Free will and entanglement

I watched Dan Ariely, behavioral economist and the author of Predictably Irrational, TED talk: “Are we in control of our own decisions?”. It triggered a huge amount of my discussions with people. Mine definition on our control over decision was so radical that most just could not accept it. I spoke in favor that “our free will (and decision-making) is not only  created by our conscious mind” but also by our unconscious. Bottom line is whether it was ‘I’ that decided and no ‘someone else’!  I strongly prop as a true that ‘I am’ conscious and unconscious part and my gens and cultural impact of environment and more together in all I do, think, decide.

Most people, due to their “background noise” (see my TEDx talk) generated by the philosophy of René Descartes (1596) believe that only conscious mind is a seat for our “free will” decision. It is due to Descartes who clearly identified that the mental and the physical—or mind and body or mind and brain—are, in some sense, radically different kinds of thing. Therefore, only the mind ‘holds’ consciousness and self-awareness. It was supported by theology to impose believes that Good and Evil—or God and the Devil are independent against more pragmatic views of Blaise Pascal (1623). Pascal’s development of probability theory and his ‘Wager’ were more systematical approaches and therefore closer to pluralism, which is the view that there are many kinds or categories. This last idea is also much more in accordance with Far East ‘Yin and Yang’ principle. The principle where there is always something Good in Evil and some Evil in Good.

Back now to my understanding of “free will”. According to David Hume, the question of the nature of free will is “the most contentious question of metaphysics.” Minimally, to frame “free will” would be in the ability of agents to have the capacity to choose his or her course of action unconstrained by certain factors. But animals seem to satisfy this criterion too, and we typically think that only persons, and not animals, have “free will.”

Leadership and emotions

Is a leader supposed to show emotions?

To answer this let look at what emotions are. If you “google it” you get results such us:

• a natural instinctive state of mind deriving from one's circumstances, mood, or relationships with others;
• a conscious mental reaction (as anger or fear) subjectively experienced as strong feeling usually directed toward a specific object and typically accompanied by physiological and behavioral changes in the body;
• an affective state of consciousness in which joy, sorrow, fear, hate, or the like, is experienced, as distinguished from cognitive and volitional states of consciousness;
• a mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love.

So emotions are “we” and we consciously or unconsciously show them. Emotions are chemical reactions between specific combinations of the levels of the signal substances dopamine, noradrenaline and serotonin. Emotions can likely be mediated by pheromones… so there seems no way to hide them. Often, one of the reasons we don’t show emotion is because we are not even aware or we mingle what emotion we have. In most situations when we are angry, frustrated, or upset we suppress it or “by mistake” mix it for some other emotion. And we tend to hide them when we want to stay in control or look strong. Well, in reality, doing so diminishes our control and weakens our capacity to lead. And we end up not saying what we mean or not meaning what we say.

Leadership and public speaking

Is it necessary for a leader to be a good public speaker?

There shouldn't be any dilemma about the answer to the above question. Leader talks at team meetings or presents a company facing internal or external audience. And especially with the latter good public speaking skills can open doors, whereas poor ones will most probably close them. And leaders are not the only one.

Does there exist “a magic formula” for good public speaking? No, there is no magic to successful speech, in fact, everyone is unique and has different strengths that can be used. But nevertheless some guide lines can be offered if you would like to have a winning speech.

Learning Leadership from Martial Arts - III

Let me continue this blog miniseries with a leadership methodology.

In one of my previous posts - “The Way” of Leadership I compared two fundamental Chinese philosophies Daoism and Confucianism, the Yin and Yang of Chinese culture. They are well routed in Chinese everyday life, culture, politics and as well in martial arts of which two Wing chun (blog Wing Chun basics 4 Leadership) and Tai Chi (blog Tai Chi Quan Leadership)  I already explained. These philosophies are used as a background to describe ideas on how to use old martial arts wisdom, explained more in previous blog (Learning Leadership from Martial Arts – II), and are now transformed in a leadership.

• Control: We said that only when relaxed a person may possess a self-control. A wise leader, for that matter, creates an atmosphere of clarity, of purpose and a sense of unity. Leader works selflessly and simply allows the team to do what needs be done. Through self-control a leader can influence (control) the outcome and not directly the people.

• Trust: The saying we used in martial arts was about trust in practice. A good leader understands the processes in the team and the fact that leadership does not require the application of force or pressure. There is no room for mistrust either. A remarkable leader trusts his/her people and is consequentially trusted by them. A well led team is not a battlefield of egos, as in teamwork there is no place for individual ‘victories’ or ‘defeats’.
• Stability: Being ‘on the ground’ (well grounded) reflects our terms and our values -- those that a leader expects from subordinates. A respectable leader is focused, firmly and confidently on the ground with his/her decisions and with clear aim in the mind. He does not flip-flop his decisions.
• Adjustment: if you drive yourself too much, this does not produce fruit, if you try to rush into things, this does not lead anywhere. The same is true for leading a team. If the leader is too aggressive, subordinates ‘are suppressed.’ If a manager is too soft, he is not taken seriously. A virtuous leader adjusts correctly to the circumstances and leads by example.

Learning Leadership from Martial Arts - II

 The principles I’m sharing today are not rules or steps that most of the times are offered and used separately instead of integrally in Western leadership teaching methodology. The Eastern principle has it usually all interlinked. Therefore, bellow you will see elementary pieces of a whole personality of a martial artist. They are refined and presented separately only for the purpose of a more straightforward understanding:

• Control: The martial arts teach self-control of the body and the mind (ego). Martial art practice starts with hard training, where a student (e.g.: karate, kick boxing, tai chi chuan, wing chun, savate, escrima, aikido, sambo etc.) normally has to endure the threshold of pain from received and given punches. Only when relaxed, one is in control of oneself and of pain, consequently of others too.
• Trust: There is a saying in martial arts: “Trust your friends to beat you so that your enemies cannot!” A martial artist has firstly to trust in himself not to injure others – only then others trust him not to be injured by him.
• Stability: A person cannot fight successfully and master the opponent without stability and balance in place. It means that we should properly adjust our stance: how we ‘shape’ our body to ‘adjust’ our bones that have to support the muscles in a relaxed way. With our stance, gaze and movements we communicate our mental, physical and emotional state to those that are able to read it. Should or not we show what our thoughts are?
• Adjustment: Not only a Chinese proverb says “The grass abates in the direction from which the wind blows!” A martial artist has to keep adjusting to the surrounding and to the opponent. Any hesitance on his part will result in time lost and thusly giving to the opponent an opportunity and the advantage to attack.

Learning Leadership from Martial Arts - I

The central blog question is: “How to successfully lead a group of people coming from different cultural backgrounds?”

Today we are facing important and challenging (new) factors in leadership and management: different languages, time zones, channels/modes of communication, physical distance, and consequently a large and variable mixture of cultural factors. All these factors influence work processes, decision-making, management, work habits and even get embodied in national work-related legislation. To be able to lead and to predict behaviors a modern leader is supposed to grasp them and not to give and take offence due to misunderstanding of cultural issues. In today’s global world it is increasingly important and desirable to understand these differences and understand how they require a different leadership and management style.

As there are numerous studies of cultural impact on management, leadership, team building, motivation, etc. I will not describe them, but rather follow a different path. People share a lot of the same habits, reactions, behaviors, etc. that are more culturally independent and are effectively and efficiently used in martial arts training and teaching. Can the same approach be taken in a new way to a different leadership?

Teaching coupled with Leadership

A teacher should by default be a leader: he/she teaches new things, influences others, has listeners, defines personal growing path, can define task and workload. Anything wrong with it?

Teacher as a leader ensures improvements in instruction he or she gives and thus enhance learning process. But a teacher can (unfortunately) lack autonomy in workplace issues like: (architecture and equipment of lecture rooms), the choice of curriculum material, the scheduling of classes and other resources. Previous teacher training (mostly for university ones) is not the only obstacle they have. Once hired and in the pipeline, young teachers often find that what they have learned in their four or more years of preparation has not equipped them for what they may encounter in their new classrooms say at the Institute for Educational Leadership, Inc. Then the burden of publishing papers and research instead of learning new teaching approaches add to the direct implication of productivity and affect teaching style and capabilities.

On the other hand, teachers lead and assume a wide range of roles in school(s) and in interactions with students, whether these roles are assigned formally or shared informally. Throughout the research process they have to engage in, lead of the research group(s). Within their lecturing there may always be also some student project works that a teacher has to supervise. Teachers teach to collaborate and have to plan their lessons in advance or if needed in partnership with fellow teachers or visiting lecturers. Those are typical leadership roles too.