Tag: Leadership

Think We Have to Accomplish A Lot in the Classroom?

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In his speech to Achilles in Iliad 9, Phoinix laments the idea that he may be separated from Achilles. Part of his sorrow, it seems, resides in the fact that he has work still to do (437-443):

“How could I be left here without you, dear child,
alone? The old man and horse-trainer Peleus assigned me to you
on that day when he sent you from Phthia with Agamemnon
still a child, not yet educated in the ways of crushing war
or assemblies where men become most prominent.
He sent me for this reason: to teach you all these things,
how to be a speaker of words and a doer of deeds.”

πῶς ἂν ἔπειτ’ ἀπὸ σεῖο φίλον τέκος αὖθι λιποίμην
οἶος; σοὶ δέ μ’ ἔπεμπε γέρων ἱππηλάτα Πηλεὺς
ἤματι τῷ ὅτε σ’ ἐκ Φθίης ᾿Αγαμέμνονι πέμπε
νήπιον οὔ πω εἰδόθ’ ὁμοιΐου πολέμοιο
οὐδ’ ἀγορέων, ἵνα τ’ ἄνδρες ἀριπρεπέες τελέθουσι.
τοὔνεκά με προέηκε διδασκέμεναι τάδε πάντα,
μύθων τε ῥητῆρ’ ἔμεναι πρηκτῆρά τε ἔργων.

A Scholiast (Schol. bT in Il. 9.443 ex 1-4) suggests that what Achilles needs to have learned is “rhetoric” (φαίνεται οὖν καὶ τὸ τῆς ῥητορικῆς ὄνομα εἰδώς) whereas another scholion (Schol. AT in Il. 9.443 c1) emphasizes the fact that the execution of both deeds and words requires “good counsel” (εὐβουλία: σημείωσαι ὅτι τὸ ὁμοιοτέλευτον ἔφυγε μεταβαλὼν τὴν φράσιν· οὐ γὰρ εἶπε ‘μύθων τε ῥητῆρα καὶ ἔργων πρακτῆρα’. καὶ ὅτι πάντων διδακτικὸν εὐβουλία).

This passage is popular in later antiquity as well, where Plutarch cites it several times. He uses it almost in passing in discussing whether or not the elderly should rule the state:

An seni respublica gerenda sit, Plutarch, 795e5-796a7
“It is not possible for the overseer to contend for a prize when others are competing; and the one who trains the youths in common affairs and public contexts prepares them for their country: “To be speakers of speeches and doers of deeds”, which is useful in no small or minor part for a government: for this reason first and foremost, Lykourgos exerted himself to make sure that the youths obeyed every elder as if he were a law-giver.”

τὸν μὲν γὰρ ἐπιστάτην ἀθλοῦσιν ἑτέροις οὐκ ἔστιν αὐτὸν ἀθλεῖν, ὁ δὲ παιδοτριβῶν
νέον ἐν πράγμασι κοινοῖς καὶ δημοσίοις ἀγῶσι καὶ παρασκευάζων τῇ πατρίδι

μύθων τε ῥητῆρ’ ἔμεναι πρηκτῆρά τε ἔργων

ἐν οὐ μικρῷ μέρει πολιτείας οὐδὲ φαύλῳ χρήσιμός ἐστιν, ἀλλ’ εἰς ὃ μάλιστα καὶ πρῶτον ὁ Λυκοῦργος ἐντείνας ἑαυτὸν εἴθισε τοὺς νέους παντὶ πρεσβύτῃ καθάπερ νομοθέτῃ πειθομένους διατελεῖν.

In the Pseudo-Plutarchean Life of Homer, these lines are used to assert (1) that virtue is teachable and (2) that Homer was the first philosopher (Ps-Plutarch Vita Homeri 1736-1739):

“For life is sustained by means of actions and words, and he says that he was made a teacher of the young man about both. From these lines he asserts clearly that every kind of virtue is teachable. Thus Homer was therefore first to philosophize concerning ethical and natural affairs.”
ἐπεὶ γὰρ ὁ βίος ἐκ πράξεων καὶ λόγων συνέστηκε, τούτων φησὶ διδάσκαλον ἑαυτὸν τοῦ νεανίσκου γεγονέναι. ἐκ δὲ τῶν εἰρημένων δῆλον ὅτι πᾶσαν ἀρετὴν ἀποφαίνει διδακτήν. οὕτω μὲν οὖν πρῶτος ῞Ομηρος ἔν τε ἠθικοῖς καὶ φυσικοῖς φιλοσοφεῖ.

Corrupt Leaders Make Corrupt Countries: An Ancient Course on Leadership

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Archilochus, fr. 114

“I don’t love a tall leader, or one striding far,
Or one who takes pride in his hair or shaved head.
No, give me a shorter man, who looks bowed near the shins
But who is sure on his feet, and strong of heart.”

οὐ φιλέω μέγαν στρατηγὸν οὐδὲ διαπεπλιγμένον
οὐδὲ βοστρύχοισι γαῦρον οὐδ’ ὑπεξυρημένον,
ἀλλά μοι σμικρός τις εἴη καὶ περὶ κνήμας ἰδεῖν
ῥοικός, ἀσφαλέως βεβηκὼς ποσσί, καρδίης πλέως.

In this famous fragment from Archilochus, many readers have sensed the kernel of a debate about what kind of a man should lead. Even more, this has been seen as a possible debate between an Achilles-type and an Odysseus. Regardless of the specific reference, it is clear from this poem and many others that the ancient Greeks were intensely involved with exploring what kind of a man should wield power in their cities and why.

Works and Days, 217-229

“Oath runs right alongside crooked judgments.
But a roar comes from Justice as she is dragged where
bribe-devouring men lead when they apply laws with crooked judgments.
She attends the city and the haunts of the hosts
weeping and cloaked in mist, bringing evil to men
who drive her out and do not practice righteous law.
For those who give fair judgments to foreigners and citizens
and who do not transgress the law in any way,
cities grow strong, and the people flourish within them;
A child-nourishing peace settles on the land, and never
Does wide-browed Zeus sound the sign of harsh war.”

αὐτίκα γὰρ τρέχει ῞Ορκος ἅμα σκολιῇσι δίκῃσιν·
τῆς δὲ Δίκης ῥόθος ἑλκομένης ᾗ κ’ ἄνδρες ἄγωσι
δωροφάγοι, σκολιῇς δὲ δίκῃς κρίνωσι θέμιστας·
ἣ δ’ ἕπεται κλαίουσα πόλιν καὶ ἤθεα λαῶν,
ἠέρα ἑσσαμένη, κακὸν ἀνθρώποισι φέρουσα,
οἵ τέ μιν ἐξελάσωσι καὶ οὐκ ἰθεῖαν ἔνειμαν.
οἳ δὲ δίκας ξείνοισι καὶ ἐνδήμοισι διδοῦσιν
ἰθείας καὶ μή τι παρεκβαίνουσι δικαίου,
τοῖσι τέθηλε πόλις, λαοὶ δ’ ἀνθεῦσιν ἐν αὐτῇ·
εἰρήνη δ’ ἀνὰ γῆν κουροτρόφος, οὐδέ ποτ’ αὐτοῖς
ἀργαλέον πόλεμον τεκμαίρεται εὐρύοπα Ζεύς·

We have blogged before about how one can use texts from the ancient world to explore modern questions about leadership. We have also blogged about an ongoing project with Norman Sandridge on teaching a course about Leadership in the Ancient World. Over the past year a group of us have pursued these ideas further. This fall, a new  course on Leadership, designed and offered collaboratively at seven universities, looks at the questions, problems, and promises of using the ancient world to reflect on our modern politics, leadership, and social organization.

Here’s a link to the open-source material for the course.

Here’s Norman’s discussion of it, it rocks.

And here are some more passages to think about!

Xenophanes, Fragment 2. 16-19

“Swiftness of feet—the thing honored most in all of man’s acts of strength in the contest—could never make a city governed well.”

οὐδὲ μὲν εἰ ταχυτῆτι ποδῶν, τόπερ ἐστὶ πρότιμον,
ῥώμης ὅσσ’ ἀνδρῶν ἔργ’ ἐν ἀγῶνι πέλει,
τούνεκεν ἂν δὴ μᾶλλον ἐν εὐνομίηι πόλις εἴη·

new

Xenophon, on Leadership and Rebellion (Cyropaedia, 1.1-3)

“Consider how many democracies have been dissolved by people who wish to be governed in some other way than democracy and also how many monarchies and oligarchies are torn down by the people and how, of those who have attempted to rule as tyrants, some have quickly failed on their own while others who rule for any amount of time at all are a source of wonder, considered to be wise and lucky men. Expect to learn the same things in private homes: both masters who have more and those who have less, still are not able to rely on even a few to obey them for long.

[Xenophon extends the analogy to herdsmen and notes that animals rely on men and trust them against external threats…]

Men rise up against no one more readily than those they believe are trying to rule them. When we reflect on these facts, we conclude only that man naturally is better at governing all the other living things except for himself.”

῎Εννοιά ποθ’ ἡμῖν ἐγένετο ὅσαι δημοκρατίαι κατελύθησαν ὑπὸ τῶν ἄλλως πως βουλομένων πολιτεύεσθαι μᾶλλον ἢ ἐν δημοκρατίᾳ, ὅσαι τ’ αὖ μοναρχίαι, ὅσαι τε ὀλιγαρχίαι ἀνῄρηνται ἤδη ὑπὸ δήμων, καὶ ὅσοι τυραννεῖν ἐπιχειρήσαντες οἱ μὲν αὐτῶν καὶ ταχὺ πάμπαν κατελύθησαν, οἱ δὲ κἂν ὁποσονοῦν χρόνον ἄρχοντες διαγένωνται, θαυμάζονται ὡς σοφοί τε καὶ εὐτυχεῖς ἄνδρες γεγενημένοι. πολλοὺς δ’ ἐδοκοῦμεν καταμεμαθηκέναι καὶ ἐν ἰδίοις οἴκοις τοὺς μὲν ἔχοντας καὶ πλείονας οἰκέτας, τοὺς δὲ καὶ πάνυ ὀλίγους, καὶ ὅμως οὐδὲ τοῖς ὀλίγοις τούτοις πάνυ τι δυναμένους χρῆσθαι πειθομένοις τοὺς δεσπότας…

ἄνθρωποι δὲ ἐπ’ οὐδένας μᾶλλον συνίστανται ἢ ἐπὶ τούτους οὓς ἂν αἴσθωνται ἄρχειν αὑτῶν ἐπιχειροῦντας. ὅτε μὲν δὴ ταῦτα ἐνεθυμούμεθα, οὕτως ἐγιγνώσκομεν περὶ αὐτῶν, ὡς ἀνθρώπῳ πεφυκότι πάντων τῶν ἄλλων ῥᾷον εἴη ζῴων ἢ ἀνθρώπων ἄρχειν

 

Onasander on A General’s Power of Speech (Strat. 1.16)

 

Onasander was a Greek writer of the first century CE who wrote on Plato put also wrote a short treatise on the art of Generalship. That’s pretty much the beginning and the end of what is known about him.

“[A general] should be prepared to speak. It is from this that I believe the greatest aid will come from a leader’s work. For, if a general is stationing his men in battle, his persuasive words make them contemptuous of danger and eager for honors. A strident trumpet does not move the soul to the throng of battle in the same way as a speech uttered on the contest of bravery instills a combative spirit against danger. If some hardship should befall the army, the comfort of a speech will shore up their souls; and a general’s rather deft speech is not less capable of treating the suffering of soldiers than the doctors who attend to wounds. For doctors minister to these men only with medicine while the general reinvigorates the weary and restores those who have lost heart. Just as it is harder to treat unseen diseases than obvious ones, it is also more difficult to restore a spirit from despair with an encouraging speech that it is to address a clear physical malady. No land nor city will field an army without generals nor even choose a general who cannot speak effectively.”

[ι′] λέγειν δ’ ἱκανόν· ἔνθεν γὰρ ἡγοῦμαι τὸ μέγιστον ὠφελείας ἵξεσθαι διὰ στρατεύματος· ἐάν τε γὰρ ἐκτάττῃ πρὸς μάχην στρατηγός, ἡ τοῦ λόγου παρακέλευσις τῶν μὲν δεινῶν ἐποίησε κατα-φρονεῖν, τῶν δὲ καλῶν ἐπιθυμεῖν, καὶ οὐχ οὕτως ἀκοαῖς ἐνηχοῦσα σάλπιγξ ἐγείρει ψυχὰς εἰς ἅμιλλαν μάχης, ὡς λόγος εἰς προτροπὴν ἀρετῆς ἐναγωνίου ῥηθεὶς αἰχμάζουσαν ἀνέστησε πρὸς τὰ δεινὰ τὴν διάνοιαν, ἄν τέ τι συμβῇ πταῖσμα περὶ τὸ στρατόπεδον, ἡ τοῦ λόγου παρηγορία τὰς ψυχὰς ἀνέρρωσε, καὶ πολὺ δὴ χρησιμώτερός ἐστι στρατηγοῦ λόγος οὐκ ἀδύνατος ὥστε παραμυθεῖσθαι τὰς ἐν στρατοπέδοις συμφοράς, τῶν ἑπομένων τοῖς τραυματίαις ἰατρῶν· οἱ μὲν γὰρ ἐκείνους μόνους τοῖς φαρμάκοις θεραπεύουσιν, ὁ δὲ καὶ τοὺς κάμνοντας εὐθυμοτέρους ἐποίησεν καὶ τοὺς ἐρρωμένους ἀνέστησε· καὶ ὥσπερ τὰ ἀόρατα νοσήματα τῶν ὁρωμένων δυσχερεστέραν ἔχει τὴν θεραπείαν, οὕτως ψυχὰς ἐξ ἀθυμίας ἰάσασθαι λόγῳ παρηγορήσαντα δυσκολώτερον, ἢ σωμάτων φανερὰν ἐξ ἐπιπολῆς θεραπεῦσαι νόσον. οὐδὲ χωρὶς στρατηγῶν οὐδὲ μία πόλις ἐκπέμψει στρατόπεδον, οὐδὲ δίχα τοῦ δύνασθαι λέγειν αἱρήσεται στρατηγόν.

Teaching Leadership In/With Ancient Greece and Rome–Looking for Comment and Collaboration

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“Men rise up against no one more readily than those they believe are trying to rule them. When we reflected on these facts, we began to conclude that for a human, because of his nature, it is easier to rule all the other animals than [to rule] other people.”

ἄνθρωποι δὲ ἐπ’ οὐδένας μᾶλλον συνίστανται ἢ ἐπὶ τούτους οὓς ἂν αἴσθωνται ἄρχειν αὑτῶν ἐπιχειροῦντας. ὅτε μὲν δὴ ταῦτα ἐνεθυμούμεθα, οὕτως ἐγιγνώσκομεν περὶ αὐτῶν, ὡς ἀνθρώπῳ πεφυκότι πάντων τῶν ἄλλων ῥᾷον εἴη ζῴων ἢ ἀνθρώπων ἄρχειν

-Xenophon, Cyropaedia 1.3

Who Leads the Collective Charge?
Who Leads the Collective Charge?

A year ago, I participated in teaching a course using texts from the ancient world to think about leadership with a former student (Eli Embleton) who had developed a syllabus on the topic as part of his senior thesis before starting a MBA program. The course went well, so we decided to try to write it up in article form (it is coming out this Spring in The Classical Journal, but a draft is available online).

Along the way, we were inspired in part by the work of Norman Sandridge on Xenophon and Leadership.  Norman has been running some pretty amazing courses on Leadership in the Ancient World for some time at Howard University. Near the end of running the course, we got in touch with Norman and, before we knew it, our common interest had become a common cause—developing ideas about teaching leadership in and through the ancient world further.

We are running a round table discussion at this year’s SCS/AIA annual meeting in San Francisco with the following goals:

This discussion will focus on the development of materials and multiform syllabi on leadership in the ancient world, a course similar in scope to introductory courses in myth, etymology, or sex and gender. Participants would provide perspectives on all aspects of syllabus-creation, including: pitching the course to students, departments, and administrators; guiding questions and subjects; effective assignments and assessments; and curricula-integration. Though focused on course-creation, the discussion may also address how the humanities already trains leaders and how we can do this more effectively. We hope to use this opportunity to develop a network of collaborators for future projects.

We are also running a collaborative course on Leadership in the Ancient World through Synoikisis in the Fall of 2016. We are excited to hear more ideas and concerns about developing and offering similar courses; we are even more psyched to find people who want to help design and create material for the cooperative Synoikisis course.

So, check out the article on the course, take a glance at Norman’s syllabus, and consider dropping in during the discussion in San Francisco or asking to hear more about the course next fall.

Using The Ancient World to Think about Leadership

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In a class of mine this semester on Leadership in the Ancient World, students were asked to work in groups for their final project and to use some inspiration from ancient literature and history to develop approaches to teaching about leadership.

The project had few other instructions besides that; and the students developed some entertaining and fabulous final products.

One group, inspired by Homer and discussions of the metaphor of “shepherd of the host”, created a Jenga Challenge–they asked groups of students around campus to designate a leader and complete a giant Jenga task in exchange for cookies. I would tell you more, but the video tells it all.

Another group of students, inspired by decision-making scenes in the Odyssey made a choose your own adventure comic book based on the scene in Polyphemos’ cave. The site Pixton has the digital version, but the paper edition is amazing.

choose your own

Another group banded together and started a website called HomerandHomies where they are sharing their own stories, experiments, interviews and thoughts about the ancient world and leadership.  Any summary here fails to describe their work.

Some highlights include: an analysis of the Beatles’ leadership issues informed by the conflict between Achilles and Agamemnon; A piece of fiction about a football team based on Odysseus’ struggles to get home; leadership advice from that wily hero Himself; and a debate about education modeled on Plato’s Lesser Hippias..

To all readers, check out these projects.  To my students, I cannot express my gratitude for a wonderful semester.

Plato, Hippias Minor: Achilles and Odysseus

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364c

“Homer made Achilles the best man of those who went to Troy, Nestor the wisest, and Odysseus the most shifty.”

φημὶ γὰρ Ὅμηρον πεποιηκέναι ἄριστον μὲν ἄνδρα Ἀχιλλέα τῶν εἰς Τροίαν ἀφικομένων, σοφώτατον δὲ Νέστορα, πολυτροπώτατον δὲ Ὀδυσσέα.

365b

“Achilles is true and simple; Odysseus is shifty and false.”

ὡς ὁ μὲν Ἀχιλλεὺς εἴη ἀληθής τε καὶ ἁπλοῦς, ὁ δὲ Ὀδυσσεὺς πολύπροπός τε καὶ ψευδής

Xenophon, Cyropaedea 1.4.3: Cyrus’ Loquaciousness Came from a Good Place

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“Cyrus was then, perhaps, rather talkative, both because of his education—since he was compelled by his teacher both to give an account of whatever he was doing and to ask for one from others, whenever he made judgments—and also because he loved learning so much and was always asking from anyone he met explanations for all sorts of things and, because of his own intelligence, he was always questioned too, with the result that his talkativeness naturally developed. But in the same way as the body, when the young first take on their size, still shows some sign of youth which will divulge someone’s true age, so too it wasn’t arrogance that shined through Cyrus’ talkativeness, but his directness and good-heartedness—these made anyone more excited to hear him more, rather than be around him silent.”

 

Καὶ ἦν μὲν ἴσως πολυλογώτερος, ἅμα μὲν διὰ τὴν παιδείαν,ὅτι ἠναγκάζετο ὑπὸ τοῦ διδασκάλου καὶ διδόναι λόγον ὧνἐποίει καὶ λαμβάνειν παρ’ ἄλλων, ὁπότε δικάζοι, ἔτι δὲ καὶδιὰ τὸ φιλομαθὴς εἶναι πολλὰ μὲν αὐτὸς ἀεὶ τοὺς παρόνταςἀνηρώτα πῶς ἔχοντα τυγχάνοι, καὶ ὅσα αὐτὸς ὑπ’ ἄλλων ἐρωτῷτο, διὰ τὸ ἀγχίνους εἶναι ταχὺ ἀπεκρίνετο, ὥστ’ ἐκ πάντων τούτων ἡ πολυλογία συνελέγετο αὐτῷ· ἀλλ’ ὥσπερ
γὰρ ἐν σώματι, ὅσοι νέοι ὄντες μέγεθος ἔλαβον, ὅμως ἐμφαίνεται τὸ νεαρὸν αὐτοῖς ὃ κατηγορεῖ τὴν ὀλιγοετίαν, οὕτω καὶ Κύρου ἐκ τῆς πολυλογίας οὐ θράσος διεφαίνετο, ἀλλ’ ἁπλότης καὶ φιλοστοργία, ὥστ’ ἐπεθύμει ἄν τις ἔτι πλείω αὐτοῦ ἀκούειν ἢ σιωπῶντι παρεῖναι.