2-28 U.T. Leadership required blog or -20; no quiz; Extra credit for wearing UT clothing, etc.; speeches: Sloth: Tower College Seals; Lemur: Tower Alphabets; Snapping Turtle: Tower Reading Room Quotes; If time: Mt. Lion: Battle Hall; Grizzly Bear: Sutton Hall;

TODAY'S GOALS:

Consider the official "Core Purpose of the University" -- To transform lives for the benefit of society" -- and its five core values: "Discovery, Freedom, Leadership, Individual Opportunity [diversity], and Responsibility."

The one we will be focusing on is "Leadership: The will to excel with integrity and the spirit that nothing is impossible. 'A university both leads and is a catalyst for leadership. By its creation, expansion, and transmission of knowledge, a university leads society to beneficial changes. University faculty both demonstrate and teach leadership to new generations of students. The quality of a university's leadership helps to determine the quality of our culture. The University's challenge is to provide informed, ethical, compassionate, and respectful leadership'. Larry Temple, BBA '57; President, Ex-Students' Association 1997-1998."

TODAY'S GOALS: [1] GOALS OF THE REQUIRED NEW CURRICULUMBasic Education Requirements of U.T.: “The University must not only equip its graduates with occupational skills but also educate them broadly enough to enable them to adapt to and cope with the accelerated process of change occurring in business, professional, and social institutions today.“ Core Curriculum Goal is “To better prepare students for a changing world by making sure they graduate with the flexible skills they need”[2A] to be leaders in our communities,”* and better able to deal with[2C] a state and country that are more culturally diverse.*These goals are met in part by the six required course areas that are “flagged” including [2H=2C] Multicultural Perspectives and Diversity.

[2A1] LEADERSHIP, FIRST GOAL OF REQUIRED LEADERSHIP/ETHICS FLAG COURSES, is alsothe key to meeting the goals of the Basic Education Requirements: “The University strives to enroll exceptionally well-prepared, highly motivated students and to produce self-reliant graduates who will become leaders in both their chosen professions and their communities.” Leadership is also one of the six traditional core values of U.T.: (leadership; individual opportunity; discovery; learning; freedom; responsibility). Some of the others also stress leadership such as the core value of responsibility: “As the State of Texas takes an expanding position of leadership in the world arena it depends more and more on The University to accept this responsibility and to truly be an agent for positive change.”

[2A1a] Goal: To express leadership in writing, especially in the leadership vision, focusing on a passion of the writer that works best FOR THE BENEFIT OF SOCIETY. (CORE PURPOSE OF U.T.)

[2A1b] The goal of the two formal writing assignments, ethics as well as leadership, is to know that which is greater than the ego. (Better awareness of the world beyond the ego, beyond the conscious self, is not only a characteristic of an ethical person, but also enables a leader to be open to great inspirations and to be able to tap resources far greater than those of an isolated self. )

REQUIRED READING FOR FEEDBACK:

LISTENING GUIDELINES Covey on listening + reading,writing, speaking………….……...........................................................80‐81 Discussion………………………………………………………..82 Listening…………………………………………………………83

Have You Tried Listening?...........................................................84

EMOTIONAL LITERACY Emotion Words Checklist…………………………………………………542‐549

Children’s Feeling Words…………………………………………………550

Vocabulary of Emotion……………………………………………………551

Intensity of Feelings Chart……………………………………………… 552

The word "love"

CLASS PARTICIPATION REQUIREMENTS:

"Class discussion rules: students who talk to others while the speaker is talking and/or encourage this rude behavior with a willing ear, will have fifteen points deducted from their class participation/attendance grade for each incident.

Egregious behavior such as sleeping in class, reading materials other than ours, using your cell phone, iPod, or computer during class, acting out, disrupting class, etc. will be subject to a thirty-point penalty for each incident. Students who insult, threaten, or harass others will have fifty points deducted from their grade for each incident, and be referred to the Dean of Students."

TODAY'S TOPICS: Your predecessors at U.T.

TODAY'S ACTIVITIES: Feedback, Gaby Rebirth > Arctic Fox, Leadership speeches (-20 to 20 range dependent on whether done or not on time, how much research, delivery, etc.) Speeches for today revolve around UT architecture, starting with the Tower, symbol of UT leadership: Sloth: Tower College Seals; Lemur: Tower Alphabets; Snapping Turtle: Tower Reading Room Quotes; If time: Mt. Lion: Battle Hall; Grizzly Bear: Sutton Hall;

TODAY'S REQUIRED READING:

UT ARCHITECTURE:

The Main Building and The Tower …………………………290-293
The Tower exterior: university seals, alphabets......…….294
Tower interior: quotations.……………………………………295-296
Spanish Plateresque Architecture Sutton……….………...297-98
Texas Spanish Heritage..……………………………………...299‐300
Battle Hall…………………………………………………………301

LEADERS: EXAMPLES FROM U. T. AUSTIN

Texas, our Texas……………………………………………………………………….856

Cousins, ”Memories of an English Major”.....................................……………………857-‐862
Cooley, “The Best of Times”………………………………................................……..863-‐865
Jones,“Between the Wars”……...............................…………………………………866-‐868
Oliver, “Some Blues for a Trio”……………………….................................…………869-‐874
Dick,“A Gallant and Beautiful Spirit”….......................................……………………..875-‐878
Flowers, “’The Times The Were aChanging’”.........................................…………….879-‐883
Whittier,“The Las Bastion”…...................................…………………………………..884-‐887
Schwartz, “The Web of Campus Life”.....................................………………………..888-‐891

TxTell: UT Stories………........……………………………………………..892-‐910

Alan Bean.........................……………………………………………………………….892-‐893
Barbara Conrad……..........................…………………………………………………..893-‐897
Denton Cooley…........................………………………………………………………..898-‐899
Catherine Crier…........................……………………………………………………….899-‐900
Edwin Dorn…...........................………………………………………………………….900-‐901
Lee Jamail.....................…………………………………………………………………901-‐902
Luis Jimenez…......................……………………………………………………………902
Alejandro Junco de la Vega................................……………………………………….902-‐903
Red McCombs….........................……………………………………………………….903-‐904
Bill Moyers…..........................…………………………………………………………...904-‐907
Americo Paredes….............................…………….……………………………………908-‐909
George W. Pierce,,,,,,,,,,,,,,,,,,,,,,,,,………………………………………………………909-‐912
Weldon Smith…........................…………………………………………………………912-‐913
Ben Streetman…..........................………………………………………………………913-‐915
Heman Marion Sweatt……................................………………………………………..915-‐918

LOOKING AHEAD: P1 REVISION, BONUS POINTS FOR DOING P2A EARLY: [3-3: 35 bonus points for posting P2A now] Speeches: Snow Leopard: Cesar Chavez; White Tiger: Barbara Jordan; Arctic Wolf: MLK;Penguin: Wasington Statue; Eagle Owl: Wilson Statue.

Born Free Our version: to be born (again) free:"You Shall Know the Truth and the Truth Shall Set You Free"

Born free, as free as the wind blows
As free as the grass grows
Born free to follow your heart

Live free and beauty surrounds you
The world still astounds you
Each time you look at a star

Stay free, where no walls divide you
You're free as the roaring tide
So there's no need to hide

Born free, and life is worth living
But only worth living
'cause you're born free

(Stay free, where no walls divide you)
You're free as the roaring tide
So there's no need to hide

Born free, and life is worth living
But only worth living
'cause you're born free

2nd, EXTRA CLASS PARTICIPATION POINTS (no limit): EXPLORE U.T. performance 11-11:40 AM; in Cal 100; final rehearsal 10-11 AM; setup and initial rehearsal 9-10 AM.

DIRECTOR NEEDED; ACTORS NEEDED TO PLAY TIME. VIDEOGRAPHER ALSO NEEDED. PROPS NEEDED: HOOKAH.

Script is available here.

Current cast: ALICE (Sloth) THE MAD HATTER (Dolphin), THE MARCH HARE (Snow Hare), THE DORMOUSE (Snow Leopard), THE RED QUEEN (Blue Jay), THE NARRATOR (Bengal Tiger Taludar), THE PROFESSOR (River Otter).

All actors can look at their scripts at times if needed, but the more lines delivered without looking the more points. There also may be more than one Alice, so that each need only practice some of the lines. There will also, of course, be tee-shirts for the major players, and 10 CP points for attending each audition and rehearsal, 15 CP points for performing plus three or more CP points for each line delivered. Email me if you want to participate, specifying, in order of preference, the roles you prefer.

REVIEW

Everything about leadership BELOW

+ these anthology readings:

Negative vs. Positive Attitude……………………………………………..53

U. T. Core Values………………………………………………………………..67

Five Characteristics..................................................................................74

Willie Tichenor: Positive Attitude at U.T…………………………75-‐76

Leading Class discussion........................................................................82

Discovering the Leader in You…………………………………………194-‐204

Covey, Principled Leadership …………………………………….205-‐212

206 Service Orientation, Law of Love, Seek first to Understand

207 Focusing on that which is greater than the ego

208-‐210 Conscience, Character, …..

211-‐212 Left Brain/Right Brain

Covey, The 8th Habit: From Effectiveness to Greatness …213-223

213-‐ 220 The Whole-‐Person Paradigm, incl. Spiritual Intelligence

221 Compassion and Conscience

222-‐23 Ethos

"Harvard MBA Ethics Oath………………………………………………..323"

"Sisodia, Ethical Capitalism………………………….………………………….328

Cox, Ethics in Business Education………………..……………………….............329"

Emotional Intelligence and Leadership, Goleman…………..……………525-‐531

RECOMMENDED READING: Stephen Covey's books

Why are students of the University of Texas expected to become leaders in society?

The seal of the university features a Latin version of this statement of Mirabeau B. Lamar, second President of the Republic of Texas: "The cultivated mind is the guardian genius of democracy, and, while guided and controlled by virtue, the noblest attribute of man. It is the only dictator that freemen acknowledge, and the only security which freemen desire."

The goal of a "cultivated mind ... guided and controlled by virtue" reminds us that composing a self, building character, is the traditional focus of a college education. What exactly is meant by that? In 1984, Peter Flawn, President of U.T. and Regents Professor of Higher Education Leadership, discussing the purpose of U.T. in his annual address to the faculty, said "In thinking about this issue, I reread Cardinal Newman's John Henry Newman's The Idea of a University, a classic treatise familiar to all who are interested in higher education."

Newman's idea of a university was based on his alma mater, Oxford. Concerning character, Newman says:

When the intellect has once been properly trained and formed to have a connected view or grasp of things, it will display its powers with more or less effect according to its particular quality and capacity in the individual. In the case of most men [and women] it makes itself felt in the good sense, sobriety of thought, reasonableness, candour, self-command, and steadiness of view, which characterize it. In some it will have developed habits of business, power of influencing others, and sagacity. In others it will elicit the talent of philosophical speculation, and lead the mind forward to eminence in this or that intellectual department. In all it will be a faculty of entering with comparative ease into any subject of thought, and of taking up with aptitude any science or profession. ... He profits by an intellectual tradition, which is independent of particular teachers, which guides him in his choice of subjects, and duly interprets for him those which he chooses. He apprehends the great outlines of knowledge, the principles on which it rests, the scale of its parts, its lights and its shades, its great points and its little, as he otherwise cannot apprehend them. Hence it is that his education is called "Liberal." A habit of mind is formed which lasts through life, of which the attributes are, freedom, equitableness, calmness, moderation, and wisdom.... Moreover, such knowledge is not a mere extrinsic or accidental advantage, which is ours today and another's tomorrow, which may be got up from a book, and easily forgotten again, which we can command or communicate at our pleasure, which we can borrow for the occasion, carry about in our hand, and take into the market; it is an acquired illumination, it is a habit, a personal possession, and an inward endowment.

Lamar's statement appears on the ceiling of the Hall of Noble Words in the Tower next to this one.

This statement is by the first President of the Republic of Texas, Sam Houston: "The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free government." Houston's distinction between education and useful knowledge was a common one in the nineteenth century. Newman stresses that "education is a higher word; it implies an action upon our mental nature, and the formation of a character; it is something individual and permanent, and is commonly spoken of in connexion with religion and virtue." Newman elucidates not only Houston's statement, but also Lamar's stress on a "cultivated mind ... guided and controlled by virtue."

In other words, the State of Texas is investing in your education because your leadership is essential to maintaining democracy in this state and nation.

Here at U.T. you need to become aware of your pilgrimage, and of the truth[s] that you seek and/or have found that will set you free.

As the image of the scallop shell below the motto on the tower reminds us, particularly important are pilgrimage goals that can endow you with a compelling vision that inspires others to follow you. Hence especially valuable are truths that tap into that which is greater than the self, truths that enable you to make a contribution to society that can be thought of as your legacy when you are gone. Think of yourself as a freshman; as Newman says " when he is leaving for the University, he is mainly the creature of foreign influences and circumstances, and made up of accidents, homogeneous or not, as the case may be." Then, if she or he is a good student, she will have experienced at least one "sensation which perhaps he never had before. He has a feeling not in addition or increase of former feelings, but of something different in its nature. He will perhaps be borne forward, and find for a time that he has lost his bearings. He has made a certain progress, and he has a consciousness of mental enlargement; he does not stand where he did, he has a new centre, and a range of thoughts to which he was before a stranger... We seem to have new faculties, or a new exercise for our faculties, by this addition to our knowledge; like a prisoner, who, having been accustomed to wear manacles or fetters, suddenly finds his arms and legs free. ... But now every event has a meaning; they have their own estimate of whatever happens to them; they are mindful of times and seasons, and compare the present with the past; and the world, no longer dull, monotonous, unprofitable, and hopeless, is a various and complicated drama, with parts and an object, and an awful moral."

Consider to what extent you have transcended the accidents of being born in a particular place and time, molding your own character, finding your own truths that set you free. For example, what you would say to a visitor if you were a ghostly alumnus of U. T. and were asked 'What is your dream?'

In other words, if your life were to end now what would the torch represent that you would pass on to the next generation.

Specifically, what would you, as the old cowboy in the sculpture, Generations, in front of the Texas Exes, say to the next generation.

REVIEW, CONNECT, HAMMER INTO UNITY:

What, in your words, is the spirit of the University of Texas at Austin? In Newman's words, "It will give birth to a living teaching, which in course of time will take the shape of a self-perpetuating tradition, or a genius loci, as it is sometimes called; which haunts the home where it has been born, and which imbues and forms, more or less, and one by one, every individual who is successively brought under its shadow."

With this in mind, your goal is to

“Hammer your thoughts into unity."

As you think about this, you will be hammering your self into unity. The word "compose" connects "pose," that is "to place," to "con" ("together"), and its root meaning is thus "to place together," "To put together (parts or elements) so as to make up a whole" (O.E.D.).

As Newman puts it, your mind takes a" connected view of old and new, past and present, far and near, and ... has an insight into the influence of all these one on another; without which there is no whole, and no centre. It possesses the knowledge, not only of things, but also of their mutual and true relations." Such a mind "makes every thing in some sort lead to every thing else; it would communicate the image of the whole to every separate portion, till that whole becomes in imagination like a spirit, every where pervading and penetrating its component parts, and giving them one definite meaning. Just as our bodily organs, when mentioned, recall their function in the body, as the word "creation" suggests the Creator, and "subjects" a sovereign, so, in the mind of the Philosopher, as we are abstractedly conceiving of him, the elements of the physical and moral world, sciences, arts, pursuits, ranks, offices, events, opinions, individualities, are all viewed as one, with correlative functions, and as gradually by successive combinations converging, one and all, to the true centre."

"Only connect! . . .Live in fragments no longer.”

E. M. Forster, Howards End (1910), ch. 22

‘One day when I was twenty-three or twenty-four this sentence seemed to form in my head, without my willing it, much as sentences form when we are half-asleep, ‘Hammer your thoughts into unity’. For days I could think of nothing else and for years I tested all I did by that sentence [...]” William Butler Yeats (cited in Frank Tuohy, Yeats, 1976, p.51 )