JUN 5 1970 DA PAMPHLET NO. 165-6 CHARACTER GUIDANCE DISCUSSION TOPICS HEADQUARTERS, DEPARTMENT OF THE ARMY WASHINGTON, D. C. Pam 165-6 HEADQUARTERS PAMPHLET } DEPARTMENT OF THE ARMY No. 165-6 WASHINGTON, D.C., 20 February 1970 CHARACTER GUIDANCE DISCUSSION TOPICS OUR MORAL HERITAGE Page FOREWORD --------------------------------------------------- NOTES FOR THE INSTRUCTOR -----------------------------vi CHAPTER I. MY COUNTRY Section A. Outline -------------------------------------------I-A-1 B. Text and Bibliography ------------------------------I-B-1 C. Lesson Plan --------------------------------------I-C-1 D. Instructional Aids ------------------------------··--I-D-1 E. Staff Orientation ----------------------------------I-E-1 CHAPTER II. THE REAL PERSON II-A-1 Section A. Outline ------------------------------------------- B. Text and Bibliography -----------------------------II-B-1 II-C-1 C. Lesson Plan -------------------------------------- D. Instructional Aids --------------------------------- II-D-1 E. Staff Orientation ---------------------------------- II-E-1 CHAPTERIII. RESPONSIBILITY III-A-1Section A. Outline ------------------------------------------- B. Text and Bibliography ----------------------------III-B-1 III-C-1 C. Lesson Plan --------------------------------------- D. Instructional Aids ----------------------------------III-D-1 E. Staff Orientation ----------------------------------III-E-1 CHAPTER IV. ENDURANCE Section A. Outline -------------------------------------------IV-A-1 B. Text and Bibliography ------------------------------IV-B-1 IV~C-1 C. Lesson Plan -------------------------------------- D. Instructional Aids ---------------------------------IV-D-1 E. Staff Orientation _________________:_ _________________ IV-E-1 CHAPTER v. MY BIRTHRIGHT Section A. Outline ------------------------------------------ V-A-1 B. Text and Bibliography ----------------------------- V-B-1 V-'C-1 C. Lesson Plan -------------------------------------- D. Instructional Aids --------------------------------- V-D-1 E. Staff Orientation ---------------------------------- V-E-1 CHAPTER VI. FAIR PLAY Section A. Outline -------------------------------------------VI-A-l B. Text and Bibliography -----------------------------VI-B-1 C. Lesson Plan -----------------------·---------------VI-C-1 D. Instructional Aids ---------------------------------VI-D-1 E. Staff Orientation -----------------------------------VI-E-1 AGO 20070A t Pam 16~6 FOREWORD Our Moral Heritage The Character Guidance Program of the Army seeks to identify and teach those aspects of American values which are the moral foundations of dedicated citizenship and character development. This introduction indicates the sources and implications of Our Moral Heritage without being sectarian, chauvinistic or apologetic. Every instructor should st udy this statement as a starting point for thinking through his understanding of the moral infrastructure of our society so that he can keep the prime objective of Character Guidance training firmly in mind: to assist the commander in promoting healthy mental, moral, and social attitudes in the personnel under his command. (AR 600-30) It is necessary to look beneath the surface of changing events to find the values that constitute and sustain the moral heritage of the United States. It is commonplace to point out that our country is a land of great differences and rapid changes. It is more important to underscore the fact that there is a strong unity in the nation. Americans of all national origins. colors, classes, regions, and creeds have something in common: a set of values, a moral heritage. This heritage is a clearly expressed body of ideals about human relations which are essentially principles of social ethics that have been hammered out in the nation's history by peoples of differing interests and backgrounds. This social ethic has been a unifying element between various personal, philosophical, and religious conceptions of morality practiced in the nation. Our Moral Heritage is that consensus of values that preserves and nurtures the whole complex of institutions and human relations which make up our national life. It is taken for granted that the consensus of values in any given society is in a constant state of transition and adjustment, and that individuals interpret, validate, and apply these values in a variety of ways. This is especially true in the United States because of constant changes that take place in our pluralistic culture. But all is not flux, because beneath the change there are abiding principles1 which deal with the fundamental goals, rights, and responsibilities of both individuals and groups in the nation. These principles point to the moral basis of our society which is the subject matter of the Character Guidance Program in the Army. Our Moral Heritage is basically defined in terms of such democratic ideals as the essential dignity of the individual, the basic equality of all men, and certain rights to freedom, justice, and fair opportunity which find their expression in the nation's early struggle for independence. These prin- AGO 20070A Pam 165-6 ciples are written into the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and into the constitutions of the various states. In realit y these ideals have become the highest law of the land. The Supreme Court acknowledges them when it declares what is constitutional and what is not. They have been elaborated upon by the nation's outstanding thinkers and leaders. In past national crises, they have been the foundation of national morale. It is a certainty that they will perform the same function in both peace and war in the future. At a deeper level we find that these democratic ideals of the nation rest upon specific moral principles which are a part of the consensus of values in our society. The overarching ideals of Equality, Freedom, and Justice rest upon such moral axioms as: every human being is born with innate rights to life, liberty and the pursuit of happiness; every person has an inherent dignity which must be protected ·by the full force of law in a democratic society; every man is endowed with freedom of choice; man has the capability to discern the difference between right and wrong. This ability to discern between right and wrong makes man a responsible being. The moral heritage of the United States is older and wider than the country itself. With minor variations it is the common creed of all people who are trying to practice democracy. Until a few years ago it was believed and taught almost exclusively that our system of government and society was the high water mark of the just and humane ideals of the Western Civilization. I~ was correctly pointed out that the immediate historical roots of our ideals were the belief in equality and the right to Uberty enunciated in eighteenth century Enlightenment philosophy, the Western ethical assessment of man as a responsible moral being, and the concept of a "government of laws, not of men" in English legal tradition. Recent thought regards this as a much too narrow interpretation of historical origins, and makes an excellent case for the hypothesis that the ideals and moral principles cherished by us are in fact rooted in the whole human historical enterprise. What is distinctively ours is the way these human values have been achieved and mastered by our diverse population. Such thinking stretches the mind when its implications are pondered. One of the implications is this: Understanding and commitment to this inclusive formulation of Our Moral Heritage gives an insight into understanding the aspirations of other nations which are struggling to realize human dignit y and freedom within their societies. It also assists us in establishing a common bond between human beings who have contradictory beliefs ·and behavior patterns. The militrury man who understands that the moral foundations of the United States are also the aspirations of all mankind not only has a clear basis for loyalty to his nation, but also has a means of communicating with the hearts and minds of different peoples. The chapters which follow are furnished as resource material for classroom instruction in Our Moral Heritage. Suggestions for use of the materials are outlined in the Notes to the Instructor and the lesson plans in each chapter. AGO 20070A ii Pam 165-6 NOTES FOR THE INSTRUCTOR 1. General. The materials in the DA Pamphlets and the supporting Training Aids produced for the Character Guidance Discussion Topics are aimed at the students who will attend these classes. This means that the experienced and knowledgeable instructor may feel that the level of language employed, the range of illustrations used, and the intellectual content of the material is considerably less than his personal understanding of the topic and his tested abilities to present significant ideas to an organized class. The person detailed to give the instruction should know more about the subject than his students; but more important, this situation presents the instructor with a ·challenge to develop the topic to meet the needs of his particular situation. The materials should be enlarged and enlivened out of the instructor's own knowledge and experience. He may use the bibliography at the end of each topic both for his professional enrichment and as a source of materials to be used in the preparation of lesson plans. The instructor can be selective in what is taken from the suggested material, but the objective of each period of instruction should be adhered to without deviation. The materials in this pamphlet are designed to encourage active student participation in Character Guidance classes. The following educational guidelines should be foremost in the instructor's mind as he prepared for each class period. a. The instructor should use his knowledge and experience so that he serves as a catalyst in the learning process. b. The ins,tructor is·primarily a resource person and, as such, should consciously plan to involve the students in the learning process by drawing out their understanding of the basic ideas of each topic. c. The ideas of individual students should be used as a means of helping their peers grasp the moral insights involved in the discussion. The materials in these lessons do not present exhaustive or definitive answers to questions inherent in the topic. The question and answer arrangement of the resources, rather than a lecture oriented format, is de signed to involve the students in a discussion with each other and the instructor. The content of these materials deal with that consensus of values that preserve and nurture the whole complex of institutions and human relations that make up our national life. (See the Foreword at the beginning of this pamphlet.) 2. Content. The instructor has a responsibility to avoid any action which would tend to confuse character guidance training with religious instruction. Specifically, the instructor will not, under any circumstances, utilize scheduled character guidance training periods to deliver a sermon, to sermonize parts of the topic, to upbraid troops for nonparticipation in chapel programs, to show religious films or to expound his own personal theologi cal views. AGO 20070A Pam 165-6 3. Reference Materials. The United States Army provides basic regulationsand guidance for instructors in Character Guidance. The in~ructor shouldbecome familiar with these references before he undertakes the responsibility of classroom teaching. This will assure him that he has a full understanding of the official purpose and goals of the Character Guidance Program and will preclude unauthorized deviations from the objectives of theprogram. The following reference materials are recommended for the instructor'~ military library: AR 600-30, Character Guidance Program AR 350-30, Code of Conduct AR 600-51, Standards of Conduct F1M 16-100, Character Guidance Manual FM 21-6, Techniques of Military Instruction 4. Methods of Instruction. The instructor should think through the questions in the material and relate them to the situation in which the instruction is given. a. Confer ence Method. This is essentially a form of group participationbased on questions and answers. The instructor will find discussion questions in section A, OUTLINE, for him to modify and relate to the situationin which the instruction is given. The instructor is not seeking definitiveanswers to questions, but is attempting to open avenues of thought for thetrainees. It is good preparation to have more questions than can be used inone session. When there is a lively discussion in the group, permit it tocontinue as long as it is fruitful. The function of the Review at the conclusion of the Conference is to clarify and summarize the essentials of thegroup discussions and allow the instructor to indicate conclusions related tothe topic. b. Committee Method. (1) Have the three persons seated to the extreme right of the first rowform a committee with the three persons behind them, in the second row.The next three form a committee with the three behind them. Havingcompleted the formation of committees in the first row, carry on the sameprocedure wit h the third row. Progress as rapidly as possible, asking thoseseated in odd-numbered rows to form committees of approximately sixpersons. (2) Each committee, upon being formed, will select one person to actas chairman. ( 3) Instruct the group that each committee will discuss the problempresented and inform their chairman of their opinion in order that he mayanswer the question with either "yes," "no," or "don't know." ( 4) Present th~ question. This may be done by reading it, writing it onthe blackboard, or by distributing sheets on which the question has beenmimeographed. (5) Allow 3 minutes for discussion by the committees in order thatthey may instruct their chairmen as to their response to the question. iv AGO 20070A • Pam 165-6 (6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen responding "yes," "no,'' or "don't know." (7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the· discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Lecture Method. This is the least e'ffective method of instruction for the reason that words are abstract symbols and only one of the physical senses is employed by the student, that of hearing. It should be used only when the class is so large as to make the Conference or Committee method impractical. Large classes provide an excellent opportunity to use the skit as a way of gaining the interest of the students. 5. Preparation of Lesson Plans. The instructor must prepare a Lesson Plan from the resource materials provided in each chapter and related materials which he has at his command. The Lesson Plan should be personalized and adjusted to the needs of the local situation. Consult FM 21-6, Techniques of Military Instruction, in preparing this Lesson Plan. The following is the recommended procedure for preparing a Lesson Plan which uses the resource materials and the creative abilities of the individual instructor in order to meet the standards of professional instruction. a. The objectives of each lesson are listed in the Introduction of the Lesson Plan, Section C and will be t he guidelines for developing the lesson. b. Decide upon one of the recommended methods of instruction: Conference or Committee. (When impact films are used, only Lesson Plan 1, "Conference' is incorporated in the material.) c. Use the materials in Section A (Outline) and Section B (Text) to complete the Lesson Plan format outlined in Section C. d. Select and integrate the appropriate Training Aids into the Lesson Plan to support the instruction. Consult Section D (Instructional Aids). e. Make a determination of the support requirements for the instruction on such matters as Tools, Equipment and Materials, Personnel, and Transportation Requirements. 6. Staff Orientation. Section E contains a staff orientation which can be given at appropriate staff meetings to keep t he command informed on the contents of charaCJter guidance inst ruction. This b~iefing does not take the place of active participation by NCO's and officers in regularly scheduled character guidance classes. AGO 20070A Pam 165-6 7. Training Aids. The training aids available to support instruction are listed in Section D of each chapter. This will include the film synopsis, descriptions of graphic training aids, chalkboard suggestions, and skit suggestions. Graphic training aids (flip charts) are to be requisitioned from the local training aid centers. Transparencies and films are to be requisitioned from the appropriate Audio-Visual Support Center. Consult DA Pam 108-1, and U.S. Army Chaplain Board Film Utilization Guide. 8. Instructor Attitudes. It is essential for the instructor to first establish rapport with his audience. If the soldiers are to participate freely in the discussion, they must have a degree of trust in the instructor. Toward this end the instructor must establish some "ground rules" for the. class,. He can state that there will be a spirit of permissiveness throughout the entire session in which expression of honest feelings and opinions will be encouraged. There will be no "right" or "wrong" answers. He will personally respect the opinion of every man, and see that the group develops the same consideration. Verbally and by his actions he should show that every man who becomes vulnerable by sharing his feelings and opinions with the group will be treated with dignity and respect. Such sensitive treatment of the men in the group will show true democracy at work. AGO 20070A Pam 165-6 CHAPTER I MY COUNTRY Section A. OUTLINE DISCUSSION THEME What is a mature relationship with one's country based upon past experiences and future expectations? TEACHING POINTS FACTORS CONDITIONING PATRIOTISM 1. Personal identity. 2. Social identity. 3. National identity. AN OBJECTIVE LOOK AT AMERICA 1. Strength : technology and people. 2. Problems: race, poverty, generation gap. 3. Potential: a full life for all. YOUR RELATIONSHIP TO AMERICA 1. Apathy denies real relationship. 2. Violence is an immature relationship. 3. Participation is a creative relationship. 1. Introduction. This is a discussion about our individual relationship to our country. Our approach will underscore the fact that our relationship to our country is closely related to our personal identity and social maturity. The central question of the discussion is a personal one: What is my relationship to my country? Keep asking yourself this question as we talk about the following inter-related aspects of this relationship. First, we will concentrate on understanding ourselves as individuals and as citizens of the United States. Second, we will take a realiiStJic look at our country as it faces great problems in the revolutionary world of today. Third, each of us must seriously ask how we can best serve our community and country. AGO 20070A Pam 165-6 2. Explanation~ a. Take a Serious Look at Your Identity as an Individual American. (1) You have a personal identity. Question: Can you think of yourself in terms of adult love? Discuss: Adult identity requires mature love of parents, mates and children. (2) You have a social identity. Question: Can you analyze your relationship to the important groups to which you belong? Discuss: An immature person hides in groups as a way of escaping social responsibility. (3) You have a national identity. Question: How do you understand yourself as an American? Discuss: Our personal and social maturity will color our relationship to our country. b. Take a Sober Look at America's Ideals and Problems. (1) Understand the sources of America's strength. Question: Do you feel that you are involved in the decision making processes of our country? Discuss: America's strength rests ultimately in the abilities and skills of her people. (2) Understand America's problems. Question: Do you realize that you are a part of the major problems of our country? · Discuss: We all take pos'itions on national problems; this automatically involves us in the problems. (3) Understand America's potential. Question: Do you believe we can solve our problems? Discuss: We must break the feeling that individuals are powerless to do anything about America's problems. c. Look at Your Relationship to America and Clarify the Meaning of Patriotism for Yourself. (1) Apathy leads to a denial of responsibility to community and country. Question: What does "dropping out" of society say about a person's maturity? Discuss: Neither apathy nor :tlhe decision to drop out of society contributes to community development. (2) Destructive violence is an immature relationship to community and country. Question: Do you see the relationship between the problem of personal ident ity and destructive violence? Discuss: The distinction between a legitimate struggle for dignity and power by alienated groups and destructive violence. AGO 110070A • Pam 165-6 (3) Participation is a mature relationship to community and country. Question: What can I do for my country? Discuss: The person who participates in our society in order to improve it has found his personal meall!ing of patriotism. 3. Review. Our discussion has shown that our relationship to our country is part of our total life experience. Participation in the democratic processes in order to work for the good of the nation is the ultimate strength of America. In this way a mature citizen identifies with his country and demonstrates patriotism of the highest order. AGO 20070A l-A-3 t Pam 16.5-6 MY COUNTRY Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. Today we are going to talk about our individual relationship to our country. There is nothing unique in us having such a discussion. It is something that people have been talking about since the emergence of the Nation-state approximately four thousand years ago. Probably at this very moment a group of Frenchmen, Germans, Chinese, or Czechoslovakians are doing the same thing. The people of other nations will do this in keeping w'ith the traditions of their country and the form of government under which they live. This is true of us as well. The significant thing for us to keep in mind is that we can have our discussion in the context of the priceless heritage of freedom which respects the interests and rights of the individual. Let us try to take a fresh approach to understanding our relationship to our country by underscoring the fact that our individual views are colored by our various backgrounds and personal ambitions. This will undoul;>tedly lead us to express different interpretations and feelings about America. This is as it should be because we have the widest variation of races, creeds, and national origins of any nation in the world. Some prophets of doom have thought that these differences would sooner or later tear our country apart. Both national and international crises have challenged our unity from the earliest days of the Republic; the bitter Civil War was foughtbut did not splinter the Union. Each crisis produced a stronger Union. It is in this heritage of preserving unity in the midst of diversity that we stand as American citizens. It is in this tradition that we will pursue our discussion. Our objectives are to see that our relationship to our country is a part of our total expei'Iience as persons, and to explore mature ways of expressing our citizenship. Let us keep the central question of the discussion before us in personalized terms: What is m y relationship to my country ? Keep asking this question as we talk agout the following important interrelated aspects of this relationship. First, we will concentrate on understanding ourselves as individuals and as citizens of the United States. Second, we will take a sober look at our country as it faces great problems in the revolutionary world of today. Third, each of us must seriously ask himself how he can serve his country by accepting the responsibilities that flow from American citizenship. 2. Explanation. a. Take a SeriCYus Look at Your Identity as an In dividual American. ,AGO 20070A 1-B-1 Pam 165-6 Human life passes through several stages of development: childhood, adolescence, young adulthood, middle age, and old age. Each of these stages of life requires that we make certain adjustments and decisions if we are to experience a sense of personal fulfillment and meaning in our lives. First, let us focus our discussion on the period of young adulthood because this is wher e most of us are in our personal development. As one moves out of adolescence into adulthood, the central problem of life is making basic identifications around which life as a mature person can be lived. Identification is simply the process of defining one's self in terms of capabilities, responsibilit ies, and associations. (1) You have a personal identity. Can you think of yourself in terms of adult love? The mark of maturity in a young adult is the ability to give and receive mature love. This implies an adult form of love for our parents, for our wives should we marry, and for our children should we become parents. An adult is a person who has maturely revised his relationship with his parents. He stands as a person 'in his own right. He is ready for marriage and the experience of pa!I'enthood. On the other hand, if an individual does not have a clear sense of identification as a mature adult he is likely to be caught in a web of permanent immaturity. It is likely that our level of personal mat urity will extend itself to our understanding of our relationship to our country. Many superficial and irresponsible attitudes toward one's country have their roots in the emotional immaturity of people who have not established a strong sense of personal identity. (2) You have a social identity. Can you analyze your relationship to the important groups to which you belong? When a person enters the adult world his emotional and economic needs lead him to identify with groups. The reason ·that we become members of groups says a great deal about our level of social responsibility. To some, a group is an escape from individual responsibility; it is a surrender of will and opinion to group thinking and behavior. To others, a group enables them to express their aggressive opinions, even their hate and big otry, which society punishes when expressed individually but permits when expressed collectively. To still others, groups serve as a means of promoting something for the good of the larger society. In this: case the group represents a means whereby the individual can serve others. It is clear that the person who uses groups as a way of hiding from social responsibility has no clear identity as an adult who thinks and acts for himself. (3) You have a national identity. How do you understand yourself as an American? Everyone of us is personally involved in American history, just as we are personally involved with family and friends. Our understanding of this history can be that of a thoughtful, honest, mature adult, or it can be just the opposite. All the emotions.and attitudes we have learned enter into how we feel toward our country. The feelings of disappointment and anger which we felt toward our parents when we discovered that they were not perfect can be directed toward America's imperfections. On the other hand, AGO 20070A Pam 165-6 the feelings of gratitude and loyalty that we give to loving parents or concerned friends can be directed toward our country when we think of her ideals and accomplishments. The real point of each individual's examination of his relationship to his country is whether he arrives at a truly adult sense of identification with America, or whether he will be satisfied with an adolescent or even childish relationship. b. Take a Sober Look at Ameri ca's Ideals and Pr oblems. In order to think seriously and constructively about our country we must know where current problems and issues are to be located. For three hundred years the frontier shaped American destiny and served as the symbol of all that is daring, new, and hopeful. For the next several hundred years the city, not the frontier, will be the place of change and the symbol of change. This is where the internal problems of racial tensions, poverty, and lack of communication between the generations will have to be faced. No period of change should be allO!Wed to obscure the ideals of freedom, justice, and opportunity that lie at the heart of America. Under the inspiration of these ideals we must understand the sources of America's strength, her problems, and her potential for solving these problems. This kind of knowledge is one of the keys for clarifying our responsibilities as citizens. (1) Understand the sources of America's strength. Do you feel that you are involved in the decision making process of our country? America's strength lies in her wealth, her expanding technology, her military forces, and her people. All of us have heard many times the statistics of our national wealth. We produce more goods and services than any other people in the world. Our technology is expanding so rapidly that we are no longer amazed when a scientific breakthrough is announced. We have the greatest arsenal of weapons ever assembled by man to defend our national interests. This means we possess power to influence the course of events in the world as well as within our own borders. Our strength as a nation rests ultimately upon the abilities and skills of our people. If this is so, then each one of us has a right to feel that we are a vital part of our nation's power. Unfortunately this sense of being a part of the nation's power is not experienced by many Americans. Because they feel excluded from power, they adopt attitudes of apathy or cynicism. The causes of apathy and cynicism must be reduced and replaced with a sense of responsibility if our nation is to realize its ideals. As members of the Army we have a special opportunity to feel that we are a part of our nation's power. We are given the resources and training to defend the nation. We are part of a system that depends upon each individual to do his job if a mission is to be accomplished. Doing our jobs well will give us a sense of being an integral part of America's power. (2) Understand America's problems. Do you realize that you are a part of the major problems of our country? The three major problems which loom like storm clouds over our AGO 10070A 1-B-3 Pam 165-6 country are: the disparity of wealth and opportunity that exists between Americans; the tensions that exist between racial groups in our country,and the breakdown of communication between the young generation and the older generations. One basic fact should be evident to all of us as we think about America's problems. We all have opinions about them, and all of us are subject to deep feelings that give us a position about what should be done about them. This means that we are a part of our nation's problems. Every one of us has an opinion about race relations; this makes us a part of the whole problem of race relations. We have strong beliefs about the causes of poverty; this makes us a part of the tension that exists between those who "have made it" and the poor. Each of us has strong feelings about music, style of language and clothing, sex and marriage which put us at odds with younger or older people in our society. These things make us a part of the reason for the breakdown of communication between the generations. We are onlykidding ourselves when we pretend that we are not involved in the problems which exist in the country. (3) Understand America's potential. Do you believe that we can solve our problems? The United States has reached the point where the dream of freedom from hunger and want for all and the dream of equal opportunity for each of us to develop his own potential as a person can be translated into reality.We are in the process of developing unlimited supplies of energy, s.o that all persons can share in the comforts of good lighting and heating in their homes. We are learning to create synthetic materials which can be given any characteristic we desire, so that warm clothing, decent housing, and safe transportation can be had by all. We have developed the computer, which may in time eliminate the need for any man to toil at unrewardingphysical or mental tasks. In short, we have the potential for providing all of our people wi,th a share in the abundant life. The key to achdeving this is to break the feeling that there is nothing that the individual can do about solving our problems. c. Look at Your Relationship to Ame1'ica and Cla1·i[y the Meaning of Patriotism for Yourself. Americans of past generations found the meaning of patriotism in response to the problems that faced the nation in their day. We can do no less in our time. Let us examine the three basic attitudes that it is possible for us to take in relating ourselves to our country. First, we can consciously or unconsciously refuse to become involved in the democratic processes of our country; second, we can try to destroy the institutions of our country because they appear to be unresponsive to our needs; or third, we can participate in the democratic processes in order to move the nation closer to the realization of the American Dream of freedom and justice for all. These three attitudes apply equally to our domestic and to our international relations. The day when it was possible to separate our domestic and foreignpolicies is long past. Our relationship to our country involves us in attitudes which color the roles we play in the decision-making processes that shape 1-B-4 AGO 20070A Pam 165-6 our general welfare at home and our mission to promote freedom and justice abroad. (1) Apathy leads to a denial of responsibility to community and coun try. What does "dropping out" of society say about a person's maturity? Many Americans have never participated in the democratic proc esses because they are uninterested or uninformed. Such people should not be surprised if they find their government pursuing policies which they do not approve. Other Americans have made a decision to remove themselves from social responsibilities. They feel hopelessly caught in a mass organization which is determining their lives and become so frustrated by their failure to control the course of their existence that they decide to "drop out" of society. Neither of these attitudes holds any promise for making America a better place in which to live. Neither contributes anything toward realizing the ideals of freedom and justice for all. (2) Destructive violence is an immature relationship to community and country. Do you see the relationship between the problem of personal identity and destructive violence? We must make a careful distinction between people who are trying to secure their personal dignity by fighting for their rights by use of political and economic weapons and the practice of the pointless destruction of life and property. The first way is as American as apple pie. It is the way new generations of citizens have fought their way into the main stream of affluent American society. Destructive violence, on the other hand, has all the earmarks of emotional immaturity. A person who destroys what he cannot control in his immediate environment is reacting like a child who does not have the experience or wisdom of an adult. We can readily admit that there are justifiable causes for great frustration on the part of many people in our society, but we cannot sanction or justify the destructive violence of the few. What we can do is to try changing our society so that they can find those relationships which will give them a chance at real adulthood. (3) Participation is a mature relationship to community and country. What can I do for my country? After granting that there are individual differences on how to participate in democracy, we should see that there are general avenues of action which enable us all to work for things that are good for our country. First, as soldiers, we can take justifiable pride in being a part of the Army because it is dedicated to the defense of our country. Second, we can participate in the constitutional privileges which are guaranteed to all citizens. Above all, we can vote for the people who we think will represent our views oon domestic and foreign issues. Third, we can find ways of working for those Specific interests that are close to the heart of each individual because of his social and economic background. This kind of activity gives an individual a sense of participation in the decisions that affect the way our country finds solutions to its problems. AGO 20070A 1-B-5 Pam 165-6 The person who participates in the life of our society in order to improve it has accomplished two important things. He has identified himself with the country as a mature person, and he is practicing the meaning of patriotism for this generation of Americans. 3. Review. Our discussion has shown that our relationship to our country is part of our total life experience. It is dependent upon how we understand ourselves as persons and how we understand the ideals as well as the problems of the nation. If we are apathetic, we have no positive influence in the life of our country. Being negative all the time can destroy a working democracy. The way of destructive violence is basically immature. It shows a lack of personal identity and purpose in life. Individual participation in the democratic processes in order to work for the good of the nation is the ultimate source of strength of America. In this way a mature citizen identifies with his country and demonstrates patriotism of the highest order. BIBLIOGRAPHY Barndt, Joseph R., Why Black Power?, New York: Friendship Press, 1968. The Challenge of Crime in a Fr ee Society, Report of the President's Commission on Law Enforcement and Administration of Justice. Washington, DC: US Government Printing Office, 1967. Doob, Leonard W., Patriotism and Nationalism, New Haven: Yale University Press, 1964. Fabun, Don, The Dynamics of Change, Englewood Cliffs, New Jersey: Prentice-Hall, 1967. Greenspun, William B., and Cynthia C. Wedel, Second Living Room Dialogues, New York: Friendship Press and Glen Rock, New Jersey: The Paulist Press, 1968. Marcuse, Herbert, One-Dimensional Man, Boston: Beacon Press, 1964. McCabe, John, Dialogue on Youth, New York: The Bobbs-Merrill Co., 1967. Sherrill, Lewis Joseph, The Struggle of the Soul, New York: MacMillian Paperbacks, 1966. 1-B-6 AGO 10070.\ - Pam 165-6 MY COUNTRY Section C. LESSON PLAN PREPARATION l)efore preparing L esson Plan review NOTES FOR THE INSTRUCTOR in the Foreword, paragraph 4 "Methods of Instruction" and paragraph 5 "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic deals with the nature of individual patriotism. The instructor must respect views of patriotism which may differ from his. His function is not to make value judgments upon any person's understanding of patriotism. His goal is to get a discussion started which will enable individuals to see their relationship to America as a part of their total experience as persons, and to explore mature ways of expressing their citizenship. Review paragraph 8, "Instructor Attitudes," under NOTES FOR INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: My Country. TYPE: To be determined by the instructor. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5 and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, chalkboard. PERSONNEL: One instructor and one projectionist. INSTRUCTIONAL AIDS: TF 16-4006 (My Country) GTA 1~37 (1 through 12) (Ref: DA Pam 108-1); T(GTA) 1~37 (1 through 12) (Ref: DA Pam 108-1). See Section D for descriptions. REFERENCES: DA Pam 108-1 STUDY ASSIGNMENTS: None STUDENT UNIFORM AND EQD;IPMENT: Duty uniform TROOP REQUIREMENTS: None TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. AGO 20070A 1-C-1 Pam 165-6 1. Introduction. ( 15 minutes) a. Objective. To help the individual gain a clearer understanding of himself as a citizen. b. Reasons. (1) Individuals are unique and define their patriotism in keeping with their backgrounds and interests. (2) Patriotism requires that every citizen examine our country's strengths and weaknesses. (3) Each person must seriously ask himself how he can serve his country best. c. Procedure. Note. Show Visuall while students enter the classroom. (1) Announce classroom procedure. (2) Introduce the topic (see introduction, section B). Note. Show Visual 2. (3) Use the film synopsis in section D to introduce and show the film, My country. Note. Sltudent reaction to the film will be used to move into the main body of the discussion. 2. Explanation. (30 minutes) (Note to Instructor. The following is the recommended utilization of visuals in the OUTLINE, Section A.) a. Take a serious look at your identity as an individual American. (1) Visual3. (2) Visual 4. (3) Visual 5. b. Take a sober look at America's ideals and problems. (1) Visual6. (2) Visual 7. (3) VisualS. c. Look at your relationship to America and clarify the meaning of patriotism for yourself. (1) Visual 9. (2) Visual10. (3) Visual11. 3. Review. (5 minutes) Note. Show Visual 12. Summary of discussion and questions from the class (see Review, section B). AGO 20070A Pam 165-6 MY COUNTRY Section D. INSTRUCTIONAL AIDS 1. Film Synopsis. TF 16-4006 (My Country) Note. The purpose of this film is to eliciJt a personal respon se in the viewer, and jto raise the question of his relationships and responsibilities to his counll;ry. A sec ondary objective is to assist him in dening America's ideals, problems and potential. The film opens with a music hall routine: a sleazy chorus line high-stepping to a ragtime version of a patriotic song. Then follows a sequence showing a parade with a drum majorette, a brass band, marchers and spectators. The parade passes through a number of different environments showing the many facets of American life. Scenes that include shots of protesters, flower children, rural poverty, and children of the ghetto with only the city streets -for a playground vividly portray some of America's problems. The strengths and ideals of this country are also shown as the parade moves through beautiful towns that describe the beauty, power and promise of America. The viewer is led to consider his relationship to this diversified picture of America. 2. Training Aids. Note. Available as GRAPHIC TRAINING AIDS (Flip charlts, GT·A 16-4-37) from local training aid subcenter; and as transparencies (overhead projector, T ( GTA 16-4-37) from Audio-Visual Support Centers are the following visuals to be used as discussion starters. Number 1. Visual introduction of the topic "My Country." Title: MY COUNTRY. MY COUNTRY AGO 20070A 1-D-1 Pam 165-6 Number 2. A multicolored map of the continental United States indicates the widest variation of races, creeds, and national origins of any nation in the world. Title: MY COUNTRY. W ·IDEST VAR IA TI ON OF RACES CREEDS $ NA T IONAL ORIGINS 1-D-2 AGO 20070A Pam 165-6 Number 3. Poses the question "Who Am I?" by showing five human faces in the various stages of developent. Suggests that one must establish his own personal identity in order to become a mature, responsible individual. Title: PERSONAL IDENTITY. • CAP AB\LI.TlES • RESPONSIBILITIES • ASSOCIATIONS 1-D-3 AGO 10070A Pam 165-6 Number 4. Shows several groups to which a person may belong. The same man is pictured as a member of a family group, a social group, and a military unit. Title: SOCIAL IDENTITY. SOCIAL IDENTITY GROUP IDENTIFICATidN AGO 20070.A Pam 165-6 Number 5. On one side of the picture a man is shown in uniform and on the other side he is in civilian clothes looking at an outline map of the United States. It suggests that soldiers and civilians must establish an understanding of their national identity. Title: NATIONAL IDENTITY. AGO 20070A 1-D-5 Pam 165-6 N umber 6. Four circles indicate sources of America's strength: wealth, technology, military, and the ability and skills of her people. This underscores the fact that America has the power to influence the course of events in the world as well as within her own borders. Title: SOURCES OF AMERICA'S STRENGTH. SOURCES OF AMERICA'S STRENGTH AGO 20070A Pam 165-6 Number 7. A picture . divided into three parts depicts several of the major problem areas affecting our country: the disparity of wealth and opportunity that exists between Americans, the tensions that exist between the ethnic groups or the "haves" and "have-nots"; and the breakdown of communication between the young generation and the older generations. This emphasizes that each of us is a real part of the major problems of our country. Title: AMERICA'S PROBLEMS. THREE MAJOR PROBLEMs· GENERATION TENSION 6ETWEEN THE HAVE&~ GAP ntE HAVE-NOT'S AGO 20070A Pam 165-6 Number 8. Superimposed on a map of the United States is a huge cornucopia out of which pours some of the good things produced by our people. This suggests that we have the potential for making the "good life" a possibility for all people. Title: AMERICA'S POTENTIAL. AMERICA'S POTENTIAL 1-D-S AGO 20070A Pam 165-6 Number 9. Shows a man crossing a line into a vague, shady area as he "cops out" of society. This is one of the ways of reacting to the problems of society. Title: DENIAL OF RESPONSIBILITY. .,COPPING OUT.. OF SOCIETY AGO 20070A Pam 165-6 Number 10. Two ways of attempting to solve the problems of our country are shown. Symbols that indicate the due process of law as one way, and destruction and violence as another, are pictured. It suggests destructive violence as being an emotional immature reaction. Title: A CHOICE OF WEAPONS. WHAT CAN I DO? CHOICE OF WEAPONS ••• EMOTIONAL MATURITY EMOTIONAL IMMATURIY 1-D-10 AGO 80070A Pam 165-6 Number 11. This picture shows an individual citizen with two flags confronting him: one flag is labeled "Community," the other is the National Flag. The caption above reads "Identification." It suggests that the person who participates in the life of his community, in order to improve it has identified himself as a mature person and he is being a true patriot. Title: IDENTIFICATION. IDENTIFICATION I t AGO IOOTOA 1-D-11 Pam 165-6 Number 12. A visual showing the head and shoulders of a young American with an image of the United States behind him. On the outline map of the United States the words, "What Is My Relationship to My Country?" are written. This is a summary question that embodies all that has been discussed under the topic "My Country." Title: MY COUNTRY. 3. Chalkboard Suggestion. If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by the instructor, he should rely on the key words alone. 4. Skit Suggestions. a. Situation. Three soldiers are reacting to the troop information class they have just attended in which a discussion was held on current events. The whole range of America's social problems had received attention: poverty, race relations, and education. There was little to be happy about from the current events. b. Roles. The soldiers react in different ways to the implications of the news. t 1-D-12 AGO 20070A Pam 165-6 Their reactions reveal different understanding of the meaning of patriotism. Soldier A is angry because he feels that it is wrong to emphasize what is wrong with America. A true patriot is always positive. Soldier B is convinced that there is something fundamentally wrong with American society and the dark news of the hour is only the beginning of even greater problems. A true patriot must always be critical of the system. Soldier C considers himself a realist. He wants to know the truth whether it's good or bad news. To him a true patriot is one who makes unemotional judgments. All three soldiers try to put into words what they feel they should do in order to apply their, understanding of patriotism to their actions. c. The skit is designed to allow the question of patriotism to be discussed from different points of view. It can be used in the Explanation under one or all of the headings as the instructor desires. AGO 100'10A 1-D-13 Pam 165-6 MY COUNTRY Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objectives of this topic are to help the soldier see that his relationship to his country is a part of his total experience as a well-rounded person, and to assist him in expressing in his own words a mature conception of his responsibilities to the Unrited States. 2. Explanation. (13 minutes) a. The following aids will be used to support these objectives in the Character Guidance discussion classes. (1) The topic is supported by a DA poster in "Our Moral Heritage" series. This. poster will be displayed on unit and section bulletin boards throughout the month. (2) TF 16-4006 (My Country), i~ available for use in support of the class. It is an open-end film. GTA's 16-4-37, and Transparencies T(GTA)'s 16-4-37 are integrated into the lessons. Mandatory attendance for E-5's and below is required by regulation; Officers and NCO's are encouraged to support the program by their attendance and participation. (3) The basic approach to the subject will be to encourage the individual soldier to clarify, in his own terms, the meaning of patriotism. Note. Pass out copies of ANNEX A, SUMMARY OF THE TEXT, to the staff. Ask for questions. Answers the questions briefly. 3. Review (1 minute) The individual who comes to the personal conclusion that participation in the democratic processes is the way to be a responsible cdtizen has found the basic meaning of patriotism for these times. AGO li0070A Pam 165-6 ANNEX A SUMMARY OF TEXT MY COUNTRY This is n ot to be use d in lieu of attendance of Character Guidance classes. It may be used for staff brie fings and to alleviate the difficulty of supplying instruction for isolated detachm ents of five or less, such as ROTC, Recruiting, Security, MAAG's and Missions which cannot use the training facilities of larger units. It is of vital importance that each individual think through the meaning of his relationship to his country for himself. Since all of life is interrelated, it is strongly recommended that we think of our relationship to our country in terms of our total life experience. First, look at yourself and try to clarify your identity as a person. The person who does not cut the bonds of childhood dependency with his parents may remain an emotional adolescent all of his life. The person who decides to hide in groups and gives up responsible individual thinking may remain socially immature and dependent upon others so that he never has a clear idea of himself as a human being. This kind of personal and social immaturity will affect our understanding of patriotism. Emotional maturity, on the other hand, will g'ive a person the basis for an adult sense of responsibility to his country. Second, be candid about the problems we face as a nation. There are three major problems that need our thought and action: race relations, the complex of problems centering in poverty, and the lack of understanding between the younger generation and the older generations. Do you realize that you are a part of every major problem that our country has? Do you believe we can solve our problems? If your answer is "yes" to these questions you probably have a mature understanding of yourself and your country. Third, look at your feelings toward your country and clarify the meaning of patriotism for yourself. Some people are apathetic because they are uninformed or uninterested in the needs of their communities. Others become so frustrated that they decide to "drop out" of society. A few Americaoo have decided to follow a course of destructive violence as a way of showing their frustration with social problems that affect their lives. Neither apathy nor Viiolence is in keeping with the democratic tradition of problem solving. The adult way to solve problems in the United States is to participate in the democratic processes of government. This is the way a mature citizen identifies with his country and demonstrates his patriotism. AGO 20070A Pam 165-6 CHAPTER II THE REAL PERSON Section A. OUTLINE DISCUSSION THEME How to become a "Real Person" in the choices and actions of everyday life. TEACHING POINTS EVERY PERSON PLAYS MANY ROLES 1. Each person is different. 2. Personal choices are important. 3. Why we all play roles. ROLES CAN HIDE THE REAL PERSON 1. Roles can be masquerades. 2. They can be a cover for dishonesty. 3. They can be an escape. QUALITIES OF A REAL PERSON 1. Intellectual honesty. 2. Emotional maturity. 3. Faces life as it is. 1. Introduction. The television game "To Tell the Truth" offers us an approach to achieving a better understanding of what it means to be a real person. It is not easy to be real persons. We have a built-in capacity to deceive ourselves. Our social existence encourages this kind of deception in our dealings with others. Keep these two realities in mind as we discuss three ideas that can throw light on our fight to become true human beings. First, we will examine the fact that we are unique individuals who must play many roles in life. Second, we will discuss the idea that the way a person plays his roles in life can be masks that hide the real person. Third, we will underscore the fact that we can understand and play our roles in life so that they become a means of developing the real person. It is important that we discuss. these AGO 20070A 11-A-1 Pam 165-6 ideas in the Army because it is necessary for us t o develop our sense of being real persons in order to meet our responsibilities as citizens and soldiers. 2. Explanation. a. Every Person is Unique and Plays Many Roles in the Drama of Life. (1) Understand what it means to be a unique individual. Question: Do you hav~ a clear picture of yourself? Discuss: We develop a self-concept from the way we see ourselves in relationship to the world around us. (2) Understand how you can control part of your environment. Question: Do you know what you are doing when you select your friends? Discuss: Selection of associates gives us partial control over our immediate environments. (3) Understand why you must play many roles in life. Question: Why do you act differently with your girl friend and your sergeant? Discuss: Everyone occupies many different positions in society: soldier, son, brother, member of the bowling team, and others. b. The Way a Person Plays His Roles Can Hide the Real Person. (1) The roles we play can be mere masquerades. Question: Can you remember the last time you pretended to be something you were not? Discuss: Play,ing our roles without moral commitment or personal involvement is hiding the real person behind a mask. (2) Masquerading can be a cover for dishonesty. Question: What can happen to your unit if an individual constantly hides his failure to learn his job? Discuss: In our desire for success we often take short cuts by pretending to know more than we actually do. (3) Masquerading can be an escape from responsibility. Question.i Can you explain what rationalization means? Discuss: The way we use the gift of reason has a great deal to do with the kind of persons we become. c. The Way We Play Our Roles Can be the Means of Developing into Real Persons. (1) A real person is intellectually honest. Question: Can you make the distinction between lying to yourself and being honest with yourself? Discuss: A real person discards the mask of rationalization because he values himself. (2) A real person develops emotional maturity. Question: What does it mean to be emotionally mature? 11-A-2 AGO 20070A Pam 165-6 Discuss: An emotionally mature person has increased the range of his feelings beyond that of childhood and adolescence. (3) A real person faces life as he finds it. Question: Can you name some ways that people escape from the realities of life? Discuss: We should carefully avoid becoming dependent upon any kind of crutch to help us over the rough spots in life. 3. Review. If we are willing to play "To Tell the Truth" with ourselves, we can gain some real insights into being real persons. It will help us understand our personal uniqueness; it will warn us against masquerading our way through life and help us develop intellectual honesty, emotional maturity, and the strength to face life as it really is. AGO 20070A 11-A-3 Pam 165-6 THE 'REAL PERSON Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. "Will the real John Jones please stand up?" is a familiar question made popular in the well-known television series To Tell the Truth. Let us conduct our own version of To Tell the Truth and see if we can achieve a better understanding of what it means to be a real person. We will use the term "real person" to refer to our personal uniqueness and how we act to meet our needs and achieve our goals without becoming dishonest with ourselves or false in our relationships with others. We cannot let this discussion become an exercise in psychological analysis. Such an approach to the topic mus~be left to trained experts. Our objective is to open avenues of thought which will enable us to make some honest appraisals of the problems we f·ace in being real persons in the choices and actions of everyday life. Itis easy for us to talk about the concept of the real person, but there are two reasons why it is difficult to be a real person. First, all of us have a built-in capacity to be dishonest with ourselves. We kid ourselves into believing all sorts of subtle little lies about our looks, our abilities, and our relationships with other people. These self-deceptions are not big problems unless we start taking them seriously and begin to believe that they are the truth about ourselves. It does not take much of this kind of dishonesty to entangle us in a web of self-delusion so that we do not know who we really are. Second, our daily social existence encourages this kind of deception in our dealings with others. Everyone of us wants to be liked and appreciated and are willing to adjust our actions to assure this esteem from those around us. Intelligent compromises for the sake of group harmony and sustained personal relationships are normal and healthy. But when the desire for approval becomes so important that we forget how to assert ourselves on important issues, we have lost the freedom to act as real persons. Keep these two realities that try to undermine our personal integrity in mind as we discuss three ideas which can help us in our struggle to be real human beings. Shakespeare said, "All life is a stage, and all the men and women merely players." (As You Like It, Act II, scene 7, line 139.) Let us follow Shakespeare and talk about the roles we play in the drama of life. First, we will examine the fact that everyone of us is a unique individual who plays many roles in the drama of our daily lives. Second, we will face the fact that the way we play our roles can be the means of keeping us from being real persons. Third, the roles we play in life can also be the means of developing the real person when they are linked to some important personal qualities. ' AGO 20070A 11-B-1 Pam 165-6 It is particularly important that we discuss this subject in the Army because it is necessary for us to develop our sense of being real persons in order to meet our responsibilities as citizens and soldiers. Each of us is a person, a human being, and as such should be able to stand up and say who he .is, where he is going, and what he wants to be. If we increase our ability "To Tell the Truth" about these things, we ~tJre well on our way toward being real persons. 2. Explanation. a. Every Person is Unique and Plays Many Roles in the Drama of Life. No two of us are biologically alike. Neither have any two of us developed in exactly the same kind of environment, nor experienced the same degree of learning, nor developed an identical sense of values. Since biological and envi r onmental factors combine to determine our personalities and our behavior patterns, it follows that no two of us will adjust and react to the world in exactly the same way. This means that the many roles we play in life such as being a son, a brother, a soldier, a friend , and hundreds of other relationships of daily life have a quality of uniqueness about them. (1) Understand what it means to be a unique individual. Do you have a clear picture of yourself? We develop a self-concept from the way we see ourselves in relation ship to the world around us. To develop a sense of self, a person must learn to view himself as an object. He must "see himself as others see him." As we grow and develop and as our basic thinking changes, our self-concept is revised, but we behave in harmony with this picture we have of ourselves. "Just who do you think you are?" is a question that is often directed to us when we have done or said something out of the ordinary. When we can answer this question we have gone a long way toward understanding ourselves. Without this basic understanding we can never become real persons. (2) Understand how you can control part of your environment. Do you know what you are doing when you select your friends? There is very little that we can do about our inherited characteris tics. Our size, the color of our skin, eyes, and hair, and the general shapes of our bodies are given to us at birth. On the other hand, our environment is partially controlled by our determination of what it should be and our ability to alter it. There are many things that resist our efforts to change them simply because we do not have the ability or power to change them. Such things usually require group action. But we do have the ability to select our intimate associates. It is at this point that an individual exercises control over his immediate environment. This is of crucial importance in establishing the kind of person we want to be because our close associates share our experiences and help us establish our values. (3) Understand why you must play many roles in life. Why do you act differently with your girl friend and your sergeant? Everyone of us occupies many positions in our society. Each of these positions requires us to meet certain expectations that go along with the position. For instance, in addition to being a soldier, anyone of us may also 11-B-2 AGO 20070A Pam 165-6 be a father, a husband, an uncle, a son, a nephew, a bookkeeper, a Methodist, a member of the American Legion, the bowling team, and an Elk. We bring our personalities to each of these s1ituations and act out the expectations that are placed upon us. How we play a particular part is the result of many forces that are pushing and pulling us in different directions. One thing is crystal clear, in order to have successful working relations in the different parts that we have to play each day means that we adopt different attitudes and responses in these various situations. The way we talk to a superior officer in the performance of duty is obviously different from the way we act around our wives or prospective wives. The way we react to a small child is in turn different from either of these situations. b. The Way a Person Plays His Roles Can Hide the Real Person. Sober reflection upon almost any single decision we make forces us to realize that life is very complex. Because life is complex we sometimes feel that there is very little we can do to control our own destinies. If this becomes a basic conviction with us we can decide to hide our real selves behind the roles we play in the drama of life. Our roles can become masks. To follow this way of life will lead us into intellectual and moral dishonesty which will corrupt our sense of personal integrity. It will weaken our ability to be real persons. (1) The parts we play can be mere masquerades. Can you remember the last time you pretended to be something you were not? So far we have discussed life as a serious drama in which we have to play various parts; now we must think about the fact that it is easy for us to go through the motions of the roles we play without serious moral commitment to what we are doing. We can call this method of playing life's roles the masquerade technique. It is pretense pure and simple. It is playing the part in such a way that personal involvement is kept out of the drama. It hides the real person behind a mask that protects him from truly human contact with other people. Masquerading our way through our jobs instead of sincerely committing ourselves will exact a high penalty. When he realizes that he has not been living as a real person, he will find out to his bewilderment that he has lost his understanding of who he really is. (2) Masquerading can be a cover for dishonesty. What can happen to your unit if an individual constantly hides his failure to learn his job? Our society puts a very high premium upon knowledge which enables a person to do a competent job. Generally speaking, advancement in both military and civilian life is tied to competence and experience. Personal satisfaction, financial security, and prestige are the rewards that go with promotion. Every one of us wants these symbols of success. Frequently the pressures to be successful are so great we take shortcuts toward our goals by doing a "snow job" on our associates through the parts we play with them. We pretend to know more than we actually know and cover up our ignorance behind masks of superficial answers and assumed superiority. AGO 20070A II-B-3 Pam 165-6 The only word that describes this misuse of the parts we play in life is dishonesty. (3) Masquerading can be an escape from responsibility. Can you explain what rationalization means? Reason is one of the greatest gifts that man possesses. It is not only the f,actor that gives us special status in the animal kingdom, but the way we use it indicates what kind of persons we are. It can be used to explain away our failure to accept the responsibilities that are placed upon us by the many roles we are required to act out. When reason is used in this way it is an intellectual mask that keeps us from being a real person. c. The Way W e Play Our Roles Can B e the Means of Dev elopin g the R eal Person. Itshould be clear to all of us that there is a difference between prestige and esteem. Some positions in society automatically carry more prestige than others, but esteem is something that is earned by fulfilling the expectations of our fellows by doing a job well. The vice-president of a large corporation has more prestige than a street sweeper. If the vice-president does a poor job and hides behind some of the masks we have discussed, he is likely to be held in low esteem; if the street sweeper does an excellent job in his appointed task, he is likely to earn high esteem from those that observe him. Earning esteem from our associates is a clear indication that we are functioning as real persons. Let us discuss some of the important qualities that will mark us as real persons in the parts we play in everyday life. (1) A real person is intellectually honest. Can you make the distinction between lying to yourself and being honest with yourself? A real person discards the mask of rationalization because he values himself. He knows that he must be honest with himself if he is to have a chance to develop his abilities. Constantly using alibis to cover mistakes will undermine a person's self-esteem. A real person also knows that r3Jtionalization is a s·elf-defeating use of the power of reasoning. He discovers that an honest use of the gift of reason opens the door to useful areas of knowl edge, and, what may be more important, he will earn the respect and trust of the people with whom he lives and works. (2) A real person develops emotional maturity. What does it mean to be emotionally mature? An emotionally mature person has increased his range of emotional response beyond that of childhood or adolescence. This means more than self-control. In the broadest sense it means the ability to use our feelings in a healthy and constructive way. It means that the affirmative feelings, such as love and joy are experienced fully, and the negative emotions, such as fear and anger can be faced without falling victim to their destructive implications. An emotionally mature individual accepts other people as real persons because he can understand human weakness as well as strength. In contrast, the emotionally immature person often responds with blame and criticism when faced with human frailty. A real person tries to increase the depth and range of his feelings as well as learning to understand and control them. 11-B-4 AGO 20070A Pam 165-6 (3) A real person faces life as he finds it. Can you name some ways that people escape from the realities of life? From time to time everyone of us thinks about avoiding some of the hard decisions and responsibilities of life; the important thing is how we react to this inclination. Do we give in to it or do we have the strength of character to face reality? We are wrong when we allow this inclination to betray us into living in a dream world. There are many healthy and invigorating ways to escape from the pressures of our responsibilities for a short time. All of us need an occasional change to stimulate our thinking or give us a wider perspective to face the challenges of daily life. On the other hand, we should carefully avoid becoming dependent upon some kind of crutch-such as daydreaming, excessive use of alcohol, or use of drugs-to help us over the rough spots. To do so is to set a trap for ourselves, because sooner or later the crutch becomes as necessary as an arm or leg. We need to become morally and physically hardened for the daily battle of life-then we no longer need to masquerade, then we can face up to life and go about our business of being real persons. 3. Review. If we are willing to play "To Tell the Truth" with ourselves, we can find some sound insights into being real persons. First, we should be working at understanding ourselves as unique individuals so that we can know "who we are" and why we must play many different roles in the drama of life. A person who loses his sense of uniqueness can never be a real person. Second, we must face the fact that we cannot play our roles without serious moral commitment to what we are doing. We can hide behind protective masks which can be covers for dishonesty and escapes from responsibility. Third, we can play our roles in life so that we develop into real persons. A real person develops the qualities of being intellectually honest, emotionally mature and responsibly facing life as he finds it. He is doing more than playing the game of "To Tell the T·ruth"__,he is living the truth. BIBLIOGRAPHY Allport, Gordon W., Personality, A Psychological Interpretation, New York: Henry Holt and Company, 1937. Berne, Eric, M.D., Games People Play, Brattleboro: The Book Press, 1964. Doniger, Simon, ed., Becoming the Complete Adult, New York: Association Press, 1962. Jung, C. G., The Development of Personality, New York: Pantheon Books, 1954. Manes, Paul B., Understanding Ourselves as Adults, New York: Abingdon Press, 1959. Marney, Carlyle, The Recovery of the Person, Nashville, Tennessee: Abington Press, 1963. AGO 20070A 11-B--lf Pam 165-6 May, Rollo, Psychology and the Human Dilemma, Princeton: D. Van Nostrand Company, Inc., 1966. Menninger, William, M.D., Living in a Tr·oubled World, Kansas City: Hallmark Cards, Inc., 1967. Nuttin, Joseph, Psychoanalysis and Personality, New York: Sheed and Ward, 1953. II-B-6 AGO 20070A Pam 165-6 THE 'REAL PERSON Section C. LESSON PLAN PREPARATION Before preparing the Lesson Plan review NOTES FOR THE INSTRUCTOR in the Foreword, paragraph 4, "Methods of Instruction" and paragraph 5, "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic gives the individual an opportunity to think about the characteristics of his personality. The instructor must not let the class become an exereise in psychological analysis. Such an approach is reserved for trained experts. The instructor should serve as a resource person to lead a discussion that will explore self-deceptions which lead to false relationships with other people. The emphasis should be on an honest and mature understanding of self and others. Review paragraph 8, "Instructor Attitudes," in NOTES FOR THE INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: The Real Person. TYPE: To be determined by the instructor. TIME ALLOTED: 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5's and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, and chalkboard. PERSONNEL: One instructor and one projectionist. INSTRUCTIONAL AIDS: TF 16-4007 (The Real Person) GTA 16-4-38, [1 through 9] (Ref: DA Pam 108-1; T(GTA) 16-4-38 [1 through 9] (Ref: DA Pam 108-1). See Section D for descriptions. REFERENCES: DA Pam 108-1. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. AGO 20070A 11-C-1 Pam 165-6 1. Introduction. (15 minutes) a. Objective: to assist the individual in making honest appraisals of the roles he plays in life. b. Reasons (1) Each individual assumes many different roles as he moves from one social context to another. (2) Roles can be masks that keep a person from honest expression of his real self. ( 3) A person becomes mature when he understands his roles and uses them constructively in human relations. c. Procedure Note. Show Visual I -as students enter the classroom. (1) Announce classroom procedure. (2) Introduce the topic (see Introduction, Section B). Note. Show Visual2. (3) Use the film synopsis in section D to introduce and show the film, "The Real Person." Note. Student reaction to the film w ill be used to move intx> the main body of the discussion. 2. Explanation. (30 minutes) Note to the Instructor. The following are :the recommended places to insert visuals in OUTLINE, Section A. a. Every person is unique and plays many roles in the drama of life. ( 1) Visual 3. (2) Visual4. (3) Visual 5. b. The way a person plays his roles can hide the real person. Visual 6 (illustrates entire section). c. The way we play our roles can be the means of developing the real person. (1) Visual7. (2) Visual 8. (3) Visual9. 3. Review. (5 minutes) Summary of discussion and questions from the class. (See Review, Section B.) AGO 20070A 11-C-2 Pam 165-6 THE 'REAL PERSON Section D. INSTRUCTIONAL AIDS 1. Film Synopsis. TF 16-4007 (The Real Person) Note. The purpose of this film is to help the individual understand how he often hides his real self behind masks that are personally and socially imposed, and to enable him to more adequately become a "Real Person" in the choices and actions of everyday life. The main character of this film, Private Johnny Cool, has a problem. He doesn't know who he really is. He appears in many roles which are figments of his imagination. We see him playing the roles of a sportsman, a hippie, a beat musician, and a man ow the world. But his buddies, his girl, and his commanding officer see him as he is, a man desperately searching for his real self. 2. Training Aids. Note. Available ·as GRAPHIC TRAINING AIDS (Flip charts, GTA 16-4-38) from local training aid subcenter; and as TRANSPARENCIES [T(GTA) 16-4-38] from Army Audio-Visual Support Center, the following visuals are to be used as discussion starters. Number 1. The title chart. Title: THE REAL PERSON. THE REAL PERSON AGO 20070A II-D-1 Pam 165-6 Number 2. This picture shows the vague outline of a man with figures moving out in different directions. Two of the figures are distinct and recognizable while the others are mere shadows. This suggests that unless we understand the roles we are playing we may let them become deceptive masks. Title: WHO AM I? WHO AM I? AGO 20070A 11-D-2 Pam 165-6 Number 3. Shows a young man looking at himself in the mirror, but all he sees is a blurred, vague image. It raises the question of how other people see us. Title: A CLEAR PICTURE. Do you have a clear pictul"e of yourself? AGO 20070A 11-D-3 Pam 165-6 Number 4. This is a scene of three men in a pool hall. It implies that the kind of friends we choose has bearing upon the values we establish and the kind of people we become. Title: CHOOSING FRIENDS. AGO 20070A Pam 165-6 Number 5. Portrays an adult giving comfort to a crying child. This is only one role a man may play in the course of a day. Each role is different and requires its own peculiar set of relationships. Title: ROLES WE PLAY. 11-D-5 AGO 20070A Pam 165-6 Number 6. Three masks are shown that are often used to hide the real person. They are "pretense," "knowledge," and "reason." Any of these may be a facade by which we avoid any real encounter with people. Title: MASKS WE WEAR. 11-D-6 A.GO 20010A. Pam 165-6 Shows a man, his face covered by a mask, looking at himself. Number 7. It points out that the first step toward being an authentic person is facing oneself honestly. Title: UNDERSTAND OURSELVES. UNDERSTAND OURSELVES II-D-7 AGO 80070A Pam 165-6 Number 8. One man is shown angrily facing another. It underscores the fact that often our response to human frailty is blame and criticism instead of acceptance. Title: AN IMMATURE RESPONSE. The response of blame and criticism to human fraility 11-D-8 AGO 20070A Pam 165-6 Pictures a man dejectedly holding his head in his hand. His Number 9. face shows frustration and despair. This raises the question of how can one face life without using unacceptable means to escape reality. Title: THE INABILITY TO FACE LIFE. 3. Chalkboard Suggestions. If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by the instructor, he should rely on the key words alone. 4. Skit suggestions. a. Situation. Soldier A, a Specialist Fourth Class, 'is thinking about three people he has to see at the close of the work day. He has to see his first sergeant about a weekend pass, a friend about borrowing some money to help finance the weekend, and his girl friend about going with him. Soldier A realizes his approach to each of these three people must be different. b. Roles The three people that Soldier A has to see are seated or standing in front of the class each with an identifying sign on him. The first sergeant is A GO 20070A 11-D-9 Pam 165-6 a brusque, no-nonsense type but he treats his men fairly when they dealhonestly with him. Soldier A knows that if he hopes to get his pass he must play the role of the model soldier, efficient, straightforward in speech, andthe epitome of military courtesy. He approaches the first sergeant in amanner that will accomplish his mission. After Soldier A has talked with his first sergeant he moves on to thene:JOt member of the skit who is his personal friend and prepares to play adifferent role with him. His friend is an understanding fellow and hasalways been good for a loan but recently he has shown some reluctance.Soldier A knows he must use all the techniques of manipulation in order topersuade his buddy to help him. He switches roles for a third time as he approaches his "girl friend."She is a real "swinger" who likes men who are debonaire and suave. In anattempt to impress her, Soldier A assumes another role that is basically out of character. c. The skit is intended to dramatize the fact that each person plays manyroles everyday and acts differently in various relationships-some honestand some dishonest. The skit may be used in lieu of the film, if desired, orinserted under Section A of the Explanation. 11-D-10 AGO 20070.A Pam 165-6 THE ·REAL PERSON Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objective of this topic is to open avenues of discussion which will help the soldier make honest appraisals of himself and his relation to others. Every human being needs to acquire the ability to say who he is, where he is going, and what he wants to be. These are marks of a real person. 2. Explanation. (13 minutes) a. The following training aids are available to support achieving this objective. (1) The topic is supported by a DA poster in "Our Moral Heritage" series. (3) TF 16-4007, "The Real Person" will be used in support of the class. GTA's 16-4-38, and Transparencies T(GTA)'s 16-4-38 are integrated into the presentation. Mandatory attendance for E-5's and below is required by regulation. Officers and NCO's are encouraged .to suppor.t the r ·am hy their attendance and participation. (3) The Discussion Theme is: "How to become a 'Real Person' in the choices and actions of everyday life." Elaborate as time permits. NOTE. Show TF 16-4007 and pass out copies of ANNEX A, SUMMARY OF THE TEXT. Ask for questions and answer the briefly. 3. Review. (1 minute) By facing the truth about ourselves we can gain some insights into being real persons. It will keep us from masquerading our way through life and help us develop intellectual honesty, emotional maturity, and the strength to face life as it really is. 11-E-1 AGO 20070A Pam 165-6 ANNEX A SUMMARY OF TEXT THE ·REAL PERSON This is not to be used in lieu of attendance of Character Guidance classes. It may be used for staff briefings and to alleviate the difficulty of supplying instruction for isolated detachments of five or less, such as ROTC, Recruiting, Security, MAAG's, and Missions which cannot use the training facili ties of larger units. It is easy for us to think about the concept of a "Real Person," but there are two reasons why it is difficult to be a real person. First, all of us have a built-in capacity to be dishonest with ourselves. We kid ourselves into believing all sorts of little lies about our looks, our abilities, and our relationships with other people. Second, our daily social existence encourages us to adjust our actions to assure esteem from those around us. When this desire for approval becomes so important that we forget how to assert ourselves on important issues, we have lost our freedom to act as real persons. We all play many roles in the drama of life. Each of us acts out roles as a son, a brother, a soldier, a friend, an d hundreds of o-ther relationships during our lives. The way we play these roles is the key to whether or not we are acting as real persons. It is easy to hide our real selves behind the roles we play in life. Our roles become masks, and our lives become masquera-des. Masquerading our way through our jobs and our human relationships will exact a high penalty. Such a person will find to his bewilderment that he has lost his understanding of who he really is. There are three ways that we can ploy our roles in life which will help us develop into real persons. First, we can be intellectually honest. A real person discards the mask of rationalization because he values himself. He knows that he must be honest with himself if he is to have a chance to develop his abilities. Constant use of alibis to cover mistakes will eventually undermine a person's self-esteem. Second, a real person develops emotional maturity. An emotionally mature person is one who has increased his emotional range beyond that of childhood or adolescence. In a broad sense this means the ability to use our feelings in a healthy and constructive way. It leads us to acce:.:>t other people as real persons because we can understand human weakness as well as strength. Third, a real person faces lrife as he finds it. All of us think about avoiding some of the hard decisions and responsibilities of life. Escape is no answer, neither are crutches like alcohol and drugs. We must cope with life as it is. When we do this, we no longer need to masquerade, we can face up to life and go about our business of becoming real persons. AGO 20070A 11-E-3 t Pam 165-6 CHAPTER III RESPONSIBILITY Section A. OUTLINE DISCUSSION THEME Responsibility is a process of decision making which helps a person meet his obligations. TEACHING POINTS COMMUNICATION IS KEY TO RESPONSIBILITY 1. Learn to listen. 2. Understand what you hear. 3. Be aware of others. RESPONSIBILITY REQUIRES DECISIONS 1. More than acceptable behavior. 2. More than fulfilling formal obligations. 3. Requires moral commitment. EVALUATING YOUR RESPONSIBILITIES 1. Intimate relationships. 2. Personal choices. 3. Social responsibilities. l_____________. 1. Introduction. Successful living depends upon our willingness to ,'develop a sense of responsibility. A sense of responsibility links us to our family, our country, and in a larger sense to the problems of the whole world. Responsibility is a process whereby we make up our minds about meeting the obligations we have to ourselves and others. A football coach uses slow motion film as an analytical tool in his work. Let us take a page from modern coaching techniques and reduce the process of being a responsible person to slow motion and discuss the elements that go into this important character trait. First, we will seek to understand that "responsibility" is derived from "response." It has its beginning in the problem of adequate communication. Second, we will ask the most basic question possible about responsibility: Is it enforced AGO 20070A III-A-1 Pam 165-6 duty or personal commitment? Third, we will examine the nature of responsibility in everyday activities. 2. Explanation. a. Responsibility Involves Awareness. (1) Keep your communication channels clear. Question: Have you developed your listening skills?Discuss: Increased communication activity tends to dull our responses. (2) Un'derstand what you hear. I Question : Why do peopl~misunderstand me and my intentions?Discuss: Interpersonal communication involves at least six possibleways to understand a message. (3) Awareness of others sharpens our responses.Question: What are the implications of an "I could care less"attitude? Discuss: Every man is a someone, not a something. b. Responsibility Involves Personal Decision. (1) Itis more than acceptable behavior. Question: What is an easy way to avoid making a decision?Discuss: Acceptable behavior can be demonstrated without exercising the power of personal decision. (2) It is more than fulfilling formal requirements.Question: Do you know why you become bored with some jobs?Discuss: People who just "do their job" may lose their sense ofresponsibility. (3) Per sonal decision requires evaluation and moral commitment.Question: Do you know why you are happier when you meet a responsibility in your own way? Discuss: The inner "me" is unique and makes unique personal j udgments. c. Evaluate Your Sense of Responsibility. (1) Intimate responsibilities:.sex, marriage, family. Question: Do you treat sex as a commodity or a relationship? Discuss: Only man makes rational decisions about sex. (2) Personal responsibilities: drink, drugs, driving. Question: Do you think experimenting with dangerous drugs is aresponsible act? Discuss~· America has been called."a drug culture," "a whiskey culture," and "a culture on wheels." (3) Social responsibilities: community, country, world.Question: Are you responsibl~ for the welfare of other people? Discuss: Americans have to demonstrate an enlightened concern for • the dignity and freed m of all men. • 111-A-2 AGO Z0070A Pam 165-6 3. Review. Responsibility begins when we understand and evaluate the obligations that are placed upon us. It requires that we make a personal decision about fulfilling those obligations. We must constantly evaluate our everyday attitudes to see if we are living up to the standards of a responsible person. AGO 20070A 111-A-3 Pam 165-6 RESPONSIBILITY Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. The process of becoming a mature adul•t in American society can be compared to the building of a career. It involves years of hard physical and mental labor and a high ,tlegree of self-discipline. Both personal maturity and a successful career depend upon our willingness to develop a sense of responsibility. The implication of being a responsible person are staggering. A real sense of responsibility links us in a special way to our immediate friends and family, to the problems and ideals of our country, and in a l•arger sense to the problems of the whole world. A famine in India, a. dictatorship in As,ia or an earthquake in South America may require responsible action from us just as surely as the illness of a ember of our family. Responsibility is a quality which is involved in the experiences of life itself. This means that we will have to think of it as a process involving an interconnected pattern of decisions, attitudes and actions on the part of an individual. It is essentially a process whereby we make up our minds about how to meet effectively the obligations we have to ·ourselves and to others. This approach can be illustrated by the way a modern football coach plies his trade. He uses motion pictures as an analytical tool in his work. By watching slow motion films of the game, he is able to see the reasons for success or failure of a particular play which escapes his eye during the explosive action on the gridiron. This is because every play is an intricate process requiring the coordinated efforts of every member of the team. Poor timing, missed blocks, sloppy ball handling and many other specific mistakes will ruin a well thought-out play. By showing the film to his team in slow motion, and stopping the film to show the mistakes to his players, the coach is able to impress upon them the fact that every player must fulfill his individual responsibility if the play is to be a success. Let us take a page from modern coaching techniques and reduce the process of being a responsible person to slow motion and talk about the various elements that go into this vitally important character trait. First we will seek to understand that "responsibility" derives from "response". This means that responsibility is at its root involved in the problem of adequate communication. Second, we ask the most basic question possible about the nature of responsibility. Is it enforced duty or personal commitment? Third, we will examine the nature of responsibility in everyday actions. As we discuss specific questions about responsibility, we must never lose sight of the fact that it is rooted in individual acceptance of obligations. AGO 20 070A 111-B-1 Pam 165-6 This is what makes the world go. None of us could run a business, have a happy married life, or have a sense of personal achievement except on the basis of moral commitments involved in what we call responsibility. 2. Explanation. a. Responsibility Involves Awareness. Our society is based upon the belief that man is free to choose his values and act upon them provided they do not infringe upon the rights of others. From this basic freedom of choice comes the idea that each individual is responsible for his actions. Ther e a re some, of course, who question the idea of "freedom of choice," but as an eminent psychologist expressed it, "Whether this experience of freedom to choose is an illusion or not, it is a real and meaningful experience for the individual. It is on the assumption of freedom to choose that human beings with ordinary intelligence accept the notion that they can do what is right or what is wrong. It is because of the experience of choosin g thaJt children, from an early age, to a great or small degree, feel responsible for their actions."1 The first question to which we must address ourselves is: How do we know what our responsibilities are? The answer to this depends upon the way we hear and understand the obligations that are placed upon us by our families, schools, and communities. Our sense of responsibility is first of all dependent upon the way we respond to the channels of communication to which we are in tune. (1) Keep your communication channels clear. Have you developed your listening skills? It is helpful for us to remember that we live in an age of tremendous communication activity. People are bombarded all day, everyday, with attempts to influence them to believe something, feel something, buy something, or behave in a given way. This bombardment increasingly dulls our responses. You can observe this by noting your own reaction to radio and TV commercials. Because our responses become dulled we frequently fail to develop our listening skills. A listener has a decided advantage over a speaker, because he can think at about five times the rate a speaker can speak. We can use this advantage to really understand the speaker-or to daydream, plan a rebuttal or get distracted, and thus be confused about what is coming over the communication channel. (2) Understand what you hear. Why do people misunderstand me and my intentions? Inquiries made by social scientists into the nature of inter-personal communications point up the great difficulty that we face in understanding what we hear. By tracing step by step how an idea moves from one person's nervous system into another's, they have identified many "filters" and "barriers" which distort messages. They tell us that when you communicate with another individual there are at least six messages, each somewhat different, involved in the exchange. These are: ( 1) what you mean to say (2) what you actually say (3) what the other person hears (4) what the other person thinks he hears ( 5) what the other person says (6) what you 1 Arthur T . J ersild. The Psycholog y of Adoleacen ce. New York. The MacMillan Co., 1957, Page 26. III-B-2 AGO 20070A Pam 165-6 think the other person says. It will pay us all to recognize that these different messages exist, and to try to understand why they exist, if we are to avoid actions and decisions based on half-heard "facts." (3) Awareness of others sharpens our responses. What are the implications of an "I could care less" attitude? The key to developing a sense of responsibility lies in our attitudes toward other people. Recognizing that every man is a someone, not a something, gives us a reason for listening to him. It accepts the fact that the ideas and feelings of others are worthwhile and must be respected. If we do not have this kind of awareness of others, we have little reason to respond to either their ideas or needs. A negative attitude toward other people w'ill undermine our quest for a sense of responsibility because it tends to rrle out the reason for responding to others; namely, that they are worth listening to. b. Responsibility Involves Personal Decision. After we realize that hearing and understanding a clear communication to meet an obligation is the starting point of responsibility, we are ready to deal with the next element in the process. We must make a personal decision about the obligation that is placed upon us. The key to analyzing this part of the process is to realize that responsibility is not an impersonal duty imposed from above, but is a personal decision voluntarily exercised by an individual. The importance of this point is emphasized by Chester I. Barnard in these words, "Formal authority is dependent on, and secondary to, acceptance of responsibiHty."2 Responsibility becomes a matter of moral commitment in our decision to accept or reject our obligations. (1) It is more than acceptable behavior. What is an easy way to avoid making a decision? Our society has many sanctions that help steer individuals into acceptable channels of behavior. No one doubts that sanctions against murder, rape, arson, and other crimes against people and property are necessary for an ordely society. Unfortunately many people surrender more of their individuality to social sanctions than is necessary for the good order of society. They become overly dependent upon forces outside themselves for their daily decisions. Erich Fromm's comment upon this kind of conformist personality is enlightening. "Since they need many hands to feel secure, they have to be loyal to numerous people. It is difficult for them to say "no," and they are easily caught between congicting loyalties and promises. Since they cannot say "no," they love to say "yes," to everything and dverybody, and the resulting paralysis of their critical abilities makes them increasingly dependent on others."3 Such dependency cuts the cord of a vital sense of responsibility. It leaves us with a bleak picture of a person who behaves acceptably, but has lost the power to make personal decisions. (2) Itis more than fulfilling formal requirements. Do you know why you become bored with some jobs? Prominent critics of the American scene have justly complained that 2 William B. Wolf, "Precepts for Managers-Interview With Chester I. Barnard," Califort~ia, Manage ment Review Fall1963, Vol. VI, Number 1. 8 Eric Fromm, Man for Himself, New York: Rheinhart and Co., Inc., 1947 pp 62-68. AGO 20070A 111-B-3 Pam 165-6 many of us have used our capacities and skills in support of the commonplace, the obvious, the routine, and the status quo or the established. These critics include William Whyte, Jr. in his Or ganization Man, Slone Williams in his novel, Man in the Gray Flannel Suit, and David Riesman in his Lonely Crowd. There is indeed a place for people who just "do their job," but they constantly face the danger of becoming bored. Anyone who loses interest in his job and finds that it is no longer challenging will probably lose his sense of responsibility. A real sense of responsibility is more than fulfilling the formal requirements of a job. (3) Personal decision requires evaluation and moral commitment. Do you know why you are happier when you meet a responsibility in your own way? Each of us has an inner "me" which is quite unique. None of us has had the same experiences, even when exposed to identical situations. Out of the sum of our experiences, we fashion this inner "me"-the psychic "me". This is the "me" that hears a communication. We hear with the mind, but we also "hear" with our feelings and emotions and past experiences. It is this unique "me" which makes the personal decision to carry out an obligation that has been communicated. This personal decision involves many judgments and, thus, requir-es a moral commitment to whart we feel is right in a situation. This means that the deepest roots of responsibility are located in our inner selves where we have our deepest sense of right and wrong. c. Evaluate Your Sense of Responsibility. Our discussion to this point should have given us some insights into the nature of responsibility. During the remainder of the period each of us should try to evaluate our sense of responsibility in the activities of everyday life. To do this honestly is an act of responsibility in itself. Keep in mind that all of our activities are inter-related. The way we assume responsibility in one area of life is likely to mirror what we will do in others. Note to the instructor. Center your discussion on problem areas in your unit. (1) Intimate responsibilities: sex, marriage, family. Do you treat sex as a commodity or a relationship? Sex is deeply involved in our most intimate relationships in life. Our sexuality unites us to all forms of animal life and to most forms of the plant kingdom. Yet man alone has interpretations of sex. Man alone exercises a degree of self-conscious control over his sexual behavior. Non-human life couples and begets in accordance with timeless laws of instinct. Only man possesses freedom of choice with regard to sexual activities. In personal love, he rises to heights unknown to lower forms of life, and in perversion of the sexual drive, he sinks to depths likewise unknown among the animal kingdom. In our society the mass media explo'its our sexuality day and night. This puts a heavy responsibility upon us to make a personal moral commitment to the meaning of sex in our personal lives. Both experience and the great moral teachers of our civilization indicate that we will experience the deepest meaning of sex within the bonds of marriage. (2) Personal responsibilities: drink, drugs, driving. AGO 20070A III-B-4 Pam 165-6 Do you think experimenting with dangerous drugs is a responsible act? At various times American society has been referred to as "a drug culture," or "a whiskey culture," or "a culture on wheels." This analysis may or may not be true, brt it does point up areas where major problems occur in our society. These things can be a great blessing in the lives of people. It is when they are misused that they become problems. The right use of drugs relieves much human suffering, but when drugs are used by those who are irresponsible and seeking to escape the realities of life, they have appalling results. The automobile is a necessity for the average American, but when it is driven carelessly it can result in pain and death for innocent people. Because these three things-drink, drugs, driving, are so pervasive in our way of life, they require us to exercise a constant sense of responsibility toward them. (3) Social responsibilities: community, country, world. Are you responsible for the welfare of other people? Our greatest concern as citizens should be to see that democratic principles are practiced in our communities and in our country. If we want other people to accept the principles of democracy, we will have to demonstrate it in a mature and enlightened concern for the dignity and freedom of all men. Let us discuss three propositions in which every American citizen has a personal responsibility. First, a democratic form of government is built on the right of the majority of the adult population to choose their leaders, while at the same time the minority may function legally and attempt to become a majority. Second, this presupposes free and honest elections and the freedom of individuals to think, speak, write, and organize. Third, where power is removed from the people, where the rights of individuals are abolished, and where control moves into the hands of one person or an elite group, an antidemocratic government can be expected to emerge. 3. Review. Responsibility is a quality which is involved with decisions, attitudes, and actions of our total lives. It can be analyzed as the process by which we meet our obligations to ourselves and others. The first step in being a responsible person is to understand and evaluate the obligations that are placed upon us by individuals and groups in society. This requires us to listen clearly to the channels of conversation to which we are tuned. The next step is to make a personal decision about the obligation. A responsible person is morally committed to do what is right in a particular situation. We concluded our discussion by facing the fact that we need to evaluate our everyday attitudes to see if we are acting as responsible individuals. BIBLIOGRAPHY Adkins, Arthur, Merit and Responsibility, Oxford: Clarendon Press, 1960. Frank, Robert, W., The Responsible Man, New York: Doubleday and Co., Inc., 1965. / AGO 20070A 111-B-5 Pam 165-6 Krieger, Leonard and Fritz Stern, The Responsibility of Power, New York: Doubleday and Co., Inc., 1965. Morris, Herbert, Freedom and Responsibility, Stanford, California; Stanford University Press, 1961. Niebuhr, Richard H., The Responsible Self, New York: Harper and Row, 1963. Roberts, Maria, Responsibility and Practical Freedom, Cambridge: Gambridge University Press, 1965. Taylor, Maxwell D., Responsibility and Response, New York: Harper and Row, 1966. AGO 20070A 111-B-6 Pam 165-6 RESPONSffiiLITY Section C. LESSON PLAN PREPARATION Before preparing the Lesson Plan review NOTES FOR THE INSTRUCTOR in the Foreword, paragraph 4, "Methods of Instruction" and paragraph 5, "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic interprets the idea of responsibility in terms of communication and personal decision making. The instructor should avoid the temptation to equate responsibility with conformist behavior or unimaginative compliance with rules_, and regulations. The discussion should be :aimed at seeing the whole responsibility process as one that requires constant evaluation and moral commitment. Review paragraph 8, "Instructor Attitudes," under NOTES FOR THE INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: Responsibility. TYPE : To be determined by the instructor. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5's and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, and chalkboard. PERSONNEL: One instructor and one projectionist. INSTRUCTIONAL AIDS: TF 16-4008 (Responsibility) GTA 16-4-39, [1 through 7] (Ref: DA Pam 108-1); T(GTA) 16-4-39, [1 through 7] (Ref: DA Pam 108-1). See section D for descriptions. REFERENCES: DA Pam 108-1. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. AGO 20070A 111-C-1 Pam 165-6 1. Introduction. (15 minutes) a. Objective. Help the individual soldier see that responsibility is a process that involves total attitudes toward life. b. Reasons. (1) Responsibility has its roots in the individuals ability to "respond" accurately to the requirements of his obligations. (2) When an obligation is acknowledged, a personal decision must be made about it. (3) The quality of personal and social relationship is determined by a person's, sense of responsibility. c. Procedure. Note. Show Visual 1 while students enter the classroom. (1) Announce classroom procedure. (2) Introduce the topic (see Introduction, section B). Note. Show Visual 2. (3) Use film synopsis in section D to introduce and show the film, "Responsibility." Note. Student reaction to the film will be used to move into the cain body of the discussion. 2. Explanation. (30 minutes) Note to the instructor. The following are the recommended places to insert visuals in OUTLINE, Section A. a. Responsibility involves awareness. Visual 3 (illustrates entire section). b. Responsibility involves personal dec'ision. Visual4 (illustrates entire section). c. Evaluate your sense of responsibility. (1) Visual 5. (2) Visual 6. (3) Visual 7. 3. Review. (5 minutes) Summarize the main points of the discussion (see Review, section B), and answer questions f•rom the class. AGO 20070A 111-C-2 Pam 165-6 RESPONSffiiLITY Section D. INSTRUCTIONAL AIDS 1. Film Synopsis: TF 16-4008 (Responsibility) Note. This film is not a literal illust ration of the good things or the bad things which might occur if one is responsible or irresponsible. Rather, the film attempts to explore the meaning of responsibilit y in several situations. The purpose is t o help adults better understand what responsible action is for them. This film is a lighthearted attempt to discuss various aspects. of a much used and little understood word: Responsibility. The visuals in the film concentrate on children who, in various situations, present a cartoon version of adult human behavior. They counterpoint the serious message of the film. The following topics are considered: responsibility in work, responsibility at play, responsibility in social life, sexual responsibility, the difference between doing what is expected of you and what you expect of yourself, and the fact that responsible human behavior is based upon an honest response from the whole person. 2. Training Aids. Note. Available as GRAPHIC TRAINING AIDS (Flip charts, GTA 16-4-39) from local training aids subcenter; and as transparencies (overhead projector) T(GTA) 16-4-39 from Audio-Visual Support Oenters are the following visuals to be used as discussion starters. Number 1. The title chart. Title: RESPONSIBILITY. RESPONSIBILITY AGO !0070A 111-D-1 Pam 165-6 Number 2. Pictures a man with outstretched arms ready to embrace three distinct circles labeled "Friends," "His Country," and "His World." This suggests that a real sense of responsibility links us in a special way to both the large and small groups in our lives. Title: SCOPE OF RESPONSIBILITY. AGO 20070A 111-D-2 Pam 165-6 Number 3. SOURCE ·. This visual shows two men on a deserted island. The first picture shows the source of the message. The second picture indicates the message has been received and a response made. The arrows indicate the nature of a completed communication process. Suggests that for adequate communication there must be a source, a clear message, and a receiver who understands the message and makes an appropriate response. Title: COMMUNICATION. AGO 20070A III-D-3 Pam 165-6 Number 4. Pictures a comic figure seated on a stool surrounded by numerous slogans. He appears confused by the many choices confronting him. It underscores the fact that responsible behavior is a personal decision. Title: PERSONAL DECISION. I"MAKE LOVE, NOT WAR" I I"BURN, BABY, BURN!!" I "DODGE THE ARMY!!" "SMOKE CHESTERFINKS!!" I"JOIN THE ARMY!!" I 'DRINK DIET ·RITE SCOTCH!!" I"IF DRIVING, DON'T DRINK" I "BURN ALL DRAFT CARDS!!" 'DON'T SWITCH, FIGHT !!" 'SMOKE POT, FORGET CANCER:' 111-D-4 AGO 20070A Pam 165-6 Number 5. Shows a cartoon character seated in a chair with his thoughts pictured above him. The question of responsibility in sex, marriage, and family is raised. Title: RESPONSIBILITY IN SEX, MARRIAGE, AND FAMILY. AGO 20070A iii-D-5 Pam 165-6 Number 6. The same cartoon figure as: in the previous visual is shown with his thoughts graph·cally portrayed above him. The question of responsibility in the areas of drink, drugs, and driving is raised. Title: ::tESPONSIBILITY IN DRINK, DRUGS, AND DRIVING. t AGO 80070A 111-D-6 Pam 165-6 Number 7. The comic figure used in the two previous visuals is shown seated in a chair with his thoughts visualized above him. They raise a question about a citizen's responsibility to his community, his country and the world. Title: RESPONSIBILITY TO COMMUNITY, COUNTRY AND WORLD. 3. Chalkboard Suggestions. If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by the instructor, he should rely on the key words alone. 4. Skit Suggestions. a. Situation. This skit is a variation of an old parlor game sometimes called "Passthe-Word," or possibly known by other names to some people. The procedure is to pass a verbal message from one person to another using eight to twelve people as desired, or if the class is small the instructor may have all participate. The difference in the original message and the final one demonstrates the difficulty of accurate communication. b. Roles. The instructor will g'ive a verbal message to the first individual who in turn will tell it to the next person as he understands it. In order to intensify confusion the communication process should be interrupted by hav- AGO 20070A 111-D-7 Pam 165-6 ing each individual give his name, rank, service number and hometown aloud to the class before he whispers the message to the next person. After completing the skit by the preceding method, go through it again using a different message. Each person will be asked to write the message down as he understands it before he relates it to his neighbor. This time try to eliminate as many distractions as possible. c. This skit is a discussion starter. It should vividly point out that "response" is an inseparable part of "responsibility." It will underscore the points made in a of 2. Explanation that communication is the key to responsibility. In order to have satisfactory communication one must hear a clear message, understand the message, and be aware of other people's needs. 111-D-8 AGO 20070A Pam 165-6 RESPONSIDILITY Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objective of this discussion topic is to help the individual soldier see that responsibility is a process that involves his total attitude toward life. Special emphasis is made on communication and personal decision-making. 2. Explanation. (13 minutes) a. The following training aids will be used to support the topic in the Character Guidance classes. (1) A DA poster in the "Our Moral Heritage" series will be displayed on unit and section bulletin boards throughout the month. (2) TF 16-4008 (Responsibility) is available for classroom use. GTA 16-4-39, and T(GTA)'s 16-4-39 are integrated into the lesson plans. Mandatory attendance by E-5's and below is required by regulation; officers and NCO's are encouraged to attend and participate in the discussions. (3) The topic will encourage the individual to discuss the various attitudes and actions required by a; sense of responsibility. Note. The briefing officer should plan to show TF 16-4008 and hand out copies of ANNEX A, SUMMARY OF THE TEXT to the staff. Answer questions that arise briefly. 3. Review. (1 minute) Responsibility begins when we understand and evaluate the obligations that are placed upon us. We must constantly evaluate our everyday attitudes in order to live up to the standards of a responsible person. AGO 20070A 111-E-1 Pam 165-6 ANNEX A SUMMARY OF TEXT RESPONSffiiLITY This is not to be used in lieu of attendance of Charac ter Guidance classes. It may be used for staff briefings and to alleviate the difficulty of supplying instruc tion for isolated detachments of five o1· less, such as ROTC, Recruiting , S ecurity, MAAG's and Missions which cannot use the training facili ties of la1·ge1· units . The implications of being a responsible person are staggering. A real sense of responsibility links us in a special way to our friends and families, to the problems and ideals of our country, and in a larger sense to the problems of the whole world. A famine in India, a dictatorship in Asia or an earthquake in South Amer ica may require responsible action from us just as surely as the illness of a member of our family. Responsibility is a quality which is involved in everyday living. It involves decisions, attitudes, and actions on the part of an individual. It is essentially a process whereby we make up our minds to effectively meet our personal and social obligations. This process is illustrated by a modern football coach's technique of using motion pictures as a teaching tool. By showing a film to his team in slow motion, he is able to point out his. players' mistakes. If we will take the time to slow down the process of being a responsible person, we have a good chance to correct our mistakes. First, we need to understand that "responsibility" has roots in the way we "respond" to obligations. This means that responsibility is basically a problem of adequate communication. We have to keep our communication channels clear so we can understand the nature of our obligations. Commu nications experts tell us that there are at least six messages involved in an exchange between two people. These are: (1) what you mean to say, (2) what you actually say, (3) what the other person hears, (4) what the other person thinks he hears, (5) what the other person says, (6)' what you think the other person says. No wonder a person can be honestly confused about his responsibilities. Second, after hearing and understanding a clear communication to meet an obligation, we mu t make a personal decision about the obligation that is placed upon us. The key to analyzing this part of the process is to realize that responsibility is not an impersonal duty imposed from above, but a personal decision exercised by an individual. Personal decision-making involves us in many judgments and, thus, requires moral commitment to do what we feel is right in a situation. 111-E-8 AGO S0070A Pam 165-6 Finally, we must keep evaluating the process if it is to remain vital and valid. A mature p~son takes the time to evaluate his sense of responsibility to the everyday ac ·vities of life. Why not try it for yourself in relationship to sex, drinking, d iving, or any other activity in which you want to in cease your sense of responsibility? I I AGO 20070A 111-E-4 Pam 165-6 CHAPTER IV ENDURANCE Section A. OUTLINE DISCUSSION THEME It takes thought, effort, and sacrifice to strengthen the power to en dure frustration and hardship. TEACHING POINTS EVALUATING ENDURANCE 1. What happened to ideals? 2. Do small irritations win? 3. Is failure the end? AVOIDING FRUSTRATION 1. Develop problem-solving techniques. 2. Face the fact of conflict. 3. Problem solving is an orderly process. DEVELOPING WILL POWER 1. Learn from the examples of others. 2. Learn from personal history. 3. Cultivate strong motivations. 1. Introduction. The need to excel is a basic part of our personality. Everyone needs to do something well and experience success. By learning to persevere in doing our duty and working toward our goals, we can savor the sweet taste of success. Our discussion will lead us into those areas which can help us strengthen our endurance. First, we should review our personal history in order to evaluate our successes and failures. Second, each of us should develop problem-solving techniques which are compatible with our goals and abilities. Third, each of us should concentrate on developing our will power, the key to achieving life's ambitions. There is nothing magical in developing endurance; it takes effort, struggle and sacrifice. AGO 20070A IV-A-1 Pam 165-6 2. Explanation. a. Check Your Endurance Ratio. (1) Endurance keeps our ideals alive. Have you forgotten the ideals you believed in when you entered high school? Discuss: Adulthood is frequently "vulgar, smug, deadened." (2) Endurance cannot wait for special occasions. Question : Do the small irritations of life cause you to give up your convictions? Discuss: It takes a strong man to yield gracefully when he has been superseded. (3) EndurancE!! pays o'ff when the "chips are down." Question: How do you analyze the reason for the greatest failure in your life? Discuss : The ability to accept failure within a framework that recognizes limitations prepares a person to face crucial problems. b. Develop Problem Solving T echniques. (1) Recognize that problems fall into different categories. Question: Do you think that all problems can be solved on the basis of factual data? Discuss: Problems that call for creativity require that we keep open minds. (2) Accept the fact that problem solving involves conflict. Question: Gan you name one human relationship which does not involve conflict? Discuss: We must encourage honest differences in our deliberations. (3) Develop an orderly process of problem solving. Question: Is problem solving a linear or cyclical process? Discuss: Phases of problem-solving: recognition, creative attack, judgment and decision, execution. c. Develop Your Will to Succeed. (1) Learn from the examples of others. Question: What can "taking things for granted" do to your will power? Discuss: Men do more than make things; they have qualities worth imitating. (2) Learn from your personal history. Question: Do you recall the last experience from which you learned something important? Discuss: It is more difficult to learn about ourselves than it is to learn a difficult subject in school. (8) Cultivate your strong motivations. Question: What do you really want most out of life? IV-A-2 AGO 10070A Pam 1~5-6 Discuss: A modest degree of ability can be compensated for by a high degree of motivation. 3. Review. Think through your personal history and identify your successes and failures. Fight frustration by developing problem-solving techniques. The phases of problem-solving are: recognition, creative attack, judgment, and execution. Will power can be developed by learning from the examples of others, evaluating personal his.tory, and cultivating strong emotions. AGO 20070A IV-A-3 Pam 165-6 ENDURANCE Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. The need to excel or to be important is a basic part of our personality. We all need to be encouraged to experience success in our lives since it is through success of some kind that life becomes worthwhile and satisfying. Unless we learn to endure in doing our duty and working toward our goals, it is doubtful that we will ever savor the sweet taste of success. Let us place the obvious and uncomplicated meaning of endurance at the heart of our discussion. Endurance is the strength to remain firm under trial or suffering; it is to bear up under adversity. It means to pursue steadily any project or course begun, to persist in any enterprise undertaken in the face of counter influences, opposition, or discouragement. As the poet John Milton expressed it, it means to "stand fast." As we Americans express it, it means "stick-to-it-iveness." It is not enough for someone to tell .us that we o-ught to endure. We already know that. It is not necessary to prove that endurance is a desirable character trait. We already believe that. To have a significant discussion on endurance we will have to look at some ways a reasonable man can strengthen this desirable trait within himself. Our discussion will lead us into three areas which can strengthen our ability to endure. First, each of us should regularly evaluate his endurance ratio, that is, we should review our personal history to determine where we have succeeded or failed in the past. Second, each of us should develop problem-solving techniques which are compatible with our goals and abilities. This is the way a reasonable man overcomes frustration. Third, each of us should concentrate on developing our will power because this is an indispensable key to achieving the goals that we set for ourselves. There is nothing magical or automatic in strengthening moral character, achieving success in a business or profession, or accomplishing a military objective. It takes effort, struggle, and sacrifice to accomplish these things. When these qualities become a part of our personalities, it can be fairly said that we have the power to endure. 2. Explanation. a. Check Your Endurance Ratio. One of the things t h at distinguishes man from animals is the fact that he has an extended memory. He has a sense of history. History, simply defined, is the memory or records of the past. The capacity to study the past is a tool which helps to free us from the confusion of the present because it gives us AGO 20070A IV-B-1 Pam 165-6 clues to understand how the c:ontempor:ary situation arose. A nation draws its strength and ideals from its history in order to solve current problems and plan for the future. On a more personal level, each of us has an intimate history of our lives stored in our memories. We can use this powerful tool to analyze our successes and failures. By thinking about our personal histories, we can identify the moments when we have experienced success and failure and evaluate them in light of what we have learned from subsequent events. This not only gives us a great opportunity to be honest with ourselves in the privacy of our thoughts, but also provides us with a way of strengthening our determination to live up to our capabilities. (1) Endurance keeps our ideals alive. Have you forgotten the ideals you believed in when you entered high school? William Sheldon has described in vivid terms what he calls the "dying back of the brain" in the adult years of a great many people. "The days of youth team with fragments of living knowledge; with daring philosophies; morning dreams; plans. But the human mind at forty is commonly vulgar, smug, deadened, and wastes its hours. Everywhere adult brains seem to resemble blighted trees that have died in the upper branches, but yet cling to a struggling green wisp of life about the lower bark."1 Is this what adulthood has to be? There is no denying it, this is what, in many cases, adulthood is. However, we are not fated to follow this road to adult dullness. If we let our ideals grow with us instead of discarding them, we can look forward to mature years of triumph and fulfillment. Let each of us try to make an honest evaluation of the state of our ideals. (2) Endurance cannot wait for special occasions. Do the small irritations of life cause you to give up your convictions? Every social group and organization to which we belong presents us with opportunities to practice perseverance. Many of us over react to the small criticisms that we regularly receive from parents and friends. Bydoing this we may be laying the foundations for a personal life founded on pettiness and bickering. All of us have wanted to strike out at teachers and employers who point out minor deficiencies in our work. If we expend our emotions in this manner we may lose sight of the need to improve our work habits and dedication to our vocations. Let each one of us look into his past and see if he has allowed the small irritations of life to undermine his ability to persevere in larger things. (3) Endurance pays off when the "chips are down." How do you analyze the reason for the greatest failure in your life? Memories of past successes are most gratifying, while memories of failures are the hardest things with which we have to live. The way we deal with failure is a key to learning to endure. If failure leads us to excuse ourselves, defend ourselves, or blame others, it points to an inner sense of panic which is self-destructive. On the other hand, if we accept our failures within a framework that recognizes that all people have limitations, it is 1 William H . Sheldon , Psychology an d the Promethean W ill, p 3, New York: Harper and Brothers , 1936. IV-B-2 AGO 20070A Pam 165-6 possible to learn important lessons from our defeats. This attitude toward failure refuses to allow it to frustrate our efforts to achieve a desired goal. It prepares us to face the decisive moments of life with self-confidence because we have learned that failure is not inevitable when the going is rough. b. Develop Problem-Solving Techniques. Two hundred years ago on the American frontier, life was primarily a heroic struggle with nature for survival. Endurance for the pioneer meant a constant battle for enough food, clothing and shelter in face of the dangers of an untamed wilderness. Both the goals and the means of achieving them were comparatively uncomplicated. America of our generation is radically different. We rarely have to struggle with nature for survival, instead we are concerned with such things as technology, bureaucracy, and conflicting ideals as we seek to achieve our goals in life. The very complexity of modern life can overwhelm and defeat us if we do not develop techniques of problem solving. This is the best process for saving us from the dead end of frustration. ( 1) Recognize that problems fall into different categories. Do you think that all problems can be solved on the basis of factual data? We invite frustration if we do not recognize that different types of problems confront us. One category of problems is, the type that can be solved with facts or data. This type of problem seeks a precise answer based upon a careful analysis of the facts. The individual's personal opinions are kept to a minimum. A second category of problems is the type that calls for a judicial answer. Solutions may vary from the intuitive "yes," "no," or "maybe" to a lengthy process of Systems Analysis or Operations Research. Solutions require that the individual supply reasoned judgments on the data in order to recommend workable solutions. A third category of problems may be best described as "creative." Solution fo·r this kind of problem calls for ideas that deal with invention, innovation, and reasonable alternatives. Here the individual reserves judgment and keeps an open mind in the process of decision-making. Once the decision is made he must be a defender and advocate of the new ideas that he believes will solve the problem. (2) Accept the fact that problem-solving involves conflict. Can you name one human relationship which does not involve tension?One of the contributors to indecision and the lack of desire to make decisions is the fear of conflict. If a problem involves conflict, the tendency is to avoid a clear-cut decision. We must accept the fact that conflict is involved in all significant human relationships, and try to use it in a creative manner. A statement by Robert McNamara illustrates this point: "We must encourage honest differences in our deliberations. The exposing of differences and examination of the argumentation supporting these different views provide the insight necessary for wise decisions-and the times demand the wisest decisions which can be made."z (Aprll·Juna A Robert B. McNamal'&, "Mana~rlng the Department of Detenae" C(vll Sorvlo• Journal 1964) ' AGO 10070A IV-B-8 Pam 165-6 (3) Develop an orderly process of problem-solving. Is problem solving a linear or cyclical process? The steps in decision-making which we will discuss are given inchronological order, but their execution is cyclical. This means that whenwe are in one of the later stages of our thinking, we may well have toreturn to a previous step and clarify it. There is much concurrent mentalactivity in the process of problem solving. It is similar to several concentriccircles revolving in opposite directions, wheels within wheels turningcounter to each other. The following are four phases that we go through inorder to solve a problem: (a) The recognition phase: decide what kind ofproblem we are dealing with, and make a careful and imaginative definitionof what needs to be solved. (b) The creative attack phase: accumulate ideasand facts which will help us decide alternative courses of action. (c) Thejudgment phase: define and seleot the best of the alternatives and makea decision for a course of action. (d) The execution phase: perform theactions required to solve the problem. c. Develop Your Will to Succeed. We need not get into the tricky question of defining what the humanwill is in order to discuss the fact that each of us has a source of powerwithin us that enables us to make decisions and act upon them. Our basicproblem is to develop this will power to the highest possible extent. VinceLombardi, in an article entitled You've Got to Pay the Price, underscoresthe fact that a professional football player has to have this kind of power ifhe is going to win. "Every time a football player goes out to ply his tradehe's got to play from the ground up-from the soles of his feet right up tohis head. Every inch of him has to play. Some guys play with their heads.That's OK. You've got to be smart to be number one in any business. Butmore important, you've got to play with your heart--with every fiber ofyour body. If you're lucky enough to find a guy with a lot of head and a lotof heart, he's never going to come off the field second."3 Let us discuss afew suggestions that may help to increase our will power. (1) Learn from the examples of others. What can "taking things for granted" do to your will power? We live in the kind of world that takes potable water, governmentinspected food, fast transportation, and computers for granted. Behindeach of these things that makes life safe and dependable are individualswho stuck to dreams about bettering the life of mankind. It took years ofhard work in the face of ridicule before Orville and Wilbur Wright gottheir first airplane off the ground; Dr. Salk spent years of tedious researchbefore he produced a successful polio vaccine; and behind electronic miniaturization stand literally thousands of men who tediously experimented inorder to bring us the electronic miracles we take for granted. The inventivegenius and imagination of all these people would have come to nothing ifthey had not had the will power to stick to their conviction that they couldaccomplish their task. A few moments of serious thought about any of thegadgets of our civilization will lead us directly to people who had great will 3 Vince L ombar di, " Y ou'11e Got t o Pay the Price," The Wall St reet J ournal, December 5, 19 68, P 21. IV-B-4 AGO 20070A Pam 165-6 power. Men do more than make things, they have qualities of life worth imitating. (2) Learn from your own personal history. Do you recall the last experience from which you learned something important? There is no apparent physiological limit in the learning of mathematics, physics, foreign languages, and chess. With such subjects it may even be that as we gain knowledge, further learning becomes easier. When the subject matter is rich enough or the game is interesting enough, a person can continue to learn indefinitely. However, it is much more difficult to learn something about ourselves than it is to learn a difficult subject in school. If we will try to profit from our personal history, we may remove some of the psychological barriers to success from our lives. It is psychological barriers like fear and lack of confidence which block our achievements. (3) Cultivate your strong motivations. What do you really want most out of life? Whether we succeed or fail in a task depends upon a combination of two things; how much ability we have for the task in question and how strongly motivated we are. Failure may be due to lack of ability or to lack of motivation. Success requires a high degree of motivation working with a high degree of ability. The relationship between ability and motivation is what the mathematicians call a reciprocal one. A modest deg.ree of ability can be compensated for by a high degree of motivation and vice versa. These facts should lead us to do at least two things. First, we should learn to accept the fact that our abiUties have speCific limitations. Second, we should cultivate those things that we feel a strong desire to accomplish. A realistic balance of these two factors will assure us of successes in life. Successes, in turn, will strengthen our will power to accomplish both pleasant and unpleasant jobs in our daily lives. 3. Review. Endurance is the strength to remain firm under trial and bear up under adversity. We can evaluate our abi!i.ty to endure by thinking through our personal histories. We can identify the moments when we have experienced success or failure and evaluate them in the light of what we have learned from subsequent events. This analysis helps us keep our ideals alive, accept our limitations, and prepares us to face the decisive moments of life with self-confidence. The most practical way of fighting frustration is to develop problem-solving techniques. There are four recognizable phases in solving problems: recognition, creative attack, judgment leading to a decision, and execution. We can build our will to succeed by learning from the examples of others, learning from our personal history, and cultivating our strong motivations. BIBLIOGRAPHY Blaine, Graham B., Jr., Youth and the Hazards of Affluence, and High School Years, New York: Harper ·and Row, 1966. AGO 20070A IV-B-5 Pam 165-6 Frellick, Francis I., H elping Youth in Conflict, Englewood Cliffs, N.J.: Prentice-Hall, 1964. Houle, Cyril 0., Continuing Your Education, New York: McGraw-Hill, 1964. Mciver, Robert M., The Prevention and Control of Delinquency, New York: Atherton Press, 1966. Westin, Alan F., P rivacy and Freedom, New York: Atheneum, 1967. Wolfenstein, Martha, Disaster, Glencoe, Illinois: The Free Press, 1957. IV-B-6 AGO 20070A Pam 165-6 ENDURANCE Section C. LESSON PLAN PREPARATION Before preparing the Lesson Plan review NOTES FOR THE INSTRUC TOR in the Foreword, paragraph 4, "Methods of Instruction" and para graph 5, "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic raises the basic question of what a person can do to strengthen an aspect of his character. The instructor should guide the discussion away from cynical and self-defeating notions that there is nothing that can be done to strengthen endurance. He should keep the emphasis on the positive ideas of problem solving and developing individual will power. Review paragraph 8, "Instructor Attitudes," under NOTES FOR THE INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: Endurance. TYPE : To be determined by the instructor. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5's and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, and chalkboard. PERSONNEL: One instructor and one projectionist. GTA 16-4-40, INSTRUCTIONAL AIDS: TF 16-4009 (Endurance) [1 through 7] (Ref: DA Pam 108-1); T(GTA) 16-4-40, [1 through 7] (Ref: DA Pam 108-1). See Section D for descriptions. REFERENCES: DA Pam 108-1. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. 1. Introduction (15 minutes) IV-C-1 AGO 20070A Pam 165-6 a. Objective: To show that there are ways for a person to strengthen hispower to endure. b. Reasons. (1) Every person needs to identify his strengths and weaknesses. (2) Modern society is so complex that the power to endure is linkedwith one's ability to develop problem-solving techniques. (3) Every person must develop his will power to the highest possibleextent. c. Procedure. Note. Show Visuall as students enter classroom. (1) Announce classroom procedure. (2) Introduce the topic (see Introduction, section B). Note. Show Visual 2. (3) Use film synopsis in Section D to introduce TF 16-4009 (Endurance). Note. Student rea&ion to the film will be used to move into the main body ofthe discussion. 2. Explanation. (30 minutes) Note to Instructor. The following are the recommended places to insert visuals inOUTLINE, section A. a. Check your endurance ratio. Visual 3 (illustrates entire section). b. Develop problem-solving techniques. (1) Visual 4. (2) Visual 5. (3) VisualS. c. Develop your will to succeed.Visual 7 is a discussion starter that leads to the questions under thisheading. 3. Review. (5 minutes) Summary of discussion and questions from the class. (See Review, section B.) IV-C-2 AGO 20070A Pam 165-6 ENDURANCE Section D. INSTRUCTIONAL AIDS 1. Film Synopsis. TF 16-4009 (Endurance) N ote. It is suggested that, in the case of this particular film, no introductory re marks be made. The audience should be given no ol'ue as to ithe purpose of the film or what message it is intended to convey, or what they should watch for. After the showing of the film the instructor may find that audience sympathy centers upon Al, who is the "failure" in the film. They may look with disfavor upon Harry, who is pretty much always right. But, having once agreed that Al is more likable than Harry, ,the major point can then be made: All areas of human endeavor require a degree of endurance. A New Year's party triggers Al's memory, reminding him particularly of his old friend, Harry. By means of flashbacks, we see brief moments when their lives came together on or abou~ various New Year's Eves. During his lifetime Al never did anything he truly wanted to do, while Harry accomplished his goals in life. The stress is on the individual doing what he wants to do--"hi.,s own thing"-and being able to do so because he sticks with it, works at it, endures. The story is climaxed with a return to the present, both men now in their sixties, when we are forcefully presented with their final levels of achievement. 2. Training Aids Note. Available as GRAPHIC TRAINING AIDS (F'lip charts, GTA 16-4-40) from local training aid subcenter ; and as transparencies (overhead projector) [T(GTA) 16-4-40] from Audio-Visual Support Centers are the following visuals to be used as discussion starters. Number 1. Title chart. Title: ENDURANCE. ENDURANCE AGO 20070A IV-D-1 Pam 165-6 Number 2. Pictures a man determinedly climbing a hill. This underscores the necessity of developing endurance. Title: DEVELOPING ENDURANCE. AGO 20070A IV-D-2 Pam 165-6 Number 3. Shows a comic figure looking at a thermometer labeled from bottom to top with the words "ideals," "improvements," the "pay off." Suggests that the "pay off" in life comes as a result of holding fast to one's ideals. Title: ENDURi ANCE PAYS OFF. AGO 20070A lV-D-3 Pam 165-6 Number 4. A cartoon character is shown seated at a desk sorting papers labeled "problems" into three separate stacks. Emphasizes the fact that a person must know the kind of problem that faces him. Title: CATEGORIZING PROBLEMS. AGO ll0070A IV-D-4 Pam 165-6 Number 5. A confused man is pictured at an intersection of many roads. Underscores the fact that conflict is involved in all decision-making. Title: DECISION-MAKING INVOLVES CONFLICT. AGO I0070A IV-D-5 Pam 165-6 Number 6. Shows a comic figure stacking boxes labeled "recognition;" "creative attack," "judgment," and "execution" which depict the stages of decision making. Title: STAGES OF DECISION-MAKING. AGO 20070A IV-D-6 Pam 165-6 Number 7. Pictures a football player successfully running through opposing players toward the goal line. This illustrat es the importance of the will to succeed. Title: THE WILL TO SUCCEED. 3. Chalkboard Suggestions. If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by the instructor, he should rely on the key words alone. 4. Skit Suggestions. a. Situation. Three soldiers are talking in a barrack's dayroom. The di scussion centers on what each man wants out of life and how he can "do his own thing." All three are soon to be discharged from the Army. There is a grea.t difference among them as to the best way to approach life. b. Roles. (1) Soldier A talks about the difference in his present ideals and the ones he had as a. teenager. He is more interested in "living-it-up" in the present than he is in planning for future security. AGO 20070A IV-D-7 Pam 165-6 (2) Soldier B complains that he has never had a break in life. No matter how hard he works he thinks: I'm doomed to failure, so why try 'I He gives the impression of being a rather cynical person. ( 3) Soldier C is completely different from Soldiers A and B in his approach to people and life. He is aggressive and strong. He has reenforced his rigid, dogmatic views by the success he has enjoyed. He is leaving the Army with the grade of sergeant, E-5, while the other two have not done so well. He tells them that he is a winner because, unlike them, he has clearly defined ideals, and solves all his problems in a military manner. Sodier C shows disdain for the other two soldiers. However, he is blind to the fact he is insensitive to other people. c. The skit is a discussion starter and can be used in the Explanation under one or all of the headings. as the instructor desires. Keep in mind that each of the characters portrayed is a stereotype representing characteristics which may appear in any person from time to time. AGO 20070A IV-D-8 Pam 165-6 ENDURANCE Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objective of this topic is to show that there are ways for a person to strengthen his character. It takes thought, effort, and sacrifice to develop the power to endure frustration and hardship. 2. Explanation. (13 minutes) a. The following training aids will be used to support the objective of this Character Guidance topic. (1) A DA poster in "Our Moral Heritage" series will be displayed on unit and section bulletin boards throughout the month. (2) TF 16-4009, "Endurance" is available for use to support the class. GTA's 16-4-40 and Transparencies T(GTA)'s 16-4-40 are integrated into the Lesson Plan. Mandatory attendance for E-5's and below is required by regulation; officers and NCO's are encouraged to attend and participate in the classes. (3) The basic approach to the topic will be to encourage the individual soldier to develop competence in solving problems and determination to see things through to the end. Note. Show TF 16-4009 and hand out ANNEX A, SUMMARY OF THE TEXT to the staff. Answer questions briefly. 3. Review. (1 minute) Each person should identify their successes and failures. Fight frustration by developing problem-solving techniques. Will power can be developed by learning from the examples of others, evaluating personal history, and cultivating one's strong points. AGO 20070A IV-E-1 Pam 165-6 ANNEX A SUMMARY OF TEXT ENDURANCE This is not to be used in lieu of attendance of Character Guidance classes.It may be used for staff briefings and to alleviate the difficulty of supplyinginstruction for isolated detachments of five or less, such as ROTC, Recruiting, Secu1·ity, MAAG's, and Missions which cannot use the training facilities of larger units. The need to excel or .to be important is a basic part of our personality.We all need to be encouraged to experience success in our lives since it isthrough success of some kind that life becomes worthwhile and satisfying.Unless we learn to endure in doing our duty and working toward our goals,it is doubtful that we will ever savor the sweet taste of success. Let us place the obvious and uncomplicated meaning of endurance at theheart of our discussion. Endurance is the strength to remain firm undertrial or suffering; it is to bear up under adversity. It means to pursuesteadily any project or course begun, to persist in any enterprise undertaken in the face of counter influences, opposition, or discouragement. Asthe poet John Milton expressed it, it means to "stand fast." As we Americans express it, it means "stick-to-it-iveness." It is not enough for someone to tell us that we ought to endure. Wealready know that. It is not necessary to prove that endurance is a desirablecharacter trait. We already believe that. To have a significant discussion onendurance we will have to look at some ways a reasonable man canstrengthen this desirable trait within himself. First, each of us should use our memories of our personal histories astools to analyze our successes and failures. By thinking about our personalhistories, we can identify what success and failure have done to our lives.This not only gives us a great opportunity to be honest with ourselves, butit provides a way for us to strengthen our determination to live up to ourabilities. Second, each of us should develop problem-solving techniqueswhich are compatible with our goals and abilities. There are essentiallyfour phases in solving any problem: (1) recognition phase, decide whatkind of problem we face and what needs to be solved (2) creative attackphase, accumulate ideas and facts that will help us decide possible coursesof action (3) judgment phase, make a decision for a course of action (4)execution phase, perform the action required to solve the problem. Third,each of us should concentrate on developing our will power. We can do thisby learning from the examples of others, learning from our personal histories, and cultivating our strong motivations. AGO 20070A IV-E-3 Pam 165-6 There is nothing magical or automatic in strengthening mnral character, achieving success in a business or profession, or accomplishing a military objective. It takes effort, struggle, and sacrifice to accomplish these things. When these qualities become a part of our personalities, it can be fairly said that we have the power to endure. AGO 20070A IV-E-4 Pam 165-6 CHAPTER V MY BIRTHRIGHT Section A. OUTLINE DISCUSSION THEME The birthright of every citibens rests upon a belief in the supreme importance of individual personality as the chief value in our society. TEACHING POINTS SUPREME IMPORTANCE OF THE INDIVIDUAL 1. Institutions serve people. 2. Men are born equal. 3. Every person is free to express his ideas. DIVERSE SOURCES OF MORAL VALUES 1. Historical. 2. Scientific. 3. Transcendental. VALUES HAVE LEGAL PROTECTION 1. People are free to run their personal lives. 2. A man is innocent until proven guilty. 3. Conscience is respected. 1. Introduction. America has no official ethical code any more than it has official faith or political philosophy. We reject the idea that government is the arbiter of conscience. We do not believe that it is necessary to agree upon the sources of morality to have a consensus of values which furnishes the moral foundation of our country. This consensus of values is based upon the supreme importance of individual personality. Other moral values flow from this basic belief. This discussion of the moral foundations of democracy will deal with three topics. First, we will identify some of the moral values of a democratic society. Second, we will note that these values are defended and justified by a wide diversity of beliefs. Third, we will discuss the way the Bill of Rights affords protection to democratic values. AGO 20070A V-A-1 Pam 165-6 2. Explanation. a. Democratic Society Has a Consensus of Moral Values. (1) Institutions are the servants of men. Question: What is the basic reason that the founders of the nation gave for having government? Discuss: Institutions should be revised in keeping with the needs of the people who live within them. (2) All people should be judged by the same standard. Question: Can you discuss an event where you were the victim of a double standard? Discuss: No man has an inborn right to exploit another person. (3) Every individual has the right to his own ideas. Question: Do you have a habit of saying what is safe rather than what you really believe? Discuss: Frank appraisal of institutions and people should be guided by truth and decency. b. Democratic Values Receive Support From Diverse Sources. (1) Historical sources. Question: Do you have a favorite historical source for justifying the supreme value of the individual? Discuss: Philosophy, history and literature can be sources for strengthening belief in democratic ideals. (2) Scientific sources. Question: Does natural science help strengthen your belief in demo cratic values? Discuss: Man is the unique product of the life process. (3) Transcendental sources. Question: Can you state a philosophical argument for the dignity of man? Discuss: Transcendental sources relate man to what is conceived to be the source of what is good and true. c. The Bill of Rights Protects Democratic Values. (1) Powers are retained by the, people. Question: Can you name the institutions over which the people re tain control? Discuss: Amendment 10, powers retained by the people. (2) Due process of law for all people. Question: What does it mean when we say a man is innocent until proven guilty? Discuss: Amendment 5, grand jury, double jeopardy, self-incrimination, deprival, compensation. (3) Freedom of expression and assembly guaranteed. Question: What would happen to the moral foundations of your life if you could not speak your mind? Discuss: Amendment 1, religion, speech, press, assembly, petition. 3. Review. Sum up the discussion of the moral foundations of democratic society and how they are justified by the diverse beliefs held by Americans. Emphasize the Bill of Rights as the bulwark which defends our democratic values. V-A-2 AGO 20070A Pam 165-6 MY BIRTHRIGHT Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. In a free society we have no official ethics any more than we have an official faith or political philosophy. This fact has led us to the development of a way of understanding the moral basis of our national life that marks it as one of the great achievements of human history. First, as Americans we do not believe that it is necessary to agree upon the sources of morality in order to find a living unity on the vital questions of right and wrong in our society. Second, we reject the idea that government has the right to be the "Big Brother" of the individual conscience. These two ideas have led us to insist that the free and responsible individual is the key to the moral strength of a democratic society. The rejection of official creeds and ideologies does not mean that our nation does not have strong moral foundations. As a matter of fact, we have broad agreements upon specific values which guide us in managing our individual lives and social activities. Our values flow from our belief in the supreme importance of the individual personality. We believe that the individual personality can acquire the capacity for moral judgments and a sense of moral responsibility. This belief sharply challenges every form of repression. It implies that every human being should have the opportunity to achieve by his own efforts a feeling of security and competence in dealing with the problems of everyday life. It also implies that individual fulfillment cannot be achieved without social relationships based upon this basic moral. value. When we are asked why we believe in the inalienable rights and obligations that combine to form our heritage of democratic values, each of us is free to justify our beliefs from the philosophical, religious, scientific, or other sources to which we are personally committed. Protestant, Catholic, Jew, humanist, and atheist have all found ways to affirm the fundamental value of the individual as the cornerstone of morality in our country. The numerous creeds, faiths, and beliefs which are held by groups of Americans have, each in its own way, clarified and strengthened our democratic values. The moral heritage of America is older and wider than our country. It is rooted in the history of all peoples who have fought for human rights. Democratic values are the guiding lights of all people who are trying to practice democracy today. What is distinctively American is the way these values have been achieved and mastered by our diverse population. When these values are clearly understood and believed by an individual American he not only has his best defense against totalitarian powers that challenge our country, but he also has a common bond with all the people of the world who are struggling to establish human dignity and freedom in their societies. AGO 20070A V-B-1 Pam 165-6 Our discussion will lead us into three areas that will throw light upon the moral foundations of our national life. First, we will identify several demo cratic values which are part of the moral foundation of our country. Second, we will note how these values are defended and justified by the wide diversity of beliefs held by Americans. Third, we will discuss the way that the Bill of Rights affords protection to democratic values. 2. Explanation. a. Democratic Society Has a Consensus of Moral Values. We are a nation of great differences and rapid changes. For this reason it might be thought by some that there are no stable elements in our national character. This is not so. We have a clearly expressed body of ideals about human relations which are principles of social ethics that have been hammered out in the nation's history by people of differing interests and backgrounds. This consensus of values in the United States is in a constant state of transition and adjustment a.s circumstances lead to new interpretations and applications of these values in our pluralistic culture. But all is not flux, because beneath the outward changes are basic principles which deal with the fundamental goals, rights, and responsibilities of both individuals and groups in the nation. Let us discuss three of these moral values that flow from the basic belief that the individual personality is of supreme importance. (1) Institutions are the servants of men. What is the basic reason that the founders of the nation gave for having government? t If individual personality is supreme, all institutional arrangements must be the servants of men. The family as an institution contributes to social stability, and provides protection for the young. Other institutions such as schools justify their existence by contributing t o the growth, happiness, and well-being of individuals. The Declaration of Independence declares that governments are instituted among men to promote their inalienable rights. Social institutions, then, are a means of serving people. They are never more important than people. This suggests that social institutions should be subject to adjustments in keeping with the needs of the people who function within. them. (2) All people should be judged by the same standard. Can you discuss an event where you were t he victim of a double standard? If individual personality is supreme, all people should be judged by the same moral standards. One of the clearest elements in our system of values is the conviction that no man has a moral and inborn right to persecute, dominate, or exploit other people. Thomas Jefferson gave emphasis to this idea in his first inaugural address when he insisted upon "Equal and exact justice to all men, of whatever state or persuasion, religious or political; ..." This principal calls for the repudiation of discriminations, based upon family, race, nationality, religion, or economic status. The differences that exist among individuals should be regarded as a means to enrich the common life. V-B-2 AGO 20070A Pam 165-6 (3) Every individual has the right to his own ideas. Do you have a habit of .saying what is safe rather than what you really believe? If the individual personality is supreme, every individual has the right to speak his mind. Because we have this right, we Americans sometimes become complaJCent about exercising our intellectual freedom. We need to be reminded that in terms of human history the right to express our honest opinions and to have access to knowledge and divergent opinions are recent achievements. Today these rights are denied to a large proportion of the people of the world. The totalitarian strategy of deception makes it especially necessary that respect for truth be keenly appreciated and consistently applied in our country. All attempts to exercise thought-control are threats to this basic moral value. When a man feels that he will be punished for speaking his mind, he may be tempted to say what is safe rather than what he really believes. As Americans, we are encouraged to make frank appraisals of institutions, practices, governments, and public officials as long as our criticism is guided by truth and decency. b. Democr atic Values Receive Support from Diverse Sources. To say that we have a consensus of moral values is not enough to satisfy a thoughtful person. Each of us will want to specify "why" and "how" we believe in the values of our society. Our right to justify our commitment to moral values from scientific, religious, or historical sources to which we are personally committed is one of the fundamental principles that separates a free society from a totalitarian state. Americans do not have to think alike any more than they have to look alike. Each of us has a responsibility to have clear reasons for our loyalty to democratic ideals. Let us discuss some of the ways that Americans have justified their belief in the moral values of a free society. Most of us will probably feel that several, rather than one of these sources, has contributed to our understanding of democratic values. (1) Historical Sources. Do you have a favorite historical source for justifying the supreme value of the individual? Man has speculated about himself, his origin, nature, and destiny, for at least six thousand years. Traces of such speculations are found in the cradles of human civilization such as China, India, Crete, Babylonia, and Egypt. This has resulted in men devising various philosophies, and writing history and literature in order to try to set forth their understanding of the good life. Americans have generally studied the various written sources of civilization in order to note how the individual has struggled to free himself from tyranny and oppression. The Magna Charta of 1215 in which Englishmen made their first step toward individual freedom is such a source. John Milton's essay entitled Areopagitica was probably the most elegant plea for freedom of the press ever made and is frequently referred to by Americans who insist upon their right to think, speak and write free from government restraint. The writings of Isaac Newton, John Locke, and Thomas Payne have all played a key part in many Americans' justification of their belief in democracy. AGO 20070A V-B-3 Pam 165-6 (2) Scientific sources. Does natural science help strengthen your belief in democraticvalues? Natural science is a quest for factual knowledge about man, nature,and the universe. Many people believe that such knowledge proves theuniqueness and value of human personality. For instance, some people feelthat the theory of evolution proves that man is the highest achievement ofnature and the true source of moral values. This means that the individualhuman being should be respected and trusted. This kind of reasoning canfurnish a strong support for belief in the democratic values which we havediscussed. (3) Transcendental sources. Can you state a philosophical argument for the dignity of man?The great systems of religious belief teach that a power exists abovethe material universe. They seek to understand and teach the relationshipof man to the mystery of the universe. They grapple with the problems ofmeaning, aspiration, suffering, and death. In transcendental terms, religionseeks to strengthen moral values by relating man to a power which isconceived to be the source of all that's good and true. For many Americans,the teaching of their church provides the only sure foundation of moralstandards and the best single guide to moral conduct. c. The Bill of Rights Protects Democratic Values. The American consensus of values and our freedom to justify them interms of our personal beliefs is protected by the Bill of Rights. Everycitizen of the United States ought to know, understand, and be able todefend these rights which are enumerated in the first ten amendments tothe Constitution. Let us relate three of these amendments to the values wehave discussed and see how they are the legal guarantees of the moralfoundations of our nation. We will do this by contrasting each of theserights with a negative statement so we can have a clear picture of what oursituation would be without them. ( 1) Powers are retained by the people. Can you name the institutions over which the people retain control? BILL OF RIGHTS LIFE WITHOUT AMENDMENT 10 THESE RIGHTS The powers not delegated to the All power would rest in theUnited States by the Constitution, hands of the national Government.nor prohibited by it to the States,are reserved to the States respectively, or to the people. (2) Due process of law for all people. What does it mean when we say a man is innocent until provenguilty? V-B-4 AGO 20070A Pam 165-6 BILL OF RIGHTS LIFE WITHOUT AMENDMENT 5 THESE RIGHTS No person shall be held to answer It would not be the business of for a capital, or otherwise infamous the State to guarantee a fair trial crime, unless on a presentment to anyone. A person could be tor or indictment of a Grand Jury, tured in order to gain confessions except in cases arising in the land that would be used as testimony or naval forces, or in the Militia, against him for the good of the when in actual service in time of State and he could be deprived of War or public danger; nor shall life, liberty, or property when the any person be subject for the same State so desired. offense to be twice put in jeopardy of life or limb, nor shall be com pelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or prop erty, without due process of law; nor shall private property be taken for public use, without just com pensation. (3) Freedom of expression and assembly guaranteed. What would happen to the moral foundations of your life if you could not speak your mind? BILL OF RIGHTS LIFE WITHOUT AMENDMENT 1 THESE RIGHTS Congress shall make no law The religion of the State would respecting an establishment of be the religion of the people, and religion, or prohibiting the free exall would take part in it; the press, ercise thereof; or abridging the radio, television, the arts and scifreedom of speech, or of the press, ences and education would be or the right of the people peaceably State-directed, and no opposing to assemble, and to petition the opinion would be tolerated; no group of people could meet together Government for a redress of grievances. without State permission; no person could ask the Government to correct mistakes or injustices. 3. Review. The underlying moral value of our country is our belief in the supreme importance of the individual. From this basic moral concept flows our democratic consensus of values which deals with the fundamental rights and responsibilities of both individuals and groups in our country. We emphasized three of these values in our discussion. These are: institutions are the AGO 20070A V-B-5 Pam 165-6 servants of men, all people should be judged by the same moral standards, and every individual has the right to speak his mind. We then noted that every person has the right and responsibility to justify his belief in these values from historical, scientific, religious, or other sources to which he is personally committed. Finally, we discussed how the Bill of Rights gives legal protection to the moral values of a democratk society. Understanding the moral foundations of a free society is our best defense against the totalitarian forces in the modern world. BIBLIOGRAPHY Becker, CarlL., Freedom and R esponsibility in the Ame1·ican Way of Life, New York: Alfred A. Knopf, 1945. Brogan, D. W., The American Character, New York: Alfred A. Knopf, 1956. Cox, Harvey, ed., The Situation Ethics Debate, Philadelphia: Westminster Press, 1968. Cranston, Maurice, What A1·e Human Rights, New York: Basic Books, Inc., 1962. Douglas, William 0., Freedom of the Mind, Garden City, New York: Doubleday and Co., 1964. Matthews, Zachareah K., R esponsible Government in a Revolutionary Age, New York: Association Press, 1966. Pfeffer, Leo, The Liberties of an American, Boston: The Beacon Press, 1963. The Pow er· of the Democratic Idea, Rockefeller Br others Fund, Special Studies Project Report VI, Garden City, New York: Doubleday and Co., 1960. Swisher, Carl B., The Supreme Court in Modern Role, New York: New York University Press, 1958. V-B-6 AGO 200'0A Pam 165-6 MY BIRTHRIGHT Section C. LESSON PLAN PREPARATION Before preparing the Lesson Plan review NOTES FOR THE INSTRUCTOR in the Foreword, paragraph 4, "Methods of Instruction" and para graph 5, "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic is concerned with the consensus of values of American society which is our moral heritage. From our belief in the supreme importance of the individual personality flow basic principles which define the rights and responsibilities of individuals and groups. The instructor should encourage the students to express a variety of views on how they justify their belief in the supremacy of individual personality. By doing this he will illustrate how basic moral unity is achieved in a pluralistic society. Review paragraph 8, "Instructor Attitudes," under NOTES FOR THE INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: My Birthright. TYPE: To be determined by the instructor. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5's and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, and chalkboard. PERSONNEL: One instructor and one projectionist. INSTRUCTIONAL AIDS: TF 16-4010 (My Birthright) GTA 16-4-41, [1 through 10] (Ref: DA Pam 108-1); T(GTA) 16-4-41, [1 through 10] (Ref: DA Pam 108-1). See section D for descriptions. REFERENCES: DA Pam 108-1. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. V-C-1 AGO 20070A -·-·--------------- Pam 165-6 1. Introduction. (10 minutes) a. Objective. To encourage the individual soldier to clarify his understanding of his birthright as an American citizen. b. Reasons. ( 1) The moral foundation of the American birthright lies in our belief in the supreme importance of the individual. (2) Each individual should be able to justify his beliefs from sources that supply his understanding of the meaning of life. (3) The basiovalues of American society are protected by law. c. Pr ocedure . Note. Show Visual 1 as students enter classroom. ( 1) Announce classroom procedure. ( 2) Introduce the topic (see Introduction, section B). ( 3) Use film synopsis in section D to introduce and show the film, "My Birthright." Note. Student reaction to t he film will be used to move into the main body of the discussion. 2. Explanation. (30 minutes) Note to the Instructor. The following are recommended places t o insert visuals in OUTLINE, section A. a. Democratic society has a consensus of moral values. (1) Visual 2. (2) Visual. 3. (3) Visual4. b. Democratic values receive support from diverse sources. (1) Visual5. (2) Visual 6. (3) Visual7. c. The Bill of Rights proteots democra.tic values. (1) Visual 8. (2) Visual 9. (3) Visual 10. 3. Review. (5 minutes) Summary of discussion and questions from the class. (See Review, section B.) V-0..2 AGO 20070A Pam 165-6 ~ MY BIRTHRIGHT Section D. INSTRUCTIONAL AIDS 1. Film Synopsis. TF 16-401Q (My Birthright) Note. The purpose of this film is to elicit a discussion on the moral values of our national life. A secondary objective is to show that t hese moral values are rooted in the supreme importance of the individual. As the film begins, we are introduced to a puppet character named Charlie. He is erecting a fantastic tower which, as he explains to his friend, Mack, symbolizes the importance of the individual. In the ensuing low-key conversation, Charlie assists Mack in analyzing his feelings regarding this theme. The film concludes with a recognition on the part of Mack that the concept of individual dignity is the very foundation of our democracy. It is pointed out that these freedoms are protected by the Bill of Rights. 2. Training Aids. Note. AvaHable as GRAPHIC TRAINING AIDS (Flip charts, GTA 16-4-41) from local training aid subeenter; and as TRANSPARENCIES (overhead projector) [T(GTA) 16-4-41] from Audio-Visual Support Centers are the following visuals to be used as discussion starters. Number 1. The title chart. Title: MY BIRTHRIGHT AGO 20070A V-D-1 Pam 165-6 Number 2. Shows a man standing on t op of the world. Indicates that man is of supreme importance and that institutions exist to serve him. Title: INSTITUTIONS SERVE MAN. AGO 20070A Pam 165-6 A figure is shown blindfolded holding the scales of justice in Number 3. one hand. It underscores the fact that all people should be judged by the same standard. Title: JUSTICE IS BLIND. AGO 20070A Pam 165-6 Number 4. Shows a group of people being addressed by one man. Illustrates the principal that if the individual personality is supreme, every individual has the right to speak his mind. Title : FREEDOM OF SPEECH. A GO 2007UA Pam 165-6 Number 5. Three figures representing the historical sources of civilization: Egypt, Greece and China are shown. This points out that the sources of our moral heritage are broader than any one civilization. Title: SOURCES OF OUR HERI'l'AGE. AGO 20070A Pam 165-6 Number 6. A scientist is shown in a laboratory setting. This illustrates that the scientific quest for factual knowledge about man, nature, and the universe, is a source of support for democratic values. Title: SCIENTIFIC SOURCES. AGO 20070A V-D-6 Pam 165-6 Number 7. Pictures a man in contemplative attidue with a church building in the background. Emphasizes that for many Americans the only sure foundation of moral standards are transcendental sources. Title: TRANSCENDENTAL SOURCES. AGO 20070A V-D-7 Pam 165-6 Number 8. A picture showing people of diverse backgrounds and ethnic origins. This illustrates that all Americans are guaranteed the right to participate in national decisions. Title: THE PEOPLE RETAIN POWER. V-D-8 AGO 20070A Pam 165-6 Number 9. Shows an individual standing before a judge in a court of law. This hints out that due process of law is the right of every individual. Title: DUE PROCESS OF LAW. AGO 20070A V-D-9 Pam 165-6 Number 10. Pictures a group of placard-carrying citizens. Emphasizes that the freedom of expression and assembly are guaranteed in our country. Title : FREEDOM OF EXPRESSION. 3. Chalkboard Suggestions. If it is necessary or desired to use only a chalkboard as an aid to the presentat ion of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by t he instructor, he should rely on the key words alone. 4. Skit Suggestions. a. Situation. Soldier A has just celebrated his twenty-first birthday with some friends. He is seen as he lies on his bed and falls asleep. What takes pla,ce is as he dreams it. b. Roles. (1) Soldier B enters labeled as Thomas Jefferson. He walks over to where Soldier A is lying and proceeds to identify himself as the spirit of Thomas Jeffer son come to present birthday greetings. He bequeaths to this young American on his twenty-first birthday, the right to be treated with the respect du e a human being. This role may be cast and expanded as the V-D-10 A GO 2007QA Pam 165-6 instructor wishes. As Soldier B leaves he places a placard labeled "Human Dignity" beside the bed. (2) Soldier C represents the spirit of George Washington. His birthday present to the young man is the right to participate in the government of his Nation. As he departs he leaves a placard suitably labeled. (3) Soldier D represents the spirit of John Adams. He speaks to Soldier A about the gift he has brought, telling him that his birthright includes the rights of freedom of expression and assembly. ( 4) The instructor may add as many character roles as he desires. It is recommended that several contemporary patriots; e. g. Martin Luther King, or Robert Kennedy be included. c. It is recommended that each of the characters speak briefly and bring some "gift" that relates to an American citizen's birthright. Even though these are undeniably "rights" and not "gifts" in the strictest sense, they may be dramatkally presented as such. At the conclusion of the skit, Soldier A may be awakened by the instructor to find the labeled placards representing his "birthday gifts" lying around him. The question should then be raised: What will he do about them? This may serve as a discussion starter. The skit may be inserted under c of the Explanation. AGO 20070A V-D-11 Pam 165-6 MY BIRTHRIGHT Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objective of this topic is to encourage the individual soldier to clarify his understanding of his birthright as an American citizen. The moral foundation of our democratic society is our belief in the supreme importance of individual personality. 2. Explanation. (13 minutes) a. The following training aids are available to support the objective of this Character Guidance topic. ( 1) A D'A poster in "Our Moral Heritage" series will be displayed on unit and section bulletin boards throughout the month. (2) TF 16-4010 (My Birthright) will be used to support the class. GTA's 16-4-41 and Transparencies T(GTA's) are integrated into the Lesson Plan. Mandatory attendance for E-5's and below is required by regulation; officers and NCO's are encouraged to attend and participate in the classes. (3) The instructor's basic approach to the topic will be to encourage expression of a variety of views on how Americans of differing backgrounds justify their belief in the supremacy of individual personality. Note. Show TF 16-4010 and hand out ANNEX A, SUMMARY OF THE TEXT to the staff. Answer questions briefly. 3. Review. The underlying moral value of our country is the supreme importance of the individual. From this basic moral concept flows our democratic consensus of values which deal with the fundamental rights and responsibilities of individuals and groups. AGO 20070A V-E-1 Pam 165-6 ANNEX A SU~ARY OF TEXT MY BIRTHRIGHT This is not to be use d in lieu of attendance of Character Guidance classes. It m ay be used for staff briefings and to alleviate the difficulty of supply{ng instruction for isolated de tachments of five or less , such as ROTC, Recruiting, Security, MAAG 's, and Miss ion s which cannot u se the trainin g fac ilities of lar ger units . The birthright of every American has its roots in the moral foundations of the Nation. These moral foundations are broad agreements upon specific values which guide us in managing our individual lives and social activities. Our values flow from our belief in the supreme importance of individual personality. We believe that every individual can acquire the capacit y for moral judgment and a sense of moral responsibility. Each of us is free to justify our beliefs in the rights and obligations that form our democratic values from the religious, philosophical, or scientific meanings to which we are personally committed. Protestant, Catholic, Jew, humanist, and atheist have all found ways to affirm the fundamental value of the individual as the cornerstone of morality in our country. The numerous creeds and beliefs which are held by groups of Americans have, each in its own way, clarified and strengthened our democratic values. When these values are understood and believed by an individual American he has a common bond with the people of the world who are struggling to establish freedom and human dignity in their societies because these values are common to all people who, fight for human rights. Three of the values that flow from our basic belief in the supremacy of the individual personality are : institutions are the servants of men, all people should be judged by the same standards, and every individual has the right to speak his mind. Anytime one of these values is reversed or weakened our birthright is under attack. The American consensus of values and our freedom to justify them in terms of our personal beliefs is protected by the Bill of Rights. Every citizen ought to know, understand, and be able to defend these rights which are enumerated in the first ten amendments to the Constitution. For instance every one of us ought to be able to defend the idea that every man is innocent until proven guilty. This is a right enshrined in the fifth amendment which states that "No person shall ... be deprived of life, liberty, or property, without due process of law .. .. "Life without these rights would destroy our birthright. It would mean that a person could be deprived of life, liberty, or property for t he good of the state. AGO 20070A V-E-3 Pam 165-6 CHAPTER VI FAIR PLAY Section A. OUTLINE DISCUSSION THEME How to increase the skill of fair play in our everyday relationships. TEACHING POINTS FAIR PLAY REQUIRES ADMISSION OF LIMITATIONS 1. Mistakes do not mean personal failure. 2. Don't pretend to know all the answers. 3. Learn by pooling information. PRACTICE FAIR PLAY IN LIFE'S CONFLICTS 1. Don't impute bad character traits to opponents. 2. Don't hide behind self-righteousness. 3. Don't destroy your opponent's self-respect. FAIR PLAY IMPROVES INTERPERSONAL RELATIONS 1. Respects individual differences. 2. Frees creative imagination. 3. Fosters attitudes of inclusiveness. 1. Introduction. We learn fair play in the games we play on the informal playgrounds of childhood and organized sports in later years. We must master rules and the techniques of the most important game of all-"The Game of Life"-if we are to experience a sense of personal fulfillm'Emt. The principle of fair play recognizes that others have a right to the same treatment we claim or desire for ourselves. It is a practical principle which brings our high ideals into the arena of daily life. The principle of fair play has won out over entrenched patterns of discrimination in our country. The extension of the right to vote is a case in point. Let us discuss ways to increase the skill of fair play in our lives. First, we will discuss ways to recognize and live with our limitations. Second, we will talk about how to live with conflict. Third, we will discuss the importance of learning to live creatively in our emotional environment. 2. Explanation. a. Learn To Liv e With Your Limitations. (1) Have a healthy attitude toward mistakes. AGO 20 070 A VI-A-l Pam 165-6 Question: Have you ever given up on something that you think you would like to do because a mistake made you lose confidence in yourself? Discuss: Distinguish between making mistakes and being a failure. (2) Avoid pretending to know all the answers. Question: How do you react to a person who has dogmatic opinions on every subject of discussion? Discuss: Let it be kr.own that we have areas of ignorance about many of the problems of daily life. (3) Learn the art of exchanging ideas. Question : Can you give a fair hearing to the ideas of a person from a different political party, economic class, or race? Discuss: Practice the art of expressing our limited knowledge accurately and relruting it .to the limited but different knowledge of other people. b. Learn To Live With Conflict. (1) Keep in touch with reality. Question: Have you ever felt that a simple disagreement wit h another person has gotten completely out of hand? Discuss: The process of imputing bad .character traits to a person you disagree with, and claiming good traits for yourself. (2) Control your righteous indignation. Question: How often have you used the idea of "righteous indignation" to cover up an unfair act? Discuss: How you feel when you are on the receiving end of this direct and righteous indignation. (3) Preserve the dignity of your opponent. Question: Do you sometimes attack your opponent's self-respect rather than the position he represents? Discuss: Points of conflict that can be resolved without attacking your adversary's self-respect. c. Learn to Live Creatively in Your Interpersonal Environment. (1) Show respect for individual differences. Question: Can you recall the last time you made a sarcastic remark about a person's ethnic or social identity? Discuss: We lump individuals into groups and pretend that they are all alike. (2) Use your imagination creatively. Question: Will you try to imagine what it means to be the person sitting next to you? Discuss: Imagination requires a mind that is flexible enough to see ourselves in the role of another. (3) Cultivate an inclusive attitude. Question: How often have you used the expression "I could care less" to refuse to help another person'! VI-A-2 AGO 20070A Pam 165-6 Discuss: Emotional inclusiveness furnishes the kind of attitude in which fair play can flourish. 3. Review. Fair play is a skill which can be developed provided we understand its importance and work to improve its role in our lives. To do this we must learn to live with our limitations, learn to apply the principles of fair play in situations of conflict and in our emotional environment. AGO 20070A VI-A-3 t ' Pam 165-6 FAIR PLAY Section B. TEXT AND BIBLIOGRAPHY 1. Introduction. Fair play is a learned pattern of behavior. One of the basic ways we learn this is in the games we play on the informal playgrounds of childhood and the organized athletic competitions of later years. We know ·we have to learn the rules and the techniques of the games we play if we are to experience a sense of achievement by participating in them. Thus, it is important for us to examine the most important game of all-"The Game of Life"-and try to master its rules and techniques so we will experience a sense of personal fulfillment. Most of us are deeply aware of many instances where equality of oppor tunity and personal freedom are denied to our fellow citizens. This uncomfortable awareness of injustice in our society indicates how deeply embedded these ideals are in the hearts of our countrymen. They are the standards that encourage us to struggle for a more perfect realization of human dignity in the lives of our people. Our discussion will probe a personal question related to this line of thought: How can each of us play a part in helping our ideals to be mor e fully realized in our gener ation? The answer seems too simple to be offered to a group of mature Americans, but it goes to the heart of the problem. We must dedicate ourselves to playing fair with all people in our dealings with them. The principle of fair play recognizes that others have a right to the same treatment we claim or desire for ourselves. It is a practical mode of action that brings our high ideals into the arena of daily life. The principle of fair play has helped Americans expand democratic practices throughout our history. The gradual extension of the right to vote to all our citizens is a case in point. After the Civil War the Fifteenth Amendment to the Constitution repudiated racial qualifications for voting in t hese words: "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude-." Firm enforcement of this part of the law of the land has enfranchised millions of Americans in recent years. It was not until August 1920 that the Nineteenth Amendment to the Constitution was ratified which states: "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on aocount of sex." This ended a form of discrimination against women and approximately doubled the number of Americans who could exercise the right to vote. Even though the conscience of the Nation had to be goaded by a war and AGO 20070A VI-B-1 Pam 165-6 massive demonstrations, the principle of fair play won out over entrenched patterns of discrimination based on race and sex. Organized sports have written the principle of fair play into their rules in order to determine the real winners of various games. This means that our ability to play the game is valued only when it is played within the rules. This points up the ~act that fair play is as much of a skill to be developed as the physical and mental requirements of athletic competition. Since fair play is a skill that can be acquired by an individual, we need to give attention to developing it as one of the basic principles of human relations. Let us discuss some ways to increase the role of the principle of fair play in our lives. First, we will discuss ways to recognize and live with our limitations. Second, we will talk about how to learn to live with conflict. Third, we will discuss the importance of learning to live creatively in our interpersonal environment. 2. Explanation. a. Learn To Live With Your Limitations Developing the skill of fair play is directly related to our ability to recognize and live with our limitations. This means that each of us needs to achieve a healthy acceptance of what he is not. The key idea to keep in mind in this discussion is "healthy acceptance" of our failures and mistakes. We do not need an unhealthy awareness of our weaknesses which can lead to chronic self-depreciation, apathy, or psychosomatic illness. This kind of preoccupation with limitations only diminishes a person's value of himself. What we need to do is to rethink our attitudes toward shortcomings-both ours and those of the people around us ; to examine the sources of these attitudes; and think through what changes are in order. This approach to the problem of our limitations will not keep us from making mistakes in the future, but it will increase our ability to live in the real world of imperfect human beings. It will keep us from both overreaching ourselves and underestimating our abilities. Such qualities are valuable to every human being in seeking a useful life; they come close to being indispensable to the soldier. (1) Have a healthy attitude toward mistakes. Have you ever given up on something that you think you would like to do because a mistake made you lose confidence in yourself? Sometimes we translate a bad experience into a personal sense of failure. An example of this could be a man who is making his first effort at oil painting. He has worked with fierce concentration for several hours one evening, but it is apparent that he is making serious mistakes in mixing his colors. In a moment of anger he acknowledges defeat : "I can't do it. I can't do it." And then, with a significant extension of his despair he shouts: "I can't do anything. I can't ever do anything right." He was translating a simple mistake into a sense of personal failure. It was proper for him to admit his artistic limitations, but it was childish for him to downgrade himself as a person because of his meager ability to mix paints. It is important that we learn to distinguish between making mistakes and a sense of personal failure when we make appraisals of our limitations. If we learn to adopt a healthy attitude toward our own mistakes, we will have a valuable insight in understanding the mistakes of the people round us. VI-B-2 AGO li0070A Pam 165-6 (2) Avoid pretending to know all the anwers. How do you react to a person who has dogmatic opinions on every subject of discussion? When Socrates advised a student to "know thyself," part of what he was saying was that the student should recognize his ignorance. Knowledge has increased so rapidly in the modern world that it is impossible for a person to learn more than a small part of it well. Even the most highly informed among us has more ignorance than knowledge. In all likelihood, the person who has firm opinions about every subject under the sun is really ashamed to admit his limitations. Such a person is likely to cut himself off from the opportunity to learn from people who really know something about the subject. In the context of our discussion the person who pretends to know more than he actually does is depriving himself of the intellectual foundations of fair play. Admission of ignorance in many areas of knowledge leads to respect for persons· from whom we can learn. This is the cornerstone of the principle of fair play in an individual's life. (3) Learn the art of exchanging ideas. Can you give a fair hearing to the ideas of a person from a different political party, economic class, or race? One of the tragedies of human society is that many people establish mental and emotional homes within comfortable philosophical, political, and economic systems and lose interest in asking questions, expressing doubts, and fairly weighing the values of other systems. This indicates that we do not practice nearly enough the art of exchanging ideas and pooling information. Each of us needs to practice the art of expressing our limited knowledge with accuracy and being able to relate it to the limited but different knowledge of our fellow citizens and fellow workers. The principle of fair play comes alive when we learn to practice the art of exchanging ideas with people who have different viewpoints from our own. b. Learn To Live With Conflict. Developing the ability to live with conflict must go hand in hand with learning to live with our limitations if we are to increase the skill of fair play in our lives. Conflict is a fact of life in the human situation. It ranges from squabbles among youngsters in a neighborhood to wars between nations. If we react impulsively to each occasion of conflict we will frequently defeat the principle of fair play as a practical technique of human relations. Fair play requires that we introduce an element of rationality in an antagonistic situation. Let us examine several ways we can do this and enhance the central idea of fair play, that is, by giving the same kind of treatment to others that we expect for ourselves. (1) Keep in touch with reality. Have you ever felt that a simple disagreement with another person has gotten completely out of hand? When we are faced with a person who strongly disagrees with us on a course of action or the meaning of an idea, we can become the victims of a process that loses touch with reality. We can begin to think that our antago nist is the embodiment of "Deceit," "Cruelty," "Cowardice," and other distasteful traits of character. On the other hand, we can feel that we are AGO 20070A VI-B-3 Pam 165-6 the personification of "Honesty," "Kindness," "Courage," and other ideal personal qualities. If this process is allowed to get out of hand we lose contact with reality. A person who is skilled in fair play will introduce a note of rationality into the conflict by refusing to impute totally bad characteristics to his opponent. He can do this because he knows that neither himself nor his opponent is perfect or has complete mastery of the problem that brought on the conflict. Keeping in touch with reality is basic to playing fair with other people. (2) Control your righteous indignation. How often have you used the idea of "righteous indignation" to cover up an unfair act? When we see a person do something or hear him say something that shocks one of our personal values we are likely to feel affronted and angry. We feel we are "right" and the other person is "wrong." Doubtless there are times when this feeling is justified, such as when we witness a crime or see another person's character maliciously destroyed. But there are many occasions when we use our sense of "righteous indignation" as an excuse for hurting other people because we dislike, distrust, or fail to understand them. This is particularily true when we are irritated by an attitude or an action of a person of a different race, religion, or nationality. The principle of fair play requires that we ,control our indignation so that it is not a cover up of an unworthy personal motive. A person has only to be on the receiving end of misdjrected righteous indignation to know how basic this idea is to developing a sense of fair play. (3) Preserve the dignity of your opponent. Do you sometimes attack your opponent's self-respect rather than the position he represents? The principle of fair play directs us to seek ways of improving our relationship with the people who are our competitors or opponents. When we are trying to win, we all feel the inclination to attack our opponent's dignity as well as his position. If we do this we will inevitably increase the hostility that he feels for us. This produces a situation so filled with mutual hostility that it makes the idea of fair play seem like an impractical pipe dream. A most important part of practicing fair play is to never forget that our opponents are human beings and refrain from attacking their dignity as persons. This is an attitude which will communicate the fact that we are emotionally prepared to work toward an improved relationship, and makes it dear that we would like to work toward resolving the point of conflict without diminishing our adversary's self-respect. c. Learn to Live Creatively in Your Interpersonal Em1ironment. We live in an interpersonal environment which is created by interact ing with the people with whom we spend our time at work and play. This environment is filled with attitudes and feelings which contribute to the happiness or unhappiness of the people they touch. If the principle of fair play is at work in this emotional environment, it is likely to create condi tions where happy relationships 'can flourish. The absence of a sense of fair play will supercharge the atmosphere with unhealthy tensions, fear, and even hatred. Let us consider a few things each of us can do to interject the AGO 20070A VI-B-4 Pam 165-6 principle of fair play into this invisible reality that surrounds us all. To be able to do these things would indicate that we have achieved a high level of skill in the art of fair play. (1) Show respect for individual differences. Can you recall the last time you made a sar,castic remark about a person's ethnic or social identity? We Americans come in all shapes, sizes, ~nd colors. Each one of us has a group identity such as Spanish-American, Polish-American, Anglo American, Afro-American, Irish-American, or German-American. These group identities are frequently used to obscure the fact that every person is a unique individual. Probably the most demanding aspect of fair play is to show real respect for individual differences which exist behind these group identities. We play mental tricks upon ourselves in order to avoid facing this fact. We lump people into ethnic or social groups and picture them as all being alike. This relieves us of the responsibility of treating members of this group as individuals. It also relieves us of the responsibility of playing fair with them as individuals simply because we refuse to think of them apart from their group identities. In the long run, fair play requires us to respect the fact that every person in every group is different from every other person in the world. (2) Use your imagination creatively. Will you try to imagine what it means to be the person sitting next to you? A creative use of imagination lies behind every great scientific discovery of man. It is also a basic ingredient for improving our sense of fair play. By using our imagination we can put ourselves in another's situation. When we see another person in need, or suffering from emotional dist ress, we can put ourselves in his place by thinking of ourselves in a similar plight. This process is normally all most of us need in order to be motivated to understand and help a person in need. It engenders a sense of shared feeling with another person, and enables us to enter his emotional environment to a significant degree. It calls upon us to do the fair and just thing for a fellow human being. This underlines the fact that fair play calls for a mind that is flexible enough to see ourselves in the role of ~nother and act in accordance with that insight. (3) Cultivate an inclusive attitude. How often have you used the expression "I could care less" to refuse to help another person? A person who has limited his experiences of shared feelings with others is drifting into a pattern of life that makes his circle of friends and his range of interest grow smaller with the passing of time. Eventually he finds himself hiding in a few familiar groups that actively exclude new faces and new ideas. Such a person quickly loses the ability to play fair with people and groups outside his emotional range. On the other hand, an inclusive attitude rea,ches out to life in general and develops a sensitivity for other people's rights and feelings. The idea of inclusiveness does not mean that we like everybody equally well or in the same way. It means that a person is open to the feelings and ideas of people with whom he has con- AGO 20070A VI-B-5 Pam 165-6 tacts. The principle of fair play can flourish in the life of a person who practices this kind of openness toward others in the daily rounds of life. 3. Review. Our discussion has raised questions about how we can increase the skill of fair play in our lives. First, we must recognize and live with our limitations. This will keep us from both overreaching ourselves and underestimating our abilities. This can be accomplished if we have a healthy ·attitude toward our mistakes, avoid pretending to know more than we actually do, and learn the art of exchanging ideas. Second, we must learn to practice fair play in situations of conflict. We can do this by keeping in touch with reality, controlling our righteous indignation, and preserving the dignity of our competitors. Third, the principle of fair play can contribute to a happy emotional environment if we show respect for individual differences, use our imaginations creatively, and cultivate our capacities for emotional inclusiveness. BIBLIOGRAPHY Barnwell, William H., In Richard's World, New York: Houghton Mifflin, 1966. Klein, Alan F. , Role Playing in Leadership Training and Problem Solving, New York: Association Press, 1956. Moment, David, Role Development and Interpersonal Competence, Boston: Harvard University Press, 1963. Pike, James A., Doing the Truth, Garden City, New York: Doubleday and Company, 1955. Shaftel, Fannie R., Role Playing for Social Values, Englewood Cliffs, N.J.: Prentice-Hall, 1967. Seligman, Ben B., Permanent Poverty: An American Syndrome, Chicago, Illinois: Quadrangle, Inc., 1968. VI-B-6 AGO Z0070A Pam 165-6 FAIR PLAY Section C. LESSON PLAN PREPARATION Before preparing the Lesson Plan review NOTES FOR THE INSTRUC TOR in the Foreword, paragraph 4, "Methods of Instruction" and para graph 5, "Preparation of Lesson Plans." GUIDANCE TO THE INSTRUCTOR This topic emphasizes fair play as a mode of action which brings democratic ideals into the arena of everyday life. It is a learned pattern of behavior. The instructor must not be content with a discussion that leads to a "let your conscience be your guide" philosophy of fair play. Conscience, itself, is a learned response system. Only an enlightened conscience can be a guide to fair play. Review paragraph 8, "Instructor Attitudes," under NOTES FOR THE INSTRUCTOR in the Foreword. LESSON PLAN INSTRUCTIONAL UNIT: Fair Play. TYPE: To be determined by the instructor. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO: All personnel; mandatory attendance for E-5's and below. TOOLS, EQUIPMENT, AND MATERIALS: 16mm projector, overhead projector, and chalkboard. PERSONNEL: One instructor and one projectionist. INSTRUCTIONAL AIDS: TF 16-4011 (Fair Play) GTA 16-4-42, [1 through 13] (Ref: DA Pam 108-1); T(GTA) 16-4-42, [1 through 13] (Ref: DA Pam 108-1). See Section D for descriptions. REFERENCES: DA Pam, 108-1. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: Vehicle for transportation of equipment and materials. AGO li0070A VI-C-1 ---------------------------------' Pam 165-6 1. Introduction. (15 minutes) a. Objective . To examine ways that fair play can be increased in the individual's life. b. Reasons. (1) Fair play is a learned behavior pattern. (2) Recognition of one's limitations puts a person in a position to treat the limitations of others with fairness. (3) Every person needs to learn attitudes and techniques of living which will improve his relationship with others. c. Procedure. No te. Show Visual 1 as students enter classroom. (1) Announce classroom procedure. (2) Introduce the topic (see Introduction, section B). Note. Show Visual 2. (3) Use film synopsis in section D to introduce and show the film, "Fair Play." Note. Student reaction to the film will be used to move into the main body of the discussion. 2. Explanation. (30 minutes) Note to the Instructor. The following are the recommended p>laces to insert visuals in OUTLINE, Section A. • a. Learn to live with your limitations. Note. Show Visual 3 which illustrates the general head a above. (1) Visual4. (2) Visual5. (3) Visual6. b. Learn to live with conflict. Note. Show Visual 7 which illustrates the general heading b above. (1) VisualS. (2) Visual 9. (3) Visual10. c. Learn to live creatively in your interpersonal environment. (1) Visual11. (2) Visual12. (3) Visual13. 3. Review. (5 minutes) Summarize the main points of the discussion (see Review, section B), and answer questions. from the class. AGO 20070A VI-C-2 Pam 165-6 FAIR PLAY Section D. INSTRUCTIONAL AIDS 1. Film Synopsis. TF 16-4011, "Fair Play" Note. This film is designed to reach today's young soldiers in a motion picture style and flavor to which they can "tune in." The free and unstructured approach should create a climate of easy acceptability in the young viewer. The soldier having seen this film should be stimulated to discuss these questions, "How can I play a part in helping our ideals to be more fully realized 'in my generation? Can I help at all without developing a personal sense of fairness? Through brief vignettes both humorous and serious this film explores various aspects of the subject. Fair Play is considered in business, sports and games. One soldier is seen at a museum; he is prejudiced against all modern art and does not like anything he sees. Several sequences suggest we give the other fellow a chance to be heard whether we agree with him or not. All the sequences are tied together with the underlying theme that only when "fair play" becomes a part of our daily attitudes are we capable of making intellectually and emotionally secure judgments. 2. Training Aids Note. Available as GRAPHIC TRAINING AIDS (Flip charts, GTA 16-4-42) from local training aid subcenter; and as TRANSPARENCIES (overhead projector) [T(GTA) 16-4-42] from Audio-V•isual Support Centers are the following visuals to be used as discussion &tarters. Number 1. Title chart. Title: FAIR PLAY FAI PLAY AGO aoo7oA VI-D-1 Pam 165-6 Number 2. Shows a player on a football field gouging and kicking other players. It underscores the fact that just as fair play is a skill to be learned in athletic competition, we also need to practice it in other aspects of our lives. Title: FAIR PLAY MUST BE LEARNED. AGO 20070A VI-D-2 Pam 165-6 Number 3. Pictures two men arm wrestling ; one of them is muscular and hefty while the other is small and out-classed. This dramatizes that we need to be able to recognize and accept our personal limitations. Title: ACCEPT PERSONAL LIMITATIONS. VI-D-3 AGO 20070A Pam 165-6 Number 4. Pictures an artist attempting t o paint a portrait. The poor likeness of the picture on the easel to the model indicates that he has failed. This underscores the point that we should not translate a bad experience into a personal sense of failure. Title: ACCEPT FAILURES. VI-D-4 AGO 10070A Pam 165-6 Number 5. Three men are shown standing around a small figure dressed in cap and gown. The small figure is discoursing on some subject quite loudly and learnedly. It indicates that one should not pretend to know more than he does. Title: ADMIT IGNORANCE. AGO 20070A VI-D-5 Pam 165-6 Number 6. Shows one man listening attentively while another is talking. Indicates we must learn to listen if ideas are to be communicated. Title: LEARN TO LISTEN. AGO 20070A VI-D-6 Pam 165-6 Number 7. Shows one individual listening to another. The first person is colored red and behind him there is a thermometer slowly rising indicating the state of his emotions. Suggests that squabbles and conflict are a normal part of life. Title: LEARN TO LIVE WITH CONFLICT. AGO li0070A VI-D-7 Pam 165-6 Number 8. Shows two men at a table having an argument. One is portrayed as an angelic figure, the other satanic. This picture suggests that we often impute totally bad characteristics to our opponents. Title: KEEP IN TOUCH WITH REALITY. VI-D-8 AGO 20070A Pam 165-6 An American in a rickshaw is angrily demanding something Number 9. of an oriental who is holding a few coins in his outstretched hand. Suggests we sometimes let our distrust of others lead us into expressions of anger we call "righteous indignation." Title: CONTROL RIGHTEOUS INDIGNA- TION. VI-D-9 AGO 20070A' Pam 165-6 Number 10. Pictures two tennis players shaking hands over the net. A most important part of practicing fair play is to never forget that our opponents are human beings. Title: PRESERVE THE DIGNITY OF OPPONENTS. VI-D-10 AGO 20070A Pam 165-6 Number 11. Two men wearing blindfolds are shown facing each other in conversation. The impact of this visual is that these two men are talking to each other, but because of their lack of awareness neither really sees the other. Title: AWARENESS OF OTHER PEOPLE. VI-D-11 AG O 20070A Pam 165-6 Number 12. Shows a blind man selling p encils on the street with a couple walking by him. A young man who visualizes himself in the blind man's situation looks on. This points out that we should be able to empathize with others. Title: EMPATHIZE WITH OT HER PEOPLE. -~ r /. { ' AGO 20070A Vl-D-12 Number 13. Angry students are shown facing angry school administrators. It indicates that it is essential for us to be open to ~ points of view that are different from ours if we are to have any understanding of people outside of our immediate group. Title: OPEN TO OTHER POINTS OF VIEW. 3. Chalkboard Suggestions. If it is necessary or desired to use only a chalkboard as ~n aid to the presentation of this topic, the instructor should refer to the visuals as the basis of his chalkboard presentation. Plan to use the key words in each visual and stick figure drawings of the pictures. If adequate drawings cannot be made by the instructor, he should rely on the key words alone. 4. Skit Suggestions. a. Situation. A company is making preparation for an inspection. Four soldiers live in one small section of the platoon bay; one of the four has surreptitiously disappeared from the group leaving the other three to do the work. A discussion takes place between the three on how to handle the situation. b. Roles. (1) Soldier A expresses the opinion that they have no choice but do the work themselves, but they should report the absence of Solqier D to th~ platoon sergeant. Pam 165-6 VI-D-13 Pam 16lHJ (2) Soldier B wants to take a more understanding approach and not do anything that will get Soldier D into trouble since he has recently received company punishment anyway. (3) Soldier Cis very angry and wants to handle the situation the "old Army" way-behind the barracks. c. This skit can serve as a discussion starter. Recommend that it be inserted in b of the Explanation. VI-D-14 AGO 20070A Pam 165-6 FAIR PLAY Section E. STAFF ORIENTATION 1. Introduction. (1 minute) The objective of this topic is to show that fair play can be developed as an integral part of the individual soldier's character. We must learn the rules and techniques of the "Game of Life" just as we do the athletic contests in which we participate. 2. Explanation. (13 minutes) a. The following training aids will be used to support the Character Guidance topic. (1) A D:A poster in "Our Moral Heritage" series will be displayed on unit and section bulletin board!'\ throughout the month. (2) TF 16-4011, "Fair Play," is available for use to support the class. GTA's 16-4-42 and Transparencies T(GTA)'s 16-4-42 are integrated into the lesson plans. Mandatory attendance for E-5's and below is required by regulation; officers and NCO's are encouraged to attend and participate in the classes. (3) The basic approach to the topic will be to discuss practical reasons and ways for the individual soldier to increase his sense of fair play in his everyday relationships. Note. Show TF 16--4011 and hand out ANNEX A, SUMMARY OF THE TEXT to the staff. Answer questions briefly. 3. Review. (1 minute) A person who recognizes his limitations, learns to control himself in situations of conflict and respects individual differences. He has some of the basic requirements for practicing fair play. Such a person is in a position to contribute to the strength and freedom of democratic institutions. AGO 20070A VI-E-1 Pam 16&-6 ANNEX A SUMMARY OF TEXT FAIR PLAY This is not to be used in lieu of attendance of Character Guidance classes. It may be used for staff briefings and to alleviate the difficulty of supplying instruction for isolated detachments of five or less, such as ROTC, Recruiting, Security, MAAG's and Missions which cannot use the training facilities of larger units. The principle of fair play has helped Americans expand democratic practices throughout our history. The gradual extension of the right to vote to all our citizens is a case in point. After the Civil War the Fifteenth Amendment to the Constitution repudiated racial qualifications for voting in these words: "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude--." Firm enforcement of this part of the law of the land has enfranchised millions of Americans in recent years. It was not until August 1920 that the Nineteenth Amendment to the Constitution was ratified which states: "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex." This ended a form of discrimination against women and approximately doubled the number of Americans who could exercise the right to vote. Even though the conscience of the Nation had to be goaded by a war and massive demonstrations, the principle of fair play won out over entrenched patterns of discrimination based on race and sex. Organized sports have written the principle of fair play into their rules in order to determine the real winners of various games. This means that our ability to play the game is valued only when it is played within the rules. This points up the fact that fair play is as much of a skill to be developed as the physical and mental requirements of athletic competition. Fair play can become an automatic part of our everyday lives if we will concentrate on some underlying principles like the following. First, we must recognize and live with our limitations. This will keep us from both overreaching ourselves and underestimating our abilities. This can be accomplished if we have a healthy attitude toward our mistakes, avoid pretending to know more than we actually do, and learn the art of exchanging ideas. Second, we must learn to practice fair play in situations of conflict. We can do this by keeping in touch with reality, controlling our AGO 201l70A VI-E-3 L ~ Pam 165-6 righteous indignation, and preserving the dignity of our competitors. Third, the principle of fair play can contribute to a happy emotional environment if we show respect for individual differences, use our imaginations creatively, and cultivate our capacities for emotional inclusiveness. By Order of the Secretary of the Army: W. C. WESTMORELAND, General, United States Army, Official: Chief of Staff. KENNETH G. WICKHAM, Major General, United States Army, The Adjutant General. Distribution : To be distrtributed in accordance with DA Form 12-4 requirements for Character Guidance Discussion TopicS. AGO 10070A VI-E-4