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Thread: Another Loopy Anthropologist

  1. #41
    Council Member 120mm's Avatar
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    Quote Originally Posted by Multi-skilled Leader View Post
    [
    Your testosterone-filled comments are more defense mechanisms than arguments. You are the very FUNDAMENTALIST that demand everything fall into YOUR box EXCEPT when you’re talking. When you’re talking, you can be creative and you can define creativity, by your rules.

    I bet you participants of this particular thread are the very small minds that play DEVILS ADVOCATE and RED TEAM ideas in a room full of creative thinkers. You see it’s easy to be an intellect that shoots ideas down in lieu of offering your own broadening, challenging, reflective and original ideas.
    It's entirely possible to be "testosterone-filled" and still be an operational genius. Is there a fear of testosterone? (Testosterone-phobia?) While academia calls for rigor in examining "some" ideas, I find there is little place in it for those who "get it" on a visceral level, but are less able to process it intellectually.

    At the end of the day, those are the guys you are going to have to ask to execute.

    This post has inspired me to share that I am no longer even the slightest bit interested in pursuing further academic goals, except to improve my writing ability at work. I thank many of the folks here for helping me discover that.

  2. #42
    Council Member 120mm's Avatar
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    Quote Originally Posted by Rob Thornton View Post
    Having had only a brief few months and change up at Carlisle Barracks for BSAP (the Army 59s go there for their intro into the field of plans and policy) I was very impressed with the range and rigor of the place. While I attribute a great deal of its standard to its faculty (many of which came and talked to us as part of our program), what really make it superb is the quality of folks in attendance.

    Going through Dr. McKenna's list, I think he'd be surprised with the diversity of thought and opinion on the topics he puts forward. The student body (as with most of those who serve) have probably seen the very best, and the very worst of human life in the last 7 years. The sort of things they've seen and endured, and watched others endure naturally lead you to ask the type of questions that have meaning beyond what any book or film can possibly capture.

    In my brief time there we were fortunate enough to attend four quality speakers (one was on VTC) in the lecture series. The student body asked these guests some really hard, and thoughtful questions. While respectful, the questions were of a nature as to question some of the most basic and closely held beliefs we profess to. They certainly were of a caliber beyond what I've heard from any university lecture/speaker program, or from any media interview. These were the questions of men and women that had come face to face with their own mortality and those of whom they are given responsibility over. You don't get that many other places either.

    Our learning institutions are better and more broad then they may have ever been I think. Although good by any standard during peace time, the wars have caused us to hold everything up to scrutiny. It has nothing to do with seeking out a job that might open its doors based on where a degree was stamped, it has everything to do with better understanding the challenges that we are charged to carry out.

    I think the critical challenge in producing strategic leaders is getting them to understand the requirement for it. War has certainly shaped our understanding of that requirement, and from what I've seen our institutions and faculty are living up to their end.

    Best, Rob
    Ummm... Weren't you supposed to stay on the sidelines????

  3. #43
    Council Member marct's Avatar
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    Hi 120,

    Quote Originally Posted by 120mm View Post
    This post has inspired me to share that I am no longer even the slightest bit interested in pursuing further academic goals, except to improve my writing ability at work. I thank many of the folks here for helping me discover that.
    Okay, I noticed you phrased this as "pursuing further academic goals" (emphasis added). I trust that you certainly aren't giving up further scholarly goals !
    Sic Bisquitus Disintegrat...
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    Senior Research Fellow,
    The Canadian Centre for Intelligence and Security Studies, NPSIA
    Carleton University
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  4. #44
    Council Member Rob Thornton's Avatar
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    Ummm... Weren't you supposed to stay on the sidelines????
    To be honest I've had a pretty full plate at work and home lately - same with most everyone I suppose. When I originally saw the thread title it slipped by me. When I saw my name had come up I felt a bit obligated. Truth be told, the caliber of folks participating on the SWC is pretty amazing these days. Its coming up on my 2 year mark of participation, and there are a number of folks that have come on over the last year who bring good discussion to the council every time they sit down to the keyboard. A thread takes off pretty quick, and if you don't spend the time going back and reading some of the original posts on it before you post you might come up short. One of the things I've always liked here is that members will challenge you here - they will call you to task. The manner they do it depends on the what the response calls for, but regardless you'll get called on it.

    Best, Rob

  5. #45
    Moderator Steve Blair's Avatar
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    Quote Originally Posted by marct View Post
    Hi 120,



    Okay, I noticed you phrased this as "pursuing further academic goals" (emphasis added). I trust that you certainly aren't giving up further scholarly goals !
    I, for one, have never let academia get in the way of my scholarly studies...

    Back to Adam's comment about broadening history education...my concern right now is that it is in fact TOO broad. By that I mean people are forced to examine too many sub-fields without being prepared with the basic tools. By that I mean a good course at the freshman level in both historiography AND research and writing skills. As it stands at most universities, students don't even really get a chance to learn these basic skills until after they've suffered through three years or so of general 'American' history, environmental history, gender studies, and the rest. I don't mind having broad offerings, but I'd really prefer that students have tools to evaluate those offerings without being forced into them.

    What concerns me more is the general societal "either/or" mindset. I also tend to suspect (but can't prove) that some of that stems from the breakdown in fundamentals in our education (evaluation skills for one).
    "On the plains and mountains of the American West, the United States Army had once learned everything there was to learn about hit-and-run tactics and guerrilla warfare."
    T.R. Fehrenbach This Kind of War

  6. #46
    Council Member Surferbeetle's Avatar
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    Default Making some good points...

    Adam,

    I appreciate your assessment:

    Quote Originally Posted by Adam L View Post
    [*]I have to disagree with you on this. Bachelors degrees used to mean someone was educated (most of the time.) Now most bachelors degrees are only an assurance that they NOW know what they should have known coming out of high school. (Most of the time.) I am not saying that all people are like this, just too many.
    'Education creep', by which I mean a high school diploma used to carry far more economic weight than it does today is an issue due to an explosion of knowledge and increased specialization. High School is a broad education. It's my opinion that a degree (in whatever the topic) means one has been exposed to defined body of knowledge and can use analytical tools typical to that discipline to make assessments and decisions. As you rightly point out however quality and motivation of employees varies and the buyer/employer needs to ensure that generalists and specialists are selected and employed appropriately.

    Quote Originally Posted by Adam L View Post
    ....I really question whether it would be better to provide the education in house. It would not be hard to out-do even the most prestigious universities these days.......Is the reason you are mentioning associate degrees that they are a shorter term of study that is less expensive and has fewer credits? If this is so, the military should make arrangements with state schools so that they can simply accumulate credit.
    The US Military is to be applauded for providing tuition assistance, block training programs and myriad military training opportunities. However not all of these training events translate into credits at an accredited university and in some cases this is rightly so. The interaction our service members receive at civilian institutions helps them to 'think outside the box'. Our military would benefit from having a program by which all who meet the requirements would get an accredited university education....what an incredible recruiting tool this would be and from a purely management standpoint our ability to fight the 'graduate level' of war would also be increased (we are experiencing mission creep into state department functions but that is for another post). In my opinion associate degrees offer a quick and measurable return on investment as well as building academic confidence in those who undertake the course of study. A university or tech school education, regardless of the level (A.S to PhD), benefits all involved and is a great return on investment for the nation...

    Quote Originally Posted by Adam L View Post
    I absolutely agree with this. I've been meaning to get around to writing something about this but that never happened. On top of this I would suggest that the DoD create a program where language programs in Arabic, Farsi, Pashto, etc. (the more exotic but useful languages these days) are subsidized in public schools.
    In my opinion language skills quantifiably and qualitatively increase ones effectiveness in an area of operations, while helping one to realistically to assess problems and generate solutions appropriate to the locale in which one operates. If a solution falls apart after one leaves it speaks volumes about the effectiveness and sustainability of said solution...I would submit that often times failures such as these are due to a failure to understand the language and thus the culture.

    Regards,

    Steve
    Last edited by Surferbeetle; 06-01-2008 at 10:26 PM.
    Sapere Aude

  7. #47
    Council Member Surferbeetle's Avatar
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    Quote Originally Posted by 120mm View Post
    It's entirely possible to be "testosterone-filled" and still be an operational genius. Is there a fear of testosterone? (Testosterone-phobia?) While academia calls for rigor in examining "some" ideas, I find there is little place in it for those who "get it" on a visceral level, but are less able to process it intellectually.

    At the end of the day, those are the guys you are going to have to ask to execute.

    This post has inspired me to share that I am no longer even the slightest bit interested in pursuing further academic goals, except to improve my writing ability at work. I thank many of the folks here for helping me discover that.
    120mm,

    Before I finished off my first degree I used to deliver newspapers in the morning, collect bills during the day, and load semi's at night....never say never would be my advice to you

    On another note Bavaria is a mighty fine place to be....

    Regards,

    Steve
    Sapere Aude

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    Quote Originally Posted by Steve Blair View Post
    I, for one, have never let academia get in the way of my scholarly studies...

    Good for you! I often feel that the “academia” are the academic arenas land mines.


    Quote Originally Posted by Steve Blair View Post
    Back to Adam's comment about broadening history education...my concern right now is that it is in fact TOO broad. By that I mean people are forced to examine too many sub-fields without being prepared with the basic tools. By that I mean a good course at the freshman level in both historiography AND research and writing skills. As it stands at most universities, students don't even really get a chance to learn these basic skills until after they've suffered through three years or so of general 'American' history, environmental history, gender studies, and the rest.

    I think you are getting the wrong idea of what I am saying. First of all, my point is that they are studying too many sub-fields. My point is that they are too concentrated at an early level.


    Before I continue on this, I am going to address the “basic skills” you mentioned. “research and writing skills” is something that a student should poses coming in as a freshmen. They should already have basic tools. Unfortunately most students are not entering college with these skills. Also, when I mean a broad education, I don't mean genders studies, political science and all that other horse hockey. Personally, I think “gender studies” is one of the most idiotic concepts I've heard of. It has permeated almost every damn area of study. There are people out their discussing “gender relations' and “feminist issues” in The Heart of Darkness. There are none! Environmental history sounds like a stupid course. (I can think of ways it could be done well, but I doubt it is most of the time. Let's just say that these days it is going to have a political bias.)


    Too many majors are spending too much time on ridiculous little tangents (the “sub-fields” you mentioned) or material that is just ridiculous, absurd, irrelevant or just moronic. Look at English majors. There was a time when English majors studied much of the western English canon. Today it seems half their course are “creative writing I & II”, “Writing Seminar I & II” and “Creative Thought I & II.” While two or three are Poetry, Fiction and maybe a seminar course in some novel. This is absurd.


    My point about history, is that there are certain things I should never have too explain to someone with a BA in history, just as I should never run into and English major who has not studied Milton. Unfortunately, this is too often the case.
    Quote Originally Posted by Steve Blair View Post
    I don't mind having broad offerings, but I'd really prefer that students have tools to evaluate those offerings without being forced into them.

    I agree, I just think that they should have the basic skills when they get there. If a student just doesn't have the skills, or doesn't have the background to study history perhaps they need to take a year to fill in their knowledge before they proceed with their studies. I don't know why this is such an unreasonable standard.


    Quote Originally Posted by Steve Blair View Post
    What concerns me more is the general societal "either/or" mindset. I also tend to suspect (but can't prove) that some of that stems from the breakdown in fundamentals in our education (evaluation skills for one).

    I agree. If you are saying we have to teach this on a college level, there is no better way to teach analysis than to immerse the student in demanding work. (I again restate my objection to needing to teach it at this level.) The problem with this these days is that most professors are incapable of assigning work demanding genuine analysis. Rather they want a regurgitation of their own opinions, tendencies and papers. (No offense intended to any professors reading this site who are not of this sort. )


    Adam L

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    Surferbeetle,

    Quote Originally Posted by Surferbeetle View Post
    'Education creep', by which I mean a high school diploma used to carry far more economic weight than it does today is an issue due to an explosion of knowledge and increased specialization. High School is a broad education. It's my opinion that a degree (in whatever the topic) means one has been exposed to defined body of knowledge and can use analytical tools typical to that discipline to make assessments and decisions. As you rightly point out however quality and motivation of employees varies and the buyer/employer needs to ensure that generalists and specialists are selected and employed appropriately.
    Yes, a high school diploma does carry less weight, but I believe this has much to do with how poor the graduate's skills are these days. I disagree with your opinion on the “explosion of knowledge an increased specialization.” Although there are certainly areas where this is true, I believe as a general rule it is not. I believe it is appearing to be true mainly because we are acting as if it is so.

    A highschool education is a broad education, but that does not mean its focuses are in a few very exact areas. Everyone coming out of high school (actually it should be 10th grade) should be capable of writing a clear and concise business letter using proper grammar and punctuation. Everyone should be able to know math through algebra and trigonometry. Everyone should have a “timeline” of history. Everyone should know the basic fundamentals of chemistry, physics and biology. (This is a lot less material than it sound like. I can elaborate on this later.) On top of these core education requirements there should be some courses that make sure every student knows what a credit card, checking account, etc. is and how to use one.

    I would like to be able to agree with your point about degrees. Although I believe this holds true in many areas, almost all sciences (engineering, physics, etc.,) I do not know if that is so anymore. (See my comments about overly concentrated study in my response to Steve Blair.)

    I'm a little confuse about which statement you are commenting on with your last sentence.

    Quote Originally Posted by Surferbeetle View Post
    The US Military is to be applauded for providing tuition assistance, block training programs and myriad military training opportunities. However not all of these training events translate into credits at an accredited university and in some cases this is rightly so. The interaction our service members receive at civilian institutions helps them to 'think outside the box'. Our military would benefit from having a program by which all who meet the requirements would get an accredited university education....what an incredible recruiting tool this would be and from a purely management standpoint our ability to fight the 'graduate level' of war would also be increased (we are experiencing mission creep into state department functions but that is for another post). In my opinion associate degrees offer a quick and measurable return on investment as well as building academic confidence in those who undertake the course of study. A university or tech school education, regardless of the level (A.S to PhD), benefits all involved and is a great return on investment for the nation...
    What I was suggesting was not that military training be accepted as college credit. I was saying that the military could set up its own college system, either on its own or in cooperation with state or private schools, that is at least of the same caliber as any of the top schools. I agree that having service members at civilian institution is a good idea, but I believe that matriculating everyone might not be the best idea. If a bachelors degree is actually making that big a difference in that many peoples abilities, something has gone terribly wrong. (as a benefit, I think might be a good idea) Also, as I have stated before, degrees are not what they used to be.

    There are some good associates degrees, but many of them outside of technical areas, are simply courses in knowledge and skills that they should have had coming out of high school. Any high school graduate should be capable of being a secretary. Unfortunately this isn't so any more. On the other hand, there are some good programs and I get your point. Still, I am not happy with the way our education system is setting itself up.

    I have to say that I am, and have always been, a great proponent of technical schools. After spending a few years in Alberta I am now “THE” proponent of technical schools. (Sort-Of-Off-Subject-Comment - I am sad to say though that too many school systems are getting rid of and/or neglecting their technical feeder programs.)

    Sorry for another longkeyboarded (Sorry for this silliness. I couldn't think of the appropriate counterpart to long winded. I very much would like to have said long penned, but I am using a keyboard. Also, telling someone I am long penned might be construed as sexual harassment these days. Longtyped also has an air of bad innuendo. LOL!) response. I just like to type a lot. (sorry for that)

    Adam L

    (ON second thought "long penned' and 'Long typed' sound like something out of a bad porno movie. Also, by 'bad' I mean good! LOL! )
    Last edited by Adam L; 06-02-2008 at 03:42 AM.

  10. #50
    i pwnd ur ooda loop selil's Avatar
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    It is always interesting to see people argue about knowledge, academics, and what makes a good learning environment. For as many people there are, well, there are that many learning styles. Attached is a series of slides I would share to give you an idea about knowledge and learning.

    The first slide is what most people think of learning and in truth represents what happens with training. Education and training are not corollary or synonymous. They have substantial differences in how they are carried out. Expertise is defined by the breadth of knowledge in the career.

    The second slide show the standard configuration of how academics works. If you consider this within the degree/option/discipline of a student the start out with a breadth of knowledge and work ever more stringently into the depth of an area. Expertise is defined by the depth of knowledge in the subject.

    The synthesis paradigm is what I refer to as the renaissance man. The individual has a good grasp and depth of knowledge in narrowing their focus to a point. But, their theoretical knowledge grows from that expertise and expands their capability from a variety of other disciplines.

    I would suggest that we expect the third option for the military scholar. Go to University systems to get the second option. And reward those who fulfill the first option. This would suggest a disconnect between the requirements and the realities of education and professionalism in the military learning environment.

    This is of course a work in progress and part of a series I'm writing on the scholarship of teaching and learning for my BLOG. But, since the server farm where my BLOG is hosted burned up on Saturday you'll have fun kicking the pretty pictures.
    Last edited by selil; 12-27-2008 at 04:16 PM.
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    Default The Brian McKenna Basics

    Thought some very basic "know thy adversary" work might be interesting.

    For what it is worth.


    1. Some Basics

    Brian McKenna, Ph.D.
    Assistant Professor
    Area of specialization: Medical Anthropology, Environmental Health, and Indians of North America
    [minor personal data redacted]

    Cancer Terrorists Unmasked
    http://www.counterpunch.org/mckenna11212007.html

    Native Resurgence Spurs Hope
    http://www.counterpunch.org/mckenna11242006.html

    We All Live in Poletown Now
    http://www.ejmagazine.com/2006a/mckenna_extra.html

    Brian McKenna, University of Michigan – Dearborn
    Environmental Deception and the Battle against Pollution in Greater Lansing Michigan: Lessons from an Applied Anthropologist
    http://www.umich.edu/~meldi/PDF/Summ...rch%20Cnfr.pdf

    The New Terror
    http://www.ejmagazine.com/2005b/05b_.../p_terror.html
    Brian McKenna is a medical/environmental anthropologist who teaches at the University of Michigan - Dearborn. He teaches a number of courses there including, “Indians of North America,” and “Doing Anthropology.” He is currently working on a book titled, “We all Live in Company Town USA.”

    US: Dow's Knowledge Factory (2004)
    http://www.corpwatch.org/article.php?id=10008
    Brian McKenna is a health and environmental writer with a Ph.D. in anthropology. He has taught at Michigan State University and the University of Michigan. He resides in East Lansing.

    How Green is Your Pediatrician? (2003)
    http://www.homs.com/pdf/ftguaugsept2003.pdf
    Brian McKenna is a medical anthropologist who worked in medical education at Michigan State
    University for six years.

    Conclusion: McKenna has no expertise to design a program in "military antropology".


    2. Brief Comments

    1. McKenna's agitprop script was very familiar (think leftist anti-war arguments vs. Vietnam War). Thought he might be a left over Weatherman who ended up in academia; but it seems he is of the second generation.

    2. Some "logic" by Peter Rigby, who "was fond of saying, 'Men make revolutions. Anthropologists are men. Therefore anthropologists make revolutions.'" Hmm .. seems Rigby forgot the word "All" in the first sentence. I don't think Bertrand Russell would be proud of him, since Russell kept his mathematical integrity despite his political views.

    3. LOL on McK teaching Marxist-Leninism. How to learn that:

    - read Marx (what he said, not what others say he said)

    - read Lenin (what he said, not what others say he said)

    - listen to Radio Moscow & subscribe to Daily Worker (later Daily World).

    That to me from an old communist (CPUSA member, lower level so probably not under Cheka's thumb, but who knows).

    3. Appears the Master and Margarita was not on McK's reading list.

    http://en.wikipedia.org/wiki/The_Master_and_Margarita

    4. Have my own list of movies, but who cares ?
    Last edited by Jedburgh; 06-02-2008 at 07:59 PM. Reason: Edited content.

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    Default Some McK Net Tracks

    I hope these are in acceptable format.

    [The following are some of his Net tracks: Peter Rigby (below) is cited in Why I Want to Teach Anthropology at the Army War College.]

    http://www.counterpunch.org/mckenna05282008.html

    ------------------------------------
    http://www.mail-archive.com/pen-l@ga.../msg91896.html

    Re: The rise of an emotion based left was Bush using drugs
    Brian McKenna
    Thu, 05 Aug 2004 09:00:30 -0700

    -----------------------------------
    http://www.mail-archive.com/pen-l@ga.../msg91908.html

    [Same topic; later in day]

    -------------------------------
    http://www.mail-archive.com/pen-l@su.../msg29346.html

    [PEN-L] The Liberal Virus
    Brian McKenna
    Sun, 07 Oct 2007 16:22:53 -0700

    ***
    ... a brief review of Amin today:
    http://www.counterpunch.org/sandronsky10062007.html

    ***
    "I joined with the anthros because it offered one of the few social bases to fight relentlessly against capital."

    [This is the best one; includes some Peter Rigby discussion]

    [quoted data a sample; but relevant to present discussion]

    Conclusion: You can easily draw your own.

  13. #53
    Council Member Cavguy's Avatar
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    Quote Originally Posted by Multi-skilled Leader View Post
    Forum Members,
    Upfront, I have reflected on my comments and tried to understand why I laced my comments with such sharp attacks and anger. I am sorry.

    I I did not intend a "cheap shot" to the forum but was offended at how you where beating the geek up on the playground. I did intend for some to get a "cold shower" and get off their high horse.

    I consider you all more mentors than peers. Thank you for the coaching and patience.

    I have learned alot today. And it was all free. Heck is anyone shooting at us?

    Sincerely,
    In need of tact and persuasion, I am
    Multi-skilled Leader

    Iron sharpens iron--Look at the quality of the posts now!
    Again, thank you for your mentoring, coaching and teaching.
    Interesting apology. How topic was brought up did not reflect well on:

    A) Status as Military Officer
    B) PhD Canidacy
    C) General Discourse.

    For not intending to be a "cheap shot", I would avoid pejorative words in the future (especially in a first post) such as:

    Small Minds
    pitiful dinosaurs
    You PAWNS
    Military-Industrial-ACADEMIC complex
    You are the very FUNDAMENTALIST
    COLD WAR, McCain Republican
    pitiful Dinosaurs of Professional Military Education
    participants are the very small minds
    I can also call on our esteemed LTC (Dr.) Nagl here, if you need me to, I doubt he would approve of your approach.

    You're welcome here in the battle of ideas. Not to insult the council members. Attack the idea, not the messenger. We do have pretty divergent viewpoints here, as evidenced in many threads. I had not commented on this one simply because Dr. McKenna wasn't worth the energy.
    "A Sherman can give you a very nice... edge."- Oddball, Kelly's Heroes
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    Council Member SteveMetz's Avatar
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    Quote Originally Posted by Cavguy View Post
    I can also call on our esteemed LTC (Dr.) Nagl here, if you need me to, I doubt he would approve of your approach.
    Are you suggesting that he's *not* a dinosaur-brained pawn of the military-industrial-academic complex?

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    Quote Originally Posted by SteveMetz View Post
    Are you suggesting that he's *not* a dinosaur-brained pawn of the military-industrial-academic complex?
    I dunno ... he is going to CNAS though .... hmmmmmmmmm
    "A Sherman can give you a very nice... edge."- Oddball, Kelly's Heroes
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    Default Selil Slides

    I'm not wasting any of my time on McKenna.

    Instead, regarding the slides posted by Selil:

    Sam,

    1. Are these part of a larger presentation ? If so, can we see it ?

    2. I think in the congruent, overlapping, diamond area you have the point at which horizontal thinking - analogies, patterns, extrapolation with cognate fields or unrelated domains - is most effective. MA-PhD have the skill-sets and experience to carry new insights to full development (HOWEVER it is important they not have the the kind of mental blinders that prevent most experts from looking outside of their comfort zone). This would be E.O. Wilson's "consilience" point or the innovation/ "medici effect" zone of thinkers like John Kao and Frans Johannson.

  17. #57
    i pwnd ur ooda loop selil's Avatar
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    Yes it is part of a larger presentation. It will be a BLOG post at some point. Every journal I sent it to said. Um No.. (-> me peeved <-). This is from the series I've been writing on education (expectation/disconnect).


    Here are two of the other slides... (Though they don't make much sense without the text).


    First image is about no student is the same on what they expect or get.


    Second image. Well there is a transition between elementary and high school education environments. From broad general education to silos.
    Sam Liles
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  18. #58
    Council Member Ken White's Avatar
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    Thumbs up You a smart Dude.

    The Journals are stupid.

  19. #59
    i pwnd ur ooda loop selil's Avatar
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    The loopy anthropologist title really got my attention when Dr. Metz posted it. I have expressed a few views in the thread, but those views are part of a larger much broader look at education. When I first joined SWJ/C a few years ago I was looking at training issues for use at a new facility. I have always been interested in how people look at academia, and especially interested in how the military looks at academia.

    Dr. Mckenna in his own way is helping prove my thesis that academia has moved to far into specialization and there are issues with the silos of disciplines in the University. Small Wars Journal ran a story of mine that is part of a series the story was called "The Warrior Scholar". Where I made a passing look at the apprentice/master training model and how scholarship is very important to the military art.

    This larger effort is within an interdisciplinary activity known as "The scholarship of teaching and learning" that is a growing chunk of academia. Much though of what they look at is applying metrics to education. I on the other hand have a much grander goal and likely will never see it to fruition. The two pieces of that goal that Dr. Mckenna would never understand are the meta-scholar and the meta-renaisance . On the one hand here on the Small Wars Council we go around about monthly and people are talking bad about academics. On the other hand I don't think academics truly understand why others are hostile to them especially the military.

    The first part, meta-scholars, are scholars of scholars. Many members of Small Wars Council are just that, and in every discussion of Sun-Tzu and Clausewitz you prove that thesis. Though scholars in their own right some members expand beyond that role. The second part, meta-renaisance, is a pet project of mine. I have written about the failure or "The dark ages: Modern anti-intellectualism and failure of the thinking man" in trying to describe where we may be going in academia and the reasons for that.

    The slides that I posted earlier are from the piece that kind of explains why Dr. Mckenna was pushing his ideology off so easily on others as if it should be accepted at face value. The disciplinary silo's and sub discipline echo chambers of thought ignore as inconsequential all outside considerations. Of course he reacts the way he does that is how he is trained and compensated. As insurgent scholars entering academia each member of the military represents a risk of reaching the credentialed heights of scholarly aptitude, but people outside their community or discipline can still be rejected by the academic effete.

    The latest piece is about the construction of academic learning models and curriculum. The blog article is "Education paradigm: How you get there may not be where you are going", and is fairly lengthy. It comes from a lecture I give to my freshmen, and juniors (ju co transfers). As a topic it doesn't fit exactly into SWC/J territory, and as a journal paper it has been refused a few times. The article does reflect insurgent scholarship bent on ending the dark ages of scholarship we are currently engaging in and helping to create a meta-renaisance. There are a few other articles in the group I haven't put up yet. I just wanted to explain that there are people that are looking at what Dr. Mckenna is up to, and the why he is doing it, and not everybody in academia agrees.

    thanks
    Sam Liles
    Selil Blog
    Don't forget to duck Secret Squirrel
    The scholarship of teaching and learning results in equal hatred from latte leftists and cappuccino conservatives.
    All opinions are mine and may or may not reflect those of my employer depending on the chance it might affect funding, politics, or the setting of the sun. As such these are my opinions you can get your own.

  20. #60
    Council Member SteveMetz's Avatar
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    Nicely put. And much more thoughtful than my post which was mostly just anger at the arrogance the guy had toward war college students.

    I do have an alibi: my youngest kid is graduating from high school Friday, so I'm in the midst of a raging mid life crisis. But I did what I could: I bought a BMW motorcycle today

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