c
compose new post
j
next post/next comment
k
previous post/previous comment
r
reply
e
edit
o
show/hide comments
t
go to top
esc
cancel

Updates from November, 2011

  • There are no innocent bystanders: Why I mourn for Coach Paterno and all at Penn State University, but support the decision of the trustees

    Matt Davidson posted in Character Blog, Character For & From Sports at 7:45 pm on November 10, 2011 | 4 Permalink | Reply

    I struggled as to whether I would write on the disturbing case unfolding at Penn State University. On the one hand, this is a case that is at the core of our organizational passion and expertise.  What we are witnessing and trying to make sense of as a nation lies within the cross hairs of character and culture—the very topics to which we have dedicated our lives and work at IEE. On the other and, in this media-saturated world we are bombarded with information, information that is often incomplete and inaccurate; and too often analysis and commentary offered at these times risks contributing more heat than light.

    Here’s at least one reason I decided that I needed to share some thoughts: my eight year-old son.  Since around the age of four he has exhibited a passion and exuberance for sport. Any game, anytime, anywhere, he’ll play it, watch it, or talk about it.  He can be heard day and night rolling on the floor, commentating the actions of a game, mimicking every gesture and phrase common to sport.  First hugs of the day with him are followed with either an update from some game the night before, or questions about who won or lost. He’s simply got the bug for all things sports. It’s beautiful; it’s pure and simple.

    But of course not everything in sport is pretty and nice; much is ugly and downright unethical. But still it gives us a context to talk about that too. Sometimes I hope he won’t see the ugliness and that the purity of his viewpoint on sport and people and life could be preserved forever—but I know it can’t.

    This morning he snuck down quietly to the basement for a stolen few minutes of Sports Center—one of his  great pleasures in life already.  We immediately hustled to tell him to turn it off, knowing that the Penn State story would dominate. Before we could, he ran up the stairs saying, “Dad, Joe Paterno got fired? But why?” I wasn’t ready. I should have been, but I wasn’t. Once again, I hoped he hadn’t seen it and that it would go away. But it wouldn’t.

    So I shared the following explanation with my son and my nine year-old daughter:  “Coach Paterno didn’t actually do anything illegal. There were some people at Penn State who did some bad things, and Coach Paterno and others knew and didn’t do enough to make it right.”  And then I said, “At work we sometimes say it this way:  ‘There are no innocent bystanders.’  When you stand by and watch something bad happen and don’t do anything about it, you’re not innocent. In fact, you’re as bad as the person who did the bad thing. That’s why he got fired.”  They seemed to understand that well and we talked about where and when they need to be ready to intervene like the playground, etc.

    Throughout the day as I listened to commentaries and talked with colleagues, I became unsatisfied with my response.  Why after all of the media attention was I really unsure as to who did what and who knew what? How was it that I again and again it seemed like Joe Paterno was the victim, not these young boys, who were at the time of their abuse not much older than my own son?  Why hadn’t I told my kids the whole truth? What was the truth?

    As an act of conscience I decided to read the transcript of the grand jury testimony.  If you can’t bring yourself to read it, I understand that: it’s human depravity and sickness at its worst.  Let’s just say that it wasn’t until I did that I realized that my response was inadequate, my explanation too clean and easy.  What Coach Sandusky did was pure pathology and sickness—done to the most vulnerable, done using all the trappings of power and prestige and materialism that would literally seduce those at risk boys into allowing this predator into their lives.

    But it was the words I shared with my kids this morning, the words we have shared with so many through our work here at IEE that hit me hardest as I read the testimony:  “There are no innocent bystanders.”  As I read the grand jury testimony the gravity of the moral meltdown hit me.

    As I read the transcript I compiled a list of people who knew something about Mr. Sandusky that are named in the report: a wrestling coach, an assistant principal at the local school, a 28 year-old graduate assistant, the father of the graduate assistant, Coach Paterno, AD Tim Curley, VP Gary Schultz, the Executive Director at Second Mile, the Penn State Campus Police, Child Protective Services, the University’s Counsel lawyer, Pennsylvania Department of Public Welfare, two custodians, the custodian’s supervisor.  I’m sure if I combed the report again I would find people I missed who knew something.

    If I was from the list above to put together a logical web of colleagues and family members I would easily come up with a constellation of people who knew something that would number in the 100’s. If I were to make a list of places where the victims reported being with Mr. Sandusky they include college and pro football games, Penn State athletic facilities, offices and buildings, restaurants, local parks, and local schools. And again, were I to create a web of people who in these various settings would have seen something, sensed something, wondered something it would likely number in the thousands.  If I were to read the report again I would find in almost every case an example of where these individuals did something—but nobody, nobody did enough.

    This is not an attempt to engage in shameless self-righteousness and moral indignation pointing the fingers at “them” and what they did or didn’t do.  We must avoid this at all costs.  What we are learning in this case has been learned from world wars and holocausts past and present, from every form of human rights movement, from school shootings and acts of hazing and bullying be they in the school or in the workplace:  (1) human beings are painfully slow to intervene and to act upon what they know and believe to be wrong. (2) There is a collective instinct NOT to intervene. (3) We are all to some degree tainted and corrupted by the instincts of self-preservation self-promotion, which leads us to override the voice of conscience. (4) Our individual and collective conscience is weak, terribly weak!  And, (5) unless or until someone speaks out and steps in, there is a herd instinct NOT to step in.

    There were many with the chance to speak up and step in; no one did so with enough moral conviction to awaken the moral voice in every one. Thus no one person is to blame for not responding more fully; we are all to blame.

    Moral meltdowns such as this seem so obvious fix or avoid.  We draw them up like football analysts playing Monday morning quarterback. Should have seen this; should have done that; why didn’t they just; if they had only done. It all looks so clear when we can rewind it, slow it down, dissect it.  It seems so easy when we’re not tired, scared, worn down and weak.

    I truly think our pain and embarrassment of what is happening at Penn State is at some level the realization that we are looking on something that could have very well happened in my community, that I could have been that person who turned away, who sheepishly thought, “who am I?” “what could I possibly do?”

    We all have a responsibility to learn and grown from this tragedy.  Conscience and character are muscles, muscles that must be exercised regularly.  We cannot expect to be ready for great moral challenges when we neglect to work out on the smaller daily moral challenges.  How often do I ignore offensive humor; how often have I turned away, driven past someone or something, failed to help,failed to call, failed to do something? We have all failed and sadly, we will fail again.

    I failed this morning with my kids.  I will return to this issue tomorrow with my children to help them grow more fully from the deeper lessons and truths of this story. What I said to my son and daughter wasn’t the wrong but it was cleansed beyond effect. I failed to honestly convey what was that was done wrong and to whom it was done. As a result they will likely not learn vitally important lessons that they need to protect themselves from the Coach Sandusky’s of the world, and to prevent themselves from making the same mistakes that have been made by Coach Paterno and others at Penn State.

    Tomorrow morning I will tell my kids that an assistant football coach at Penn State did inappropriate sexual things to young boys; that he gave the boys tickets to games, and jerseys, and bought them meals so that he could trick them into letting him do things they didn’t want to do.  I will tell them that Coach Sandusky is a sick man and that there are other sick men out there like him; that they should not fear people, but that they should be careful too. I will also tell him that many people at Penn State, including Coach Paterno, knew something had happened to these boys and none of them did all that they could do to stop it, and to save these boys from this coach—and to save this sick man from himself.

    There are indeed no innocent bystanders in this case. Joe Paterno may not be guilty, but he is not innocent either. But neither are any of the others in this case. He may be getting too much attention, but as an old coach he knows very well that coaches get too much credit when teams win and too much blame when they lose. He has certainly known the thrill of victory; and this defeat is no doubt pure agony for him and his family.  He has had many victories, but I’m sure even he would acknowledge having learned more from his defeats. In time we will all hopefully learn from this defeat along with him.

    I cried this afternoon as I read the grand jury testimony. I thought of my own son and I cried. How could he? How could they?  How can we allow such terrible things to happen each day in our homes and school and communities to the most vulnerable?  I mourn for Coach Paterno and for the entire Penn State community but I believe the trustees did the right thing. I particularly mourn for those boys.

    I am reminded of Arthur Miller play, All My Sons. In it the father commits suicide after realizing that his actions, his moral failures, done for self-preservation and the benefit of his own sons, lead to the death of 21 American Pilots. A famous quote from the play, gives us all plenty to reflect on in light of the incidents at Penn State:  “You can be better. Once and for all you can know there’s a universe of people outside and you’re responsible to it.” The father in the play realizes, what we must all realize today:  “They are all our sons and daughters.”  Coach Paterno has been father to so many young men, father to so many student athletes and coaches.  He has done so much good for so many but he also knows that “from those to whom much is given, much is expected.”

    I am sad tonight. I am sad to have witnessed again the depravity of mankind and how one person’s sickness can affect so many. I am sad to see that we all lost in this battle. It is a loss will burn in my belly for a long time. I realize once again that there are no innocent bystanders and  I recommit to stand up for what is right, to speak up on what is wrong, to risk self-preservation and self-promotion for the good of humankind.

    For tonight I’ll just go home and watch a few minutes of a game with my son and hope he doesn’t see the tears run down my face or sense the depths of my sadness.

    Post to Twitter

     
  • The case FOR competition

    Matt Davidson posted in Character Blog, Character For & From Sports, Excellence & Ethics in Business, Intentional Family Culture at 2:12 pm on January 13, 2011 | 1 Permalink | Reply

    A recent article in Ed Week’s teacher magazine argued for putting the kibosh on classroom competition, citing numerous ways that it was harmful to the classroom climate and individual psyche.  In response to that article, I’d like the make the case FOR competition—a case we originally made in the Smart & Good Report (page 19), which was informed by my previous work with David Shields and others at the Mendelson Center for Sport, Character, and Culture at the University of Notre Dame.

    I’ll only add the following the following points to what we originally wrote:

    1. Our work in schools and with sports teams since the time of the report’s publication  only reinforces our belief in the importance of competition as a valuable opportunity for building moral and performance character, for overall engagement, and enhanced achievement.  In particular we have found in our work with high school students that their engagement increases exponentially in an assignment or activity when there is an element of individual or team competition.
    2. The key to using competition to develop the culture and character of excellence and ethics is our intentionality in its use.  We must have a rationale for its use and what we hope to develop from it, and we must focus on teaching the moral and performance character NEEDED FOR competition.  If it is misunderstood, poorly designed, and left unmonitored completion can run amuck and lead to problems; but that shouldn’t surprise us, nor does it suggest that competition is the problem.

    The devil is clearly in the details when it comes to discussion and use of competition. I’m hoping that re-sharing what we wrote in S&G helps to provide some useful guidelines in the use of competition.

    —————————————————————————————————————————-

    The Case for Competition:

    5 Ways It Can Aid the Development of Performance Character & Moral Character

     At first glance, especially when there’s plenty of evidence that students cheat to get ahead academically, athletes use steroids to break records, and companies bend and break the rules to beat their competitors, the very nature of competition might seem to be antithetical to the development of performance character and moral character.  Because of the all-too-common cut-throat competition, many see competition as a necessarily war-like relationship: I win only when you lose, all means are justified, and only one thing ultimately matters—winning.  In this view of competition, all individuals—even classmates and teammates—are adversaries vying for limited external rewards (e.g., grades, playing time, promotions, championships, etc.).

    However, this notion of competition as inherently adversarial is really a corruption of competition’s root meaning.  In Latin, “com-petere” means “to strive with.”  In this original meaning, we compete with each other, not against one another.  We achieve our individual best through the challenge and support of others: I realize my personal best (which doesn’t necessarily mean I win) when your best effort pushes me to excel beyond what I would have achieved in isolation.  In this way, competition is an extension of a community that supports and challenges.

    At every level of performance competition, new levels of excellence are achieved when participants find good competitors.  Clearly, in any competition, we are striving against our personal limitations and against the marks set by other competitors. However, the goal should not be simply to win, but to pursue excellence. If schools want to foster, across all areas of school life, a culture of positive competition that promotes the pursuit of excellence and avoids the dangers of destructive competition, they must establish supportive institutional structures (and eliminate negative ones) and work to cultivate in students a positive perspective on competition.  What follows are 5 ways for young people to understand competition as having great potential to support their development of performance character and moral character:

    (1) Competition gives me unique opportunities to develop my performance character and moral character.

     (2) Being a good competitor requires that    I develop the self-understanding and skills for managing the powerful emotions and potential pitfalls of competition (e.g., stress, frustration, resentment of others, anger at perceived unfairness).

     (3) Competition is a partnership, a form of cooperation between competitors where I show respect and care for the other by agreeing to play fairly and give my personal best so as to bring out the best in others.

     (4) Seeking out good competition is a chance for me to realize a level of excellence I would not achieve in isolation; winning and losing are less important than whether I give my best effort and learn or master something that contributes to my pursuit of excellence.

     (5) The outcomes of any given competition can serve as a benchmark in my quest for excellence; engaging in post-competition reflection allows me to analyze what worked well, what improvements are necessary, and what next steps should be taken.

    Post to Twitter

     
  • 100% of whatever you've got—Developing the performance character to outperform your resources

    Matt Davidson posted in Character Blog, Character For & From Sports, Excellence & Ethics in Business at 10:43 am on September 3, 2010 | 1 Permalink | Reply

    I went for a run the other day late on a hot afternoon after returning from several days away working with schools.  I knew it wouldn’t be an easy run for me, but I knew that I needed the run to get my head clear and so that I’d be ready to go the next day.  While out for the run my mind was running much faster than my legs: most of my thoughts were basically mental whining on my part about how tired I was, how hot it was, and how old was, and about why in heck I ate those chips at lunch, etc., etc., Amid the sweat and tears (starting to make a pretty pathetic run seem glorious, aren’t I?) I recovered an idea about our notion of performance character that was relevant on that run, and I think relevant to those we teach and coach:  performance character isn’t simply about giving 100% all the time, because when it comes to giving our best effort in pursuit of excellence, we’re often drawing upon energy for excellence reserves that are much less than 100%. 

    We define performance character as the “character needed for excellence in any area of endeavor”.  We’re talking about putting values in action such as grit, perseverance, work ethic, positive attitude.  These “willing values” are what we need on a day and in a moment like I described above when you must do what you don’t want to do when you don’t want to do it. Performance is the outcome–the grade, the test score, the final scoreboard. It’s important, but doesn’t tell us if you have “performance character” those qualities needed to maximize your potential for excellence.  (You can win by 40 and not ever draw upon your performance character, right?).

    We first “rediscovered” the idea of performance character (rediscover since the character connection to excellence certainly preexisted our work, the field of character education was just predominantly focused on moral character) in our work with sports and character.  Coaches talked a lot about the character needed for success in sport, the character that enabled a team or individual to “outperform their resources.”   The idea of performance character has proven a sticky one that resonates deeply with those in all walks of life.  It’s easy to see the importance of performance character; it obvious that our work as teachers and coaches is next to impossible if those we are working with will not continue giving effort, persevering through difficulty, or striving to maximize their potential for excellence.

    The more I work on the development of performance character with teachers and coaches and with myself, the more convinced I am that the test of performance character is precisely when we don’t have 100% to give.  I’ve done plenty of runs when I was well rested, had good nutrition, when it was perfect temperature outside (although in my current sleep-deprived, hectic life, here in Upstate New York, I don’t see many those perfect days!). Heck it’s easy to give it your all on those days. That’s the point: performance character isn’t a sometimes ideal that we go after as if we’re trying to plan the perfect moment to summit a mountain.  It’s an all the time struggle to do the best we can given the circumstances and what we’ve got to offer.

    Developing performance character means that we find really good Public Performance opportunities to work out our performance character muscles (this can be that last lap when you’re tired and you just want to go home; or it can be one more draft on a paragraph that you’ve revised 25 times, but still isn’t clicking).  I wouldn’t have likely worked out my performance character muscles if I hadn’t been out running—putting my weakness and humanity on display for all to see.  Sport gives us plenty of Public Performance/Presentation, which is good. But the glorious moments of “the game” often require less performance character than the inglorious moments of practice.   Bottom line: we need opportunities for Public Performance/Presentation to draw out our inner reserves.

    Developing performance character requires utilizing Self-Study to monitor how we react or respond when “we’re in the red.” What do you do when you’re tired, frustrated, hurting and think you can’t do it anymore?  Do you simply quit. Do you lash out at others? Do you beat yourself up? Can you find little ways to keep yourself moving forward through the pain to your goal?   It’s a scary feeling to get in that uncomfortable spot in your mind when you just want out; if you can stay there, study it and maybe understand it; you’ll discover a limitless power source.

    Developing performance character also requires use of good Other-Study examples, and here the obvious ones aren’t always the best.  I love Hoosiers and much as the next guy, but that’s a pretty view of performance character, when in reality it’s much, much, more gritty.  Use Other-Studies that draw out the gritty, difficult, but absolutely essential elements of giving 100% in a moment where all you’ve got to draw upon is 75, or 50, or 25% of your normal reserves.   Everybody loves the “pull it out at the end against all odds in front of the sold out stadium story.”  We have to draw more attention and teach from the “pull it out on a Tuesday afternoon when you’re tired and distracted by other things and you still stuck with it even though nobody would know if you didn’t story.”   (And if we want to connect to the real world, we should study the performance character needed by the worker who gets up every day at 5AM and does their work well day after day after day; or, study the performance character needed to be a single parent juggling life at home and work. Which is often nothing like the glory of sport whatsoever, but very much like the inglorious preparation required for sport).

    Finally, developing performance character requires Support & Challenge.  Don’t simplify performance character to a “pull yourself up by your bootstraps” hero complex.  I’m sure that if I’d had a running partner out there with me on my run, I would have been able to get out of my own self-pity and pulled it out. I would have drawn energy from their example and gotten more out of myself simply by keeping up with them.  Performance character isn’t just about personal reserves; it’s about surrounding yourself with others who know how to support and challenge you to get the most out of what you have to offer on any given day, in any given circumstances.  In fact, the “so what” of this story may well be that the way to routinely outperform your available resources is seeking out the Support & Challenge of good coaches and teammates capable of helping get more out of yourself than you believed you have.

    Performance character: the character needed to outperform our resources. Is it in you and your team?

    Post to Twitter