Posts Tagged ‘critical thinking’

Message to Coaches

Posted: April 26, 2026 in Insights
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As a player, Coach, and/or official for over half of a century, I have learned many things…far too many to go into here in this short commentary. As a Christian and believer and follower of Jesus Christ who coaches as well as being a former player and official, the choice to place priority where it should be placed is THE most important thing we can do…period.

Below is an excerpt from Oswald Chambers’ My Utmost For His Highest devotional from April 24:

“ We (referring to Christian workers and the church) have a commercialized view – we count how many souls have been saved and sanctified, we thank God, and then we think everything is all right. Yet, our work begins where God’s grace has laid the foundation. Our work is not to save souls, but to disciple them. Salvation and sanctification are the work of God’s sovereign grace, and our work as His disciples is to disciple others’ lives until they are totally yielded to God”.

The devo wraps up with: “Whenever our Lord talked about discipleship, He always prefaced His words with an ‘if’, never with a forceful or dogmatic statement – ‘You must.’ Discipleship carries with it an option.”

If you want to know what our jobs are as coaches…there it is it, right there. Sports are the vehicle…the means…that takes us on this journey of discipleship. Sports are not the destination. Our goal should be to develop young men and women of God who love and follow Jesus who are ________ (enter your sport) players. Not __________players who are young men and women of God who love and follow Jesus. There is a difference. The difference is in the priority and focus. If the sport comes first, we are missing it.

Too many athletes, and parents too unfortunately, place priority on the sport and the outcome of that sport. The fact is, if we understand and grasp on to the reality that God loves His kids and wants us to have the desires of our hearts but wants us to desire a relationship with Him, follow Him, and give our lives to Him, trust Him with our hopes and dreams, do our best at what we do for Him because we love Him, and put Him as the priority and not the sport, we will begin to understand His heart. If we will do that…put Him as the priority and not the sport…we may or may not have or achieve the success we desire. We will get infinitely more. What we receive from God are the byproducts of our relationship with God…not the reason for it.

However, the focus is up to us and does not reside solely in the rituals and traditions we, as people, create or follow. In other words, if you are at a baseball, basketball, tennis, soccer, or volleyball tournament, track meet, race, etc…on a Sunday morning and not able to be at church or corporate worship, create church and corporate worship where you are and with those around you. That’s just not for Sundays. It is for every day. Jesus, in His earthly ministry, met people where they were. He went to them. He still does that today. He meets us where we are.

Jesus commanded us in Matthew 28 verses 19-20 to “Go therefore and make disciples of all nations, baptizing them with the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all that I have commanded you…” He said GO to where the people are…GO to where people live, work, play. Of course, do not neglect the opportunity to worship corporately, with other believers. However, Jesus did most of His best work, changing lives, restoring hearts, healing minds, bodies, and souls outside the church as outside the brick and mortar was where the needs resided…where the lost, the sick, the broken resided. That is still true today.

And, “…teaching them to observe all that I have commanded you…” – disciple them. Saving a soul, changing a heart, those are the job of the Son of God and the Holy Spirit. He is the only one who can. Our job is to walk along side, teach, model, encourage, love, and mentor…in other words, disciple…those He places in our spheres of influence. It begins with Him, then with us. We cannot teach what we do not understand. We cannot model what we do not do ourselves.

I have seen lives change and God do unbelievable heart surgery and restoration more outside the church than inside. I have seen Him show up on ballfields, courts, pool decks, and trails, in bars, yards, at concerts, on the street, you name it. I have seen it happen more outside the brick and mortar than inside. That is neither a coincidence nor a happenstance. It is reality and truth.

As coaches, we have been entrusted with a significant role with significant influence and opportunity. With that influence and opportunity come significant responsibility. Trust me. We will influence our players, their families, and others all around us. We can, and will, either lead them to someone, THE One, or away from someone. There is no third option. Don’t believe me? See John 14:6. He is the only way. It is 100% our choice. Like it or not, accept it or not, we will be held accountable for how we influence.

Until next time…

Coach, out.

The Struthonian Syndrome Pt 1 of many

Posted: March 9, 2024 in Articles, Insights
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Welcome. Today you get a small glimpse into the grey matter cavern that resides between my ears. The following is a work in progress and an idea/concept that has been smoldering for many, many years beneath the surface of my view of the path our great nation has been set upon. Notice that I did not say “found itself on” as that would indicate it happened by chance…by accident. I believe that to not be the case. Am I surprised? Absolutely not. Am I concerned? Yes. Otherwise, why would I be spending so much time and so much of my efforts talking, writing, and teaching about it? A burden was placed on my heart more than a quarter of a century ago that continues to weigh heavy and fuel my quest…my call. That burden: The soul and souls of America. It…they…lie in the balance.

“Educate and inform the whole mass of the people… They are the only sure reliance for the preservation of our liberty.” Thomas Jefferson

There was a time that those in government saw need for an educated citizenry. Educated on all sides and from all perspectives. Now, while I do not claim to have first-hand insight or knowledge about the true intent and/or motive behind his statement, after much research, study, reflection, and reading his own words and those of so many of the other Founding Fathers, I believe he was saying that the more people who understood what was going on, how government worked, how politics worked, how freedom worked, the powers that were at play, the perils of not knowing or understanding what was at stake – namely liberty, etc…the better the chance that the greatest political experiment in the history of the world would have of succeeding. He knew. The Founders knew. If there are any doubts, simply read the Declaration of Independence. Then, the Constitution. If they do not reveal the point, I have a myriad of other titles I would be glad to share.

Where I see things today (in fact, it has been for quite some time) as it relates to the viewpoint, goals, interests, and desired outcomes of the oligarchical influence that is wielded across industry and government, which is very evident in the actions and policies of those in power, is this:

“Educating the people, teaching them to think critically, and allowing them to think for themselves will create a monster that cannot be controlled.” My quote.

Educating the citizens of the country of the process, of how government, of how politics, of how the Constitution works and ensuring they knew and understood that they, the people, and not the government, have the power would be the fly in the ointment, the rain on the parade, the snag, the bump in the road that could derail or hinder the current plan that is and has been in motion for a while.

It reminds me of a hypothetical conversation that would occur between Uncle Screwtape and his nephew Wormwood if the story was about a government official training and advising his young nephew, a young government intern/wannabe government official. If you are curious, you have to check out the book Screwtape Letters by C.S. Lewis. It is a must read. It will definitely make you think.

Educate the people and allow them to think for themselves and a monster is created that cannot be controlled. It is such a simple statement, it seems, but one whose basis and foundation is so deep, so substantive (if understood), so nefarious, so dystopian, so imprisoning, but so prevalent and so obvious if you are able to recognize it. Moreso…if you choose to see and accept it.

So. What does this all mean? What does the oligarchical influence seek to create, cause? What is the desired outcome…the desired condition? I call it the Struthonian Syndrome (S2).More on the name and background, shortly.

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Insanity, idiocy, uneducated, lazy, misinformed and so many other descriptors of people today…of all ages. But, why is that? And, who actually bears the responsibility? Better yet…what is the cause?

Definitions are critical with premises such as this. Actually, definitions are critical with any conversation or discussion as they establish a baseline and common “lens”. Why is this important? Because everyone has a different perspective, a different set of lenses by which they view life, circumstances, events, etc…This perspective is the result of life experiences, belief systems, etc… We see it every day…everywhere. Words can have multiple definitions and understandings. Here is an example via a very basic exchange and one that I am sure all are very familiar with:

Me: “How are you today?”

You: “I’m Good. You?”

Me: “I’m Good.”

Well…what does “good” mean? There is an almost certainty that my good and your good are not the same. Our exchange, while cordial, provided absolutely zero information other than we are both…good.

As a head baseball coach for over 25 years, I found out early on that my question and answer session with my players provided as much information as the hypothetical, yet all too real, exchange provided earlier. My solution: I had my players give me a number. When I asked how they were, how their bodies felt, how their arms felt, whatever the subject of my inquiry, they had to give me a number between 1 and 10 with 1 being the absolute worst, barely breathing and on death’s doorstep, and 10 being they could not be better, stronger, and that they felt so good that at any moment a plane carrying the Avengers would land enroute to pick up my player and then head out on their collective mission to save the universe…again. While I am not exactly sure what a 3, a 5, or a 7 would completely entail, I had a much better idea of how they were feeling, how their arms felt, etc…with the number they gave me as opposed to…”good.” I am going somewhere with this. I assure you.

This, by the way, what I am referring to is a practice that is not used enough…defining terms and establishing commonality. If you haven’t listened to some my previous podcasts, I encourage you to head over to www.servantwarriorpodcast.org and listen to all of them, but two in particular will help you better understand what I will be talking about here: Episode 3 – January 23, 2024, Deciphering Today’s Information Onslaught and Answering the Question of “Why” every decision has ever been made. and Episode 6 – February 1, 2024 – Controlling the Message and Senate Skewering of Social Media CEO’s. Check them out. It may even be worth a listen either before you continue or after you finish and then re-read. I have no doubt you will want to as then you will realize the incredible pot of thought-provoking gold that you have found, providing you with all kinds of gold and conversation ammo when you head out to your next neighborhood cul-de-sac party, family gathering, or school event.

I digress…

Varied perspectives create significant misunderstandings, which in no way shape or form is a bad thing. In fact, it is what our country is founded upon… “We hold these truths to be self-evident. That all men are created equal. Endowed by their Creator will certain inalienable rights that among these are life, liberty, and the pursuit of happiness.” In other words, all people are different…but equal in their God granted natural rights based simply on being human. Rights…freedom…are granted by God the Creator. Capital “C”. And, according to our Declaration of Independence and our Constitution, the government’s role is to ensure and protect those right…not be the grantor of them.

I don’t want to get off task here, but I always want to ensure, as best I can, some insight into my direction, thought process, and the lens I am using to view this informational picture. As such, I’ll provide definitions all throughout.

Here are a few to start:

Insanity- doing the same thing over and again but expecting different results.

Idiocy – either not acknowledging or not knowing that every decision being made by everyone, every agency, every government official, every news outlet, etc…, is done so motivated by their own self interest.

Laziness – lack of effort to actually look into issues, background, events, policies, decisions, actions, etc…to better understand the why. Just accepting what is heard, seen, read, etc…is truth. Given the level of subjective truth, I would question whether people actually believe anything is true…other than what they experience. And even then, they may not. With AI and technology, almost anything can be manipulated – images, voices, etc… We cannot believe what we see anymore, what we hear anymore, certainly not what we read anymore. Who is at fault? With regards to subjective truth, I mean?

Now, if you have read anything I have written or listened to any of my podcasts, talks, or lessons, you will see and hear me speak often of expression and freedom of expression. This is a subject for another day as it becomes very tricky. Freedom of speech and expression exists. It is a right protected by the Consitution and another natural right granted by God. And, we are free to say whatever we choose and express our speech in whatever ways we choose. However, we are not free from the repercussions…which brings an entirely different set of understandings into play. Rule of law, its application, who is in charge, the current political and cultural climate, the “flavor of the day”, and so on…all of these play a significant role in the application of the rule of law and the law itself, policies, desires, etc… We can certainly dive into all of this some other time as it is a really fun and interesting conversation and analysis. Just know this: anytime the government gets involved in a dispute about speech and/or expression, someone’s right are going to be infringed upon. That is why an understanding of the rule of law, its application, who is in charge, the political and cultural climate, the “flavor of the day”, and so on is so important. But, back to the issue at hand…

Uneducated – often mis-defined. Uneducated simply means lacking knowledge and/or understanding. It could be about a subject or just an overall lacking. People are uneducated in the way things work – government, policy, business, education, economics, etc… Some of the uneducatedness (my definition of educatedness is forthcoming) is the fault of the student (information recipients), but much of it is the purposeful actions and intention of the teachers (information deliverers). I’ll get more into that in a few.

Reality:  Some of the most educated, meaning a gaining or a development of knowledge from the world of academia, are some of the most uneducated, with regards to understanding how things work, people walking on the planet. In that same light, there are way more people than one might think who have very little knowledge gained from the world of academia but who are very educated in the “how things work” realm.

I share this often with students and people who will listen. Every theory in academia works. Every plan, in theory, works. However, when most plans and theories have their first brush with reality, they often end in horrible failure. It’s why planned economies and socialism have never worked. Why people do what they do and want what they want cannot be planned. This is a subject for future episodes of the podcast. But…I will touch a bit on the desire of the “planners” here shortly.

Put all that together, and you get what I introduced earlier…the Struthonian Syndrome. I’ll often refer to it as S².

Before things get out of hand, I feel as though I need to provide some background into the name and into the theory.

Struthonian is a word that was invented in 1963 by Arthur Koestler, a Hungarian born author and journalist.  He used it in an article he wrote in Encounter magazine that year, to describe “pundits who prefer honest self-deception to ignoble truths“. (Ignoble means: of low character, aims, etc. of low grade or quality; inferior.)

In other words, it figuratively refers to individuals who hide their head in the sand rather than face basic and/or obvious truths.

Struthonian is from the Latin struthio, an ostrich. Related to it is the standard — albeit technical — English struthious, of or like an ostrich.

According to World-Wide Words (https://www.worldwidewords.org/weirdwords/ww-str2.htm ) and confirmed by other sources, an ancient, rare and defunct name for the bird was struthiocamel, from Latin struthiocamelus. The Romans took it wrongly from Greek strouthokamelos, literally “sparrow camel” or, more loosely, “camel-bird” (the scientific name of the ostrich to this day is Struthio camelus).

“Another Greek name for the ostrich was megas strouthos, big sparrow or big bird. In later Latin its name became avis struthio, the struthio bird. Incidentally, ostrich also ultimately comes from avis struthio, since the v changed later to a vowel and was further mangled in its passage through Old French (much the same thing happened with French oiseau, bird, also from avis via the late Latin aucellus).” https://www.worldwidewords.org/weirdwords/ww-str2.htm

So…what I am talking about is my theory and assertion named the Ostrich Syndrome. Actually, better named… Struthonian Syndrome. Why? Because I like it. It is not common. And, it relates exactly to what I want it to.

Now…let me be transparent and forthright immediately out of the gate. The Struthonian Syndrome, or S2 from here on out, is not to be confused with the Ostrich Effect, which is a cognitive bias that causes people to avoid information that they perceive as potentially unpleasant…like not looking at bills because they don’t want to see how far behind on payments they are or how the statements will reveal how much in debt they are. Nor is it to be confused with what others call the Ostrich Syndrome…which is essentially defined the same as the aforementioned Ostrich Effect.

My theory and assertion, the Struthonian Syndrome (S2), and the Ostrich Effect/Ostrich Syndrome (referred to from here further as OE/OS) mentioned earlier, while similar, are quite different. One, OE/OS is a choice resulting from the personal negatives associated with the information or knowledge that is being avoided, and the other, S2, results primarily from the actions, reflecting particular intent/motives, of an information deliverer (referred to from here further as teacher) and, to a smaller extent, the choices by the information recipient (referred to from here further as student).

Time for more definitions:

Student – recipient of information or information recipient

Teacher – deliverer of the information or information deliverer

Note: I use the terms student and teacher from the simple standpoint that they provide a common understanding. Teachers teach and students learn. Teachers are sources of information and deliver such information with the goal and intention to educate those who receive the information, students, and for those who receive the information to use it in gaining an understanding or level of knowledge about a particular subject. All of this is done with a desired outcome as the goal. That goal being, the student, or recipient of the information, will believe the information, be influenced by the information, and will use the information in manner in which it was delivered. 

Educatedness – the level of actual understanding and/or education on how business, politics, government, economics, information manipulation, etc… overall life and reality actually work. 

O.E./O.S. – Ostrich Effect/Ostrich Syndrome: defined as provided earlier – a cognitive bias that causes people to avoid information that they perceive as potentially unpleasant.

Struthonian Syndrome (S2)–  as defined by me. See definition below.

Struthonian Syndrome (S2) can manifest itself in two ways. Information being delivered is manipulated to the extent that the recipient of information (student):

  1. Cannot discern neither fact from fiction nor the response desired by the information deliverer (teacher) so as to display behavior that shows the student believes what the teacher wants the student to believe and thus provides a response that reflects a level of uneducatedness because it appears like the student has their head in the sand and oblivious to the reality of what is actually going on.
  2. The student, while having a high level of educatedness, becomes discouraged in their pursuit of the reality that is occurring and is worn down enough so as to eventually succumbs to the desired response of the teacher because the student reaches the point that either they feel their efforts have no impact on the outcome or thought process of other students or the information is manipulated to the point that the student falls into the description provided in number 1.

I will get into more details as we go, but here is the basic differentiator: while essentially both have to do ultimately with the decisions of the student, OE/OS deals with how a student chooses to deal with the reality of the information received, Struthonian Syndrome (S2) is the outcome resulting more from the information being delivered and the impact that information has on the choices being made and actions being taken. Bottom line: One is a denial of actual reality and the other results in actions (choices) either based on what is believed to be reality and/or the eventual wearing down leading to a lack desire to try to discern or to impact/influence.

Another MAJOR distinction and point to share before moving forward: while it may seem that Struthonian Syndrome (S2) is a theory that removes accountability and responsibility from the information recipient (student) and places it on the information deliverer (teacher), Struthonian Syndrome (S2) results from actually using the information to make choices/decisions and/or the actions of the student reflect usage of the information. OE/OS is solely about the choices of the student to NOT use the information as it would create an acknowledgment of a true reality that exists.

If you are a reader of scholarly articles and research, you may see a similarity to my Struthonian Syndrome (S2) theory and Informational Manipulation Theory. Here is the difference: Informational Manipulation is what I describe when providing the causes of S2. In other words, Informational Manipulation is a cause of Struthonian Syndrome (S2).

“Who controls the past controls the future; who controls the present controls the past.” George Orwell from his novel, “1984”.

While this might fire up a whole bunch of folks and get me into a bit of hot water, an objective and critical look at facts and history will support my assertion. That assertion is, people in power desire a mass outbreak of Struthonian Syndrome (S2).

As the global community becomes smaller and smaller due to technology, people have a desire to know what is going on everywhere. The only way to get that information is to be online. Traditional cable news and or informational outlets cannot provide real time information.

TRUTH: Perspectives and positions are created, established, furthered, etc… when information collides with understanding.

The level of understanding a student has will determine the level of influence, and/or effectiveness (effectiveness = the desired reaction or response of the student [information recipient] that is/was achieved) the teacher (information deliverer) attained.

The following equations are certainly well known amongst the oligarchical influencers:

↑Understanding of Student = ↓Effectiveness of Teacher

↓Understanding of Student = ↑Effectiveness of Teacher

The greater the level of understanding, the less influence will be had, less effective (↓Effectiveness).

Subsequently, the lower the level of understanding, the more influence will be had, more effective (↑Effectiveness).

The fear of the government, power holders, etc…is a citizenry with a high level of educatedness. Let’s look at some evidence:

It is why students are taught what to say, what to do, and are rewarded with a grade that serves as a key to open the doors of higher learning…higher levels of being taught what to say, what to do. Challenge what is being shared by the teacher, and the student is penalized with a low grade. Low grades mean little advancement, little opportunity. Higher grades, the opposite.

If a student is incapable of achieving higher grades, the student is relegated to the lower end of the life spectrum where reliance on another, sometimes even the teacher, becomes their only means of survival.

Students who have a higher level of understanding and who challenge the teacher and/or the information, other means are attempted to restrain the students’ advancement.

With regards to advanced courses, all one has to do is look at the curriculums and then juxtapose the curriculum with the ideological slants of academia, K12 – “higher learning” institutions. The desired goal is clear. 

In the book, the Naked Communist by Cleon Skoussen, published back in 1962, he provides 45 goals of the communist ideology. Within those 43, ideological subversion and attaining the means to manipulate information can clearly be seen. Below was taken from the Congressional Record, January 10, 1963, delivered to the US House of Representatives by the Honorable Mr. A.S. Herlong, Jr. of Florida, on the goals of the Communist Party:

EXTENSION OF REMARKS OF HON. A. S. HERLONG, JR. OF FLORIDA IN THE HOUSE OF REPRESENTATIVES Thursday, January 10, 1963.

Mr. HERLONG: Mr. Speaker, Mrs. Patricia Nordman of De Land, Fla., is an ardent and articulate opponent of communism, and until recently published the De Land Courier, which she dedicated to the purpose of alerting the public to the dangers of communism in America. At Mrs. Nordman’s request, I include in the RECORD, under unanimous consent, the following “Current Communist Goals,” which she identifies as an excerpt from “The Naked Communist,” by Cleon Skousen: [From “The Naked Communist,” by Cleon Skousen] CURRENT COMMUNIST GOALS:

1. U.S. acceptance of coexistence as the only alternative to atomic war.

2. U.S. willingness to capitulate in preference to engaging in atomic war.

3. Develop the illusion that total disarmament by the United States would be a demonstration of moral strength.

4. Permit free trade between all nations regardless of Communist affiliation and regardless of whether or not items could be used for war.

5. Extension of long-term loans to Russia and Soviet satellites.

6. Provide American aid to all nations regardless of Communist domination.

7. Grant recognition of Red China. Admission of Red China to the U.N.

8. Set up East and West Germany as separate states in spite of Khrushchev’s promise in 1955 to settle the German question by free elections under supervision of the U.N.

9. Prolong the conferences to ban atomic tests because the United States has agreed to suspend tests as long as negotiations are in progress.

10. Allow all Soviet satellites individual representation in the U.N.

11. Promote the U.N. as the only hope for mankind. If its charter is rewritten, demand that it be set up ‘as a one-world government with its own Independent armed forces. (Some Communist leaders believe the world can be taken over as easily by the U.N. as by Moscow. Sometimes these two centers compete with each other as they are now doing in the Congo.)

12. Resist any attempt to outlaw the Communist Party.

13. Do away with all loyalty oaths.

14. Continue giving Russia access to the U.S. Patent Office. 15. Capture one or both of the political parties in the United States.

16. Use technical decisions of the courts to weaken basic American institutions by claiming their activities violate civil rights.

17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

18. Gain control of all student newspapers.

19. Use student riots to foment public protests against programs or organizations which are under Communist attack.

20. Infiltrate the press. Get control of book-review assignments, editorial writing, policymaking positions.

21. Gain control of key positions in radio, TV, and motion pictures.

22. Continue discrediting American culture by degrading all forms of artistic expression. An American Communist cell was told to “eliminate all good sculpture from parks and buildings, substitute shapeless, awkward and meaningless forms.”

23. Control art critics and directors of art museums. “Our plan is to promote ugliness, repulsive, meaningless art.”

24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.

25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.

26. Present homosexuality, degeneracy and promiscuity, as “normal, natural, healthy.” 27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity which does not need a “religious crutch.”

28. Eliminate prayer or any phase of religious expression n the schools on the ground that it violates the principle of “separation of church and state.”

29. Discredit the America Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.

30. Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”

31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.

32. Support any socialist movement to give centralized control over any part of the culture-education, social agencies, welfare programs, mental health clinics, etc.

33. Eliminate all laws or procedures which interfere with the operation of the Communist apparatus.

34. Eliminate the House Committee on UnAmerican Activities.

35. Discredit and eventually dismantle the FBI.

36. Infiltrate and gain control of more unions.

37. Infiltrate and gain control of big business.

38. Transfer some of the powers of arrest from the police to social agencies. Treat all behavioral problems as psychiatric disorders which no one but psychiatrists can understand or treat.

39. Dominate the psychiatric profession and use mental health laws as a means of gaining coercive control over those who oppose Communist goals.

40. Discredit the family as an institution. Encourage promiscuity and easy divorce.

41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

42. Create the impression that violence and insurrection are legitimate aspects of the American tradition; that students and special-interest groups should rise up and use united force to solve economic, political or social problems.

43. Overthrow all colonial governments before native populations are ready for self-government.

44. Internationalize the Panama Canal.

45. Repeal the Connally reservation so the United States cannot prevent the World Court from seizing jurisdiction over nations and Individuals alike.

It is very difficult to ignore the glaring “prophesies” that have come to pass. If I may, let me bring to your attention some of the goals in particular: 6, 11-13, 15-32, and 36-45…with a major emphasis on #40. More on those in coming posts and podcasts.

Context, insight, discernment, wisdom, etc… all come from the intersection of knowledge, understanding, and experience.

Consider social media. Platforms residing and running on a base of algorithms that provide desired content at a level that comes just to the edge of satisfying the student and then offers up a bit more of this and a bit more of that…all keeping the student fixated on content that neither increases educatedness nor provides any substantive benefit other than momentarily meeting the instant want and desire of the student but, and this is where the darkness enters, also meeting the want and desire of the teacher…which is to distract and influence. Reminder of the equations:

↑Understanding of Student = ↓Effectiveness of Teacher

↓Understanding of Student = ↑Effectiveness of Teacher

Essentially all empirical data, surveys, man-on-the-street interviews, and more, regarding where Generations Y and Z, and far too many of the Gen X’ers I must say, get their news/information reveal that social media is their primary source. Additionally, the same groups have admitted that they know and capitulate to the fact that the overwhelming percentage of what is shared online is either completely false or is at such a level of misinformation that it can only be deemed tabloid’esque. In other words, it is like everyone getting their news from the National Enquirer, Star, Weekly World News, etc… If those examples dated me, perhaps Babylon Bee would be a more up-to-date example. By the way, if you have not seen Babylon Bee, you are missing out. Sorry. Back to it.

If the overwhelming amount of information that is disseminated through the informational onslaught that is deployed 24/7/365 is not factual, the question HAS to be: How do members of Gen Y and Gen Z develop a foundational belief system that they can use to decipher fact from fiction…and even the level of truth that exists in the facts?

The answer: they cannot.

Truth: If you control the message, you control…EVERYTHING.

Hence… Struthonian Syndrome (S2).

Before you leave, scroll back up and take one more look at the definition of Struthonian Syndrome (S2). You will want to keep it fresh in the mind as you navigate your way through the minefield of information and messaging you will be exposed to once you leave here. But, I hope you will return often…if only to see what else has popped into the grey matter.

By the way, we have only scratched the surface as I have shared only the tip of the Struthonian Syndrome iceberg. More to come. Stay tuned. Until next time, keep it Real, Radical, Relentless, and Relevant.

Searcy, out.

In Search Of…

Posted: June 7, 2022 in Insights, My Heart, Observations, and Rants, Servant Warrior Radio Message
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The more I watch the news…the more I cannot stand the news. That is true for both, dare I say all, sides of the political and/or ideological scale. It is about catering to audiences. I get it. Talk radio is no different. It’s not a condemnation. It’s reality. It pays the bills and salaries. Hey, I’m a capitalist and free market fan. I’m also a self proclaimed political philosopher. I love the “why’s”. I look at things in multiple layers and from multiple perspectives. Here is the unfortunate reality of so much of the media and news today; Rarely does it promote free thinking. It often drives people to other sources of news, information, entertainment, and sometimes even perspective and/or confirmation or away completely from any kind of news. Which, in itself, creates all kind of craziness. This craziness could be both positive and negative.

Unfortunately, I cannot seem to find a source of information, entertainment, and perspective that fits me. It seems that so many are about finding the wrong or the issue as opposed to looking at things a different way, thinking about both sides, all sides. It’s less about promoting or encouraging free thinking and more about directing thinking. I’m a thinker. I challenge norms and think beyond the surface. Yes, I have my beliefs and foundational principles that guide me and that sustain me. However, they do not restrict my thinking. In fact, it is quite the opposite. When we own our perspective and do not borrow someone else’s, it frees us to think, to question, to challenge because we are confident in who we are and what we believe and hold true. Having a set of foundational guidelines and principles can do one of two things. One, we can be so immovable in our beliefs that we close off our minds to any other perspective. Or, two, and more preferable, that it strengthens our intellectual courage to open our minds to other perspectives. This will either reenforce our perspective, cause us to think further about our perspective, or even to challenge our perspective and cause us to rethink it, possibly even changing it. If we don’t know where we are going, any way will get us there. While that could be fun and exciting, the roads in that journey can be frought with all kinds of peril.

Here is the question to me that I have been posing to me for quite some time…over a decade. If you can’t find a source that fits you, that gives you the information and content you want and an environment that is different…solution oriented not simply exposing the problems…then create one. Chances are, others need it as well.

Here is the thing. I already have. Servant Warrior™ Radio…the answer? The answer!

More about the road ahead in the posts ahead.

Until then…keep it real.

Individuality and Accountability: Inseparable qualities for all students and educators and the challenge that exists given the current environments of most of our classrooms. Oh yeah…also a story about some guys and trees.

Posted: June 2, 2022 in Articles, Insights, Servant Warrior Radio Message
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How can academia tout critical thinking, individuality, tolerance, etc…when students are are not allowed to be who they are and teachers do not know how to be genuine, true to their convictions, while also fostering a classroom environment conducive to critical thinking, civil discourse, questions and answers, the exchanging of ideas – both agreed upon and disagreed upon, and allowing the students the chance to learn and establish their own perspectives, stances, and opinions?

As I will be sharing more in subsequent posts, articles, and on Servant Warrior™ Radio in the coming weeks and months, teachers have to consider the “why’s” at varied perspectives and students have to consider them as peers.

But, here is where the harsh reality of my points take front and center. What happens when teachers get tough questions like should abortion be legal and whether Roe v Wade is Constitutional? What about questions surrounding gun control? What about fossil fuels vs alternative energy sources? Immigration reform and border security? How about universal healthcare vs private healthcare? The list can go on and on. To pretend that these questions are not going to be asked is very similar to an old military saying about putting your head in the sand during a firefight. You know what happens? You get shot in the south end of your north bound direction.

We, as teachers, have to be ready for these questions. And, we have to have honest, purposeful, and objective conversations about them as we are the authority figures and can have a tremendous influence on a student’s beliefs. If we want them to and are challenging them to think critically, we have to make sure we understand and are clear about the context of the answer, the discussion, and absolutely refer to and consider my 3P’s of Information: Position, Purpose, and Perspective. All of these issues have significant ideological beliefs around them and can bring, dare I say, spirited debate and discussion.

Unfortunately, I do not think many teachers are truly considering, if these questions are not beings asked in their classrooms…WHY? Why are students not asking these questions? I can assure you they are hearing about them, inquiring about them, and talking about them elsewhere. Some of the reasons I believe are that students afraid of backlash or attacks if the question is controversial. They are afraid of looking stupid, inept, or being ridiculed by classmates. They are afraid of being asked follow-up questions about the issue and not be able to discuss or answer intelligently. And, this is likely one of the most impactful reasons, students are afraid that if they believe differently than the teacher, there could potentially be reprisal or even alienation directed at the student by the teacher as well as other students. I am just being honest.

Students learn from teachers. Teachers are human beings, with beliefs and perspectives. Students interact with other students who are also human beings…human beings with perspectives. The idea that teachers must be void of who they are or have no personality or perspective in the classroom only shows that too many teachers are incapable of creating environments where their ideologies do not get on the way of learning but shows students, the future generations, that people can and will disagree but that teaching and learning can happen in spite of differing opinions.

If we want civil, effective discourse in the public square, we have to be allowed to have civil and effective discourse in the public classrooms.  Otherwise, how will students learn how to engage in civilized, effective, and intelligent discourse if it is not modeled and fostered in an environment that will ensure all perspectives are treated with importance but none more than the other?

Society, as driven predominantly by social media, is wholly incapable of teaching generations of students how to have a conversation with someone they do not agree with or to even acknowledge, with any level of consideration or respect, that someone may have a different opinion than their own. The ability to agree to disagree has been lost for some time. Cancelation, verbal assaults, censorship, character assassinations, etc…have become more commonplace than simply reaching the point where neither side will change their positions and both walking away…even shaking hands. We are emphatic and insistent that those who don’t share our views must…at all cost.

The classroom is where tough questions should be asked. If a teacher is prepared to answer tough questions because they have set parameters, expectations, guidelines, and discussion guard rails, students get a taste of what life is like to disagree without going to war or, in today’s terminology, “canceling the other”. We have lost the ability to disagree and be okay with it, especially on social media. Intellectual courage is becoming more and more nonexistent. If you are curious about intellectual courage, stay tuned and check out more blog posts and episodes of Servant Warrior™ Radio.

If I may, let me tell a story about a couple of men and some trees…

One day, a man was in a grove sitting and reading beneath a large tree when he heard another man standing beneath another tree, screaming at it to uproot itself and move to another location. The first man found this entertaining, then intriguing, and then a bit irritating. But, he continued to watch.

The screaming continued but tree did not move. This only infuriated the man. He began to scream louder, cursing and insulting the tree…and all of the other trees that were within earshot of his verbal tirade.

The man got up from his seat and walked over to the other. “Sir”, he said, “why are you screaming at the tree? You know that no matter how hard you scream at or insult the tree, it will not move.”

“Who are you?! ” asked the irate gentleman. “Who are you to tell me what I can and cannot say? Who are YOU to tell ME anything?! I can say whatever I want! And, what I want is for this tree to move! I want it over there!”

The man walked back over to his tree, sat down, and pondered his options. He had a decision to make. He could go back over to other man and argue with him of the ridiculousness of his actions and verbal assault on the tree. He knew he was right and that that tree was not moving. He could sit, watch and listen to the man continue his tirade against the tree. He knew doing this, while fun for a time, would take him away from his own book. He also knew the tirade would eventually impact him and could bring him to the point of going back over and engaging the other man. Or the man, knowing his propensity for engagement, could find another tree in a grove where he could read and where people do not scream at trees to uproot and move.

He gave the matter great thought and decided to…

I will leave it there. It is certainly something to consider when observing others and their ideological perspectives, opinions, and actions.

Until next time, keep it real.

Have any comments or questions? Email them to comments@servantwarriorradio.com

Civil war is upon the United States…again. Could Covid be the 21st century’s “slavery”?

Posted: December 14, 2021 in Insights
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The United States is never void of ideological issues that cause a division amongst the population. That is the great thing about America – the melting pot of different ideas, beliefs, and opinions. However, there really has only been one issue – the issue and institution of slavery – that has caused such a division that prompted a war…a war that nearly tore the country apart. Could we be on the cusp of another civil war fueled by another “slavery”…the issue and “institution of covid”?

The following is not intended to advocate for any ideological stance or position, political party or belief, race, creed, nationality, sexual orientation, or socio-economic status. Nor is it intended to minimize or trivialize the events of the past or the repercussions caused by the institution of slavery to anyone or anything. Additionally, it is not my intent to diminish, disregard, or minimize the impact that the Covid virus has had on the United States and the world, more importantly to those individuals and families who have lost lives and loved ones as a result of the virus.

This is simply an observation and assertion of how an issue can be used to promote or further a particular ideological, economic, or political agenda or perspective. It is also to show the parallels between time periods and in our nation’s history and the issues that impact it.

I wish this was not the case but, given the cultural and political current climate in our country, I have no doubt that much of what is written here will be taken out of context and seen as insensitive, potentially even racist, or totally insensitive to the institution of slavery and to the fallout that has caused so much division and issue over the past 140+ years. In no way shape or form is that the intent or the purpose.

If you, the reader, have a tendency to fly off the handle or go into an ideological rage or rant spurred by CNN, Fox News, or any other media outlet or source, this may not be for you. Please stop here. It is not a slight, by any stretch as there are things that absolutely set me off. It is unfortunate, however, as the information contained is a heads up to a dead man’s curve that lies is in the road ahead for our country of we don’t take evasive action.

Before we begin, it is important to establish norms, a common framework, and understandings. To do that, I want to provide some definition of terms and concepts. Otherwise, the possibility of viewing this information scene through an intended lens increases exponentially.

From his 1991 Journal of Economic Perspectives article “ Institutions”, paraphrasing Mr. Douglass North, Institutions are ‘the rules of the game in a society, or, more formally, are the humanly devised constraints that structure political, economic and social interaction.’ Additionally, we can also juxtapose North’s definition with my own definition of institution as ”the introduction of a system, thought process, rule, or policy that is intended to influence action and further and/or establish a political, ideological, economic, or social agenda, platform, or combination thereof.” Using these definitions as a lens that we will call the “institutional lens” by which to view the assertion and comparison will seek to remove, as much as can be, the personal and ideological perspectives around the issues and allow the institutional similarities, using the definition above, to be realized.

Back in 2019, I did a video blog post and wrote about the new civil war in America. It is linked here – https://youtu.be/3u5ubXqBobl . Ideology and beliefs are always at the core of a civil war. Just as the American civil war was the culmination and deadly finale of a century’s worth of brewing division over an issue – slavery, the deadly impact on the economic, social, political, and psychological health of a still rather young nation, the war threatened the future outcome of the greatest experiment ever attempted…the United States of America. The eerie similarities of today’s national climate fueled and impacted by the many sides of the covid virus to the most tumultuous time in American history is uncanny…and real.

I will be diving into the issue here more in the future through analysis. However, I wanted to go ahead and put down some points by which to expand, consider further, and look at again once out in the light.

The following is the beginning and serves as the basic framework as it provides very basic and general points for the overall assertion. It is a work in progress due to the very nature of the comparison as these continue to unfold. The end of the story has not yet been written.

Again, the United States is never void of ideological issues that cause a division amongst the population. That is the great thing about America – the melting pot of different ideas, beliefs, and opinions. However, there really has only been one issue – the issue and institution of slavery – that has caused such a division that prompted a war…a war that nearly tore the country apart. Could we be on the cusp of another civil war fueled by another “slavery”…the issue and “institution of covid”?

The work in progress is below and is a true working document. Rarely does one work on a thesis and assertion that is such a potential ideological powder keg as this in the open and for public consumption. My hope and desire is that readers do not see this as a political or ideological stance but as an objective observation and analysis of two U.S. institutions and their similarities.

–Divided Over The Issue: We are a country divided and have been for quite some time. The ideological divide has been growing wider and wider, being spurred by many forces, agendas, and outlets. Covid, as was slavery, is simply a mechanism and tool.

–Ideological : For this, I will use a designator that is a bit easier to understand and classify. Blue states and cities (run by Democrat governors, legislatures, and/or mayors) obsessed with covid, use the issue to justify actions, as do Red states (run by Republican governors, legislatures, and/or mayors). One uses covid to promote more governmental intervention and control while the other uses it to tout a position of freedom, personal choice/responsibility, and limited government. To at least 50% of Americans, (even though I cannot get absolute truthful empirical data, I would argue that percentage is more than 50% but admitting it for many on the left would be like admitting they are wrong or have abandoned a perspective they have been holding on to) the latter is much more preferable than the former. However, both Red & Blue states, cities, and legislatures use covid as a political vehicle to push and further an agenda.

–States Rights Vs Federal Policies: The political, and frankly the Constitutional, battle between the states and the federal government, facilitated by the 10th Amendment, raged from the early 1800’s through the 1860’s around the issue and institution of slavery. Similar battles have been raging as a result of the federally backed and pushed lockdowns, mask and vaccine mandates, etc… Predominantly Red states are pushing back against the federal/ecxecutive orders and agency edicts from OSHA, the CDC, etc…while Blue states and cities are embracing and implementing the restrictions to the chagrin of some and elation of others. Following Lincoln’s election and his Emancipation Proclamation after the Battle of Antietam essentially freeing the slaves via executive announcement and the Reconstruction amendments to the US Constitution (13th – outlawing slavery, 14th – granting citizenship, and 15th – granting voting rights regardless of race) which were conditional on reinstatement of the southern states to the Union, thus making any act condoning the institution of slavery unconstitutional and illegal, states continued to battle the federal government by instituting Jim Crow laws of poll taxes, literacy laws, etc…. The current “Jim Crow” policies and pushbacks have two sides. One side are those implemented by the states and cities in defiance of the federal covid mandates while the other side are policies and regulations implemented by states and municipalities forcing compliance to the covid restrictions.

In a similar role are private businesses and companies that are either requiring covid restriction compliance (vaccines, masks, etc…) or not requiring them with both sides using the institution of covid to make not only an ideological but a political statement. Some also claim to be making a Constitutional statement. This, of course, is a topic that absolutely needs its own posting and discussion as there are many sides and layers to that argument. Nevertheless, when put side by side, the reactions by the actors at the federal, state, and local levels to both institutions – slavery and covid – the parallels cannot be ignored. In fact, when looked at through the institutional lens defined earlier, this should also be cause for alarm given the outcome and horrible “resolution” attributed to the earlier divisional actors of the mid 19th century.

–Economic: The institution of slavery was a primary driver of the southern economy. And, despite the in-humaneness and absolute disregard for human dignity, rights, and freedom, it was a business decision. Even, capitalistic, in a sense – a profit driven use of scarce resources at the lowest possible cost of production (labor). Again, while it cannot be disconnected from the human aspect as the scarce resource being utilized was labor at the expense of human dignity and freedom, it was still a business decision. On the other side, the North is not absolved from promoting the institution because the northern factories that utilized the product of the south, cotton, never once slowed the production cycles in opposition to the issue (institutional slavery). Mouths denounced it while hands produced goods facilitated by it. Now, the government and its actors are using the covid issue to drive its economic endeavors and goals…on both side of the isle.

–Free And Slave States: There was a clear and distinct difference in the early 1800’s between free and slave states. The distinction today is very similar. The “slave” states today are those placing restrictions on the people, business, institutions etc…The free states tout limited restrictions and anti-mandate rhetoric that facilitate personal responsibility and freedoms. The “free states”, however, are not absolved from using the issue to drive the conservative, free market, limited government stance. Both the Blue and the Red see the issue as a means to an end…ends that are diametrically opposed to each other.

–People: Free and Slaves. As was done at the beginning of the post, I want to provide a definition for the term, slavery. While there are many variations of the definition of slavery, at the core of all of them are the restriction of freedom and essentially “ownership” of one to another. Mariam-Webster provides this definition: “: a situation or practice in which people are entrapped (as by debt) and exploited.” The slaves are those whose freedoms have been taken away by the institution of covid. For some, it is imposed upon them by the government. For others, the slavery is self-imposed, fueled by fear that is a fire stoked by the gasoline of a media machine that seems to want nothing other than to scare the masses into submission and to socialistic and authoritarian, even draconian and insidious, edicts and doctrines as well as into “inaction” of their own accord and thoughts. Unlike the civil war of the mid 1800’s, there are covid slaves across the country. We are also seeing infringements on the civil liberties and freedoms of citizens who are choosing not to comply with covid restrictions and policies. Jobs are being lost and people are being forced to comply or be fired. Economic freedom is a staple and pillar of a free market, a free nation. It is a foundational principle of the mixed economic and capitalistic system of the US. With economic freedom being defined as the individual citizen’s right to earn, spend, and invest as they choose, the governmental policies as well as those of some companies are forcing employees to choose between work and unemployment. While that is a level of freedom, the freedom not to comply, it does not necessarily coincide with the spirit of economic freedom. Similar to the Jim Crow policies of the southern states, civil liberties seem to be under attack. Again, we must view the former through the institutional lens as the obviousness of discrimination based on race (not determined by choice) vs discrimination based on one’s decision of whether or not to comply (100% determined by choice) is not lost here, some would argue there is a distinguishable similarity between the two as a similar option was afforded to those being discriminated against due to race as they could have made the choice to live in an area of the country whose policies were more favorable as opposed to challenging the policies of the states and localities that were less favorable to them.

Of course, there are so many aspects of that line of thinking that are 100% true as every situation has choices associated with it. And, every choice has repercussions…some being good and some being not so good. Yes, slaves could have made the choice to resist either in West Africa or when in the Colonies. Some did, I am sure. The repercussions could very well have been and that were inflicted on them were severe harm, sometimes resulting in death. The choice to comply was the better of the two, even though neither were optimal. The same could be said of those averse to governmental mandates related to Covid. Yes, those against the vaccine mandates and other policies could choose not to comply and/or move to another location. Some have moved and relocated businesses. Some, who made the choice to leave employers that mandated vaccines have found other jobs or even started their own businesses. For others, however, the means were or are not available for them to relocate or change jobs. Thus, a choice was/is to be made. Comply or resist. Despite the desire to resist, the repercussions could and have resulted in people losing their jobs, their businesses, their livelihoods. This could and has resulted in devastating outcomes. So, the choice to comply was made considering the repercussions, that not complying would be worse than the compliance. Yes, we all are free to decide. Even those who live in authoritarian countries and cultures have the freedom to choose. No matter where one lives or has lived from a geographic or time period standpoint, the freedom to choose is always there and has always been there…as are and have been the repercussions. The assertion here is not meant to ignite a war of perspectives but to show how similar these “institutions” actually are to one another.

–Social: the institution of slavery created a pro and anti-slavery social order which pitted each group against the other because of their ideological perspective. The same has and is happening with regards to the handling and response to the covid virus and its variants. The masked vs the unmasked. The vaccinated vs the anti-vaxxers. The lockdown proponents vs the freedom marketeers. Those who adhere to covid polices are looked down upon and scoffed at while those who choose not to adhere to the covid policies are blamed for the spread of the virus and the cause of why the country is not back to “normal”.

–Media: I would absolutely be remiss by not addressing the role the media played in both the development of the public sentiment during the 1800’s and its role today. Some would argue there is no comparison as today’s 24 hour news cycle demands a level of “infotainment” and audience appealing, otherwise it is show or media personality cancelation time. With that being said, one must consider the technological capabilities and context of the time periods being compared. Otherwise, it would be impossible to compare historical eras and event. Given the breakneck speed at which technology is changing today, it is difficult to compare one week to the next. Yes, there is a hint of hyperbole. But, not much. The media, the press, the advocacy groups, and the free marketplace of opinions were as formidable and as influential in developing, swaying, and influencing public opinion in early 1800’s and the years leading up to the Civil War as they are today. Content creators, news/information outlets, influences, etc…across all communication mediums know this. Something I tell my students often: If you control the message, you control everything. It is a reality that we, the public, must rely on them, the media and informational sources in order for happenings and news outside of our incredibly narrow scope of knowledge that is based on our first-hand interaction and experience. It is the goal and purpose of institutional advocates or opponents to influence the masses to their point of view. This was true in the 1800’s, in the 1700’s, in early Rome, in 400 BC, in 1941,in 1860, in 1960, and in 2021.

While this thought process and comparison will absolutely ignite all kinds of firey retaliations, backlash, and the like, if we take an honest and objective look at the two issues through the institutional lens defined earlier and what their impact on the country was and is through the actions, reactions, stances, etc…of the people and of the government, it is impossible, from an intellectual standpoint, to ignore their similarities and outright parallels. Of course, common sense is not so common anymore and intellectual courage and objectivity is about as scarce as a $1.00 gallon of gas. The $1.00 gallon of gas and the lack of common sense and intellectual courage are subjects that will have to wait. Until next time…keep it real.

Jeff Searcy is a servant warrior, husband, dad, political philosopher, strategist, consultant, writer, speaker, host of Servant Warrior™ Radio, critical thinker, educator, coach, US Marine no longer on active duty, and a sinner saved by unbelievable Grace. www.Jeffsearcy.net .