Sunday, February 28, 2016

A500.2.3.RB_SiegmundWayne

Tell Your Story

          Since I was about seven years old, I began becoming more aware of my surroundings, and my place among them. I would look at things and try to determine what it meant to me, and who I was in relationship to it. I recall drawing conclusions from making associations with numbers, colors, music, and the arts. I remember seeing the number seven in the window of a local pharmacy and thinking what a special age I was at to have it posted in a window. Although it was an advertisement for Seagram's Seven, the association meant something. In time, the number seven would become a very spiritual number for me. My favorite color growing up was cobalt blue. It was a very specific shade of blue. Even the name told me it was my favorite color. Classical music struck a cord in me, letting me know of just another association. I wasn't, however, at the time able to clearly identify what the actual association was, but I was able to simply identify with it. Debussy, Rachmaninoff, Bach, Mozart; it didn't matter, I loved them all. Drawing was a way for me to find solitude and focus on something, namely light, shadow, proportion, and perspective. It was a challenge to draw something and see it come out just the way I intended it to.
          The next period of in my life is the period of becoming who and what I wanted to be. I had developed along the way, a sense of self. I could even say that with all the new stimuli at that age, my self awareness was somewhat distracting and even annoying. I was always hearing myself think; always conscious of my own thoughts. Although I had been in gymnastics since I was seven, it wasn't until I was about 10 that I knew I wanted to compete as a gymnast. There was a poise, that classical music, and that cobalt blue that I wanted to perform in the gym. The idea of becoming an American gymnast was motivating. The concept I held about it was exciting. I couldn't wait to become it. Over the next four years, friends and family shared a sense of awe with me about being a gymnast and performing the skills that they do. In time, other's expectations for me proved to be too much. It was also during this time that I learned how lying to my mother almost earned me a trip to a psychologist. At that age, it was just too scary to ever lie again. So, I learned the value of honesty; that I'd rather pay the consequence of a truth than of a lie. When my parents separated, and the new gymnastics season started, I no longer had a ride to the gym. Thinking that this minor setback was temporary, I signed up for Karate. After developing my discipline and martial arts skills over the next two and a half years, a good friend, and fellow gymnast invited me to join him at at his gym, taking the train three times a week. Once again, I was doing what I loved.
          As I entered this next phase in life, I realized I had developed some very high standards for myself. Between my gymnastics training and drafting shop in high school, I came to know a standard of excellence that I expected of myself. I strived for excellence in everything I did. In doing so, I separated myself from my brothers and peers at school. I was now different, and not one to be associated with. It simply was not cool to have high standards as a teenager then. These standards included terms like precise, strong, flexible, clean, refined, driven, focused, neat, and devoted. These standards would follow me for the rest of my life in everything I did. In adulthood, I learned to persevere, and understand attention to detail. After retiring from gymnastics, I found these standards came to be necessary in the Navy. It was also around this time that I identified the fact I was subconsciously remembering behavioral patterns of people I spent a considerable amount of time with. I also realized that I was using this information to calculate the use of words, behavior and other decisions that proved beneficial in part to myself. It helped me understand them on a deeper level in a relatively short period of time. Since I began this course, its clear that I have been doing quite a bit of critical thinking all my life. It appears to be something I have control over, and can use to benefit myself, or even others. I am now learning how to focus on deepening and broadening my ability to think critically, an enjoying it.

Sunday, February 21, 2016

A500.1.5.RB_SiegmundWayne

Intellectual Perseverance

     It is not uncommon to inquire about a subject of interest, or out of mere curiosity. However, it may be rare to identify the individual whom intellectually, even emotionally, drives for deep truth; that is to say, answering the why behind the why again and again until you find it cannot be asked any further. In the face of doctrine, policies, laws and a number of other time tested documentation upheld by institutions put in place by the powers-to-be, how long does one pursue truth, and will they recognize it when it presents itself? It appears to be a little bit more complex than a drive to chase knowledge in the face of obstacles. The online website, The Critical Thinking Community, offers the definition of Intellectual Perseverance; "Having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles and frustrations; firm adherence to rational principles despite the irrational opposition of others; a sense of the need to struggle with confusion and unsettled questions over an extended period of time to achieve deeper understanding or insight." I would ask, why the needs, and why the firm adherence? I believe the student in sincere pursuit of truth will create their own rational principles that drives them to having needs of knowing truth. Their firm adherence is their self imposed alternator, if you will, that propels their curiosity to continue struggling with many different "truths" and determining which truth is most absolute for them.
     Is it necessary to have intellectual perseverance in order to achieve high grades? I don't believe so. Can a student simply complete the tasks to the best of his ability, learn along the way without ever questioning beyond what is being taught, or presented to him/her? Sure. First, I think critical thinking is required to determine what it is exactly that the student is attempting to understand. Second, understand to what degree the student decides to dedicate themselves to finding and understanding a deeper truth, and why. Intellectual perseverance is an unwavering drive to not only find truth, but to continue to seek it in all forms in relationship to the subject of interest in the faces of all adversity. 
     In the case of this leadership course, it is the student that is attempting to find the truth about themselves in regards to principles, character, intentions, self-created obstacles as well as external obstacles, perceptions, internalization, and ultimately decision making. It will be this repeated process of self-discovery, and realization through an unbiased, open-mindedness that will allow the student opportunity to find their truth.
Of course, this is not enough when it comes to my studies. There is the element of expediency; a time factor that must be adhered to. Therefore, not only is the drive to find truth enough, but done so in a timely manner. However, I do not believe this process is over just because the assignment has been turned in.
     Intellectual perseverance will be a commitment I make to humbly discover inconsistent beliefs, hypocritical and unconscious decisions, and new perceptions based on inter-student sharing and instructor led exercises, to name a few. This commitment to strive for my truth will provide me with the understanding of not only what my strengths and weaknesses are, but how to recognize same in others. This recognition will allow me the opportunity to determine how best to leverage others' strength, providing them with the opportunity to become leaders themselves.
     Intellectual perseverance is like an physicist working many years to prove a theorem, that no one else supports, and does so based on data, calculation, evaluating assumptions and rational reasoning. In my community within the Navy, it's paramount to place new teammates in some type of low-level leadership position for the purpose of developing leadership skills through a sense of responsibility to their teammates, confidence, adversity, failing, and accountability. It requires intellectual perseverance on my part as a good leader in my community to ensure those I'm leading feel comfortable and confident that they can trust me to provide them with the necessary information, and decision making skills that enables them to not only accomplish the mission, but excel outside of their military job. A good leader understands that intellectual perseverance will provide the rational reasoning and tactical patience required to determine what the truth is in order to make well thought out, informed decisions.


-Valuable Intellectual Virtues (September 2012). Foundation For Critical Thinking, Online at website: www.criticalthinking.org