reading even

The Importance, Power, and Beauty of Language

51

when it seems boring. In order to learn independently of others and expand your vocabulary, you must pay the price to spend time with good books, including the dictionary. There is no other way. The size ofyoill vocabulary will, to a large extent, determine how much success you enjoy or don 't enjoy in your life. I have visited Hyrum' s ranch home in the Southwestern United States. You should see the size of his personal library. The man practices what he preaches! I commend his advice to you. Language is or

actual power

potential

power. 'When used properly, it becomes

kinetic,

in your life and career. It enables you to teach, negotiate,

persuade, inspire, uplift, and otherwise do much good in the world. Few things will contribute more to, or detract from, professional credibility and reputation than

how

your

personal and

you communicate. When

you can communicate clearly, concisely, and cogently, other people will pay attention and treat you with respect. When you fail to do so, your power and influence is diminished, and you may even become a cause of frustration and irritation to those with whom you live and work.

Three Cs of Effective Communication CLARITY CONSCISION COGENCY

Is my communication CLEAR? Is my communication CONCISE? Is my communication COMPELLING?

If you are interested in increasing your personal power and influence, you must make a commitment to becoming a better reader, writer, critical thinker, and communicator. I am not asking you to become a polished public orator or a published author. What I

am

inviting you to do is pay the price

to take your communication skills-a skill set that Stephen called

"the most important

R.

Covey has

skill we can be working on as adults"-to the

next level. I would wager it is just as important for young people to learn and master, and I know Dr Covey would agree.

"Don't be lazy in language."

-Jim Rohn (1930-2009)

52

Book the First Chapter 5

Drawing Deeply From the Wells of Wisdom As you read this 2-volume work, you will notice I have gone to great lengths to include relevant excerpts from the timeless works of great writers, thinkers,

philosophers,

theologians,

educators,

scientists,

leaders,

politicians, and business leaders. Another reason for this work's length is my intentional decision to not merely additions, but to

deluge and marinate

garnish the text with such priceless

it therein. These pervasive inclusions

support and enrich the material in these books. r hope they will inspire you as much as they have me. r express my gratitude to these enlightened and gifted men and women.

They worked, struggled, and endured tremendous adversity to achieve extraordinary

things

and

become

remarkable

human

beings.

Their

achievements and examples of personal change and growth shine forth from the pages of history as a burnished beacon of leadership inspiration that can serve as a "lamp unto our feet and a light unto our path"43 in our present day and age. These great souls spent countless hours honing their intellects in preparation to compose timeless texts that serve as helpful guides to us today. r hope the excerpts r share from their work will inspire you to study their lives

and

literature. Without the teachings of these great men and

women, this 2-volume textbook would not exist.

In

the slightly doctored

words of the poet John Donne:

No Literary Work is an Island, entire of itself; every text is a piece of a Collection, a part of the canon. If a sentence be washed away from a paragraph, the Chapter is the less, as well as if a Section were, or an anecdote of thy friends, or of thine mvn were. Every Author's exclusion diminishes me, because I am involved in a commlUlity of authors. Never send therefore to know for whom the titles toll; They toll for thee.44

Learning the Lessons of Language From associations with my father-a high school English teacher-and other important figures in my life, I gained an appreciation of the beauty, importance, and power of language at an early age. To begin with, my aunts and grandmothers preached the value of good grammar, and were quick to call attention to the grammatical gaffes of their grandchildren, nieces, and nephews. In addition, my immediate family members and I would often engage each other in extensive conversations on meaningful subj ects, sometimes late into the night. 'When driving in the car, and especially on road trips, my dad and r would study vocabulary words together and continually converse on all sorts of fascinating topics. These father-son and

The Importance, Power, and Beauty of Language

53

other conversations strengthened our familial relationships. They also afforded us with a wide array of positive intellectual stimulation. One day, after returning home from school as an elementary student, I found my dad sitting peacefully on the couch in our living room. I don't recall the conversation that led to what happened next, but the next thing I knew, Dad had broken forth into a beautiful recitation of the British poet, Alfred Noyes,' timeless classic-The Highwayman. I was entranced by the beauty of Noyes' verse, the suspense of the poem's narrative, the obvious skill and passion my father lent to this spontaneous exercise, and his natural inclination to heed Longfellow's counsel:

Then read from the treasmed vohune The poem of thy choice, And lend to the rhyme of the poet The beauty of thy voice.45

In

college, the most valuable notebook I kept was not for any of my

classes, but rather an independent "Vocabulary Book," which contained an ever-growing list of new words I came across in my assigned readings, along with their definitions and practice sentences. 'Whenever I hear or read a word I do not know, I feel frustrated, but in a positive way that impels me to look up the word in the dictionary-and I keep looking up and studying the same word until it is finnly ensconced in my vocabulary. It is a lot of hard work. It requires patience, persistence, discipline, and focus; but all the effort is immensely worth it. Some people may think there isn't much need for a dictionary after completing one 's fonnal education. I strongly disagree! Despite being a published author with a doctoral degree, I still use the dictionary nearly every day, and sometimes many times a day. It is, without question, one of my best study pals. It is also one of my greatest assets as a professional thinker, \¥fiter, and speaker. "But," you may say, "I am

not a professional

speaker or \¥fiter, nor do I ever intend to be." While that may be the case for most people who read this work, the fact is that in most fields, you are still expected to be a professional communicator; and the success-or lack thereof-ofyour communication skills could make or break your long-tenn success, no matter what your academic focus or field of expertise is. I know a man of science who has a Ph.D. in chemistry. 'When he was in college, he didn't think mastering writing was very important (aside from passing his general education English courses). He was, after all, studying chemistry and pursuing a career in a related field. Over time, however, he found himself rising through the ranks of his industry as a chemical expert.

54

Book the First Chapter 5

As a man in his mid-fifties, he confessed to me: 'Jordan, I am now in upper­ level management and about all [ do is write. ' Consider another example: former US President Barack Obama Regardless of your political views of President Obama, one thing nearly everyone can agree on is that he is a gifted communicator. As the youngest president in US history who had never served in either the military (lFK) or as governor of a state (Clinton), Barack Obama had the thinnest leadership resume in presidential history, yet look at what the power of speech did to his rise up the career ladder! I believe we can all learn a lesson from President Obama about the power language can wield in one's personal and professional journey. [fyou study this former Commander-in-Chief's early life, you will discover that he paid the price over long periods of time to become the polished communicator he is today. This price included early mornings as a boy that began at 4:30 a.m. His mother would wake him up and require that he spend extra time studying English and other subj ects she deemed vital to his future success. Like any other child, he didn't particularly like these early morning language study sessions, but the results in his life made history-literally. President and Mrs. Obama are also well known for placing a high priority on the education of their two daughters, Malia and Sasha. They enforce a highly disciplined schedule that allows ample time for homework and studying and minimal time for television and other media distractions.

These practices by the Obamas exemplify nonpartisan

practices that any reasonable person can and should admire, applaud, and practice in one's

0\Vll

personal and family life.

Like my Uncle Hyrum, [ attribute much of my success personally and professionally to my ability to communicate effectively. [ am where [ am today in large part because [ was willing to pay the price in time and effort to learn how to effectively read, write, think, converse, and orate. Few things make a better first impression on a person or audience than intelligent speech. Similarly, few things make a worse first impression on a person or audience than convoluted, halting, or ignorant speech. It is therefore in the interest of everyone to study language, speech, and vocabulary in a concerted effort to become better communicators, because regardless of your field, everyone is required to communicate. The extent to which you do so effectively will tremendously impact your overall effectiveness in working with people, influencing others, and achieving personal and professional success. It may even make the difference in whether you get hired, fired, promoted, demoted, or given a raise. And the good news is that language and communication is something everyone can work on and improve. It requires hard work, discipline, and focus, but the results can be profoundly impactful to your life in a variety of positive ways.

The Importance, Power, and Beauty of Language

55

In conjunction with striving to master your 0\Vll native language, it is also vital to study English. This is because English is widely considered tbe international language of academics, business, and journalism. Most highly successful

people

in

today's

global

marketplace

speak

English

proficiently-regardless oftheir native language. An example ofthis is Jack Ma, the wealthy Chinese entrepreneur. Ma's company,

Alibaba,

recorded

the highest Initial Public Offering (IPO) in tbe history of the New York Stock Exchange (NYSE) up to tbat time (September 18, 2014). Ma got his entrepreneurial start as a boy riding his bike forty-five minutes away from his home to a large international hotel so he could learn English by conversing with foreigners. Today, he is one of the most successful businessmen in the world, in part because of his detelTIlination to learn English. To further empower your language skills, I encourage you to gain access to a good electronic dictionary app. Looking words up electronically is more efficient tban flipping tbrough pages the old-fashioned way. I also challenge you to start keeping your own dictionary notebook in your SAL journal and begin studying your own word of tbe day. To help you in this endeavor, you can also sign up to receive a free word of the day in your e-mail inbox by visiting

www.wordsmith.org/awad.

There are few better ways to enhance

your overall intellect tban to build your word power. Chances are you will also find words in these books you may be unfamiliar with. When that happens, don't just keep reading; stop, look up the word, write it do\Vll in your SAL journal, including its definition and a practice sentence or two. If you will take the time and exercise the self-discipline to do this, I promise you your study of this 2-volume work will be far more meaningful and fruitful. For anyone reading this book, it is my sincere hope that you will come out on the other side not just motivated to better lead yourself, but to become more philosophically, historically, and culturally literate. Likewise, I hope you will obtain a greater understanding, appreciation, and command of your native language, as well as the English language. I challenge you to develop your capacity for clear, concise, and cogent communication. Doing so will empower you with the authority and influence that follows all those who have superior command of language. Eighty years ago, two of the world's preeminent authorities on speech­ Charles H. Woolbert and Joseph F. Smith-wrote eloquently of tbe importance of speech. Their words are as important today as they were in the 1930s. I have taken the liberty to reproduce tbeir quote here with slight variations in order to make it applicable to all mediums of expression.

56

Book the First Chapter 5 The one ability which grants to [men and women] preeminent superiority over all other animal creation is his [and her] ability to talk and -write. Communication is desperately fundamental to Dill civilization. So integral a part of civilization is it, that it has too largely been taken for granted by the people at large. We are strange that way. Things close to us we often neglect. The spoken and -written word is so vital a thing that when it fails to convey its message the loss is great enough to cause distress. Consequently, in the presence of the rmunbler, the droner, and the rnouther of words, men are disappointed and pained. Bankruptcy in speech or script is a solemn affliction because language is the crowning achievement ofthe lniman mind and the very cementing principle of civilization. Om value as members of society is judged in large measure according as our language meets with the approval or condenmation of those who hear or read it.46 Language is important, but it is more than that; it is also sacred and

powerful. It is

never too

late to learn, improve upon, or simply brush up on

a science and art that is absolutely indispensable to your short and long-term success-no matter what your life station or profession.

In

lauding the incredible merits and power of speech, I do not wish to

overstate the point. The ability to communicate effectively is not everything. Just as paper currency must be backed up by the tangible strength of gold, credible governments, and healthy economies, speech must be backed up by character, courage, and competence if it is to create positive results that last. Otherwise, speech alone-however cleverly crafted-can create a great deal of mischief.

In the piercing words of US President Theodore Roosevelt:

It is a sign of marked political weakness in any commonwealth if the people tend to be carried away by mere oratory, if they tend to value words in and for themselves, as divorced from the deeds for which they are supposed to stand. The phrase-maker, the phrase-monger, the ready talker, however great his power, whose speech does not make for courage, sobriety, and right lUlderstanding, is simply a noxious element in the body politic, and it speaks ill for the public ifhe has power over them. To admire the gift of oratory without regard to the moral quality behind the gift is to do "Wfong to the republic.47 We must never forget the words of Nathaniel Hawthorne: "Words-so innocent and powerless they are as standing in a dictionary, [yet] how potent for good and evil they become, in the hands of one who knows how to combine them." Only a basic understanding of World War II history is required to comprehend how prominently this truth was revealed in the epic polarity separating Adolf Hitler and Winston Churchill-both masters of their respective tongue. Indeed, as history has amply evinced, the currency

The Importance, Power, and Beauty of Language

57

of language will only bring about short-term results unless it is backed by the gold standard of courage, competence,

and conscience.

It is no surprise

then, that many of the world's noblest figures possessed ample capacities for both communication

and conscience,

while many of the world's most

fearsome fiends were only interested in manipulating others through their rhetorical expertise.

The Beauty of Language There is more to language than the import derived from its potential power and influence. 'When crafted with wisdom and skill, language can also be beautiful, and beauty has the capacity to empower, enliven, ennoble, inspire, and uplift. This is perhaps especially true when words promote the development of circumspect character and personal integrity. I have always been deeply inspired by words well placed, sentences clearly crafted, and literature that is luminously lettered witli enlightened banners of truth.

In organizing the material in this textbook, I have gone to

great lengtlis to ensure that you hear not just from my pen, but also tlie ink of those whose character and compositions I deeply respect, and who have so eloquently considered how we might best live our lives-for our

0\Vll

advantage, and for the benefit of others.

Below are excerpts from five ageless English compositions. I invite you to read these excerpts. As you do, consider the import and the impact of these eloquent and inspirational pieces of highly polished poetry and prose. After doing so, reflect in yom journal on the following questions: What do these words mean? Why do they carry such power to impact and influence others? How can you incorporate these principles into yom life? How can you better acquaint yourself with additional works of great literature?

58

Book the First Chapter 5

Polonius' Advice to Laertes From: Shakespeare's Hamlet 1564-1616 There, my blessing with thee! And these few precepts in thy memory Look thou character. Give thy thoughts no tongue, Nor any uproportion'd thought his act. Be thou familiar, but by no means vulgar. Those friends thou hast, and their adoption tried, Grapple them unto thy soul with hoops of steel; But do not dull thy palm with entertainment Of each new-hatch'd, unfledg'd comrade. Beware Of entrance to a quarrel; but, being in, Bear't that the opposed may beware of thee. Give every man thine ear, but few thy voice: Take each man's censure, but reserve thy judgment. Costly thy habit as thy pillse can buy, But not express'd in fancy; rich, not gaudy: For the apparel oft proclaims the man; . Neither a borrower nor a lender be: For loan oft loses both itself and friend; And borrowing dulls the edge of husbandry.

This above all,-to thine own self be true; And it must follow, as the night the day, Thou canst not then be false to any man. 48

From The Present Crisis By: James Russell Lowell

(1819-1891) When a deed is done for Freedom, through the broad earth's aching breast RlUlS a thrill ofjoy prophetic, trembling on from east to west, And the slave, where'er he cowers, feels the soul within him climb To the awful verge of manhood, as the energy sublime Of a century bmsts full-blossomed on the thorny stern of Time.

The Importance, Power, and Beauty of Language

59

For mankind are one in spirit, and an instinct bears along, Round the earth's electric circle, the swift flash ofright or -wrong; Whether conscious or unconscious, yet Humanity's vast frame Through its ocean-slUldered fibres feels the gush ofjoy or shame; In the gain or loss of one race all the rest have equal claim. We see dimly in the Present what is small and what is great, Slow of faith how weak an arm may turn the iron helm of fate, But the soul is still oracular amid the market's din, List the ominous stem whispers from the Delphic cave within, "They enslave their children's children who make com­ promise with sin." . New occasions teach new duties; Time makes ancient good lUlcouth; They must upward still, and onward, who would keep abreast of Truth; Lo, before us gleam her camp-fITes! we ourselves must Pil­ grims be, Launch om Mayflower, and steer boldly through the des­ perate winter sea, Nor attempt the Future's portal with the Past's blood-rusted key.49

Abraham Lincoln's Letter to Mrs. Bixby Boston, MA, USA; November 2 1 , 1864

Dear Madam. I have been shmvn in the files ofthe War Department a statement ofthe Adjutant General of Massachusetts that you are the mother of five sons who have died gloriously on the field of battle. I feel how weak and fruitless must be any word of mine which should attempt to beguile you from the grief of a loss so overwhelming. But I cannot refrain from tendering you the consolation that may be found in the thanks of the republic they died to save. I pray that our Heavenly Father may assuage

60

Book the First Chapter 5

the anguish of your bereavement, and leave you only the cherished memory of the loved and lost, and the solenm pride that must be yoms to have laid so costly a sacrifice upon the altar of freedom. Yoms very sincerely and respectfully A. Lincoln

From An American Bible By: Elbert Hubbard

I KNOW: . � That if I would secme reasonable happiness for myself, I must give out goodwill to others; � That to better my own condition I must practice mutuality; � That bodily health is necessary to continued and effective work; � That I am ruled largely by habit; � That habit is a fonn of exercise; � That up to a certain point, exercise means increased strength or ease in effort; � That all life is the expression of spirit; � That my spirit influences my body, � And my body influences my spirit; . � And that to eliminate fear my life must be dedicated to useful work work in which I forget myself; � That fresh air in abundance, and moderate, systematic exercise in the open air are the part of wisdom; � That I can not afford, for my 0"Wll sake, to be resentful nor quick to take offense; � That happiness is a great power for good, � And that happiness is not possible without moderation and equanimity; � That time turns all discords into hannony if [people] will but be kind and patient, � And that the reward which life holds out for work is not idleness nor rest, nor immunity from work, but increased capacity, GREATER DIFFICULTIES, MORE WORK "

-ELBERT HUBBARD (1856-1915)

The Importance, Power, and Beauty of Language

61

From I Have a Dream Speech By: Dr Martin Luther King, If.

"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. "This is Oill hope . . . . With this faith we will be able to hew out ofthe mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together . . . to stand up for freedom together, knowing that we will be free one day. "So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mOlUltains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snowcapped Rockies of Colorado. Let freedom ring from the Cillvaceous slopes of California. "But not only that. Let freedom ring from Stone Mountain in Georgia. Let freedom ring from Lookout MOlUltain of Tennessee. Let freedom ring from every hill and molehill of Mississippi, from every mountain side. Let freedom ring. "When we allow freedom to ring when we let it ring from every city and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words ofthe old Negro spiritual, 'Free at last, Free at last, Great God a-mighty, We are free at last. , ,, This speech ofDr King's was delivered on the steps of the Lincoln Memorial in Washington, D.e., USA, August 28, 1963.

62

Book the First Chapter 5

IiiiI SAL MASTER CHALLENGE IiiI EXERCISE 2

Locate one hlUlCrred words you don't already know by reading challenging, nonfiction books, or watching substantive educational programs. Do not use the dictionary to randomly compile yom word list. Each time you come across a word you don't know, -..vrite it do"Wll in a section Of YOill SAL Jomnal. Next, record the word's part/s of speech, its definition/s, and its etymology. Last, -write at least one unique sentence using the new word you have learned. Note: this exercise does not need to be completed all at once. You can begin today, and then do a word-or-two per day to accomplish it bit-by-bit as you work through the rest of your SAL Master Challenge exercises. Check a box for each new word you learn. 0 0 0 0

000000000000000000000000000000 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000

I HAYE CO:MPLEfED SAL CHALLENGE EXERCISE 2 0 YOUR INITIALs: This is the end of BOOK TIIE FIRST. Having laid out our educational vision, and the priority we place on cultural literacy and communication skills at Freedom Focused, we will be shifting our focus in BOOK THE SECOND, where we will begin a discussion about the most powerful freedom we possess as human beings:

the freedom to change and grow.

BOOK THE SECOND

IN PURSUIT OF CHANGE, GROWTH, AND FREEDOM

AN INTRODUCTION TO SELF-AcTION LEADERSHIP

DEDICA TED TO:

Men and Women of conscience and character everywhere who have dedicated their lives, educations, and careers to upholding the liberty and expanding the freedom of nations, communities, organizations, families, and individuals, including themselves.

CHAPTER 1 THE FREEDOM TO CHANGE AND GROW

You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. 51

-Theodore Geisel aka Dr Seuss (1904-1991)

I can change. These three words express one of the greatest powers that you, I, and everyone else possesses

as

human beings.

This remarkable human

endowment fundamentally separates us from the rest of the animal kingdom. Unlike an ant, bird, dog, fish, or lizard, you and I possess higher­ level cerebral capacities and spiritually-oriented existential hearts and wills that empower us to reason, plan, behave, persist, love, and endure in ways that rise above our natural desires and inclinations. Animals cannot begin to compete with human beings in this regard. However beautiful, curious, and magnificent a praying mantis, eagle, cheetah, marlin, or alligator might be, a primal-and indisputable-fact remains: insects, birds, amphibians, reptiles, and all other mammals are elementally different from human beings in a fundamentally ontological way. Despite this remarkable human endowment, which theoretically gives us such a significant advantage over the rest of the animal kingdom, our

natural

desires and inclinations are surprisingly similar to most other

animals. 'What are some of these

natural desires and inclinations?

The Freedom to Change & Grow

65

Food, Drink, Sleep, Sex, Sociality, Variety, Action/indolence Power, Popularity, Gain, Defiance, Rebellion, Revenge, Superiority Escaping reality tlirough artificially induced highs, And . . You get the picture. To the "better angels of our nature,"52 this list may seem sad, or even pathetic; but let's face it: our base natures are programmed to operate under the same basic operating system as animals, meaning . . If it feels good, do it. If someone crosses you, seek revenge. Do whatever it takes to satisfy your ego and other innate urges, regardless what those urges are, and . . 'When others disagree with you, shun them from the herd. Sometimes it is good-and quite necessary-to engage in

natural

desires and inclinations. Other times, it is wiser, and certainly more mature, to discipline, regulate, and in some cases, deny them entirely. Not all natural inclinations are bad. Some-like the instinct of a parent to love and care for one's children-are thoroughly good. Nevertheless, most of the time, most of us are not naturally motivated to exemplify the higher characteristics of humanity; we usually have to pay a price in time and effort to practice and develop them

until they do feel natural.

66

Book the Second Chapter 1 What, then, are some of humanity's

higher characteristics?

Humility, Discipline, Perseverance, Honesty, Integrity, Hard Work, Patience, Courage, Self-discipline, Self-control, Moderation, Tolerance, Compassion, Forgiveness, Cleanliness, Magnanimity, Empathy, Emotional Intelligence, Et cetera. The message and miracle of SAL is that if you really want to change; if you genuinely seek liberation from self-defeating inclinations and damming desires, then you can. I know this is true because I've experienced authentic, existential changes in my o'Wll life. The way I think, speak, act, and am has been fundamentally and ontologically transformed

over time

in my life.

What's more, I have read about, observed, or studied similar changes in the minds, hearts, and beings of many other people as well. While such changes may not be scientifically measurable, they can always be practically observed, enj oyed, and appreciated in the authentic experiences of real life, and that is how we know that such changes are possible. There are many voices out there who will tell you otherwise-that you

are who you are and are incapable of authentic personal change. Don't listen to those voices; they are not telling the truth. The truth is this: as an independent individual with a mind, heart, and spiritual essence of your

O\vn, you do possess the liberty to change-if you want to. If, on the other hand, you do not want to change, you also have the liberty to remain as you are. These books were not written to try and brainwash you into thinking, saying, doing, or being something or someone against your will. Nor were

The Freedom to Change & Grow they written to try and convince you that you

have to change. But if you want to

have

67 to change. You don't

change more than you desire to remain

as you are, the message of his book is that you

can.

Rest assured, I will

completely honor and respect your freedom to choose-always. Personal agency

!freedom of choice)

is a true and sacrosanct principle that Freedom

Focused considers inviolable. After all, I don't want anyone else telling me I have to think, say, do, or be something against my will. I want everyone to respect my agency; I also want everyone to respect your agency; and you can be certain that I will always respect your agency. These books were not written in an effort to force or coerce you----or anyone else-to think, say, do, or be anything. They were written to expand your vision of your own personal, professional, and ontological potential and then invite you to pursue a pathway that promotes the highest realization of that potential. They were written to help you you

want to

change. And when I say

want,

help yourself-but only if

I am not talking about a mere

passing whim or passive wish. I am talking about a deep and authentic desire backed up by the will to devote whatever amount of time and energy that change may require. The price for authentic change is rarely small; but the rewards are big, and incredibly worth it. 'What a privilege it is to be a member of the most advanced species on the planet-the only species capable of authentic, ontological change. This 2-volume work outlines a way to exercising this unique, personal power to transcend potentially destructive desires and inclinations.

Facts vs. Feelings Typically, the exercise ofnoble characteristics does not feel natural. You must pay a price in time, effort, and self-sacrifice to practice them until they do. The miracle of being human is that you possess the power to align your desires with deeply held values, goals, and beliefs-even when they may deviate significantly from natural predilections with which you were born. Unlike animals, you have an existentially advanced brain that allows you to reason logically. Animals can feel and respond to situations according to natural instinct, but they typically cannot think critically about their past and future; nor can they develop strategic ontological goals for their Existential Growth. This means that you-unlike an animal-are not predetermined to act merely according to how you feel; you can transcend

natural

feelings to

respond in deference to values, facts, and goals. This is good news because no matter how meaningful feelings may be, facts must usually trump feelings to some degree when attaining an objective.

68

Book the Second Chapter 1 This is not to say that you should disregard or steannoll your feelings

(or someone else's) just because you are in possession

of the facts. A wise

man once taught me that in most practical cases, it is better (wiser) to be easy to live and work with than it is to be right. As such, I do not encourage stomping on other people's feelings with facts-even if you can prove you are right. Efforts at persuasion should always be accompanied by a sincere interest in, and tender regard for, the other person's feelings. Nevertheless, when viewed through a lens of your

O\Vll

growth and

development, it is essential that you do not let your feelings blind you from reality. It is better to deal with the short-term emotional pain from delaying gratification or admitting wrongdoing than to suffer the long-term agony that may result from following your feelings in the moment. In other words, I do

not wish to insinuate that feelings

don't matter; they do-a great deal.

In fact, I believe our ultimate purpose as human beings is to become deserved recipients of lavish and lasting feelings of satisfaction, satiation, pleasure, joy, love, and fulfilment. Without feelings, life would be an insipid and meaningless journey. However, without the guidance of facts, feelings alone may influence you to engage in behaviors that carry destructive long­ term consequences,

which,

in

turn,

ironically produce undesirable

feelings-the very thing you were trying to avoid by caving to your feelings in the first place. Facts do not exist to deny feelings. Facts exist to empower your will to discipline and direct them. Facts exist to help you channel the powerful energy of your feelings into the production oflasting achievements, success, happiness, and peace. Facts must influence feelings if feelings are to flourish to their full potential. The surest way to maximize positive feelings in the

long run

is to control and regulate your behavior in the

short-run.

Therefore, the willingness to sacrifice what you want now for what you want

most is the essence of wisdom and character.

rrID SAL MANTRA rrID THE WILLINGNESS TO SACRIFICE WHAT YOU WANT NOW FOR WHAT YOU WANT MOST IS THE ESSENCE OF WISDOM & CHARACTER. Note: This is the first of many SAL Mantras to come. Freedom Focused encomages you commit these mantras to memory as a means of empowering yom mind with positive affrrmations and helpful reminders of the core material contained in this 2-vohune work.

The Freedom to Change & Grow

69

A Culture of Complacency Think about the last time you heard someone say: "This is just "I

who I am."

can 't change." "I was just born this way!" "I am who I am because of "so-and-so" or "such-and-such. " "It's someone/something else's fault. "

"My fate has already been sealed by my parents, ancestors, background, social status, race, culture, poor choices, destructive habits, bad luck, stars, et cetera." There are many manifestations of the "Complacency Culture" based on the choice

(conscious or not)

to embrace short-sighted desires and

inclinations instead of choosing to develop the higher characteristics of which

all human beings

are capable of inculcating and animating. Instead

of rising up to their true potential and choosing their

0\Vll

way as a member

of an advanced species-the human race-those in the complacency crowd

choose

to view their value as being severely limited, even pre-detelTIlined,

by forces beyond tbeir control. We are not bound by whatever tendencies we may have towards laziness, lust, immaturity, dishonesty, gossip, addiction, malice, revenge, ill temperament, bigotry, intolerance, etc. We can choose to change, to become better, to become more than mere animals in human fOlTIls, to rise above negativity and tragedy, and to live up to our extraordinary potential for ontological achievement and Existential Growth. Yes, I can change, and

you can change. That is the miracle of being the most incredible species in the world. It is

human. It is what makes us what makes

all

human beings potentially royalty-rulers of tbe animal

kingdom and guardians of a planet-in possession of unlimited innate worth and potential for growth.

70

Book the Second Chapter 1

"You become what you think about all day long."

-Ralph Waldo Emerson ( 1 803-1 882)

This comprehensive personal leadership textbook has three fundamental purposes. 1 . Proclaim the good news that personal change and Existential Growth is possible. 2. Provide a toolbox of knowledge and skills to aid you in successfully initiating change processes. 3.

Inspire you to make change and growth real in your life.

The possibility of, and freedom to, initiate personal change will create opportunities for some of your life's greatest adventures, challenges, and rewards. Self-Action Leadership provides a vehicle whereby you may proactively pursue and successfully tackle these adventures and challenges to become a happy, successful, fulfilled, and fully actualized human being.

Self-Action Leadership

&

Education

Making SAL real in your life requires that you learn and then do.

It starts

with education, advances with action, and continues with consistence and persistence. But it always begins with the acquisition of knowledge. Freedom Focused exists to support a Pedagogy

Character Education

in

governing

businesses, schools, homes,

o/Personal Leadership and

bodies,

nations,

communities,

and individual lives. PPLCD refers to

educational curricula thatfocuses a student's attention and efforts on taking individual responsibility and developing an integrity-based character.

PEDAGOGY OF PERSONAL LEADERSHIP & CHARACTER DEVELOPMENT Educational curricula that focuses a student's attention and efforts on taking individual responsibility and developing an integrity-based character.

The Freedom to Change & Grow This 2-volume textbook provides a

and Character Education

71

Pedagogy of Personal Leadership

in the form of the SAL Theory and Model. This

information provides the instruction necessary to successfully change and grow in an effort to become all you are capable of becoming as a human being. BOOK THE SEVENlH,

Character Development,

A Pedagogy of Personal Leadership and

delves deeper into the subject of leadership and

character education and presents data from several related action research proj ects I undertook in classrooms and schools in the Southern United States. Exercising self-discipline is harder than giving in to what feels natural. Authentic change requires a total commitment of body, mind, and spirit. As a result, changing can be extremely difficult. Two of the most important variables will be the strength of your desire and will. As the famous psychiatrist, M. Scott Peck, once said, a "patient' s will to grow is the one crucial determinant of success or failure in psychotherapy. ,,53 The same can be said of any SAL endeavor or personal change initiative. How much do you

want to change? How hard are you willing to work for change? Finally,

how long are you willing to patiently wait for change to become real in your life? Your responses to these questions will be the ink that composes the existential tale of your time here on planet Earth. The good news is that change

Weak people can become

is possible.

strong. Diffident people can become confident. Poor people can become wealthy-financially or otherwise. Bitter, vengeful people can learn to forgive and let go of the past. The adversities of your personal history do not have to define your present life, nor are they destined to shape your future-unless you let them. You can choose to change the direction of your life's journey at any moment along that journey.

In so doing, you can write

a whole new story for yourself that generations to come will venerate for its grace and nobility. Don't let anyone tell you otherwise, and believe me, some will try very hard to do so.

rrID

SAL MANTRA

rrID

To ERR IS HUMAN. To REPAIR AND TO CHANGE IS DIVINE. Taking personal responsibility is often uncomfortable and inconvenient. We are usually not naturally inclined to work hard, exercise self-discipline and self-denial, or sacrifice for the well-being of others. Our base natures simply do not seek after anything that might be challenging, painful, or selfless.

72

Book the Second Chapter 1 Know it or not, and like it or not, as members of one mighty interrelated

human family, we are deeply connected to each other in ways that transcend the understanding of even the wisest amongst us. As such, we carry certain responsibilities towards each other. The neglect of these duties we hold and share can bring about devastating consequences for individuals and groups alike. Selfish behavior is ruinous to relationships and can lead to depression and despair. 'Whatever your desires for change and growth may be, there is hope. Despite what countless voices contrarily croon to your disfavor, I can change and you can change, but only if we really

want to, and only if we are

willing to pay the high price that change demands. These books were written for individuals who yearn to escape the menacing metaphysical pulls of adversity and temptation by owning up to the duties they hold to themselves and others around them. You are obviously one of these people, or you wouldn't be reading this book right now. I congratulate you for your desire to be responsible. Now it is time to put your

desire into action.

In what areas ofyour life do you seek to change and grow? Are your desires for change and gmwth "passing whims" and "passive wishes," or "deep and authentic desires"? If the former, what would it take to authenticate your hopes to the latter stage of serious intention? Are you ever guilty of complacency in yom personal or professional life? If so, then how? How could you replace feelings and actions of complacency with motivated feelings and proactive actions? Do you ever play the "Victim Card" in an effort to avoid work? If so, when, and why? What would you have to sacrifice in order to make an authentic change in a given area of your life?

CHAPTER 2 A FORMULA FOR CHANGE

Enemies oC Personal Change There are many enemies of personal change. These enemies seek to inhibit our personal freedom to

choose our own way.

You have heard the

voices of these enemies many times throughout your life. They echo refrains such as: "I was born this way and can never change." "It's the fault of my genes or upbringing." "Changing would crimp my style and make mejust 0 one of the herd." "This is just the way I am." "Changing is hard and not worth the effort." "I don't "I

want to change."

can 't change . . . " "Not even if I wanted to." "And not even if I tried."

My Battles with Change My life has been, and continues to be, a battle with change. These battles started early. For example, I sucked my finger until I was ten years old. As a "big" third grader, this bad habit was embarrassing to me, and I'd hide my scarred left finger with my right hand to prevent my peers from peering at the visible

consequences of my puerile practice.

74

Book the Second Chapter 2 During the sunnner of my tenth year, I began to ponder on the oddity

and silliness of a ten-year-old still addicted to sucking his finger. Such shame-ridden musings led me to carefully consider the implications of breaking my absurdly prolonged habit.

In the process,

I concluded it was

time to take the high road and choose to quit. On August 2 1 " , 1989 (my tenth birthday), I stopped sucking my finger. Doing so was very difficult. For the first two months, I was tempted daily­ sometimes terribly so-to return to my bad habit. Twice, the temptation proved too great for my will to resist, and I relapsed briefly only to try again after each "slip." DetelTIlined to succeed, I rose each time I fell, and was eventually victorious. After two or three years, I finally stopped thinking about

wanting

to suck my finger. At age forty, sucking my finger is no

longer a temptation; in fact, the very thought of it repulses me. In this particular behavior and habit, I have succeeded in completely changing. Yet to this day, my left index finger remains slightly more worn than my right­ a minor, but irreversible lingering consequence of my decision to engage in a bad habit for all those years. If only finger sucking was my life's only vice! At present, I deal with a wide array of shortcomings. Aside from propensities towards depression, addiction, impatience, and gluttony, I also have proclivities towards vindictiveness, lust, losing my temper, and a variety of other personal immaturities and imperfections. As far as I have come, I still have a

long

way to go. If this weren't enough, I have also struggled with obsessive-compulsive disorder (OCD)-a story I will relate in BOOK THE SIXTH-since I was ten years old. Dealing with OCD has been hard as hell. God be praised I don't have to

be

my QeD forever. Thank goodness counselors and medication

can help palliate symptoms in the short therapy has the power to

change

run,

and cognitive-behavioral

my biochemical brain functioning in the

long run. And thank God for His countless graces and tender mercies all throughout the process. At best, life is often a deeply challenging, frequently frustrating, and dangerously discouraging journey.

It would

be nice if we could just snap

our fmgers and will ourselves to the land of authentic personal change. But it doesn't work that way, of course! I have been working on some areas of change for years, decades, or even my entire life. Some areas I have mastered; others I have not. Hopefully, through Self-Action Leadership, the help of others, and the grace of God, I will master as many of them as possible before I die. As difficult as change can be, I will kind of person I most

want to

never give up trying to become the

be. This means I must rise each time I fall,

75

A Formula for Change

and unfortunately, [ fall more often than [ would like. But the knowledge of my human imperfection will

never stop me from trying. I believe there is something noble in making the attempt, because even if you fall short of your goal, you become something greater than you were before-you grow existentially-by virtue of having made the effort. No good-faith human endeavor is ever futile or wasted. But in some cases, and perhaps even many cases, you

can

succeed

completely. When you do, it may seem like a miracle, and in a very real sense, it will

be.

There is nothing quite so beautiful, attractive, and

magnificent as the miracle of change that occurs when a human being evolves into a better person than one was before. [fyou are like me, you were born with-and presently carry-a bag full of your own blunders and blemishes.

In the past, you may have tried very

hard and been very clever in hiding them from others, and perhaps even from yourself as well. But deep dO\vn somewhere inside the dusty recesses of your mind and heart, you

know they

exist, and that they are inhibiting

your personal, relational, and professional success. Even deeper inside, you also know these weaknesses are ultimately a factor ofyour own choices, and

not

merely the result of genetic, mimetic, historical, or social influences

alone. Deeper still, perhaps so deep it resides only in your subconscious mind, you know you are

not helpless

to change. You are simply like most

of us, most ofthe time-undesiring, and especially unwilling, to do the hard work that change demands. The good news is that you do not have to be slaves to your emotions, your genetic code, your bad habits, or your past. You possess the power to transcend these-and any other negative-forces that may currently be working against you or holding you down. You can

choose to be a victor instead of a victim.

Remember A wise man once remarked that the word "REMEMBER" is the most important word in the English language. G.K. Chesterton ( 1 874-1936) made a similar comment when he said, "We need to be reminded more than we need to be instructed."

"We need to be reminded more than we need to be instructed." -G.K. Chesterton (1874-1936)

76

Book the Second Chapter 2 These textbooks serve to

remind as

much as they do to

instruct.

They

aim to review key truths of which you may already be aware, but are not currently aligning your behavior with. They seek to inspire you to do what only you can choose to do: set in motion the process of personal

change.

If change is possible for me, then change is possible for you. Time spent bemoaning missed opportunities ofthe past is time poorly spent. You carmot change what happened yesterday, last year, or decades ago, but you

can

choose at any instant to make yourself better for the rest of your life. In truth,

is the only moment you will ever have. That makes it the

right now

most important and valuable moment in your life-every day of your life. What are you going to do with this priceless gift of the present?

"Yesterday is history; tomorrow is a mystery; today is a gift, that's why they call it the present."

-Multiple author attributions

A Formula for Authentic Change How is authentic change accomplished? Through six simple-but not easy-developmental processes.

1. 2. 3. 4. 5. 6.

DESIRE UNDERSTANDING HUMILITY WORK PATIENCE SERENDIPITY

Process 1. Desire The first process is to develop a the desire

not to

desire

to change that is stronger than

change. There is only so much I can do to help you with

PROCESS ONE. Either you desire to change, or you don't. If you do, then these books will be very helpful to you. If you don't, then you aren't going to make much progress until you do desire it. The question then begs:

what can I do to obtain a desire to do something I am not presently motivated to do, but that I know would benefit me? Answers to this question will vary from person·to·person. I can't speak for others, but I can tell you what helps

me.

77

A Formula for Change

First, I have found that prayer is beneficial. Why? Because I have received

many

answers to

specific

prayers with regards to my personal

change efforts and desires. If you are not a believer in a Deity and would prefer not to pray, then perhaps you might practice something secularly similar to prayer. For example, you might meditate, practice yoga, learn more about the subj ect of spiritual intelligence,54 or make a metaphysical request of the Universe. Second, I like to study a situation to acquaint myself with negative consequences that may occur if I don't develop a desire to do something. Third, I like to consider how doing

(or not doing)

(or not do) something

might adversely impact my relationships with other people. A clear recognition that certain behaviors will cause negative consequences to self, others, or my relationships has a way of dramatically altering my desires in a desirable way. Fourth, I like to observe and study those who already possess the desire I lack, but would like to have. Fifth, I strive to be patient with myself. Desire is not something that can just be snapped into fonn or wished into existence on demand. More often than not, it develops slowly over long periods of time. Sometimes, the passage of time may be

the most

important ingredient of all; so be patient, and don't give up! For me, desire often starts out as a tiny little seed that is almost umecognizable from its fruit-it is not yet desire, but merely

the desire for a desire.

If I will then

cultivate and nurture that initial desire patiently over time, it usually will, in its own time, grow and mature into the full-fledged desire I ultimately seek.

Process 2. Understanding The second process is to gain an

understanding

of the principles upon

which authentic change is predicated. There is a lot I can do to help you with PROCESS 2, because outlining the principles of personal change is

the

purpose of these textbooks.

Process 3. Humility The third process involves two aspects ofhumility. The first is to humbly recognize and acknowledge

when

and

where

a change is needed in your

behavior, character, etc. The second is to humbly seek out help from others when you are unable to initiate a change on your

0\Vll.

Even my best

personal efforts were insufficient to overcome QeD, depression, and other deep and pressing challenges I have faced in my life. The help of family, friends, professionals, and a Higher Power were essential ingredients in my success.

78

Book the Second Chapter 2 Humility is the most difficult step for many people. Admitting you were

wrong, are flawed, and that you need help from others is often devastating to the ego and can be

very painful.

Nevertheless, however difficult it may

be, it is worth it! Your ego can be a huge stumbling block that inhibits your freedom and diminishes your growth potential. Humility is

the

antidote to

keeping your ego in check.

Process 4. Exercising the Courage and Will to Work Process four requires that you exercise both the courage and willingness to work. The strength of your courage and the determination of your will to work hard and be persistent will largely determine the extent of your long­ tenn success in virtually any undertaking, including any change effort.

Process 5. Patience Process five requires that you develop patience. Authentic change almost never happens overnight. More often than not, it takes time, and sometimes

lots of it.

My father once taught me that "nothing in life worth having comes fast or easy." He was right! My uncle, Hyrum W. Smith, wrote that "results take time to measure. ,,55 He was also right. Holy scripture states that it is in our patience that we possess our souls. 56 And Benj amin Franklin once said, "He who can have patience can have what he will." 'While Franklin's words may be overstating the point, I love this quote of his! It reminds me that if I fall short in any of the realistic goals I have set for myself, it means I am either unwilling to put in the work or unwilling to be patient. Either way, that's on me! I can't blame anyone else if! fail. As you practice patience in your that authentic patience is an

0\Vll

life, it is important to remember

active, not a passive,

exercise. Active patience

is more than just waiting around for something to happen; it involves creativity,

proactivity,

and

flexibility----over

time.

It

also

involves

continually developing your talents and capacities all along the way. As one leader put it:

Patience is not passive resignation, nor is it failing to act because of om fears. Patience means active waiting and enduring. It means staying with something and doing all that we can working, hoping, and exercising faith; bearing hardship with fortitude, even when the desires of om hearts are delayed. Patience is not simply enduring; it is enduring well! 57

A Formula for Change

79

As you practice patience in your o\Vlllife, you may find, as I have found, that patience is often

the

most challenging process in any undertaking or

change effort. Nevertheless, it is an absolutely essential ingredient to authentic change-or achieving anything else of lasting significance. Just as a fruit, vegetable, tree, plant, animal, or human being requires set amounts of time to physically grow and mature, authentic changes require set blocks oftime to realize. Moreover, you can't always choose how much time it will take to realize a change in your life. Your only absolute line of choice lies in whether or not you'll

decide to pay the price and endure to the end or give

up when the going gets rough-and the process can be rough; authentic change is rarely easy.

Process 6. Serendipity Process six is less of a process and more of a gift. The gift I speak of is called Serendipity. To fully realize authentic change, you must develop the maturity to

acknowledge,

and the willingness to

accept,

the gifts of

Serendipity along the way. What exactly is Serendipity? The dictionary defines it as: "The occurrence and development of events by chance in a happy or beneficial way.'':58 At Freedom Focused, we defme it as, thefelicitous aid ofunseenforces.

SERENDIPITY The felicitous aid of unseen forces.

Think about the last time you heard someone give credit to or thank "God," or "grace," or "mercy," or "the Universe," or "my lucky stars," or one's "astrological sign," or just plain "good luck" for some inexplicable, yet palpable, good fortune or instructive tutoring. Or consider the last time you experienced this phenomenon yourself. Serendipity is a word we can use to generically describe these kinds of undeniable experiences that transcend the five senses and Call1lot be explained by logic, science, or empirical

data.

The

existence

and

occurrence

of

Serendipity

is

unquestionable to anyone who has ever experienced it. Moreover, some individuals and groups harbor deep spiritual or religious convictions regarding its ontology and Source; I am one of them. Nevertheless, since we Call1lot scientifically identify the exact essence or precise etiology of Serendipity, it behooves us in a secular textbook to

80

Book the Second Chapter 2

address the concept in an inclusive, areligious marmer. This is why we employ the telTIl

Serendipity

in place of other, more common telTIlS and

phrases. I was recently listening to the Garth Brooks radio station on XM Radio when I heard Garth quote one of his country music colleagues as having once said the following:

"Grace is when God gives you something that you didn 't deserve, and mercy is when God doesn 't give you something that you did deserve." In

sharing this quote, Garth gratefully acknowledged that his "life has

been full of grace and mercy." Ever since I heard Garth share this quote, I have been thinking about how it might translate into my own life's experiences. I initially concluded that, to date, I have experienced a lot more mercy than grace in my life. The more I pondered it, however, the more I came to realize just how much grace I have also received over the course of my lifetime. Ultimately, I have come to recognize that, like Garth, I have also been blessed with a tremendous deal of both grace and mercy. Moreover, I have come to recognize that there is probably a great deal of grace and mercy still out there just waiting for the right moments to appear in my life. This

kind of grace and mercy is what Serendipity is all about.

A great psychiatrist and spiritualist of the last century-M. Scat! Peck, M.D.-views Serendipity as being commensurate with what human being sometimes refer to as "Miracle[s]."59 According to Peck, Serendipity, like

synchronicity, refers to

"highly implausible events . . . [that] occur . . . for

which no cause can be detelTIlined within the framework of knO\vn natural law."60 Peck, who prefers the telTIl grace in place of Serendipity, defines it further as "a powerful force originating outside of human consciousness which nurtures the . . . growth of human beings."61 According to Peck, "we carmot touch this force. We have no decent way to measure it. . . . We carmot even locate [it]. . . . Yet it exists. It is real."62 He goes on to say:

What are we to do we who are properly skeptical and scientific-minded with this "powerful force originating outside ofhmnan consciousness which nurtures the . . . growth ofhmnan beings"? . . . Are we to operate with tunnel vision and ignore it because it does not fit in easily with traditional scientific concepts ofnatural law? To do so seems perilous. I do not think we can hope to approach a full lUlderstanding of the cosmos, of the place of man within the cosmos, and hence the nature of mankind itself, without incorporating the phenomenon of [Serendipity] into our conceptual framework.

A Formula for Change It is true that we

cannot explain

81

Serendipity in traditional academic or

scientific ways. However, you don't have to live very long or think very deeply to experience the reality that

life is bigger than logic.63

Moreover,

there is so much experiential and anecdotal evidence of Serendipitous forces at play in our lives that it would be intellectually dishonest to leave it out of the holistic, comprehensive, and nomological philosophy, theory, and model that this 2-volume work champions.

The Paradoxical Nature of Serendipity According to Peck, Serendipity (or grace, as he calls it) is an oxymoron. Its paradox is found in the fact that, on the one hand, it

can be earned

appears as though it

through hard work, sacrifice, and adherence to True

Principles. Yet, on the other hand, it may also elude our very best efforts and then show up

seemingly by caprice when we least expect it, or deserve it. Thus, the enigma of Serendipity becomes

seemingly don't even

even more ambiguous and mysterious. It is not only impossible to fully explain, but it is also impossible to precisely predict. Again, in the words of Peck:

I have indicated that whether or not we become blessed by [Serendipity] is a matter of choice. Essentially, I have been saying that [Serendipity] is earned. And I know this to be true. At the same time, however, I know that that's not the -way it is at all. We do not come to [Serendipity; it] comes to us. Try as we might to obtain Serendipity, it may yet elude us. We may seek it not, yet it will find us. M The paradox that we both choose [Serendipity] and are chosen by [Serendipity] is the essence of the phenomenon of serendipity . . . . [The] Buddha fmmd enlightenment only when he stopped seeking for it when he let it come to him. On the other hand, who can doubt that enlightenment came to him precisely because he had devoted at least sixteen years of his life to seeking it, sixteen years in preparation? He had to both seek for it and not seek for it [to obtain it]. 65 Peck then poses a question: "How do we resolve this paradox?" His answer: "We don't.,,66

Perhaps the best that we can say is that while we cannot will mu-selves to [Serendipity], we can by will open mu-selves to its miraculous coming. [In other words], we can prepare mu-selves to be fertile ground, a welcoming place [by doing Oill best] . Ifwe can make ourselves into totally disciplined, wholly loving individuals, then, . . . we will have prepared ourselves well for the coming of [Serendipity] . . . . [And Oill awareness of Serendipity] will

82

Book the Second Chapter 2 facilitate [our] jomney in at least three ways: it will help [us] to take advantage of [Serendipity] along the way; it will give [us] a surer sense of direction; and it will provide encomagernent. 67 One of the most important lessons I've ever had to learn in my life is

that I can't solve all my problems by myself-even if I have access to the best resources and help from others. This is most humbling because I take great pride in my personal capacity for discipline, diligence, detelTIlination, persistence, proactivity, and achievement. After all, I

am

the one who

developed the concept of Self-Action Leadership, making me pretty dedicated to the concept, my shortcomings notwithstanding. Despite this fact, Serendipity has been there to

rescue me time and

again after I, and others, have insufficiently done our level best to solve a perplexing personal or professional problem. This has been particularly true when dealing with extra enigmatic issues like managing mental illness, overcoming addiction, choosing life orientations that differ from my predetelTIlined genetic or mimetic inclinations, and forgiving those who have injured, insulted, offended, or otherwise wronged me. I have discovered-to my dismay, but also to my liberation-that there are some problems that simply can't be solved by humankind alone.

In the

words ofDr. Stephen R. Covey:

. . . there are parts to human nature that cannot be reached by either legislation or education, but require the power of [Serendipity] 68 to deal with. I believe that as human beings, we cannot perfect mu-selves. To the degree to which we align ourselves with correct principles, divine endowments will be released within om nature in enabling us to fulfill the measure of our creation. 69 \¥bile I remain an infant in my intellectual conception of

how

Serendipity actually works, my experiences have schooled me well in its actuality, power, necessity, and accessibility in my life. These experiences have also increased my faith that it will enter my life at unpredictable, yet vital, moments to help me succeed

when the moment is right-as long

as

my aims are positive and beneficial to myself and others. If you desire to reach your potential as a human being, you are going to need more than your

0\Vll

best efforts and the ablest assistance of others. I

believe the more open you are to Serendipity and its seemingly coincidental and paradoxical, yet undeniably enabling and miraculous power, the more Serendipity will open itself up to you. I do not say this because I can prove it; I cannot. I say this only because I have

experienced it;

and I would bet

that you have too. FurthelTIlore, I have experienced it so often and in such

A Formula for Change

83

great quantities in my life that I would be intellectually negligent and profoundly ungrateful if I did not at least attempt to introduce the concept and articulate its reality and power, which I know can benefit your life just as surely as it has blessed mine. Acknowledging and accepting the concept of Serendipity does not require that you become a believer in a deity. At Freedom Focused, we do not ask our scholars, practitioners, clients, and students to become believers. All we ask is that they acknowledge and accept the reality that some problems carmot be explained, much less solved, by human intervention alone, despite the fact that experience demonstrates that many such problems actually

have been, are, and will yet be

solved!

Some may choose to disbelieve in the principle of Serendipity as introduced in this chapter, considering the whole idea to be nothing more than a bunch of silly cultural psychobabble or quasi-religious myth. But even if you are one ofthe extra-skeptical, chances are good that Serendipity will, in its 0\Vll time, visit you nonetheless. 'When it does, you'll be prepared to give it a name.

Conclusion These six processes are not easy; but they work! I know it because I've engaged them over and over in my life and I've seen their positive and productive fruits flower into many tangible achievements and much success, which, in

turn, have brought me

a great deal of satisfaction and fulfilment

in my personal life, relationships, and career. As you begin implementing them into your

new life

as a self-action leader, I promise you will begin to

see palpable results in your ontological change.

0\Vll

efforts at personal, professional, and

84

Book the Second Chapter 2

Of the six processes of authentic change, which are yom strongest? And which are yom weakest? What do you believe Serendipity is? (What is its ontology?) What do you believe Serendipity isn't? List some examples from yom life's experiences where Serendipity may have played a fortuitous role. Do you think there are specific things you can think about, say, or do things to invite Serendipity more fully into yom life? If so, what might those thoughts, words, and deeds look and smmd like?

CHAPTER 3 THE PRICE OF CHANGE

Yes, change is possible! This is the good news. But personal change

always comes with a price. Such costs are measured in time, effort, sacrifice, and to an extent, discomfort-and yes, even pain. Bookstores, libraries, and the internet are littered with literature and advertisements promising dramatic results related to personal change with little or no effort on your part. Salespeople, marketers, and politicians are especially clever and seductive in their marketing ploys:

"Buy our product and you 'll see immediate results!" "Purchase our service and your problems will vanish!" "Vote for me and all your dreams will come true!" Diet plans are infamously alluring. "Lose thirty pounds in thirty days without getting out of your

Lazy Boy,"

they preposterously purport. My

older sister, Jody, once put forth the simplest and surest solution I've ever heard for losing weight and staying in shape. Her formula:

exercise regularly!

eat healthy and

This perennially unpopular, yet perpetually profound

method will never become a best-selling book, partly because five words don't constitute a book, and partly because any

would-be

author would be

hard-pressed to find an audience, much less a publisher, interested in such an inconvenient weight-loss method-no matter how accurate and effective. There are, of course, medical conditions that make weight loss unusually difficult for some people; but for most of us, our physical weight consists of a basic mathematical equation that subtracts calories burned from calories consumed, and many of us find ourselves too far in "the red" too often­ myself included,

as

the modest yet palpable "spare tire" around my

midsection will attest! I truly empathize with this component of Self-Action Leadership because it is one of the most challenging for me personally. I love fast food, ice cream, chocolate, and soda pop, and I struggle with

86

Book the Second Chapter 3

moderation when indulging in my favorite treats! And even though I

am

a

triathlete, I rarely bum as many calories as I consume. It's a personal problem to which many readers will no doubt be able to relate. These books make no promises of quick fixes or easy answers to personal problems or change efforts. In fact, the only thing I will absolutely guarantee is that reading and studying them will probably be both difficult and time consuming. 'Why then, would anyone want to read this 2-volume work? Simple . . . Because I believe a lot of people, including change badly enough that you are

you, desire willing to do whatever it takes to change

and grow. Fortunately, the hardest way in the short-run is usually the easiest way

In the words of fitness guru, Jerzy Gregorek: Hard choices, easy life. Easy choices, hard life. I know that sounds ironic in the long run, and vice versa.

and paradoxical, but truth usually is ironic and paradoxical. A heap of up­ front effort will make your overall journey easier and more pleasant than if you persist in your bad habits. I have discovered the authenticity of this truism time and again in my o'Wll life 's journey. So have many others, as the following two quotes illustrate.

"In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest."

-Henry Miller (1891-1980) "Courage is more exhilarating than fear, and in the long run it is easier."

-Eleanor Roosevelt (1884-1962)

Simple Truths vs. Easy Solutions There is a difference between a simple truth and an easy solution. This 2-volume work provides simple truths to solving life's deepest difficulties, defeats, discouragements, and dilemmas. But it carmot provide you with easy answers to such things, because easy solutions to perplexing problems don't exist; anyone who tells you otherwise is selling snake oil. Because YOU are a smart person, understanding the principles outlined in this book may be a fairly simple exercise for you. Effectively applying them, on the other hand, may be the hardest thing you've ever done. I

The Price of Change

87

therefore caution you: don't let the intellectual simplicity of the concepts fool you into thinking that consistently practicing tliem will be

easy.

Like

most truths, the principles contained in these books are a paradox; they are as difficult as they are simple, and as simple as tliey are difficult. With such recurring declarations of difficulty, why in the world would you want to keep reading this book? Because if you

are willing to pay tlie

price and perpetually live the process, the results are astoundingly wortli

whatever effort is required. I know because I've experienced ample portions of victories on the other side of my life's variety of vicissitudes. A lifelong journey of personal growtli is easy for

not easy for anyone. It is not me, and it will not be easy for you. In the candidly compassionate

commentary of M. Scott Peck, MD.: "Even when we truly understand [Self-Action Leadership], the journey of [personal change and growtli] is still so lonely and difficult that we often become discouraged."70 That's the bad, yet true news. The good news ofthis book is that growth and change is always possible. No matter who you are,

where you live, or what your present circumstances

might be, a better life always lies ahead of you if you are willing to travel the authentic course that leads thereto. Comprehending these possibilities is incredibly motivating. That is the wonderful news of this 2-volume work. And the personal growtli and change tliat accompanies your journey is only the beginning. Change in all life arenas-and even tlie world-can be ignited by the fires of personal change. This is because all macro, organizational changes begin with micro, personal changes. Change begins with you and me. It all begins with tlie

one.

Therefore . . [fyou

desire to:

Overcome a bad habit, Gain confidence, Establish or regain mental hygiene, Strengthen personal integrity, Develop emotional intelligence, Turn a weakness into a strength, Earn personal growth, Transform a relationship, Reorient an unwanted natural inclination, Acquire knowledge and skills,

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Book the Second Chapter 3

Earn professional success, Become a person you like and respect, Influence others, Make a difference, Leave a positive, lasting legacy for your posterity, Become great in the eyes of those you most respect, Live, Love, Win, And take charge of your life, lliEN . . You But

only

can!

if you

want to are.

change more than you

desire to remain as you For change will

Not be easy, Come quickly, Or prove painless.

It will take time, Demand your very

best efforts,

The help of others where needed, And the blessed aid of Serendipity, But . . Change i s always possible i f change is what you most want. So, don't let anyone steal your self-sovereignty. This is your life to win or lose . . You choose! Because you have the power.

The Price of Change

89

Why? Because You

Are Sovereign.

The True Meaning of Courage Great quantities of courage are required to earn personal growth and change. Courage means different things to different people. At Freedom Focused, we define courage as

doing what is right when it is difficult, unpleasant, or unpopular to do so.

COURAGE Doing what is right when it is difficult, unpleasant, or unpopular to do so.

The most enlightened-and courageous-actions involve exercising your will to deny yourself from engaging in natural inclinations that are wrong, especially when it is personally difficult or socially unfashionable. And the harder it is to resist, reform, and renew, or the scarier it is to speak up and out, the more courageous and noble your actions are-and the greater your reward in the long run will be.

"He who is not every day conquering some fear has not learned the secret of life."

-Ralph Waldo Eme rson (1803-1882) "Courage is being scared to death but saddling up anyway."

-John Wayne (1907-1979)

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Book the Second Chapter 3

Think of a time in your life when you acted courageously. Then, think of a time in yom life when you acted cowardly. What was different about the time when you acted courageously? What could you do to act courageously more consistently in your life?

CHAPTER 4 UNIVERSAL LAWS AND TRUE PRINCIPLES

You are Free to Choose Before going on, let's reiterate a vital point. If you change, you don't have to. And if you don't

want to

do not

want to

do what is right, you

are free to do what is wrong. The purpose of these books is not to try and coerce you to think, say, or do anything against your will. Quite to the contrary, there are few people or organizations on earth that will respect your personal agency (freedom to choose) more than me and my company. My purpose is not to to do, or

how you

tell you what

should live your life-that is your own job. My purpose

is merely to teach you about the reality of Universal Laws and the True Principles and natural consequences that accompany them. Universal Laws are defined as: Natural laws that define reality and govern all naturally occurring forces throughout the Universe (physical laws), as well as all long-term consequences of individual and organizational decisions (metaphysical laws).

UNIVERSAL LAWS Natural laws that define reality and govern all naturally occurring forces throughout the universe (physical laws), as well as all long-telTIl consequences of individual and organizational decisions (metaphysical laws).

Universal Laws exist and operate onmipotently within the realms of their domain. And they do so whether we know it, like it, or want them to or not. Human beings are completely powerless to alter Universal Laws. They play a sovereign role in our lives. We can learn about them, but we

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Book the Second Chapter 4

carmot change, avoid, or negotiate with them. Universal Laws

are.

are what they choose

They are universal, unchanging, and irrevocable. We can

whether or not we will respect them, but once we have made a choice, the long-term consequences are controlled entirely by Universal Laws and are out of our hands. Wise people seek out knowledge about Universal Laws in order to better understand how they operate. This educational process involves discovering corresponding True Principles of personal conduct that, when adhered to, will allow Universal Laws to produce positive and constructive consequences in our lives rather than negative and destructive ones. True Principles refer

principles of personal conduct rooted in Universal Laws that lead to long-term happiness, fulfilment, inner peace, and Existential Growth

to

TRUE PRINCIPLES Principles of personal conduct rooted in Universal Laws that lead to 10ng-telTIl happiness, fulfilment, inner peace, and Existential Growth.

Universal Laws are sovereign. Long-telTIl consequences \¥feak havoc whenever and wherever huanan beings defy them. On the other hand, long­ telTIl consequences also pave the way to lasting happiness, prosperity, and even greatness for those who consistently abide by them. The natural obstinacy of mankind leads to repeated attempts to flout these laws-much to our individual and collective detriment. There are many individuals throughout history who have chosen to learn about, honor, and adhere to Universal Laws. Many such persons presently inhabit the planet. satisfaction,

and

These individuals experience perpetual happiness,

fulfilment throughout their

lives

despite whatever

obstacles, difficulties, or tragedies they face. They also grow, prosper, enj oy emiching relationships, and leave a positive legacy that bums ever brighter with time. Most importantly, these people make meaningful contributions to others and the environment in which they reside. They literally leave the world a better place than they found it. Such persons are not perfect, but they are effective self-action leaders. It is from such individuals that we can observe selflessness and integrity-and derive inspiration to develop these virtues within ourselves. In the end, there are only two kinds of people in the world: those who bow before Universal Laws, and those who try and get Uinversal Laws to bow to them. And after all is said and done, all that will remain standing is the Law-and those who chose to bow.

Universal Laws and True Principles

93

rrID SAL MANTRA rrID IN THE END, THERE ARE ONLY TWO KINDS OF PEOPLE IN THE WORLD: THOSE WHO BOW BEFORE UNIVERSAL LAW, AND THOSE WHO TRY TO GET UNIVERSAL LAW TO BOW TO THEM. AND AFTER ALL IS SAID AND DONE, ALL THAT WILL REMAIN STANDING IS THE LAW-AND THOSE WHO CHOSE TO BOW.

"[People] are under the domain of Natural Law as much as bees. [We] succeed only by working , with other[s] . . . and for other[s]. ,71

-ETher! Hubbard (1856-1915) Universal Laws-and the consequences they govern-don't care about

you, me, or anyone else, much less what we think about, say, or do. They are no respecter ofpersons. Universal Laws and consequences don't play favorites; they simply do their job-and in the long run, they completely follow through-always. An example of a Universal Law is the law of gravity. This law decrees that certain consequences will occur if I choose to jump off a cliff without proper equipment (e.g., parachute, hang glider, repelling rope, etc.). I can always make choices, but if I fail to respect Universal Laws, the consequences of my choices will be predictably deleterious, or even destructive, over time.

"[Universal] Laws have consistent, predictable consequences. They exist whether or not we recognize them. And they exert their effects on us without our consent or awareness. . . . If we internalize [them] . . . we can significantly increase our personal productivity and happiness. . . . If you apply them, you will find inner peace, perhaps the most desirable gift you can obtain in this life."n

-Hyrum W. Smith (1 943-Present) In the long run,

consequences will detelTIline all of our destinies based

on what we each choose to think about, say, and do.

In the end, we are all only

powerless to alter the onmipotent decrees of Universal Laws. Our

94

Book the Second Chapter 4

liberty and power lie in making choices. After we have made a choice, consequences rooted in natural law take over, thereby ending our freedom and power to detelTIline the long-term results of our collective choices. This is why it is so important to make right choices and avoid wrong ones. Human beings disrespect Universal Laws at their peril. And as their name implies, Universal Laws are

universal.

That means they don't apply to just

some people some of the time. They are equally applicable to everyone

everywhere. The overriding purpose of this 2-volume work is to outline those True Principles rooted in Universal Laws that, ifhonored, will lead you to achieve happiness, achievement, fulfilment, inner peace, and Existential Growth in your life over the long-run. Below are three examples of Universal Laws in action in real life. Accompanying these laws are some ofthe True Principles that, if respected, pave a pathway for self-action leaders to succeed in a given undertaking. •

If you want oranges, you must plant orange seeds, not apple seeds. Moreover, you must plant the seed in the right place at the right time and provide it with the right care and nutrients (e.g., sunlight, water, fertilizer, etc.) if you wish to eventually have oranges to eat.

•

Ifyou wish to be consistently healthy, fit, and energetic, you'd better get off the couch, exercise regularly, and monitor yom diet for nutritional pmposes. There is no other way in the long-nul.

•

Ifyou desire healthy, mutually satisfying relationships that stand the test of time, you are going to need more than good looks and money. You must dedicate the time required to cultivate, nurture, and perpetuate those relationships. You must also develop key character traits to become a listening, kind, forgiving, empathetic, and service-oriented person.

True Principles understood and applied will, in the long run, create predictably positive results in your life just as surely as they have in mine and anyone else's who has diligently practiced them. True Principles are no respecter of persons; they simply

are.

Anyone who abides by them receives

naturally allotted, positive consequences over time. He or she who flouts them receives naturally allotted, negative consequences over time. In relation to True Principles, there is nothing special about me; but everything is special about the True Principles contained in these textbooks. If you

choose to learn about and abide by them, your life will be commensurately blessed in the long-run. [fyou choose to ignore and defy them, your life will

Universal Laws and True Principles

95

be commensurately troubled in tbe long-run. Of tbis great truth I am absolutely certain.

Where do True Principles Come From? The purpose of the Self-Action Leadership Theory and Model is to explain a comprehensive list of True Principles. Such principles are rooted in Universal Laws and will lead you to achieve personal happiness and peace, as well as professional achievement and success. Such an audacious undertaking bears noting

where these stated principles came

from, or were

originally located, for I certainly carmot claim to be their inventor, nor their discoverer. Nay, my only rightful claim is that of

articulator,

and

ascenainer, discerner,

organizer.

All of the True Principles presented in these books are rooted in the collective wisdom literature and historical record produced by mankind's wisest historians,

philosophers, psychologists, pedagogues,

scientists,

poets, theologians, and leaders. They have been further corroborated in the crucibles (and the transcendence of tbose crucibles) of my own life-and the lives of countless others throughout history. In discovering, or more accurately, in

discerning, these True Principles,

I have delved deeply into

the pages of history, philosophy, psychology, pedagogy, science, poetry, scripture, and politics. Without this treasure chest of extant history and wisdom literature, and minus the many corresponding favors of Serendipity, I could have never accomplished my obj ective. For no human being in any generation could ever discern all pertinent truths to Existential Growth and progress from amidst the storehouses of one's 0\Vll mind and heart and age-no matter

who

tbat person was, or how gifted, they might be.

In

words of the famous historians, Will and Ariel Durant:

Intellect is . . . a vital force in history, but it can also be a dissolvent and destructive power. Out of every hlUlCrred new ideas ninety-nine or more will probably be inferior to the traditional responses which they propose to replace. No one [person], however brilliant or well-informed, can come in one lifetime to such fullness of lUlderstanding as to safely judge and dismiss the customs or institutions of his society, for these are the wisdom of generations after centuries of experiment in the laboratory of history. So the conservative who resists change is as valuable as the radical who proposes it perhaps as much more valuable as roots are more vital than grafts. It is good that new ideas should be heard, for the sake of the few that can be used; but it is also good that new ideas should be compelled to go through the mill of objection, opposition, and contumely; this is the trial heat

tbe

96

Book the Second Chapter 4 which innovations must slITvive before being allowed to enter the hlUllan race. It is good that the old should resist the yOlUlg, and that the young should prod the old; out of this tension, as out of the strife of the sexes and the classes, comes a creative tensile strength, a stimulated development, a secret and basic unity and movement of the whole J3 I therefore express my sincere and soul-felt gratitude to the men and

women-and to Serendipity-for making possible a work that, in the end, is less of an original contribution and more of a unique synthesis of the combined contributions of many of mankind's choicest minds. I have undertaken this work in an effort to further illuminate the brilliance that majestically echoes forth from the artistic renderings of their creative, scientific, and visceral genius passed do\Vll to

us throughout the ages.

Natural Laws of Acquisition Everything in life that can be

earned comes

with a price tag set by

Universal Laws. At Freedom Focused, we call these price tags "Natural

prices set by Universal Laws that must be paid to acquire any physical or metaphysical accoutrement or accomplishment. Laws of Acquisition," which refer to those

NATURAL LAWS OF ACQUISITION Prices set by Universal Laws that must be paid to acquire any physical or metaphysical accoutrement or accomplishment.

'Whether it is graduating with honors, winning a race, getting a promotion at work, losing weight, building a meaningful relationship, or earning growth in any other area of your life, a price in time, effort, and sometimes even money must be paid for the acquisition of anything of worth. Wise self-action leaders learn everything they can, as fast as they can, about Universal Laws, and then do their best to obey the edicts set forth thereby. Universal Laws frame

the way things really are

in life, the world,

and the universe. A fundamental purpose of the SAL Theory and Model is to identify and articulate Universal Laws that govern personal and professional growth.

97

Universal Laws and True Principles

"We are too inclined to think of law as something merely restrictive-something hemming us in. We sometimes think of law as the opposite of liberty. But that is a false conception. [The law] , is meant to govern and it is also meant to educate. ,74

-Cecil B. DeMille (1881-1 959)

Consistently

respecting

Universal

Laws

leads

to

personal

and

professional achievement and growth. It also leads to freedom; but that does not make it easy to do. Our natural desires and inclinations are sometimes oriented to disregard, or even flout them entirely. Fortunately, the rewards of growtbfar outweigh the price of earning them-as difficult and high as the price often seems when you are in the protracted midst of paying it. Universal Laws apply to more tbanjust earning growtb. They also apply to maintaining it. Maintenance is just as important as continued growth, and in some ways, even more important. One of my life's greatest anxieties stems from a fear that I will someday allow success to seduce me into choosing thoughts, words, and actions that are not in hannony with the very principles that created my success in the first place. Indeed, I often picture myself having to stand before family, friends, and others to apologize for embarrassing and hurtful behaviors tbat explicitly contradict the SAL principles I champion in this 2-volume work. It is not a pretty picture, and one I zealously-even obsessively-desire and strive to avoid ever painting. History is littered witb preachers (religious and secular) who have hypocritically disregarded tbe very doctrines they've declared. I ardently desire to be an exception to this tragic pattern, which has ensnared so many of the world's otherwise greatest men and women. Nevertheless, a deep anxiety resides in my heart from the recognition that I am

not exempt from

the seductive precariousness of life's endless temptations, nor have I fully conquered my remaining capacity for capitulation. Indeed, I am vigilantly aware of my

0\Vll

potential for hypocrisy, and it terrifies me. No one is

perfect; I'm certainly not. But I do believe that following SAL principles can empower all of us to learn from minor errors in order to circumvent major blunders. I also believe it can help us to overcome whatever minor and major mistakes we do make,

as

well

as

the sins we choose to commit.

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Book the Second Chapter 4

rrID SAL MANTRA rrID AVOID COSTLY ERRORS AND GROSS INIQUITY BY LEARNING FROM SMALL MISTAKES AND PETTY SINS.

Choices, Consequences, When

&

I think about my liberty to

College English choose

and the

irrevocable

consequences of choices decreed by Universal Laws, I am reminded of an experience I had with a college English teacher. At the beginning of the quarter, the teacher told my class: "You can take my criticism and shove it, but the results will be what they will be." This big-hearted, colorful professor, who was by far my favorite college teacher, made this flippant comment somewhat tongue-in-cheek, and we all had a chuckle over it. Nevertheless, his remark contained an important lesson for us as students, and we all caught his drift loud and clear.

In this analogy, the professor represents a Universal Law. As the teacher, he would instruct us in true principles about how to be successful writers in his class. 'While we were free to rej ect the principles he taught, our grade would face natural consequences if we chose to disregard his instructions. Yes, you are free to choose to change, or to choose to remain as you are. You are free to choose to think, say, and do-or not-whatever you desire. But never forget that

all

choices carry commensurate consequences­

whether you know it, like it, or care about it----or not. And always remember that most consequences in life don't immediately follow a decision; they come weeks, months, years, and sometimes even decades, generations, or even centuries later. Therefore . .

Choose wisely!

Universal Laws and True Principles

99

What is an example of a Universal Law and its accompanying True Principle that you are good at respecting? What are the positive consequences of respecting that Law and Principle? What is an example of a Universal Law and its accompanying True Principle that you tend to disregard? What are the negative consequences of flouting that Law and Principle? Think of a long-term goal that is very important to you in yom personal life or professional career. What "price" have Natural Laws ofAcquisition set for the achievement of this goal?

CHAPTER S THE CAUSE OF FREEDOM

In recent years, our world has seen a rise in nationalism and the nationalistic political policies that accompany it. This trend is understandably concerning to many. After all, it was extreme nationalism and military expansions that led to both the First and Second World Wars-the most destructive and deadly conflicts in human history. In the wake of these recent geopolitical developments, nationalism and patriotism have become unfortunately conflated in the minds of many. This is unfortunate because patriotism and nationalism are NOT the same thing. In the words of the educator, E.D. Hirsch Jf. , who in turn references the work of Benedict Anderson, a historian and political scientist:

The love of country-patriotism-is a very different sentiment from nationalism. . . . Nationalism is an aggrandizing, tribalistic sentiment that defines one's own group as opposed to alien groups, which are seen as potential rivals or enemies to be overcome or excluded. Patriotism, by contrast, implies love of country without necessarily implying hostility to anyone else . . . . Patriotism is built of shared knowledge, attitudes, loyalties, and values, including the values of nonexclusion, toleration, and respect for other religions and cultures.75

The Patriotism Principle I love my country-the United States of America. I am a dedicated patriot of my homeland. I hope that you love your country too, whatever nation that is, and I encourage you to become a dedicated patriot of your homeland as well. Patriotism is an important principle and practice. Why?

The Cause of Freedom Because the degree o f positive

(or negative)

101

emotion you feel for a group

(or lack thereofJ you will contribute to that group. Thus, patriotism strengthens your will usually translate into the degree of passion and personal effort

resolve to do your best as an individual, which, in turn strengthens all groups within which you play a role (i.e., family, neighborhood, community, school, organization, city, county, province, nation, etc.) by virtue of your contributions. In the words of President Teddy Roosevelt:

A man must be a good patriot before he can be . . . a good citizen of the world. Experience teaches us that the average man who protests that his international feeling swamps his national feeling, that he does not care for his cmmtry because he cares so much for mankind, in actual practice proves himself the foe of mankind. Now, this does not mean in the least that a man should not wish to do good outside his native land. On the contrary, just as I think that the man who loves his family is more apt to be a good neighbor than the man who does not, so I think that the most useful member of the family of nations is normally a strongly patriotic nationJ6 The patriotism principle posits that nations and other groups and organizations are more successful when individuals within those nations or groups are patriotic.

THE PATRIOTISM PRINCIPLE Nations and other organizations and groups are more successful when individuals within those nations or groups are patriotic.

Individuals should strive to be the very best they can possibly be, not just for their own sakes, but for the benefit that their positive efforts will have on larger entities. Families, communities, companies, schools, and yes, even whole countries should do no less in order to make the world a better place for all of us to live. r am, by nature, a very patriotic person. Not only do r have a special love for my country, the United States, but r also have a special love for the United Kingdom. 'Why? Because most of my ancestors emigrated from England and Scotland and because I majored in English in college. I also love Canada because r lived there for four years and got to experience the incredible natural beauty and human goodness that exists in that country. I

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Book the Second Chapter 5

further feel a connection to Denmark, a country from which my paternal ancestors brought my surname (Jensen) to America. I also feel deep feelings of patriotism toward my home State, the great state of Texas, which was an Independent Nation prior to joining the United States as its 28th State in 1845. Texas 's unique history is a microcosm of the

history of the United States. I likewise have a special place in my heart for my birth State of Utab, where I spent 1 1 of my most formative years, as well as other states where I have lived or spent a lot of time, including: Arizona, Washington, Georgia, and Florida. In addition to these patriotic allegiances, I further hold a special love for my county, city, community, neighborhood, church, and family. At Freedom Focused, we encourage all human beings to be patriotic members ofthe groups to which they belong, assuming, of course, that those groups do good and accomplish positive and constructive long-telTIl ends. If a group is evil and beyond redemption, don't join it, or extricate yourself therefrom if you are currently a member. Of course, no nation, group, or individual is perfect. All nations, groups, and individuals have made mistakes. Moreover, some may have even done things in the past that are patently wrong, or even evil. This does not mean you should automatically condemn or abandon the group. After all, you may very well play an important role in helping to reform the group through your individual efforts. The question is not whether or not a group or nation is sinless; no nation or group is perfect. The important thing is that the nation or group is founded upon pure principles, or at very least, is striving toward embracing pure principles and collective improvement. You, in fact, can be a catalyst for bringing about a brighter future for that group by focusing on an individual 's or group 's strengths and potentialities,

not on their weaknesses

and past sins. In the spirit of individual and collective excellence, let us never shrink from taking pride in being the very best we can at something, either individually or collectively. For it is our best that inspires others to also become great, and vice-versa. And it is by humbly admitting one's past failures and studying those who are more successful than you are that leads to future successes. I have

never

achieved anything of significance in my

life or career from being jealous or hateful towards someone who was more successful than I was. My success is a direct result of admiring and then learning from those who were better, smarter, and more successful than I was.

The Cause of Freedom

103

The Cause of Liberty One of the reasons I love my country, the United States ofAmerica, is because of the value she places on personal liberty. This agency, or freedom to choose what we think about, say, and do, lies at the very heart of our shared humanity as human beings. It is one of tho se unique variables that existentially elevates us above the rest of the animal kingdom. Fortunately, many other nations around the world similarly value liberty. Figure 5 . 1 The Statue of Liberty in New York City. USA.

"Next to the bestowal of life itself, the right to direct that life is God's greatest gift to man. Freedom of choice is more to be treasured than any possession Earth can give. Everyone has this most precious of life's endowments-th e gift of free agency­ man's inherited and inalienable right."

-David 0. McKay (1 873-1 970)

The founders ofthe American republic, working in concert with regular, albeit noble, common citizens, purchased this liberty with countless quantities of "blood, toil, tears , and sweat"77 expended during the American Revolution and subsequent conflicts. Liberty has always been particularly precious to American patriots. In the words o f Patrick Henry, a delegate to the Continental Congress: Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!78

Since her earliest days, America has proven to be one of the world ' s great gateways t o liberty. For over four centuries, people from all corners of the globe have emigrated to the "New World" in hopes of securing the opportunities that only liberty could grant.

1 04

Book the Second Chapter 5 Moreover, in the modem world's darkest hours of world war, when

freedom and democracy were thwarted and threatened by monarchy and oligarchy, and later fascism and genocide, the United States stepped up and stepped in to provide the necessary money, resources, firepower, soldiers, work force, leadership, and resolve to see the cause of liberty through to victory-not once, but twice! No song ever sounded the resolve with more confidence and patriotism than the famous refrain of George M. Cohan's popular song,

Over There.

We'll be over, we're coming over And we won't come back till it's over Over there. Written in 1917, shortly after America's entrance into the First World War, the leadership of Cohan's lyrical pen sounded the clarion call around the world. America did go "over there," and they

didn 't

come back till

Allied forces had won both wars and, in the words of President Woodrow Wilson, made the world "Safe for Democracy." Democracies

aren't perfect.

As Winston Churchill reminded us,

"Democracy is the worst fmm of government, except for all the others that have been tried." However challenging democracy may prove to be in practice, it nevertheless represents the most successful fmm of secular

this world. Why? Because democracy grants liberty and the people. When individuals have liberty, they are empowered to

govermnent in power to

unleash their intellectual and creative potential. And when ultimate power rests in the hands of the many, rather than the few or the one, it becomes impossible for the few or the one to seize ultimate power-short of overthrowing democracy. The stirring lyrics of Cohan's famous song sends chills from the top of my head to the soles of my feet, not because they represent clever lyrics or good poetry, but because they were backed up by COURAGE

and

ACTION-two

vital

characteristics

that

seem

to

be

increasingly elusive commodities in our postmodem world where preaching is prodigious while practice too often proves pathetic or perverse-when not absent entirely.

The Gateway to Personal Freedom [fliberal democracies provide gateways to personal liberty, Self-Action Leadership provides the gateway to personal freedom. Liberty and freedom are interrelated concepts, but they are not the same thing. Consider the differences in the dictionary definitions of these two words:

The Cause ofFreedorn

105

LIBERTY: The state of being free within society from oppressive restrictions imposed by authority on one 's way of life, behavior, or political views. FREEDOM: The power or right to act, speak, or think as one wants without hindrance or restraint. 79 This 2-volume work highlights and clarifies tliese important differences. In so doing, we specifically redefine liberty and freedom as follows:

LIBERTY Your right to life and the pursuit of happiness, as well as the freedom to choose what you think about, say, and do.

Also . . State-granted rights such as freedoms of speech, religion, assembly, the press, etc.

FREEDOM Personal liberties and opportunities

earned as a result of

expending effort over time in submission to True Principles rooted in Universal Laws.

Examples of tlie difference between liberty and freedom can be found all around us. Consider the following three scenarios.

Example 1.

I have the liberty to put whatever I want into my body. I also

not. However, if I desire thefreedom of being healthy and physically fit, then I must pay the price determined by

have the liberty to exercise, or

those Universal Laws upon which healthy living and physical fitness are predicated. The price of freedom set by Universal Law would demand that I practice good nutrition, exercise regularly, and avoid substances

106

Book the Second Chapter 5 that are addictive and harmful. There is no other way to long-term health and wellness-no matter what product advertisers may claim to the contrary.

Example 2. Anyone who has met basic requirements possesses the liberty to apply for entrance into various academic programs, such as law school. Whether or not an individual earns the freedom to actually attend law school, however, depends on the strength of one's application and the level of one's grades and test scores.

Example

3. Any

runner

marathon. Whether that

is at liberty to sign up to compete in a typical runner

earns

the freedom to participate in the

Boston Marathon, however, is dependent on one's marathon qualifying time. To

earn that freedom, a runner must possess a basic level of talent and invest a lot of time and energy into training, nutrition,

in the sport

rest, education, practice, and overall health. Liberty is your right to choose without the threat of an external enforcer precluding that right. Freedom, on the other hand, refers to your capacity to select your thoughts, speech, and actions according to consciously chosen values and decisions-as opposed to merely responding to your present 80 mood, natural inclination, or external condition. Liberty is the collective gift we all enj oy as a result of life itself and those who have sacrificed so much on the battlefield and beyond. Freedom is the reward that individuals earn when they pay the price by aligning their thoughts, speech, and behavior with True Principles that accompany Universal Laws. Liberty is granted by God (or nature) and upheld by government. Freedom is earned through discipline, hard work, detelTIlination, and obedience to

Natural

Laws ofAcquisition. In addressing these two related, but not synonymous, subjects, it is vital to note that the liberty to

choose must precede the freedom to achieve. You

must first possess the liberty to choose your thoughts, speech, and actions, before you can effectively direct those thoughts, speech, and actions in the pursuit of growth, achievement, and success. Therefore, without liberty­ the right to act and not to be acted upon-your freedom to expand your opportunities and otherwise grow and achieve will be severely limited. That is why I am so grateful to live in a land of liberty.

It

is also why my

company-which is laser-focused onfreedom-places such a high premium

liberty). This basic liberty, which all human (or contracts) depending on the edicts of external

on individual agency (aka beings possess, expands

governing bodies (e.g., heads of state, legislatures,judiciaries, constitutions,

The Cause of Freedom

107

by-laws, leaders, managers, parents, etc.). The more constricted one's liberties are, the less freedom one will be able to obtain. Likewise, the more expanded one's liberties are, the more freedom one will be able to gain. That is why it is absolutely essential to uphold, promote, and expand liberty-for it is liberty that empowers us to further expand our freedoms. One leader­ teacher explained it this way:

A man is [at liberty] first when he belongs to a society which permits him the full development of his talents. If society deprives him of that development, he is to that extent [bereft of liberty]. Second, he is free when his 0"Wll conduct permits the development of his talents. And, ifhe indulges in any conduct which places an obstacle in his 0"Wll path, to that extent he is depriving himself of freedom. And you may look about you in this great cmmtry of OillS [the United States] and find that the populace is increasingly enslaving itself on the basis of personal conduct. 81 Exercising your personal liberty to b e proactive (i.e., take initiative) rather than to be reactive (i.e., play the complacency card or victim role) is the personification of personal power, and leads to the expansion ofpersonal freedom. It also largely detelTIlines the long-term extent of your influence on others.

It is possible to enjoy liberty without freedom. For example, all citizens (The United States) enj oy tbe same basic liberties, at least in

of my country

theory. Some Americans, however, enjoy much more freedom than others as a result of a strong work ethic, a good education, greater access to resources, a positive attitude, a personal dedication to discipline, integrity, self-reliance, and a willingness to exercise humility to True Principles rooted in Universal Laws. On the otber hand, it is also possible to enjoy freedom

without liberty.

For example, American prisoners of war (pOWs) in Vietnam had no liberty during their multi-year stints in the infamous Hanoi Hilton, yet many of these noble and creative soldiers achieved staggering feats of courage, acuity, resiliency, and even education by exercising the mental, emotional, and spiritual freedoms the Viet Cong could not take away from them. 82 The "V"-as the POWs referred to their captors---{;ould deprive tbem of 83 They could attempt to brainwash their

liberties and torture tbeir bodies.

minds and break their spirits. But in tbe end, tbey could not control tbe wills and responses of those who refused to relinquish their inner freedom to 84 resist. A famous World War II prisoner of war, Viktor Frankl, labored and suffered in Nazi concentration camps. Despite his abject circumstances and crushing captivity, he enjoyed more freedom than many of his fellow

108

Book the Second Chapter 5

prisoners, and in a sense even more than his GelTIlan captors.

How did he

accomplish such a remarkable feat? He did it by disciplining his mind and attitude, and by showing immense courage under intense pressures and debilitating fatigue. His courage and resolution were key contributors to surviving the terrors of POW life. After the war, he spent the next 50 years empowering others with a greater understanding of their internal strength and external potential to earn personal and professional freedoms. History now views Frankl as one of the most influential psychiatrists of the twentieth century. Frankl understood the principle taught by the Scottish warrior William Wallace, who famously, albeitfictionally, rallied his troops with this inspiring refrain: "They may take our lives (or liberty), but they'll never take our freedom. "85

"The secret to happiness is freedom. And the secret to freedom is courage."

-Thucydides (460-395 B.C.) There are many people who enj oy liberty, but are not free, having sacrificed their freedom on the altar of selfishness, hedonism, gluttony, addiction, irresponsibility, narcissism, nihilism, deception, abuse/violence, etc. The cost of this poor use of liberty is staggering.

It

leads many to

tragically live out their lives in voluntary bondage, so that they come to say in the end: "I now see that I spent most of my life in doing neither what I ought nor what I liked.

,,86

Why would anyone willfully expend their precious resources oftime and energy in such a way? The answer is that freedom is not free, nor is it easily attained. If it was, everyone would enj oy lots of it. The price of authentic freedom can only be paid in the currency of effort, courage, sacrifice, discipline, diligence, persistence, consistence, and endurance over long periods of time. If freedom was easily obtainable, everyone would enj oy massive amounts of freedom. But the reality is that some people are freer than others, and the primary reason is that some people are willing to pay a higher price to earn it than others. One of greatest paradoxes of life and success is that personal freedom can only expand as individuals voluntarily submit their thoughts, speech, and behavior before the edicts ofUniversal Laws. In other words, to become truly

free,

we must voluntarily

bind

ourselves in obedience to True

Principles. Freedom, therefore, can only come

after we align our thoughts,

speech, and actions with the tenets of True Principles. Adherence to True

The Cause ofFreedorn Principles allows us to achieve, to

109

become, and to be free to grow into our TRUE FREEDOM! To obtain

potential. THERE IS NO OTHER PATIIWAY TO

freedom, you must pay the price it demands-a price which is typically high, heavy, and hard.

It takes

great effort and enormous courage. But for

the courageous and detelTIlined, the rewards are bountiful and lavish; they include expanded personal freedom, prosperity, and perhaps best of all­ peace of mind.

"Know this that every soul is free, to choose his life, and what he'll be; For this eternal truth is giv'n: That God will force no man to heav'n."

-Anonymous

An Educational Solution I am not a politician, nor do I have

any

ambition or intention of ever

becoming one. As such, my talk of liberty, freedom, and patriotism does not stem from a desire to be elected to public office. It is an authentic outgrowth of the things that I, as a regular citizen-and career educator-am sincerely passionate about. Because I am not a politician, and since I make a habit of not speaking professionally on topics of which I am not an expert, I did not write these books to present political solutions to my nation's-and other nation's­ current political and cultural malaise; I will leave that to professional politicians, and I believe there are some amongst the rising generation who will be up to the task. If I am not an aspiring politician, then what am

17

First and foremost, I

am a TEACHER. I am also a philosopher, poet, historian, archer, triathlete, sports enthusiast, husband, father, and self-action leader. It is, therefore, through the lens

of education, philosophy, poetry, history, archery,

endLrrance fitness, athletics, family, and Self-Action Leadership that I write, teach, consult, and mentor.

It

is through these lenses that I have produced the Self-Action

Leadership Theory & Model over the course of 1 3 years of diligent study, not to mention several decades of action research, ambitious

agonizing)

(and often

personal experience, and careful, honest, and even obsessive

consultations with my

0\Vll

conscience.

The message I share in this work is a message of

REAL

hope and

AUTHENTIC change-not a political change that originates in Washington or

1 10

Book the Second Chapter 5

London or Brussels or Brasilia, and not a false hope promised by charismatic ideologues supported by special interest groups-but a real hope & an authentic change that must be cultivated in the minds and hearts of individual men and women, boys and girls, throughout the Western World and beyond if collective liberties are to be preserved and personal freedoms are to be expanded. The best-and really the only-way to bring about the kind of authentic change and hope of which I speak is to transform what happens in classrooms and homes. Those are our two primary targets at Freedom Focused. Many years ago, I chose to dedicate my life and career to the C AUSE OF FREEDOM. Why? Becausefreedom is what Self-Action Leadership is really all about. The end game of SAL is to consistently grow to expand your personal and professional freedoms. Fortunately, I am still a relatively young man with the greater portion of my life and career still ahead of me. But I carmot reach everyone by myself. Alone, I can do but little, but together, we can accomplish much to positively influence individuals, measurably impact organizations, reverse troubling cultural trends, and tranSfOlTIl societal mores. I call upon everyone within the sight of these words or the sound of my voice to rise up and reclaim their birthright as human beings-the birthright of liberty, which, if properly engaged, will lead to the expansion of personal, familial, organizational, national, and international freedom.

The Cause of Freedom

111

Consider the Pafriolism Principle with regards to the different roles you play in various groups and organizations. Are you a "patriotic" member of your family, neighborhood, company/organization, religious community, club, city, cOlmty, state, nation, and world? Why or why not? What could you do to become a more patriotic member of the groups in which you play a part? As you consider the difference between liberty and freedom as described in this chapter, reflect on the freedoms you do (or do not) possess by virtue of yom self-discipline, diligence, and yom understanding of and respect for Universal Laws. What could you do to expand yom personal freedoms? What could you do to uphold, or influence the expansion of, yom state or national liberty?

CHAPTER 6 FREEDOM FOCUSED

These textbooks seek to ignite the cultural championing of personal freedom. The freedom I speak of is not freedom from hardship and responsibility, nor is it the freedom to do as you please. The kind of freedom I'm talking about is the freedom to become all you are capable ofbecoming, because you are capable of becoming a fully actualized human being in possession of unlimited opportunities for growth and contribution. I speak of the freedom to move forward confidently in your life, to conquer your flaws, and to become happy, successful, and prosperous. 'What kind of freedom do you seek? Freedom/rom, or freedom t0787 How you answer this question tliroughout your life will largely determine tlie extent of your personal happiness, freedom, growth, and peace of mind. My invitation to you, therefore, is to join us at Freedom Focused to become focused on freedom. Many people view freedom erroneously as a means of escaping duty and responsibility-the so-called right to do whatever you want. In trutli, life has granted you the liberty to think about, say, and do as you please. The trouble is that you are never exonerated from the consequences of your choices. Because you cannot control consequences-such is the purview of Universal Laws-doing whatever you please may bring short-telTIl pleasure, but predictably ends in long-term pain, failure, misery, and poverty of all kinds. Everyone has the right to make poor choices. But no one has the power to evade the accompanying negative and painful consequences. 'What goes around really does come back around. Kanna is a real phenomenon. In the end, you really do reap what you sow. True freedom, therefore, must always be earned; and its attainment can only be secured by paying the price set by Universal Laws-laws that are not subject to whimsical caprice or human negotiation. Unfortunately, people all too often seek after a pseudo sort of freedom­ the freedom/ram toil, from trouble, from challenges, and from self-reliance. Individuals interested in personal and professional growth, however, seek after the freedom to work, to strive, to persist, to try again, to pursue

Freedom Focused

113

education and other opportunities, to transcend personal obstacles and weakness, to become self-reliant, and to seek after "Constant and Never­ Ending Improvement" (CANI)88 in the pursuit of happiness, success, fulfilment, and inner peace.

The Price of Liberty As mentioned in the last chapter, individual liberty is a prerequisite to personal freedom. Much has already been written in this book about the heavy price that accompanies the acquisition of personal freedom. In light of this reality, and in recognition of the relation between liberty and freedom, it bears noting the heavy price of liberty as well. I have had the privilege of walking peacefully amongst legions of graves in some of my nation's largest military cemeteries. From Arlington National Cemetery in Virginia and Sam Houston National Cemetery in Texas, to Marietta National Cemetery in Georgia and the National Memorial Cemetery of the Pacific in Honolulu, Hawaii's Punchbowl Crater. This privilege has afforded me the opportunity to reverently and thoughtfully meander past tens of thousands of grave markers for those who gave their lives that [my1 nation [and other nations1 might live 89 When I consider the heavy price in blood and treasure expended to maintain my country's safety, liberty, and prosperity (and other nations my country has defended and fought alongside) over the past 240 years, my soul is subdued, and my heart swells with thanksgiving. Liberty is not free. It comes with a price-usually a high price that in some instances includes the ultimate sacrifice of human life. I admire, venerate, and seek to honor the men and women who were willing to pay whatever price liberty has demanded throughout human history. As their courageous lives-and deaths-illustrate, the price of liberty is high and hard to pay; yet securing it for oneself and one's family and fellow citizens is priceless because of the opportunity it affords us to pursue something even greater than national liberty; namely, personal freedom. The commitment and courage of these men and women bolsters my national patriotism. It also makes me feel connected to and proud of other countries who have likewise sacrificed blood and treasure on the altar of liberty, freedom, and the pure principles upon which they rest. Such pride and patriotism remind me of the rich reverberations and righteous refrains of John McRae's famous poem, In Flanders Fields. McCrae's three stanza masterpiece served a dual purpose. It begins as a tribute to those who had

1 14

Book the Second Chapter 6

already given their "last full measure of devotion" 90 in the Great War. It ends with a challenge to those who would live to fight another day.

IN Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below. We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie, In Flanders fields. Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields .9 1

Figure 6.1 Arlington National Cemetery - Arlington, VA

Freedom Focused

115

Figure 6.2 USS Arizona Memorial & gravesite of 1 , 1 02 Sailors and Marines who died at Pearl Harbor; Honolulu, HI, on December 7, 1 94 1 .

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