Hauenstein Center for Presidential Studies
What Happened to the Future? Lessons from Ancient Athens about Leadership and Its Limits.
W. Robert Connor - 3/22/11
Respondents Panel
What Happened to the Future? Lessons from Ancient Athens about Leadership and Its Limits - 3/23/11
Gallery
Transcript
Wow, I want to thank you all for coming. With the weather advisories-- we were talking before this event, we thought it would a little seminar with 10 people around a table. But look at this. We really have quite a great attendance. I want to thank you for coming to be with us this evening. Because you're in for a real treat.
I'm Gleaves Whitney. I'm Director of the Hauenstein Center for Presidential Studies. A very proud partner with Chuck Pazdernik, who is the head of the Classics Department here at Grand Valley. That in itself is a great story in its own right. The Classics Department, by way of introduction, is only 10 years old. Already has seven faculties. It's the second largest and probably the second best classics department in the state of Michigan. So they have some--
Second?
Some real-- well, [UNINTELLIGIBLE] on the other side of the state. They have some real heft here. And we're really pleased to be able to partner with them. And as a result of that, we're able to bring in quality speakers.
And to introduce our speaker today is Chuck Pazdernik. Thank you Chuck for partnering. And I look forward to your introduction.
Absolutely. Absolutely.
Well, Gleaves, thank you very much. Gleaves and I had a little mutual admiration society going here. Because the Hauenstein Center was very gracious to involve us in classics in a wonderful conference they organized a couple of years ago. The title was Lessons From Antiquity For The Obama Administration. Well, there you go. And look where we're at. [UNINTELLIGIBLE] open ended. And ever since-- I mean I've been delighted-- I had the opportunity at that time to meet Ralph Hauenstein, who is such an inspiration. He turned 99 years old very recently.
Two days ago.
Two days ago. But also the opportunity that we've had to work with Gleaves and his staff on this. And the support we received. But we echo Gleaves and just thank you so much coming out under these inclement conditions and taking advantage of this occasion. I'm delighted. And I join with Gleaves and my colleagues in the Department of Classics in welcoming you here for this occasion.
And of course the opportunity that we have and the occasion that brings us here is also a wonderful one. Bob has asked me to keep the introductions brief. I'm not very capable of doing that. You figured that out already.
I like to say, and I've said in other contexts, that Bob has reached the pinnacle of at least careers and counting. Bob has said at the WGVU this morning, and a couple of other places, he just hasn't managed to pass Retirement 101 yet. But for someone to have reached the pinnacle of the profession of classics as the Andrew Fleming West Professor of Classics at Princeton University. Twenty-five years at Princeton, if I'm not mistaken, Bob.
To go on after that to head the National Humanities Research Center in North Carolina and to lead that organization with the great distinction the way that Bob has. And to be such an advocate and such a force on behalf of the humanities and on behalf of liberal education is a wonderful thing.
And then finally Bob's leadership as the President of The Teagle Foundation in New York. Again another organization-- this time private support in the area of strengthening the level of education in the area of what do we do to ensure something that I think we all have a great deal of stake in, which is ensuring that people who make the enormous sacrifices that are involved in getting a college education well-equipped citizens, well-equipped as workers and leaders. All of us have a lot to be grateful to Bob and his leadership for the good work that's he's done in each of those things. [UNINTELLIGIBLE]
And I hope you'll join me now in welcoming Bob with Lessons From Antiquity For The Obama--
No.
--What Happened to the Future? Lessons From Ancient Anthens on Leadership and Its Limits. Thank you very much.
Thank you Chuck. Thank you Gleaves. Thank the Hauenstein Center. And to Grand Valley. And to all of you. By gosh. In North Carolina, if the weather forecasters had said the word ice, freezing rain, snow-- anything like that-- every single person in the state would have dashed as rapidly as possible to the local grocery store, bought out every loaf of white bread, every jar of peanut butter, and every battery-- holed up and nothing for the next five days could get them all out of their houses until the sun had melted the asphalt, let alone the ice. So I've gotta give it to you folks. This is a real solid, Midwest vacation.
I'll try to use this microphone. But if I wander away, as I've been known to do, and speak at far ends of the podium, and I've even been known to fall of them from time to time. If the volume isn't sufficient, will you raise your hand?
An Irish friend of mine told me-- he was once speaking in Dublin and he wanted to be sure that the audience-- a big audience-- could really hear him. And he said, can you hear me in back? And some of them nodded. And one boy said, louder, louder. And the one next to him said, funnier, funnier. I don't know whether I can live up to that expectation, but if you have any problem, raise your hand and let me know.
I want to think back a bit. December 7, 1941, Pearl Harbor. November 9, 1989, the fall of the Berlin Wall, September 11, 2001, I don't need to tell you what was. December 18, last year, Tunisia. February 11, 2011, Egypt. The ongoing transformation in Libya. Who knows what's next in North Africa and the Middle East.
The history of our time seems to be written in surprises. And not just in international relations. Think of the technological changes that have taken place in our time. And just gauge them for a second by terminology. Imagine yourself 20 years ago, and somebody said to you, email. Huh? Huh? What was email? Somebody said to you, Twitter. Someone said, I'm going to give you a digital camera. Maybe you'll put something up on YouTube or Facebook. Or supposing someone said to you, you know, I'm going to Google you. What would you do? I mean, you'd slug them, wouldn't you? You can't get away with that. All within what seems a very small period of time.
Are they trying to tell us something? Is there a secret in this-- If you don't mind, I'll stumble along and maybe we'll get the lights back before Tuesday. Here they come. Very, very good.
I don't have to remind you of the kind of unexpected, apparently unpredictable change that's taken place in our lighting system right here this very evening.
Or in that tragic situation that we've all been watching in Japan. Has an earthquake at the extreme edge of the prediction level. Followed by this astonishing tsunami. And then the hit on nuclear plants-- some which are overage, some of which were built with containment units that were fine for the normal range of prediction. I don't quite know whether they're adequate for the stresses that they're experiencing at the present time.
We're living in an age in other words of remarkable, rapid, extensive, and oftentimes unpredictable, change. That's not to deny that we've made-- particularly the scientists have made for us-- immense progress in understanding complex systems, explaining the dynamic behind them. Sometimes, but not always by any means, making the leap from that characterization of the systems into predictions on how those systems are going to perform.
And then we discovered that while some of those systems have recurrent patterns within them, while they seem to be determined in some way-- some kind of deterministic explanation prevails behind them-- they also seem unpredictable. And if I understand it-- as a very poor, impoverished layman on these matters-- that's what chaos theory is about.
And we've had to confront that in recent years. We have to start trying to think all the way through this. And we're going to be dependent clearly on the scientists to help us understand the implications of that.
Added uncertainties, and oftentimes added worries, come about as we look about the future of the economy in this country, which seems to be an extraordinary state. I know there are economists in this audience tonight. We'll be talking to someone on the panel tomorrow. I hope they're going to help me understand something. Because I don't understand how the stock market in the United States of America can be going up, and the employment rate crawling along at such a pitiful rate as it's going right now. I see in my local paper from time to time an item, 1,500 jobs cut. And I flip over to the stock page and online, and I discover that company's stock has gone up that very day.
Something strange is happening. We wouldn't have predicted it. We wouldn't have predicted this two or three years ago about the hallowing out of the American economy. And it's not surprising if a lot of us, not least young people facing this terrible uncertain job market that's out there, are incredibly nervous and worried about that.
I'm going to step back from that for a second. I'm not an expert on American society. All I could do I kept talking along this way would be to tell you more grounds for my scratching my head and seeming perplexed and worried about things. I want to step back tonight and see whether moving back historically to ancient Greece can be of any help to us in understanding the kind of phenomena that we're confronting in our society today. And are likely to be confronting, if we can guess at all, in even more intense forms in the future.
Every society I think-- every human society that we know-- feels anxiety, deep anxiety, about the future. And we will do some very, very bizarre things to try to get some kind of prediction about what it is we're going to face. It doesn't matter really how desperately bad that prediction might be. We'd rather have the bad news now than live with the uncertainty tied up with it. And societies then evolve what to the outsider may seem very strange or bizarre ways of dealing with the future.
Let me just list a few of them for you from ancient Greece.
If you worried about the future, what could you do? Well, you could go out and you could watch the birds. Are they on the left side or the right side? Do they fly this way or fly that way. They know something we don't know. We've got to figure out what are the birdies telling us.
You could detect that patterns in nature in other ways, as well. You could take leaves and toss them, rather like the Chinese toss sticks in the I Ching. And some way or other, one could make some prediction, some understanding, about what's happening in the future on the basis of where those leaves fall down.
You could go to a blind prophet. Prophets seemed to be particularly good if they can't see the physical reality. So they must be seeing some inner reality. We could go on with Tiresias for example, and ask what does the future hold for us?
You could cut open a sacrificial animal. And look down there at the liver and look at the lobes of the liver and there are people-- there were specialists in this society-- who would tell you what the lobes in that liver mean. And know what they predict and foretell about us.
Or you could consult a text of verses. Orpheus, who's had such a wonderful run in music from the Renaissance to the present, in antiquity, yeah, he had a lyre and he played and he charmed the wild animals. But also he apparently composed a book of enigmatic verses. And if you had the Orphic verses, you could look them up, and rather like Nostradamus in a later period, if you read them, you knew that was referring to our time. And you knew what it might mean about what we were likely to face.
And of course, you could go to Delphi. Get in a line. There were lots of people consulting. You could sacrifice the sheep. You could pose the question-- you have to be to the proper formulaic form-- to Pythian priestess, who was sitting there in some state of mind boggling perception. And she would give you an answer. It might be perfectly simple and straightforward. Yes. No. It might be sacrifice a sheep. Sacrifice a goat. Or it might be a riddle. An enigmatic riddle that you would have to figure out in some way.
Or, if none of these pleased you, could go big time. Necromancy. If you knew how, you could call up the dead. And the dead would know what was in store for you. How, I don't know. But they would know it.
Now, you came here-- you didn't come here to hear me give you a list of things that the ancient Greeks did. You came here to get very valuable advice about the President, right? So I'm going to tell you how to do necromancy.
And I have with me here, a irrefutable source on this, Homer, who in the 11th Book of the Odyssey, has Odysseus call up this blind, dead prophet, Tiresias, and ask him questions. Basically-- it seems to ought not to be a terribly geographically difficult problem-- how to get from somewhere in the eastern Mediterranean back home to Ithaca, at the bottom of the Adriatic Sea. But, he needs help.
Here's what Homer tells us. He has Odysseus speaking in the 11th Book, and he says, I built a trench of about a four arms depth and length and around it poured libations out to all the dead.
Please take note of this. We'll need to come back to this later in this talk.
First with milk and honey, and then with mull wine, then water third, and last, and sprinkled it all over with glistening barley, and over it all, and time and time again, I vowed to all the dead, to the drifting, listless spirits, their ghosts, that once I return to Ithaca, I would slaughter a barren heifer in my hall, the best that I had.
Having done this-- dug the ditch, poured all these things in, made his promises, invoked and called them all, lo and behold, it worked. And up they come. Brides. And unwed young men. And old men, who had suffered much. And girls, with their tender hearts still scarred by sorrow. And great armies of battle dead, stabbed by bronze spears. Men of war, still wrapped in their bloody honor. And they all come up, wanting to feed.
You know, the underworld was not exactly a fast food joint for these Greeks. They wanted this blood, this honey, this milk. And Odysseus stands there with his sword, driving them away until Tiresias can come, and he could ask Tiresias the questions that he wants to put to them.
Death for the Greeks, you can see, was not a meal ticket to nectar and ambrosia. It was a long, painful, protracted period of drained blood, shadowy existence at the very best. Now you know how you do necromancy.
Well, let's step back from the Greeks for a second. This stuff seems bizarrely weird to us. It's a culture that in many ways to us seems radically different, perplexing in all its ways.
But there's an odd feature about the way in which human societies deal with the future and their anxieties about the future. If you're outside the culture, it seems very, very weird and bizarre, and you say, how could anybody possibly that necromancy and lobes of the liver and talking to blind prophets and things of the sort--
If you're within the culture, you say things like, well, you know, I don't necessarily believe it all. On the other hand, you know sometimes if you have an anecdote that somebody had given and it really seemed to work for them-- you make excuses for it. And then you talk about other cultures. And you say, they do something very, very bizarre and very weird indeed.
And so, OK. Let's switch to contemporary America. How do we deal with this? I think it's a human neurosis about worrying about the future. I don't think my dog worries about the future. I don't think other mammals worry about the future very much. There are animals, of course, who know when to migrate. They know how to hibernate. After the Indonesia tsunami some years ago, there was stories that there were animals who ran for hills before the tsunami struck them. Before anybody had any basis for predictive thinking. They seemed to know that was coming. But anxiety for any other species about the future seems, as best I can tell, undocumented and very rare indeed.
But then we come here to the United States, to western Europe, modernized societies in general, and we discover that there is quite a remarkable industry tied up in exploiting the neuroses, the anxieties that we have. If you Google futurology, for example, you'll find a website very, very quickly that promises this: The ability to forecast humanity's millenia-- I'm sorry-- humanity's next two millennia to identify technological, sociopolitical and academic developments during that period. Over the next two millenia? No discussion of what the odds might be that they would actually be right on that at any point at all.
There is a publishing industry going on as you know, about books concerning with the future. My favorite one is Scott Adams' The Dilbert Future: Thriving on Stupidity in the 21st Century. And that seems to have done very, very well in the book sales. And it's not any means the only one to do that.
If you walk through any neighborhood that's perhaps going down now a little bit-- downscale-- you'll see the sign out-- 'Psychics". And apparently there's plenty of people utilizing them. I was going to ask you, but I don't want to embarrass you, how many people here have actually used a Tarot card reading? Don't put your hands up. Because the next question would be have you ever gone to a seance? And pretty soon after that, I'm going to ask you whether you're really going to use this necromancy stuff late tonight. It's best done in the evening, at a time of a near full moon. And we're pretty close to that.
So there is there a huge expenditure in our society, as you all know, dealing with this question of: How do we deal with our anxiety about the future?
Now, I've had a somewhat peculiar way of taking a look at some of the ways in which that operates in our society because of a rather peculiar accident. After I flunked Retirement 101 at my teaching job, I had two subsequent jobs, each one of which involved institutions that were very dependent upon their endowment. And the administrative structure put me, as the administrative officer for those organization, as the dumb outsider on investment committees. This gave me an opportunity to look at investment managers. And since the two organizations, not through me, but through their boards, had very good connections with Wall Street, I had an opportunity to see many of the people who were dealing with investment advice in this country.
And it was a terrific experience for a-- imagine a classicist walking down Wall Street. I mean a kid from an industrial town in Massachusetts in an old walk-up horror flat. They were so impressive. The quality of the suits. I could buy a truck for what they paid for their Gucci [? time ?] shoes. The cufflinks. Oh, my gosh. This strange sartorial habit has become a uniform. A shirt with one color. And the collar with another color. Smooth talking. Well informed. Predictive about grand trends in our societies and specific movement. I was so impressed. I sat there with my jaws down.
Until a friend of mine took me aside-- and I'm reporting this secondhand. you. May want to check these figures a little bit.
He said, Bob, you know about the study that was done of investment managers in the 1980s?
No, I'm a classicist. Come on.
He said, they looked at all the investment managers for a five year period beginning in 1980s. And they tracked all the ones who were in the top quarter and saw how they did in their performance in the second half of the 1980s.
Yeah.
He said, what was the survival rate? How many stayed in that top quarter?
I said, oh, well. You know some of them died. Some of them went out of business. Some new blood went in. Fifty percent of them survived. Not a bad guess?
The number's is 2%.
You've got to be kidding, I said. Two percent. Practically nobody who's scores big in one five-year period is able to score big-- In fact a lot of them ended up in the bottom quarter in the second five-year period.
Anybody who invests knows it's very hard to beat just randomization with the indices. It's hard to do better than that.
And that set me thinking. Why is that so difficult? What can I learn from that? Well, one thing was pretty obvious. That if you're doing that trade-- it's a very lucrative trade-- you've really got to win at the trifecta. It's like going to the races.
You've got to do three things. You got to figure out where your clients should put money their money. Which sector. Specific stocks. Other alternative assets. Bonds. Whatever. U.S. Overseas. Secondly, you have to figure out when they should put that money there. Where the price structure is right. And the hardest seems to be, you got to figure out when they got to get out. You've got to do all three of those. It's not surprising that if you're lucky enough to win the trifecta one five-year period, that you're going to have a lot of trouble when you get to the second. There's no guarantee you'll do all three of those a second time.
But behind that I think there are more fundamental difficulties. And just watching this investment stuff set me thinking and brought me back eventually trying to think a little bit more about what could we learn from the classical world.
Because when I say that there are some deeper difficulties on that, it's not a discovery that I'm making. Some of you have read Nassim Taleb's book The Black Swan. And if not, I think you might enjoy it. The subtitle of that book is The Importance of the Improbable.
In other words, if you calculated probabilities at a 95% level, what are you missing? Ahh. I mean 95% probability. That's very high. That's enough to make my individual investment decisions, public policy. The way I sleep at night. That should be secure enough for me, shouldn't it?
How about the other 5%? What would happen if instead of having an earthquake that's 8.0 on the Richter scale, you had one was-- ahh, it's going to be rare-- one that was 9.0. What would happen if instead of having a tsunami that went up 10 feet, you had one that went up 30 feet. What would happen if you had six nuclear plants-- you get the picture.
The potential at that far end of the probability spectrum can be absolutely terrifying if you're suddenly trapped by it.
So that set me along another one of my kind of explorations of Greek wackiness. Supposing we flipped it over. We-- in the modern world-- we know how bizarre and strange and weird those Greeks were. Supposing we went to Delphi. And supposing there was the Phthian. Can you imagine, she sat on a tripod in the middle of this temple.
And we said to her, hey Phthian, tell us about out some of the features in our society-- how do they look to you?
Well, if we draw out on this-- I'm not sure we could-- she'd say, you guys believe a lot in numbers.
Oh yeah. Yeah, we absolutely do. I said in fact, the way these investment managers play the trifecta is with tons and tons and tons of data. I've seen them with five computer screens spread out in front of them, each one of which is divided in various ways. And constant information is fluxing through on a tenth of a second basis. You see this on the TV.
I said numbers in our society are the way out. It's the way you make decisions. We need, in our society, to figure out trends. What would the Phythian say?
She'd look at us and say, trends. Uhhuh. Once you've identified a trend, what do you do with it?
I said, what do you mean?
Do you extrapolate it? Is it going to keep going forever?
Well, I don't know.
Or do you regress it to the mean? It's gone that far. Sooner or later, it's going to go back to some past average, isn't it? How do you decide?
I said, well, let's talk about something else. I said you know trend stuff is difficult. Let's talk about correlations.
And she'd say, uhhuh. Is correlation causation?
Well, hmmm, a lot of the time, maybe hmmm 95% of the time.
How'd you derive that number? There could be a third cause operating behind the two things-- the two individual variables you seem to be correlating.
Yeah, I said. She would then say to me, you guys are quacks. You think these numbers are going to solve problems, but as soon as I push you on it, you yourself know that correlations, trends-- raise a whole set of further questions. Get out. Go away. Don't bother me any more.
Now, I don't think that that's by any means the whole story. And I'm not trying dismiss the importance of quantitative data. I think they're extremely important in our society.
But when I walk away from the Phythian in this imaginary conversation with her, I realize that we've got to be much more sophisticated and careful in our thinking about how we draw inferences from data than some of us are. Some very well-heeled people in this society are from time to time, at least.
So then I thought well, supposing I used some similar sort thought experiment, like the one of consulting the Phythian about quantitative data in our society. Supposing I tried to use something that I've studied and I have tried to learn about.
Supposing I tried to use the Peloponnesian War in the fifth century before our era. Not just as another thing that we historians do. Another war that I'd like to try to describe as exactly as possible to you and try to get the facts right and the narrative straight. Supposing instead I thought of it as a lens. And I took that lens and instead of looking way back to the fifth century before our era, I flipped it around and said, by looking through that lens-- by trying to understand this war, could I understand something about our society better?
That's turned out to me to be an extremely revealing way to deal with a historical episode, but also to deal with a remarkable text, the source upon which much of our knowledge of fifth century Athens depends. But certainly our knowledge of the Peloponnesian War-- the text of Thucydides' history of the Peloponnesian War. A man, a contemporary, he was in that war. Fought in it. Lost. Sent into exile. And in that exile, visited the other side. He was an Athenian. He visited the side of Sparta and her Peloponnesian allies. And wrote what is probably the most difficult prose text in Greek. Extraordinarily difficult. Many different levels. But one level that makes it difficult is he is thinking hard, challenging himself, and challenging his readers, to think hard about that war more in general and how in war we think about the future.
When you think about it after all, wars are bets about the future. The two parties both make bets that they're going to win. Or at least that they have a good chance of winning or at least it's worth taking the risk of losing. And after all, if you lose, you're going to lose big. You're going to lose your life. The two sides have to think, yeah, we're going to do it. I understand the future. We're going to win. And the other side says, I understand the future. We're going to win.
And then he doesn't. On a rational basis, both sides have to make that decision. They can't both be right. They could both be wrong, however. So war, in general, and I think the Peloponnesian War in particular, is a remarkable opportunity to project out. To look through this lens. And to project out much more broadly, issues about how we think about the future.
Let me jump ahead because having done that-- starting to get totally wound up and forget my main point-- let me tell you three inferences that I drew from trying to study this Peloponnesian War in this way, thinking about it as a lens for looking at our much wider set of issues concerning the future.
The first thing that seems to me to emerge from it is that war focuses the mind. Boy, it better, if your life's at stake. Your society's at stake. Your home. Your family. Everything that you value is about to be destroyed. You've got to focus in on it. Samuel Johnson said there's nothing like a public hanging to focus the attention. No, there is something. And it's war. As you do that, the blinders tend to get on. And it's very easy to get blindsided. Both Greek and English, and the other modern languages, use that terminology of vision and they use the terminology of being confined in vision.
In war, blindsidedness is one of the most common phenomena. And let's extrapolate it. Sure. Why not extrapolate this instead of some of those very problematic trends. Extrapolate that to other sides of our life. Blindsidedness is one of the things that most damages our ability to deal with the future.
Secondly, in war, as you push ahead with your strategy, or, after the war is over, as you push ahead with your agenda for having a peace, it is very easy to provoke unintended consequences. What seems very good and very desirable can suddenly open up possibilities for things that might be good maybe. Maybe there are wonderful benefits that you hadn't anticipated. Yeah. But much more likely, there are further problems and difficulties that jump up to confront you.
Thirdly, war does something very funny with time. Wars alternate between, as soldiers will tell you, periods of immense boredom-- nothing seems to be happening, total routine. Then wham. All of a sudden you're told to move. Told to move fast. Strong. And you're in the furious chaos of battle. There's a sudden abruptness from what would seem to us be continuous, homogeneous time, into this period of laxness followed by intense compression of what's happened. So intense that people can't describe with any adequacy the fury and the ferocity of battle.
War oftentimes leads to very strange calculations of time. And the lowest common of those, when you step back from the immediacy pf battle, is the vast tendency-- universal tendency I think-- to underestimate the amount of time which is involved or likely to be involved-- and we know that from Iraq.
I think of it on St. Patrick's Day of every year. Our first grandson was born on March 17, 2003. My wife and I went out to a local pub to celebrate. And there was the announcement. We were going into Iraq. Don't worry. We can lick that Iraq army. Like that. We can do that-- come on, we can do it in a week. Do it in a month. Victory will be ours very, very swiftly. It'll cost us money. We fired the guy who said it might cost $100 billion. What is he trying to do, subvert the administration? Out.
Every birthday of my grandson-- eight-- we're still there. The war is still going. I don't what's the figure is. Somebody in here made know what that money is. But it's an immense amount. And this is not conspiracy theory. This is not malevolence. It's a universal phenomena. You're going to a war. And you misestimate the time scale. War does funny things with time.
Now, those my-- before you fall asleep, I wanted to give you those three take-aways that you can jot down.
Now, I could tell you a little bit how I derived them from one historical situation. And you can try to judge whether they do indeed apply into other settings that you know about.
And I want to do this by talking a little bit the Peloponnesian War. But the classicists here will know that I have to be talking about Thucydides. And they'll say quietly under there breath, thank God, because Thucydides has a strong, analytical, powerful mind-- which we're not sure the speaker has this evening.
So let me tell you a little bit about this.
First off, I should tell you that for all the power of that mind, he's fairly rarely explicit. It's very hard to pin him down on exactly what he thinks about things. It's between the lines. And if you're reading Thucydides, you have to read between the lines and figure out what the implications are of what he's saying. But what he presents us in the lead-up to this war are two opposing views about how one thinks about strategy, about the likelihood of winning the war, but also then about how one thinks about the future.
The first of those ways of thinking about it is represented by one side in this Peloponnesian War-- specifically Sparta, in the southern part of Greece, with its allies in that region-- the Peloponnesians. They have a highly traditional way about thinking about Greek warfare, and how this war's going to go, and why they're going to win it.
It has three bases. The first of which is the training and the valor of their army. People were brought up in that society-- men were brought up in that society to stand unflinchingly in the front line of battle. When the other came, holding shields, thrusting spears, rammed up against them, thrust at them, pushed them as hard as they could-- if you could hold, you might eventually weary down that opposing force. And you'd be successful. If you broke, and you're tried to run out, one, two, three, four, five, six, seven, eight rows of warriors behind you whose only job was to keep you from running. You dropped your shield. You tried to run-- casualties were horrendous. That was the way it was going to work.
The second basis was not just the valor of their own men, but the reliability and the loyalty of their allies, the Peloponnesians and the Spartans, in this case.
And thirdly, the favor of the gods. And on that basis, [UNINTELLIGIBLE] our projections about how things are going to go in the future. The Spartans developed a strategy. And the strategy was very simple. They would do what Greek armies had always done. They would march up to their enemy. They would into the region around Athens-- into Attica. They would start burning anything they saw. They would march if they needed to be, right up to the walls of Athens and call them a coward. And sooner or later, the enemy-- the Athenian force-- would come out and the Spartans would clobber them. They and their allies and the gods, who were clearly on their side. That's one way of looking at them.
The second one way of looking at it was something embodied in Athenian culture built in over a protracted period of time, but expressed most strongly by Pericles, the leader of the Athenians. They had a strategy. Quite a different strategy. They had a view of the future. Quite a different view of the future. But like the Spartans, it had three bases. Their three bases were this: One, naval power-- not army. Secondly, financial reserves and the flow of new income from tributary allies. You might prefer to say subject states. And thirdly, not the gods-- yeah, yeah, they want the gods too-- walls.
And here's the strategy. You have walls surrounding your port-- the Piraeus. You bring them up-country to the city of Athens. You surround Athens by the walls. You'd use your financial reserves to bring in and import whatever food you want. You use your navy to secure that transportation and to sail around the Peloponnese, inflicting harm whenever it can. And you bring every single citizen and family that you possibly can into Athens-- inside those walls.
And when the Spartans come marching in and say, come on and fight.
You say no.
What do you mean, no thanks. What are you? A bunch of wimps?
Call us what you want. Sticks and stones, they break my bones.
You're going to stay behind those walls?
We're going to chop down your olive trees, ha.
It sounded like a Monty Python show. Can you imagine chopping down an olive tree? These trees are like this. And you're doing it with bronze or iron axes, not chain saws. And logistically, a Spartan army, if it could stay in Attica for two months, in the hot summer, it was doing extremely well. At that point, supplies were running out. The men were exhausted. Pfft. And moved out.
So take a look at this just for a second. Think of these two conflicting strategies. First off, there's an unexpected outcome. Why do this? The Spartans were blindsided by the Athenian strategy. And the unexpected outcome for them was that the war did not take one year. Thucydides tells us most people thought it would be done in a single campaigning season, because they thought the Athenians they would come out and fight and get defeated and that would be that. Or two. [? Song ?] said it might take as much as three years. They were off by a factor of ten. The war took 27 years. Three times three times three. They missed. It was the cube of what people were-- the extreme projection that people had.
War has a way of playing funny with time. But there was another little spin on this. And I have to confess that while we've studied the Peloponnesian War very, very carefully. We haven't always paid close attention to one little detail. I mentioned that for the Spartans it was extremely important to have the favor of the gods on their side. And you'd think, ahh, come on, it's not the way god works. Psychologically, however, it may be the way an army works. It's extremely important to know in a traditional society that the traditional divinities are on your side if they're going to help.
So the Spartans did something that was, in fact, rather uncommon, unconventional, perhaps even outrageous in Greek terms. They sent to Delphi. They went up to see our friend, the Phythian priestist. And they said, is it better for us to go to war. That's the way you would properly consult or ask a question like that. You don't ask-- what's in the future for me? Am I going to be rich? Am I going to live forever? No. You ask a very specific question. Is it better for me if I go to war?
Now, Xenophon tells us, the continuator of Thucydides, that you don't-- Greeks do not ask that question about wars with other Greeks. He makes it explicit, albeit in another context, it's not the way you do it. So it was somewhat surprising that the Spartans did that. But they did because of their nervousness. Their concern about being able to win a war against what they knew in their heart of hearts was a formidable enemy. So they go and ask this question. The Pythian priestess could perfectly well have said to them, get out. That's a legitimate response from her.
But there at the Oracle of Delphi-- the priestess says them-- if you fight with all your might and main, victory will be yours. And I-- she's speaking as Apollo is speaking through her-- and I will be helping you, whether you ask for it or not. Wow. This is again extraordinary to have an oracle say that the god is about to come out and favor one Greek state against another Greek state.
But, of course, any you're hearing that would know that when branch were fighting a non-Greek state-- at the beginning of Homer's Illiad-- that's exactly what happened. Apollo got very angry, not at the Trojans, but at the Greeks in this case-- for various offenses against one of his priests. And all of a sudden, he came down and started with his silver bow, shooting arrows at the army. And it's clear that the arrows are the invisible symbols of plague-- of death brought upon this unsuspecting army because of the outrage and the anger they had provoked on Apollo's part for violations of the way a priest ought to be properly treated.
Any Greek hearing the god Apollo say that he was about to help the Spartans on this, would know what that meant. It would mean plague upon the Athenians. And sure enough, late in the first year of the war, a plague breaks out in Athens. We don't know what disease this was for sure. I think there's on average 2.5 articles a year printed and explaining which disease this was. What one can say is very clearly it was an infectious disease. It was a virgin population upon which this disease was visited. And while we can't say the numbers precisely, 25% or 30% of the population died in that plague. A huge toll, but not unprecedented in other disease situations of this sort.
Thucydides explains all that. He doesn't make explicit something that we know. If you take the population of an area-- and you can gauge the course-- the rough size of Attica because you remember the Marathon race. It came from Marathon and the periphery of Attica into Athens, 26 something, point something miles. Imagine that group of people-- they're farmers, they were scattered-- but still a huge number of people, crowding into the city. Poor sanitary conditions. Is this not a perfect prescription for infectious disease?
A brilliant strategy on the part of the Athenians, put through by eloquence, strong arguments by Pericles, with the unintended consequence that a huge percentage of the Athenian population died. Blindsideness. Strange senses of time. And, of course, unintended consequences.
But Athens bounced back. It's from Pericles. After awhile they were prepared to make a settlement. Prepared to give up their war. No. They revived. They stuck it out. The war went on-- the second year, the third year, the fourth year-- 10 years into that war, They won. They had a peace treaty with Sparta. It gave them almost everything that they had been hoping for at the beginning of this war. And the Spartans had to eat humble pie.
Hey. That view of the future worked, except that victory, as so often, created and led to overreach. And soon the Athenians are out trying to extend the expansion of their tributary allies to the Greek settlements in Silicy-- a Greek speaking area at that time. The war breaks out again. After a half dozen years of uneasy peace, there's a second ten-year war-- at the end of which, Athens is defeated.
So-- the Delphic Oracle was right after all. It delivered on the plague. And 27 years later, it got around to delivering the victory for the Spartans.
But can you call it a victory?
The Athenians unquestionably were defeated. It was a huge blow to their culture and their civilization.
The Spartans-- yeah, they won. although their society had been under terrible stress. Their relationships with their allies were fragmented. And soon they were at war with their principal ally, Carthage, not too many years after that. And the way they won the war was not by marching into Attica and smashing their shields and calling them cowards and hoping the Athenians would come out and fight. It was by inviting Persia, the most inveterate enemy of the Greek world, to come in, take over certain parts, make a cozy relation with Sparta, and help them win the war. What kind of victory was that?
So when I look at the history of that war, I think-- hey, those three things-- the blindsightedness, the unintended consequences, and this strange way time has of compressing and stretching out-- in this case to 27 years. They are all evident. And I wonder whether Thucydides doesn't see or challenge us to see more precisely that these processes have to be extended to other societies.
Now, I want to ask him that question. Wait a minute. Is this what you're telling us. If that's what you're telling us Thucydides, do you mean to say we should never do anything? Any minute we do anything, we going to get hit over the head with unintended consequences. We're going to be blindsighted. What we thought was 20 minutes is going to turn out to be 10 years. So we've got to put our money in our mattresses? Are we going to stop innovation in our society? Or not be willing to respond to external crises? We'll just dilly-dally--
Well, all right. Let's ask hiim.
What are we going to bring? Did you bring the honey? Do you got that sword? We need some wine. We need to dig the ditch. We're going to pour this stuff in, OK? We're going to ward off all those hungry ghosts. Use the sword please.
And here he comes. Thucydides [UNINTELLIGIBLE] And we say to him, Thucydides, in what sense is your history of any use to us if the message is tolerable obscurity-- inability that we have to know about the future.
Give us instead 10 practical suggestions that we can write up into-- Thucydides' Future: Ten Ways of Thriving Through Reading Thucydides in the 21st Century.
And he's just-- hey, you can't leave. Wait a minute. You're not going to answer those questions. Those are the questions we have of this text. Tell us. Not a word. We're going to have to figure it out for ourselves? We're going to have to read that text. We're going to have to read between the lines? We're going to have to pound our heads on it and try to make sense of one of the most difficult piece of prose there is? He's walking away. Wait a minute. We need your help.
And he turns. What does he say to us?
You're asking the wrong question.
What is he-- hey, wait a minute. What's the right question? He's disappearing back into the underworld.
And he says, it's the education, stupid.
And off he goes.
Because, think for a second where we. If we are in an era of radical, unpredictable change-- if the pace of technology, of international relations, of this strange hallowing out of our economy-- all the changes that are taking place faster we can even record them, let alone think them through-- what kind of education do we need? What kind of education is going to prepare us for this kind of world, which--
Sure, I'll venture a prediction despite everything Thucydides has taught me. I mentioned a prediction that's not going to go away. We're going to have to live with it. You're going to have to live with it through your lifetime.
What kind of education do you want? What kind of education as faculty and as administrators? Here at Grand Valley, we have people from [? Callum. ?] We have people from Hope here. What kind of education do you want to provide your students that are going to give them the survival skills they need in this kind of an environment?
Well, we know what we've done over the last 20 years. We have readied our students for the immediate circumstances of 21st century America and entry-level jobs within it-- with professional training.
I suggest to you if you want an education that's going to last-- it's going to deal with this kind of uncertainty-- you have got to rip those blinders off. You have got to stretch yourself in every possible way to look at unintended consequences. And you have to let time play. And maybe time is going to stretch out. And maybe it's going to stretch out from beyond the first decade of the 21st century or so. And it's going to stretch back a couple of millennia. And as it does, maybe, just maybe, and I hope and pray it does for yoy-- maybe that point of perspective will provide the education that Thucydides these is saying to us implicitly that we need: It's the education, stupid.
Thanks a lot folks. I appreciate it.
Dr. Connor, recently the governor was in town doing the math on all of the cuts that we've done in public education. And to his credit, he was the first governor to say, well, we've cut you about $750 per student. This seems to be another kind of bet that the accumulation of capital will be more of a savior that the accumulation of education. What would Tiresias or Thucydides have to say about that?
You want to guess?
Now, the idea of capital I think is strongly present in Thucydides. Maybe I'm to blame a little bit, because when he talks about capital, he talks, maybe in the governor's terms, the importance of financial resources. Extremely important to our society and so on. This is all the things we know.
He doesn't talk much about human capital. You could say it's implicit in him. Greeks in general I think know how important that is.
I think it's absolutely vital in this society. And if you go to develop humans capital, you've got to have educational institutions. You've got to take very seriously the long-term development of capacity. Of the qualities that, yeah, we all know we're going to need.
It's not going to be going into a routine job. The routine jobs are disappearing. It's got to be people who can bring some creativity, some imagination, some long-term commitments, some ability to think outside the envelope. I don't know how you create that in an individual and we have to learn more. But if it doesn't involve a liberal education-- the sort of things that go in a college of liberal arts and sciences-- I don't think we're going to get to first base.
So that kind of capital seems to me to deserve at least as much attention as the immediate financial isssues, severe though they may be that are confronting our states and our federal government at the moment.
If you would stand please?
And shout.
Ever since biblical times, there has been war in the Middle East and it seems to be escalating more and more. And when is the United States going to wake up and not decide that they got to save the whole damn world, when they can't save themselves?
Understood.
It's a incredibly tough the situation when you're confronting two wars. We saw the Athenians late in the Peloponnesian War struggling with war in their own territory and one in Sicily at the same time. And having to ask questions about what their role would be in the long run?
Let me say one other thing, however. I wouldn't be honest if I just left my answer to you at that point. I sympathize. Many of the points I agree with you.
And I think what you're saying is grounded in historical perspective. But, you know, I've lived a long time. And I look back on the experience-- the things that I've seen in my lifetime. I try to make some sense out of it. And I've seen two amazing things-- I think at certain points exceedingly hard to predict.
One was the pushing back and the eventual destruction of fascist regimes in Germany and Italy. [UNINTELLIGIBLE] with them. Strange kind of fascism in Japan. In the second World War. And the consequences of that certainly transformed the world and made it in many ways for us still a highly problematic place, but safer than it was when France and Germany were trying to kill each other all the time.
The second thing I saw and lived through, it was 1989, 1991-- Ceylon-- after that. The breakdown of another totalitarian system-- the Soviet empire. At same time, a remarkable transformation in South Africa, and some other parts of the world, as well. Remarkable set of changes.
Now, I just wonder whether there's not going to be a third in that list. And whether changes that are taking place in North Africa and the Middle East are not something full of problems, full of difficulties, full of traps, full of the risk of unintended consequences-- all things I was talking about-- but contain the possibility of one further step towards freedom that would make it a somewhat more secure life for us.
I don't know how Thucydides would read that. I don't know how the Greeks would read it. I'm not entirely sure how I would read it.
But, I don't want to just dismiss it. I think it takes very, very serious thought on our part to think what kind of role we're willing to take, willing to support, willing to speak out on-- at a moment of potentially such great historic significance.
That's the best I can do with it. It s the most honest answer I can give you.
I can't resist an analogy, because at the beginning of the Cold War, we had the two points of view that you talked about in the Peloponnesian War. We had people who said, let's go right into Communist territory. Have a shoot-out--
Right.
--George Patton. General McArthur. And [UNINTELLIGIBLE]. And the other point of view was a famous diplomat-- George Tenet-- who said, no, let's do the Athenian approach-- build a wall of containment. And he made a prediction that eventually the Soviet Union would collapse. And I think the term he used-- it would be a pitiable society. And in 1989, that happened. Now, it may be-- some people are saying that we're at the second half of the Peloponnesian War-- and we're doing what this man over here suggested, that perhaps we're suffering from hubris-- because we've tot to save the world. So maybe it parallels--
Yeah.
-- without a question--
No. I understand. It's interesting to me. If I remember right, you're referring to the article that Kennan wrote under the pseudonym of X.
Yes.
And X got a lot of flak for that at the time. Because there were plenty of people who were saying no, no, no if it's a Cold War, we might as well get it over with. And the patience that he had. His view proved ultimately right. He was one of those individuals I think who could look down a long way into the future.
And-- I talked long enough.
But I would have liked to explore a little bit who are these individuals who, when the rest of us can't see beyond the end of our nose, can see down the road. And can say to us things that turn out-- that article came out in forty--
July 1947.
'47.
'47.
So then it was 42 years ago.
Amazing.
An amazing man.
But he studied history, I think.
Oh yeah. I come back to it. I don't see how you get that kind of historical perspective. That we can even have a constructive debate on it, unless you can invoke a relatively broad range of historical phenomena. That's why I think it's so important in undergraduate education to stretch and to see broader ranges of history.
Panel Transcript
Well, hello everyone and welcome. It's wonderful to see everyone here today. And delighted that, again, there's been such a splendid turnout. I know that not everybody in this room was able to make it to Dr. Connor's lecture last night. We're not going to make any assumptions about that. This is very much its own event.
But allow me to welcome you, and to welcome you on behalf of The Department of Classics and our dear friends at the Hauenstein Center for Presidential Studies. This is co-sponsored by Hauenstein and by The Department of Classics, with the generous support of Provost Gayle Davis. And we're so pleased and I hope you'll join me in welcoming Doctor W. Robert-- he prefers to be known as Bob-- Bob Connor. And thank you so much, Bob, for your talk last night. It was such a wonderful occasion.
Thank you for having me.
Well, absolutely. So, please-- Bob has already sung for his supper, in the sense that he regaled us with so much rich information about antiquity and the problem of anticipating the unexpected that we're going to give him something of a break. He's certainly not going to recapitulate his speech all over again today. Instead, what we're going to be doing is we're going to be inviting the three other distinguished members of the panel, the respondants, to offer their own perspectives on some of the questions that Bob raised in his talk last night. And I'll attempt to do my best to summarize some of those things in a moment here. But first of all, let me introduce the other respondents on the panel.
First of all, Professor Paul Isely. He is the chair of the Economics Department in the Seidman College of Business here at Grand Valley State University. And thank you so much for attending. To his left is Professor Polly Diven, Professor of Political Science, Director of the International Relations Program here at Grand Valley State University. Thank you so much. And at the far left to my left on the dais here is Professor Jonathan White, Professor of Mult-disciplinary Studies, now at the Meijer Honors College. An expert in many fields. I'm astonished at all of the things that Professor White knows. But in particular, an expert on counter-terrorism and Homeland Security. Thank you so much for joining us today.
And I do want to open this up. And I do want to, especially once the respondents have had an opportunity to make their responses, to invite participation and questions from the audience. And so we will be wrapping up quite promptly at 1:50. I know that people have classes at two o'clock to do. It's a limited amount of time, we want to make the most out of it. Those of you who were at the lecture last time, those of you who hear things today that provoke you and stimulate you, or that you really want to dig down and develop the answers to, get ready. Because I'm going to, hopefully, step down at some point this afternoon and invite some questions and some participation for the audience.
This is deliberately informal. I'm the only one behind a podium. I'm going to get away from the podium in one minute and then we'll proceed from there. But Bob, tell me if I'm going to do justice to this or not. As I listened to your talk last night, it seems to me that they were five things that I'd propose that we isolate from the many things that you had to say. And see if I've done anything approaching justice to what you invited us to think about last night.
The first thing is that, it seems to me, you invited us to consider the possibility that our approaches to thinking about risk, to thinking about uncertainty, to thinking about the unpredictable, are as historically contingent as culturally embedded, and, potentially, as ridiculous and laughable to someone who is outside of our historical moment and outside of our cultural frame as some of the practices of the ancients that you talked about last night. Divination, observing the flights of birds, consulting an oracle in a temple, right? We look at those and we say, how could those people have thought that this was an efficacious way of determining what the future is? You invited us to consider the possibility. In fact, you interviewed the Pythia, the priestess of Delphi, last night. And you tried to imagine whether or not the ancients would look at some of the ways in which we model risk and say exactly the same thing. So that's the first point. To what extent are we, to some extent, confined by our own historical and cultural frames in terms of approaching some of these questions.
The second thing and the third thing and the fourth thing are what you characterized as three takeaways. That you said could be applied to several different situations involving leadership, involving risk, involving prediction. And that anybody who's a decision maker, anybody who's thinking about the future, needs to think about. The first one of these was what you called blindsidedness. The vulnerability to being blindsided by events. And how many times if we heard that expression over the last couple of years? I'm going to suggest, I don't know if you use this word particularly, Bob, but I'm going to suggest that maybe another way of putting that is the dangers of specialization, or the narrowness of vision that comes when one relies upon increasingly narrowly drawn areas of expertise. OK? So the problem of specialization.
The second thing that you mentioned was the danger of unintended consequences. That is to say our ability to be continually surprised by things we hadn't foreseen, that were, perhaps, incapable of being foreseen. And then responding to it.
And the third thing that you mentioned under that heading was the problem of time frames. The problem that we often make decisions on the basis of limited time, limited evidence, the pressure of circumstances. We often make predictions based upon very limited time frames. We expect things to finish much more readily then they sometimes do. And that we can endanger ourselves, we can certainly magnify the risks that come from blindsided-ness and that come from unintended consequences as time extends. Right? That multiplies those dangers.
So those are the three key takeaways that you introduced at your lecture tonight. And that's the second, third, and the fourth of the five things I'm going to tell you about, all of which is a way of telling you about to sit down and stop talking to you. The fifth thing is that you suggested that the response or the solution for a way of, if not resolving this dilemma, but addressing constructively this dilemma we have, lies not in a top ten list of easily digested rules or maxims or lessons from history.
You resisted the idea of distilling a series of lessons from history that we could all walk away from your talk last night and feel confident about. And instead you suggested that what we have instead is the ability to combat blindsided-ness, to combat all these other kinds of things, by looking carefully and critically, taking a wide view, considering the broadest possible perspectives, being critical, being aware of our own cultural and historical blindnesses. All of those things, the outcome of which is, much of what we talk about when we talk about liberal education and what liberal education is for at this university and other places. So have I done reasonable justice to these things? Is there anything I've left out?
That is so much shorter, clearer, and better than my talk. Yes. Thank you.
Well, I'm not sure that I would go that far, but if you'll accept that is a provisional basis upon which to proceed, what I'd like to do it I'd like to invite each of the respondents to respond both to Bob's talk. If I've left anything else that you particularly want to bring to the conversation from last night, folks please feel free to do so. But Professor Isely, please let us know what your field can contribute to the discussion.
OK, so we're economics. And economists are often asked to try and predict the future in order to decrease risk. Which is sort of humorous. We often tell each other that we predict only because we're asked to. There's a lot of problems with this, because we're only able to see the future based on the past. So the other way we like to describe it is it's like driving down the road at 90 miles an hour using only your rear view mirror. You tend to miss right corners.
And, in fact, when we look at the way we do these types of things, we can see that the air that exists when the economy takes a right corner with forecasts is twice as big as it is when we don't take a right hand corner. So the trick starts to be trying to anticipate how you're going to deal with the right hand corner that you can't predict. And with that, there are lots of tools.
[INTERPOSING VOICES]
No, you don't see my face. All right. Can you see my pretty face now? OK. There we go. So on that level, I think there's a large level of agreement between what was being stated last night and how we view things. What we've seen over the last decade in economics is a desire to, as we try to deal with deeper and deeper and deeper problems, wider problems, we have to spend more and more time looking at how high these things are. Because it will cause problems.
We have to spend more and more time looking at what other fields are talking about. An economist, by their very nature at this point, have to become experts on all sorts of different things, whether it be the weather, whether it be nuclear processes, whether it be aerodynamics of airplanes. And all of those things, we've had to become experts on and integrate with experts on. So I think broadening out our base fits very well, as well. So other than the fact that I still see a huge value in the act of actually trying to understand why things are happening, I'm not here to say that economists predict the future. Nor do we want to. That would take the fun out of it.
Thank you very much. Professor Diven.
One way I deal with risk is by preparing notes. I believe in being prepared. I feel like you have to have a little sympathy for my past, because I was invited to listen to a talk given by a senior scholar with impeccable credentials. He went to two of the same schools I did, so we know he's very smart. And then to hear him advocate looking to history to understand modern problems, which, of course, is not really very controversial, I think everybody agrees with that.
Then my dean stands up and throws him a total softball and asks him, well then, what's the value of liberal education in this context? And he says, well, there's a great value in liberal education and everybody agrees with that. And then I'm supposed to find fault, you see. So I feel like I'm in a little bit of a need for sympathy here, OK.
Still, I've been asked to provide some comments, and I'm going to do that. I do have two important points that I want to make that I think differ pretty strongly with what Bob Conner suggested last night. One. Is history written in surprises? If we write it that way, it is. We can also write history about a series of very well predicted events, about one boring event after another. And that's the problem with history, really. There are a variety of ways to tell the same story. In his talk, Professor Conner chose to highlight the surprises of history, but I think he could of told about other events that were very well anticipated in history.
So one of the things he said first last night was you have to understand that there's been a lot of surprises. But there aren't always surprises. And somethings are not as surprising as he led us to believe. For example, we know a lot in political science about voting patterns among certain groups of people-- African Americans, Evangelicals-- we can kind of predict what they're going to do in elections. We know President Bush was going to invade Iraq long before he did. And many of us, including myself, knew that if he did it would be a very long war. This wasn't, really, a suprise. So I think that that's something you have to keep in mind.
We have to recognize that history has surprises, but also history has very predictable events. And if you pick to talk about the surprise events, that's what we in social science call selection bias. Some of you who are students who study social sciences should know that if you just talk about surprises, you're giving a biased sample. OK. So there may be more times when we've got it right than he acknowledged, including democracy rights in Egypt. That didn't come out of nowhere, but we know that, for example, rising food prices often leads to rioting. And that happened.
9/11 didn't come out of nowhere. The likelihood of this event was highlighted in the President's daily intelligence briefing a month before the event, right? We do have a problem with raw intellgence. So much raw intelligence that we don't know what's the finished intelligence, what to pay attention to. But we know that it said in daily briefing that there could be attacks by Al-Qaeda hijacking airplanes and flying them into buildings a month before it occurred. So I guess I just want to take issue with the fact first, with the idea that there's surprises as much as he suggests.
Storing spent nuclear fuel rods in pools at the sites of nuclear weapon reactors, as we have in Japan? That's something that Congress advised against 30 years ago in the United States. Once again, there's decisions and there are plans and then there's implementation. So, events are nowhere near as unpredictable as the speaker suggests and history can be told as a series of boring, predictable events, depending on how you tell it.
Second point. OK, that was one. Importance of teaching our students multiple methodologies. Now, I'm not a barefoot and pure sister raw positivist, but I do believe that we have to have different methods of doing inquiry. And we can't put our blinders on and only think about certain methods. And I think it's kind of ironic that Professor Conner talked about blindsided-ness and then omitted all this statistical and data analysis out there. Kind of put it aside as oh, errors of correlation and casuation. I mean, obviously, if we want to be broadminded and consider all sorts of anaylsis, then you have to look beyond history and look at all kinds of ways of looking at the same problems.
The use of empirical methods, including data analysis and statistical modeling, is not a foolhardy way to look for answers to them really important current issues. If you want to avoid lung cancer, the data tells you to quit smoking. And to be honest, I'm taking my risk by quitting smoking, not by listening to someone throwing sticks or conjuring the dead or something. You know what I mean? He was talking about the foolhardiness last night of using data as almost akin to the foolhardiness of some of the methods used by the ancients. OK.
Poly Sci and IR students, and I think a lot you know that there's a big difference between correlation and causation. They better know that. I'm not in favor of dismissing decades of good statistical analysis because some people don't know the difference between correlation and causation. I think we need to educate people about the difference between correlation and causation. Many students come to universities without a clear understanding of how to read and interpret data. Sometimes they've been taught to distrust numbers. A lot of students come and they've already learned to hate statistics and distrust numbers. And it's our job at a university to teach them history, but also to teach them how to read data with a critical eye, how to use data well, when to believe it, when to be skeptical of it, right? I would argue we need to teach history, but we also need to teach critical anaysis.
In my Poly Sci capstone class, we read a book a little while ago called War Is a Force that Gives us Meaning. It's a book by Chris Hedges. And it's a book that has important theories and ideas in it, but a lot of unsubstantiated armchair theorizing based on personal experiences. And sometimes he blends what I call his evidence-- loosely said-- from great works of the classical past. He cites a little bit about Eros and Thanatos and he had The Odyssey in there. But sometimes, I think these things can be used in a mistaken way to really endanger the quality of the text. Hedges includes in his book all sorts of bold statements about sex drive of soldiers, about their addiction to battle, and his experiences seem to vindicate that. He uses his own anecdotal evidence to say this is what happened to me.
But, I think that the students and I, as we read this book, concluded that a lot of assertions are troubling and they're offensive to people. I mean, you test it emperically. People need to do studies about things, not just say, well, we saw it in Ancient Greece and I saw it among my five friends in the former Yugoslovia, and therefore it's true. And that's dangerous, in my way of thinking. So I would just say that there's a big difference between necromancy and the Correlates of War Project. There's this big difference between listening to Brian's conference and listening to the value World Value Survey. And we can't really lump them together, I don't think. And just look to Thucydides for answers. Thucydides is a brilliant work of history, but it's not the be all and end all.
So I encourage people do investigate multiple modes of inquiry. And I think our job at this university is to encourage people to not be biased against any form of inquiry. Some students come to our school, in my estimation, using anecdotal evidence to support preexisting biases. Oh, I had an aunt who got a cold from eating too much peanut butter, so I think we shouldn't eat peanut butter. This way of thinking about the world which is really harmful and dangerous and leads us to have biases against people and solid inquiry. So I think introducing a hardy respect for data and its limits is a vital part of a liberal arts education. And that's how I want to end.
Thank you very much, Professor Diven. And Professor White, please.
Thank you. I was in class last night, so I really appreciated the summary. And I knew that that was going to be happening today. But I found myself, in terms of the summary, being very much in agreement with what I heard. Although, and maybe this is the aspect of being a person who likes to bring different sides together, I like what Professor Diven is saying, too. Because I think it is a matter of perspective and how information is used.
For example, 9/11. I can't go into all the details, but I can tell you during the summer of 2001, when a particular defense company was asking for a government client to have an attack planned on the United States, the attack that was developed was a suicide attack on the World Trade Center in New York. And the reason that could be developed is because there is a difference, and I think this reconciles the two opinions, there's a difference between real time intelligence and background intelligence.
Walmart, the company that has the best intelligence operation in the United States, operates like this with probabilities. They take basic background, and then the data and specific behavior, blend it together, and work on probabilities. We think this will happen. The blindside comes when we're not open to failure or not open to the complete surprise. Let me illustrate that with three quick points, and then we'll get to the panel and questions.
Back to the 9/11. How did we know something like that was going to happen? Well, with a terrorist movement, if you study the specific movement, one of things that data indicate about terrorist movements is most terrorist groups learn incrementally. They take the past, come to a particular operational level, operate at that level until they learn a new level, then move up to. If you deconstruct where they are, you can tell, with some reasonable probability, what they're going to do next. What you can't tell is exactly how they're going to do it or where they're going to do it. That's background intelligence, getting this is what we think they're going to do next. Real time intelligence is then turning it over to a group of very broad thinkers who look at possibilities with that background information. Trying to get real time information coming in.
The second analysis comes with the Vietnam War. We were a country in the 1960's progressing. We were positiviistic, we were mathematical, we believed in the American Dream-- early to bed early to rise, work like heck, and advertise-- and everything was going to come out right. And lo and behold, we get involved in a conflict in Vietnam. We bring in our best managers and they calculate-- and I'm being very simple now, but I'm painting big pictures in history-- if you drop this many bombs for this period of time, and destroy this many people and this many targets, the North Vietnamese should surrender within this time frame. That is opening yourself to being blindsided because you're not considering all the possibilities.
When we look to the run up of Operation Iraqi Freedom, which a lot of us were very concerned about for a variety of unintended consequences that we still haven't paid yet, we had a mentality that said war had changed forever. Technology had changed it. And if we just do this, we will win the war in this many days. Tommy Franks, who took over Central Command, was pressured by the Secretary of Defense to reduce, reduce, reduce and follow that particular pattern. Almost repeating a pattern that we saw in Vietnam
When generals were irratated, when Eric Shinseki raised an objection, he lost his job as Chief of Staff. The secretary of the Army who supported General Shinseki was moved aside. There was no opposition. And the first three weeks of the war went just like we planned it. We weren't blindsided at all. And we won in Iraq, got out of there in three weeks, and oil paid for it all, right? Well, there were other issues. And it's necessary to be open to those other issues.
The last thing I will say is, not long ago, we had hostages being held in Tehran. We charged our armed forces, Delta Force, in particular, to go in and rescue those armed forces. And they practiced it and looked for everything that could go wrong. But they didn't plan for enough stuff to go wrong.
For example, when you operate in the desert you need three times as many helicopters as you do if you're going to operate in a tempered environment. You have to plan. If you if you don't know the story, a bus load of Iranians came through a place called the hide sight and nobody was prepared for them. You have to plan for that.
I recall listening to one general who said, in operations like this you have to know that things are going to go wrong. In fact, in military history, if you look at battles, if you get 51% right, you are probably going to win. Because there is mistake, after mistake, after mistake. And you would need to be open to everything is going to fall apart. Helmut Von Moltke the Elder, not the commander in World War I, but the founder of the great German general staff said as soon as the first [INAUDIBLE] is fired, your plan goes out the window. Because everything start changing. So you're working with probabilities. that's what I would say.
And very quickly, I would like to say thanks to the Hauenstein Center. They are so critical. Pearl Hauenstein, so critical to Grand Valley State University. And as a person who comes from law enforcement and a professional background, I would like to say the Department of Classics anchors us. So thank you very much for having this conversation today.
Well, thank you very much. I appreciate that a great deal. And thank you to each of the three respondents. I think very short contributions and a very daunting task for everybody to not only respond to the conversation last night, but also to encapsulate so wonderfully the different perspectives and the very well reasoned responses that you have. Wonderful basis now for the remainder of our time. I'd like to invite by Dr. Connor to respond to the respondents, if you would like.
Yeah, this is a very rich set of responses and I appreciate them, both people who found things to agree with and people who found things to disagree with in the talk. I find this very, very stimulating. And I'm not going to try to go down the list. Instead, I'd like to make just one observation. I think in a university the crucial issue for us is the educational one. How do these difficult problems that we're confronting in economics, in international relations, in terrorism, and so on-- how do we work in a university for the next generation of people who going to have to struggle with these and other unforeseen problems?
Certainly, the quantitative approaches are extremely important. And I don't want to be misunderstood. I get a certain amount of flak, actually, in some of the work I do by people who think I'm excessively quantitative in things I do. What does seem to emerge of the comments here is the perpetual necessity of trying to contextualize what we're learning within our different specializations, not least of the ones that come out of quantitative analysis of data.
And I think it's an extremely important educational point to say, look, we got to learn how to do this. I mean, we got to understand statistical analysis. I'm totally in agreement with that. And, in understanding it, we have to recognize limits, we have to recognize the importance of formulating the right questions when we start the statistical analysis, and we have to, as the data emerges, think, wait a minute, just how full of an answer is this? What are the other questions that need to be done? So it's a constant process of broadening out. I think we can see that pretty clearly in various kinds of quantitative analysis.
But I think it applies, also, to those of us who work in more literary based, a documentary based, historical analyses. We've got a similar set of questions. We got to figure out to what extent this material-- what are the limits of knowledge that come out of it, what are the applications of it, and how, in each case, do we avoid this blindsiding, which one way or the other, has affected us often in our society and, I think, will probably continue to affect us as we go into a very uncertain world. So I'm trying to say I think there's a lot of agreement among us, but what I'd really like to do is hear what the audience is thinking.
Well, that's a wonderful segue then, to what I warned you about-- what I encouraged you about-- which is the audience participation segment of this. Bunch of rich responses here, clearly. Lots of things to be said. Lots of key issues. People have thought long and hard, not only how about what they know, but about how they know it. And I'm going to step down from the podium now and I'm going to invite all of you to pose a question. Please. Let me walk over just so that we can only hear what's being said.
Thank you. My is [? Patral Suffee ?], I'm an intern with the Hauenstein Center. And I just want to point out I'm a political science and history student. And the reason that I decided to make that decision was because I realized each discipline has its limits. And it's a little bit more of a comment than a question, I realize that. I think if we just look at events or what's going on in the world, especially today where almost everything is, in a way, interconnected, then we get to a point where we ask, where do we start in history? At what point do we start in history? Who do we leave out and what do we leave out from the story?
If we just look at the social sciences and the data and things like that, then we're missing the background story of what happened. So I think that's the value of having a liberal education, is you need to be specialized in a certain, dicipline, in a certain area. But at the same time, expose yourself to as many opportunities and many backgrounds as possible so you could look at things from a critical point of view.
So I think looking at an issue or an event one way is very limiting. And I think some things are surprising, But I would agree with Professor Diven that a lot of things are not really as surprising as we think they are. And if we decide to pick a period of time in history, then we are putting our self in a situation to be surprised. So I just think that's my comment. Thank you.
Thank you very much. And I'll invite the panel to respond to that comment. But I'm just curious myself, the students in the room-- take a little straw poll here-- how many of you are double majors or have a major and a minor in different fields? Can we get just a quick show of hands? I think that's very interesting. I think it's very interesting.
And it's something that we notice as faculty. I mean the idea, and of course not all of you are necessarily choosing widely varying fields at all, but I think you guys do seem to get this idea, which is that having multiple competencies, taking the opportunity to demonstrate that you can succeed in different disciplines, is certainly something I perceive as a faculty member here. And I applaud you for it. I admire your ambition. Who has--
Let me just--
--Dr. Connor.
--thank the questioner and also for your quick quantitative study of the audience here, the polling of them. I had a much smaller sample over lunch. I met with a half-dozen students and I think all but six happened to be double, or sometimes triple, majors or minors. Surprised me to see that number. And then, of course, probably a better sample that we just saw right now. I think that's terrific. I think it's really important.
And I guess the residual question I have-- I really think this ought to be encouraged and rewarded in so far as one can-- but the residual question is whether there are areas of exclusion. When we contextualize economic phenomina, we look at international realtions, when we look at terrorism, they're areas that we have tended to under weigh as we attempt to make our assessments of what's likely to come next. If wouldn't mind, I'd like to toss that question to my fellow panelists.
Absolutely. I think that's a very rich scene that we've opened up with this comment and this question in the audience. Who would like to take the podium next? The microphone next? Professor Isely?
Sure. Well, just noting, I was a double major. I had both a physics and an econ undergraduate, so just to go there. And, believe it or not, they're the same thing. But that's a whole other topic. The key in any modeling science is to know what you've under weighted and to know the dangers that occur when you do that. When we look at economics as economists, it's a lot different than the economist that you see on TV who are really politicians or media whores. It's really, we have to spend our time understanding many different models of the economy and then trying to determine where the economy is at. Which which model might work the best under these conditions?
And to do that, you have to understand the weaknesses of each model. I like to remind people a model is not reality. It's a model. It's a simplification. By necessity, it's a simplification. And some models are good at one thing, some are at the other. And the key is not to use the wrong model. And that's the hard part. And that only comes with lots and lots and lots and lots of doing it. And then you still get it wrong. But the more you do it, the more you don't make that type of mistake. And so for me, that's where I'm at. Does that answer your question?
Yeah. It's very helpful.
But the other respondents to respond if you care to do.
I don't remember the question.
The question was what is it that we underweight or what, to the extent that we do see a large number of students these days choosing more than one major, trying to square the circle between the danger of specialization and what have you. What are the things that, in your experience, drop out of those choices or drop out of the kinds of analyses or the kind of multi-variable multi-perspective kinds of things that we're talking about today. Where should we go or were could we go.
It strikes me that one of the things that's coming out of this conversation is just the problem with generalization itself. Right? And that's a problem whether you have too little data, which is the problem the classicists have, or potentially too much data, which I think in some cases, perhaps more quantitative oriented or more presentist oriented studies do. And, of course, then the time stream, or the difference between real time data and background data you were talking about.
We can also moved to--
I'd like just say one thing.
Please, yes. And that is that I think often times what students get out of

