LOOKING AHEAD:

9-15 P1 and Power Animals Quiz in class. Best and Worst" for SECOND half of alphabet; Project One Instructions


LOOKING BACK:

connect

 CONNECT TODAY'S TOPIC: 9-13 LEADERSHIP [Flag]: Universities, U. T., Liberal Arts, Plan II;
TO PREVIOUS TOPICS: 
+ 9-8 Permutations of Fear: Domination, Sadism,  Lord of the Flies; [ETHICS]

+ 9-6  PP. 351-435 Emotive Ethics: Empathy and the Sympathetic 
Imagination [ETHICS]

AND ESPECIALLY

8-25 DFW COMMENCEMENT SPEECH  [SEE BELOW]

HAMMER YOUR THOUGHTS INTO UNITY

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LEADERSHIP: Universities, U. T., Liberal Arts, Plan II; Quiz in class.Best and Worst" for first half of alphabet LEADER: TAEEUN; ZOE'S BIRTHDAY  (9/11)

https://www.la.utexas.edu/users/bump/LeadingClassDiscussion603.html

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ZOE'S BIRTHDAY

  

Sir Paul McCartney sings Happy Birthday to You! 

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Garfield's happy birthday dance 

http://youtu.be/dSCsNbFpzsE

==================================================================

  

http://www.youtube.com/v/1qBK4RRpouQ&hl=en&fs=1&

born free -- animals

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INSPIRATIONS

A human being is a part of the whole, called by us "Universe," a part limited in time and space.  He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness.  This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us.  Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.  Nobody is able to achieve this completely, but the striving for such achievement is in itself a part of the liberation and a foundation for inner security.


Albert Einstein (1879 - 1955)  Mathematical Circles

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Pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but  sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down. 

David Foster Wallace, Commencement Speech

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Love alone can unite living beings so as to complete and fulfill them... for it alone joins them by what is deepest in themselves. All we need is to imagine our ability to love developing until it embraces the totality of men and the earth." 
~ Pierre Teilhard de Chardin

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"LOVE AND DO WHAT YOU WILL"  St. Augustine

 

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Dass Guided Imagery

three contemporary guided meditations that may help you find a power animal in the Native American tradition:

Steven Farmer

Shamanic

Denise Linn


blogs for the week due by 11:59 PM the previous Sunday.




ETHICS GOALS
[2A2] The second goal of the required leadership/ethics flag courses -- learn to make real-life ethical choices -- is closely related to the core purpose of the University of Texas, to transform lives for the benefit of society. It is also one of the basic education requirements of U.T.: “have experience in thinking about moral and ethical problems.”
our primary approach is the oldest: ethics guided by lovingkindness; more specifically, by three nonbinary emotions: biophilia, inner peace, joie de vivre
[2A2f] To practice replacing fear and greed with love, compassion, tolerance, and the sympathetic imagination.
OTHER GOALS
[3C1] To unify the self: our goal is to maximize our potential by cultivating both sides of our brains, developing all our multiple intelligences.
[ To practice listening.

 9-13

 

Universities, U. T., Liberal Arts, Plan Quiz in class.Best and Worst" for first half of alphabet LEADER: TAEEUN


THE IDEA OF A UNIVERSITY

138-139                Flawn, Address to the University, 1984

140-144                Newman, The Idea of a University, 5-7 [BRITISH]

145-147                 Giametti, Yale Freshman Address

148-149                     "Liberal Arts" defined

150-151                Newman and the Liberal Arts  [BRITISH]

152-153                Brickley, "Value of the Liberal Arts"

154-155                 History for Dollars

156                          Well-­Rounded Docs

THE IDEA OF THIS UNIVERSITY

157                          Constitution

158                           Seal

THE IDEA OF PLAN II

159-162                 Plan II history and goals

COMPARE NEWMAN, AND/OR GIAMETTI AND/OR PLAN II TO DFW

 

SOME DFW PROMPTS:

Transcription of the 2005 Kenyon Commencement Address - May 21, 2005

Written and Delivered by David Foster Wallace

 

....There are these two young fish swimming along and they happen to meet an older fish swimming the other way, who nods at them and says "Morning, boys. How's the water?" And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes "What the hell is water?"

 

[1. What is the point of the fish story?]

....I am not the wise old fish. The point of the fish story is merely that the most obvious, important realities are often the ones that are hardest to see and talk about. ....

 

Of course the main requirement of speeches like this is that I'm supposed to talk about your liberal arts education's meaning, to try to explain why the degree you are about to receive has actual human value instead of just a material payoff. So let's talk about the single most pervasive cliché in the commencement speech genre, which is that a liberal arts education is not so much about filling you up with knowledge as it is about quote teaching you how to think..... turns out not to be insulting at all, because the really significant education in thinking that we're supposed to get in a place like this isn't really about the capacity to think, but rather about the choice of what to think  about.

[Such as the reality represented on the Tower; "YOU SHALL KNOW THE TRUTH AND THE TRUTH SHALL SET YOU FREE" What truth? What freedom?]

 

2. What does DFW mean by The capital-T Truth?

The capital-T Truth is about life BEFORE death.

 unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

 

3. Why do college-educated people and intellectuals the most totally lost, the most "dead"?

 

the most dangerous thing about an academic education -- least in my own case -- is that it enables my tendency to over-intellectualize stuff, to get lost in abstract argument inside my head, instead of simply paying attention to what is going on right in front of me, paying attention to what is going on inside me.

 

adults who commit suicide with firearms almost always shoot themselves in: the head. They shoot the terrible master. And the truth is that most of these suicides are actually dead long before they pull the trigger.

 

As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive, instead of getting hypnotized by the constant monologue inside your own head (may be happening right now).

LISTEN TO THE MONOLOGUE INSIDE YOUR OWN HEAD:, perhaps classifying thoughts as past, future, hypothetical, etc.

TRY EMPTY MIND MEDITATION use Ram Dass? GOAL TO FIND SOME SLIVER OF SPACE BETWEEN THE THOUGHTS, FOR THAT MAY BE YOUR ONLY HOPE OF FREEDOM, OF LIFE RATHER THAN DEATH

4. WHY IS IT SO DIFFICULT TO GET FREE OF THE INNER MONOLOGUE? WHAT IS SOURCE OF DEATH IN LIFE?

IT IS As if a person's most basic orientation toward the world, and the meaning of his experience were somehow just hard-wired, like height or shoe-size; or automatically absorbed from the culture, like language. As if how we construct meaning were not actually a matter of personal, intentional choice.

5. WHAT MAKES IT ALMOST HOPELESS TO GET FREE OF THIS DEATH IN LIFE?

 

 my deep belief that I am the absolute center of the universe; ESPECIALLY MY blind certainty, a close-mindedness that amounts to an imprisonment so total that the prisoner doesn't even know he's locked up. dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out.

 

6. WHAT CAN YOU DO?

FIRST OF ALL, be just a little less arrogant. To have just a little critical awareness about myself and my certainties. Because a huge percentage of the stuff that I tend to be automatically certain of is, it turns out, totally wrong and deluded.

7. SECONDLY,

MEDITATE It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over:

 

"This is water." "This is water."

 

The really important kind of freedom involves attention and awareness and discipline,

 

THIRD:

 

 

ONLY CONNECT

 

 

[SYMPATHETIC IMAGINATION]

 

But most days, if you're aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line.

if you really learn how to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but

 

 

8. sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down.

 

 

 

The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day.

 

 

That is real freedom. That is being educated, and understanding how to think.

 

You get to decide what to worship. the compelling reason for maybe choosing some sort of god or spiritual-type thing to worship -- be it JC or Allah, be it YHWH or the Wiccan Mother Goddess, or the Four Noble Truths, or some inviolable set of ethical principles -- is that pretty much

9. vs. anything  else you worship will eat you alive. If you worship money and things, if they are where you tap real meaning in life, then you will never have enough, never feel you have enough. It's the truth. Worship your body and beauty and sexual allure and you will always feel ugly. And when time and age start showing, you will die a million deaths before they finally       grieve you. On one level, we all know this stuff already. It's been codified as myths, proverbs, clichés, epigrams, parables; the skeleton of every great story. The whole trick is keeping the truth up front in daily consciousness.

 

Worship power, you will end up feeling weak and afraid, and you will need ever more power over others to numb you to your own fear.

Worship your intellect, being seen as smart, you will end up feeling stupid, a fraud, always on the verge of being found out. But the insidious thing about these forms of worship is not that they're evil or sinful, it's that they're unconscious. They are default settings.

 

They're the kind of worship you just gradually slip into, day after day, getting more and more selective about what you see and how you measure value without ever being fully aware that that's what you're doing.

 

The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day.

 

 

That is real freedom. That is being educated, and understanding how to think.

=================================

. If your total freedom of choice regarding what to think about seems too obvious to waste time discussing, I'd ask you to think about fish and water, and to bracket for just a few minutes your skepticism about the value of the totally obvious.......

 As if a person's most basic orientation toward the world, and the meaning of his experience were somehow just hard-wired, like height or shoe-size; or automatically absorbed from the culture, like language. As if how we construct meaning were not actually a matter of personal, intentional choice. Plus, there's the whole matter of arrogance. The nonreligious guy


 

is so totally certain in his dismissal of the possibility that the passing Eskimos had anything to do with his prayer for help. True, there are  plenty of religious people who seem arrogant and certain of their own interpretations, too. They're probably even more repulsive than atheists, at least to most of us. But religious dogmatists' problem is exactly the same as the story's unbeliever:

 

 

3. vs. my deep belief that I am the absolute center of the universe; ESPECIALLY MY  blind certainty, a close-mindedness that amounts to an imprisonment so total that the prisoner doesn't even know he's locked up. 

 

 dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out.

 

 

 

The point here is that I think this is one part of what teaching me how to think is really supposed to mean.

 

4.To be just a little less arrogant. To have just a little critical awareness about myself and my certainties. Because a huge percentage of the stuff that I tend to be automatically certain of is, it turns out, totally wrong and deluded. I have learned this the hard way, as I predict you graduates will, too.

 

Here is just one example of the total wrongness of something I tend to be automatically sure of: everything in my own immediate experience supports

5. Vs. my deep belief that I am the absolute center of the universe; the realist, most vivid and important person in existence. We rarely think about this sort of natural, basic self-centeredness because it's so socially repulsive. But it's pretty much the same for all of us. It is our default setting, hard-wired into our boards at birth. Think about it: there is no experience you have had that you are not the absolute center of. The world as you experience it is there in front of YOU or behind YOU, to the left or right of YOU, on YOUR TV or YOUR monitor. And so on.

Other people's thoughts and feelings have to be communicated to you somehow, but your own are so immediate, urgent, real.

 

Please don't worry that I'm getting ready to lecture you about compassion or other-directedness or all the so-called virtues. This is not a matter of virtue. It's a matter of

my choosing to do the work of somehow altering or getting free of my natural, hard-wired default setting which is to be deeply and literally self-centered and to see and interpret everything through this lens of self. People who can adjust their natural default setting this way are often described as being "well-adjusted", which I suggest to you is not an accidental term.


 

Given the triumphant academic setting here, an obvious question is how much of this work of adjusting our default setting involves actual knowledge or intellect. This question gets very tricky. Probably

 

6. the most dangerous thing about an academic education -- least in my own case -- is that it enables my tendency to over-intellectualize stuff, to get lost in abstract argument inside my head, instead of simply paying attention to what is going on right in front of me, paying attention to what is going on inside me.

 

 

As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive, instead of getting hypnotized by the constant monologue inside your own head (may be happening right now). Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means

 

learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. Think of the old cliché about quote the mind being an excellent servant but a terrible master.

 

This, like many clichés, so lame and unexciting on the surface, actually expresses a great and terrible truth. It is not the least bit coincidental that 7. adults who commit suicide with firearms almost always shoot themselves in: the head. They shoot the terrible master. And the truth is that most of these suicides are actually dead long before they pull the trigger.

 

And I submit that this is what the real, no bullshit value of your liberal arts education is supposed to be about:

how to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out. That may sound like hyperbole, or abstract nonsense. Let's get concrete. The plain fact is that you graduating seniors do not yet have any clue what "day in day out" really means. There happen to be whole, large parts of adult American life that nobody talks about in commencement speeches. One such part involves boredom, routine, and petty frustration. The parents and older


folks here will know all too well what I'm talking about.

 

By way of example, let's say it's an average adult day, and you get up in the morning, go to your challenging, white-collar, college-graduate job, and you work hard for eight or ten hours, and at the end of the day you're tired and somewhat stressed and all you want is to go home and have a       good supper and maybe unwind for an hour, and then hit the sack early because, of course, you have to get up the next day and do it all again. But then you remember there's no food at home. You haven't had time to shop this week because of your challenging job, and so now after work you have to get in your car and drive to the supermarket. It's the end of the work day and the traffic is apt to be: very bad. So getting to the store takes way longer than it should, and when you finally get there, the supermarket is very crowded, because of course it's the time of day when all the other people with jobs also try to squeeze in some grocery shopping. And the store is hideously lit and infused with soul-killing muzak or corporate pop and it's pretty much the last place you want to be but you can't just get in and quickly out; you have to wander all over the huge, over-lit store's confusing aisles to find the stuff you want and you have to maneuver your junky cart through all these other tired, hurried people with carts (et cetera, et cetera, cutting stuff out because this is a long ceremony) and eventually you get all your supper supplies, except now it turns out there aren't enough check-out lanes open even though it's the end-of-the-day rush. So the checkout line is incredibly long, which is stupid and infuriating. But you can't take your frustration out on the frantic lady working the register, who is overworked at a job whose daily tedium and meaninglessness surpasses the imagination of any of us here at a prestigious college.

 

But anyway, you finally get to the checkout line's front, and you pay for your food, and you get told to "Have a nice day" in a voice that is the absolute voice of death. Then you have to take your creepy, flimsy, plastic bags of groceries in your cart with the one crazy wheel that pulls maddeningly to the left, all the way out through the crowded, bumpy, littery parking lot, and then you have to drive all the way home through slow, heavy, SUV-intensive, rush-hour traffic, et cetera et cetera.

 

Everyone here has done this, of course. But it hasn't yet been part of you


graduates' actual life routine, day after week after month after year.

 

But it will be. And many more dreary, annoying, seemingly meaningless routines besides. But that is not the point. The point is that petty, frustrating crap like this is exactly where the work of choosing is gonna come in. Because the traffic jams and crowded aisles and long checkout lines give me time to think, and if I don't make a conscious decision about how to think and what to pay attention to, I'm gonna be pissed and miserable every time I have to shop. Because my natural default setting is the certainty that situations like this are really all about me. About MY hungriness and MY fatigue and MY desire to just get home, and it's going to seem for all the world like everybody else is just in my way. And who are all these people in my way? And look at how repulsive most of them are, and how stupid and cow-like and dead-eyed and nonhuman they seem in the checkout line, or at how annoying and rude it is that people are talking loudly on cell phones in the middle of the line. And look at       how deeply and personally unfair this is.

 

Or, of course, if I'm in a more socially conscious liberal arts form of my default setting, I can spend time in the end-of-the-day traffic being disgusted about all the huge, stupid, lane-blocking SUV's and Hummers and V-12 pickup trucks, burning their wasteful, selfish, forty-gallon tanks of gas, and I can dwell on the fact that the patriotic or religious bumper- stickers always seem to be on the biggest, most disgustingly selfish vehicles, driven by the ugliest [responding here to loud applause] (this is an example of how NOT to think, though) most disgustingly selfish vehicles, driven by the ugliest, most inconsiderate and aggressive drivers. And I can think about how our children's children will despise us for wasting all the future's fuel, and probably screwing up the climate, and how spoiled and stupid and selfish and disgusting we all are, and how modern consumer society just sucks, and so forth and so on.

 

You get the idea.

 

If I choose to think this way in a store and on the freeway, fine. Lots of us do. Except thinking this way tends to be so easy and automatic that it doesn't have to be a choice. It is my natural default setting. It's the automatic way that I experience the boring, frustrating, crowded parts of


 

adult life when I'm operating on the automatic, unconscious belief that I am the center of the world, and that my immediate needs and feelings are what should determine the world's priorities.

 

 

The thing is that, of course, there are totally different ways to think about these kinds of situations. In this traffic, all these vehicles stopped and idling in my way, it's not impossible that some of these people in SUV's have been in horrible auto accidents in the past, and now find driving so terrifying that their therapist has all but ordered them to get a huge, heavy SUV so they can feel safe enough to drive. Or that the Hummer that just cut me off is maybe being driven by a father whose little child is hurt or sick in the seat next to him, and he's trying to get this kid to the hospital, and he's in a bigger, more legitimate hurry than I am: it is actually I who am in HIS way.

 

Or I can choose to force myself to consider the likelihood that everyone else in the supermarket's checkout line is just as bored and frustrated as I am, and that some of these people probably have harder, more tedious and painful lives than I do.

 

Again, please don't think that I'm giving you moral advice, or that I'm saying you are supposed to think this way, or that anyone expects you to just automatically do it. Because it's hard. It takes will and effort, and if you are like me, some days you won't be able to do it, or you just flat out won't want to

.

 

[SYMPATHETIC IMAGINATION]

 

But most days, if you're aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line. Maybe she's not usually like this. Maybe she's been up three straight nights holding the hand of a husband who is dying of bone cancer. Or maybe this very lady is the low- wage clerk at the motor vehicle department, who just yesterday helped your spouse resolve a horrific, infuriating, red-tape problem through some small act of bureaucratic kindness. Of course, none of this is likely, but it's also not impossible. It just depends what you what to consider. If you're automatically sure that you know what reality is, and you are operating on your default setting, then you, like me, probably won't consider possibilities that aren't annoying and miserable. But

 

if you really learn how


 

to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but

 

 

 

8. sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down.

 

 

Not that that mystical stuff is necessarily true. The only thing that's capital-T True is that you get to decide how you're gonna try to see it. This, I submit, is the freedom of a real education, of learning how to be well-adjusted. You get to consciously decide what has meaning and what doesn't. You get to decide what to worship.

 

Because here's something else that's weird but true: in the day-to day trenches of adult life, there is actually no such thing as atheism. There is no such thing as not worshipping. Everybody worships. The only choice we get is what to worship. And

the compelling reason for maybe choosing some sort of god or spiritual-type thing to worship -- be it JC or Allah, be it YHWH or the Wiccan Mother Goddess, or the Four Noble Truths, or some inviolable set of ethical principles -- is that pretty much

9. vs. anything  else you worship will eat you alive. If you worship money and things, if they are where you tap real meaning in life, then you will never have enough, never feel you have enough. It's the truth. Worship your body and beauty and sexual allure and you will always feel ugly. And when time and age start showing, you will die a million deaths before they finally       grieve you. On one level, we all know this stuff already. It's been codified as myths, proverbs, clichés, epigrams, parables; the skeleton of every great story. The whole trick is keeping the truth up front in daily consciousness.

 

Worship power, you will end up feeling weak and afraid, and you will need ever more power over others to numb you to your own fear.

Worship your intellect, being seen as smart, you will end up feeling stupid, a fraud, always on the verge of being found out. But the insidious thing about these forms of worship is not that they're evil or sinful, it's that they're unconscious. They are default settings.

 

They're the kind of worship you just gradually slip into, day after day, getting more and more selective about what you see and how you measure value without ever being fully aware that that's what you're doing.


 

 

And the so-called real world will not discourage you from operating on your default settings, because the so-called real world of men and money and power hums merrily along in a pool of fear and anger and frustration and craving and worship of self. Our own present culture has harnessed these forces in ways that have yielded extraordinary wealth and comfort and personal freedom. The freedom all to be lords of our tiny skull-sized kingdoms, alone at the center of all creation. This kind of freedom has much to recommend it. But of course there are all different kinds of freedom, and the kind that is most precious you will not hear much talk about much in the great outside world of wanting and achieving and [unintelligible -- sounds like "displayal"].

 

 

10. The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day.

 

 

That is real freedom. That is being educated, and understanding how to think.

11. vs. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.

 

I know that this stuff probably doesn't sound fun and breezy or grandly inspirational the way a commencement speech is supposed to sound.

What it is, as far as I can see, is the capital-T Truth, with a whole lot of rhetorical niceties stripped away. You are, of course, free to think of it whatever you wish. But please don't just dismiss it as just some finger- wagging Dr. Laura sermon. None of this stuff is really about morality or religion or dogma or big fancy questions of life after death.

 

12. The capital-T Truth is about life BEFORE death.

It is about the real value of a real education, which has almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over:

 

"This is water." "This is water."


 

 

It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really IS the job of a lifetime. And it commences: now.

 


 

I wish you way more than luck.

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LOOKING AHEAD:

 

9-15 P1 and Power Animals Quiz in class. Best and Worst" for SECOND half of alphabet; Project One Instructions

 

 

 

 THE GOAL OF U.T., ESPECIALLY PLAN II, IS TO PRODUCE LEADERS

Texas flag

       

1. Why should becoming a leader be your primary goal at this university?

    1.a. This university produces leaders. Who are some of the leaders associated with this university?

    1.b. Leadership is the essence, the living teaching, the self-perpetuating tradition, the genius loci, of the university, to use the words of John Henry Newman. 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 John Henry Newman's The Idea of a University, a classic treatise familiar to all who are interested in higher education."

 

Texas seal

Texas seal

(Newman's idea of a university was based on his alma mater, Oxford, one of the primary sources of the leaders of the English-speaking peoples. It is no accident that its seal appears on the Main building:)

Texas seal

According to Newman, a university "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."

This genius loci of U. T. is embodied in the official "Core Purpose of the University" -- "To transform lives for the benefit of society" -- and in its five core values: "Discovery, Freedom, Leadership, Individual Opportunity, and Responsibility." Obviously, "to transform lives for the benefit of society," leadership is essential.

2. How is leadership defined as a core value of this university? "Leadership" here is officially defined as "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."

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

Texas seal

Texas sealTexas seal

 

Let's take a look at the seal of the university. It 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." This statement appears in the Hall of Noble Words in the Main building, also known as the Tower:

Austin quote 

4. 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.

4a. What exactly is meant by that? Newman wrote:

 

When the intellect has once been properly trained and formed to have a connected view or grasp of things [unity], 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. [diversity]...  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.

With this definition of composing a self, of permanent character change, as the goal of a university education, let us return to our question, Why are students of the University of Texas in particular expected to become leaders in society?  And let us return to the Hall of Noble Words in the Main building. Lamar's statement appears on the ceiling next to this one:

Austin quote

This statement is by the first President of the Republic of Texas, Sam Houston.

Texas sealTexas seal

4b. "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. . . virtue." Newman elucidates not only Houston's statement, but also Lamar's stress on a "cultivated mind ... guided and controlled by virtue."

Texas flag

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

5. Thus, here at U.T. you are asked to become conscious of your life as a journey motivated by a higher purpose, a pilgrimage, and of the truth[s] that you seek and/or have found that will set you and others 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.

Consider the student at the university looking back on his or her freshman year.  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 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 to 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 for these students, Newman continues, "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."

This is the key to your leadership training at the University of Texas: to transcend the accidents of being born in a particular place and time, and to mold your own character, to find your own truths that set you free.

 As you think about this, ultimately you will be hammering your self into unity. You will be composing yourself. 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" (Oxford English Dictionary). 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, ... so, in the mind of the [student], 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."

What is your true center?  The answer should lead you to your leadership vision embodying the "living teaching" of your university, tapping into its "self-perpetuating tradition," embodying the genius loci of the University of Texas at Austin.     image of a hammer

‘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, winner of the Nobel Prize for Literature (cited in Frank Tuohy, Yeats, 1976, p.51)  

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