Service-Oriented Leadership part 3: adding a scientific look!

Great video to set the stage!  (The visual of a tree and the roots are a very effective symbol of good leadership, similar to the "brain/nervous system" analogy below, in case you would like to study botany, plant seeds,...all sorts of viable connections using the Eureka lens!)

Then we followed up with this tender application of true leadership, reminding me of Marni's quote about leadership:

"Leadership is communicating to another person their worth and potential so clearly they are inspired to see it in themselves." -- Stephen R. Covey

 We are then watching the movie "Molokai" and have been reading "Heidi" aloud as examples of good leaders.

We also studied the Brain and Nervous system this week as part of our ongoing study of Anatomy this year as a family.  We made the connection to our theme this month as we recognized that the brain, without a network of information running to and from the "greatest" to the "least" of a body's parts would be unable to do it's work.  The brain, as any good leader, needs to be "in touch" with all under their stewardship.  Each part is valued.  Each part should be recognized and understood, with efforts of the whole directed to meet the needs of the one.  A good leader creates synergy and collaboration throughout the system, just as the brain does with the nervous system.

The connections are there!  We just need to help our youth and children see them to make it all more real, more relevant :).

Importance of connections

Reading in Whitehead's "Introduction to Mathematics," I was struck by this truth:

(Refering to the history of electo-magnetism) "This rapid sketch of its progress illustrates how, by the gradual introduction of the relevant theoretic ideas, suggested by experiment and themselves suggesting fresh experiements, a whole mass of isolated and even trivial phenomena are welded together into one coherent science, in which the results of abstract mathematical deductions, starting from a few simple assumed laws, supply the explanation to the complex tangle of the course of events." (pg 22)

As we build our classes based upon principle, studying "a few simple laws" and learning by experimentation within those classes, we are able to supply explanations to more "tangled course of events" in the world around us.  How much better when those class times include drawing upon the experimentation of people in the past or in classics, people who tested those laws themselves and drew conclusions that we can build upon?

"It did not begin as one science or as the product of one band of men...Detached speculations, a few happy or unhappy shots at the natures of things, formed the utmost which could be produced." (ibid)

The world is full of these detached speculations...just "google" anything you want online to see that this is true :).  Let us rather, through our connections, help explain "the complex tangle in the course of events"!