When the Miners Came

A Tale of Eutopos 

They discovered coal in our village recently, one of the biggest reserves in the world, we’re told. Buried under the jungle there’s a hunk of rock that somebody in China is going to burn to power a factory. But they had to dig it up in our village first. They had to cut down the trees and chase all of the animals away. They had to build roads and bring in heavy machines.  They tried to dazzle us with the promise of jobs and a new school for our children. Change means progress. They were going to do us a favor by digging up our village.

A long time ago, we wouldn’t have had much choice in the matter. We could protest or we could accept it. Back then, in my grandparents’ day, the lies of the miners, and the government, probably would have convinced us to step aside and let the more enlightened, more European looking people do what was in our best interest. But a funny thing happened. The Anglo-Europeans had brought other things to our village years before–solar panels and iPads and LTE towers. Way out here in the middle of the jungle. No power lines to trash the landscape. No deep underground cables and excavation. Just a couple of metal trees in our jungle.

We saw the pictures of the coal mines in China and Africa. We saw what the miners left behind. We read about the water turned black and filled with metals and poisons. We read about the cancer and the dead wildlife, the children born with birth defects, and the land that couldn’t grow anything. We decided the iPads and solar panels were good enough. We preferred the jungle to a bunch of new buildings.

In my grandparents’ day, we might have needed some Western NGO to intervene on our behalf to stop the miners. Some of our grandparents might have even resorted to sabotage. But we are lucky today. My neighbor owns the land all around the coal, and I own the land next to his. Our friends own the land next to it, and thanks to property reforms, the State can’t take it away from us, even if it ‘needs’ it for the good of the nation and economic development. The miners can’t get to the coal, no matter what they try. We decided as a village that we wouldn’t support any of their efforts.

They tried to bribe us. They tried to buy our land, and they tried to get permission to build a road to the coal. We said “No, thanks.” And there was nothing they could do about it, because this is our land. It belongs to us. We own it. It can’t be taken away.

So the jungle is still here. The birds still chirp. Our children can still drink the water.

In Praise of Redistributing Wealth

Tags

, ,

Wealth in the world is unequally distributed. That, at least, is a demonstrable fact. What is a matter of debate, however, is whether wealth is fairly distributed. For all but the most callous Ayn Rand sycophants (yes, I’m a libertarian who doesn’t like Ayn Rand), the “Nays” are likely the winning side of this proposition as well. If anybody in the comments section wants to present a cogent case to the contrary, be my guest. For everybody else, we must move from the apparent economic injustice in the world to viable solutions to it.

(Soapbox thought: We should learn to distinguish between fair and unfair means of gaining wealth. Hard work itself is not sufficient to gauge whether or not one came by their wealth honestly. There are many people who have worked very hard at screwing over other people. Goldman Sachs employees work very hard, I’m quite sure, but that doesn’t make their wealth honest. After all, I understand that mafia bosses work very hard and long hours too.)

For many people, the ‘obvious’ solution is the forcible redistribution of wealth by the State, employing its police powers and geographic and constitutional monopoly on violence.  This, they say, is a fast and effective means of achieving the desired ends. Unfortunately, history has shown it to be neither fast nor effective, and every time it has been tried, it has brought with it ruinous consequences, unnecessary repression, and economic destruction. Everybody has become poorer as a result. Even the “soft” socialism of post-World War II Europe and America, which have taken a Fabian approach to statist wealth redistribution, are seeing the fiscal consequences associated with such an approach. The 1960s and 1970s in America and the 1980s and 1990s in Europe proved that oppressively high marginal tax rates always lead to GDP stagnation. The alternative approach, deficit-financed redistribution is now proving itself to be even more disastrous, as we watch Europe and the American States implode under the weight of their entitlements (by this I do not only mean transfer payments like welfare, social security, and medicare, but in-kind entitlements such as public education and health care).

What is worse, wealth distribution hasn’t really improved. It has shown itself to be a persistent, sticky problem that does not respond easily to policy pressure. Soviet guns and gulags couldn’t equalize wealth. Public education and welfare haven’t been able to equalize wealth. The traditional approaches seem to have failed in their goals, not to mention the unintended consequences that have followed. (If anything, we have witnessed redistribution in reverse, from the middle class to the wealthy, particularly the financial elites. This is thanks to Central Banking and un-tethered fiat money creation, but that is another topic for another day.)

This does not mean, however, that we are doomed to a world of gross inequality. There are certainly elements of society that would prefer us to think this is inevitable, and far too many libertarians have accepted this premise as not only an unalterable reality, but an optimal one. Unquestionably, wealth and income inequality will always exist. Each human being is a unique individual with unique and individual talents and abilities. We are not capable of being the same, and it should not be desired to be so. Inequality is not in and of itself the villain. The problem is when the manifestation of inequality means that billions of people in the world live in abject poverty while others live lavishly.

Fortunately, we have a way to fight this that does not require wise and enlightened policies from government (since those are unlikely to be forthcoming) or the largess of multinational corporations being bequeathed sanctimoniously to the downtrodden. No, we have at our fingertips the tools and ability to lift ourselves out of this world of massive inequality and to redistribute wealth from the ground up without destroying any in the process.

This tool is entrepreneurship, and with the advent of the Internet Age, it is available at unprecedentedly low barriers to entry and to literally billions more people than have ever truly had access to it in the past. Unfortunately most of the people in the world don’t know how to use these tools effectively, and the current system of education exacerbates this reality. Entrepreneurship doesn’t mean the lone, Rand-inspired capitalist shrugging the Atlas and accumulating as much wealth as he can get his hands on. The romance of rugged individualism is dystopian and counter-productive, because it discourages vast swaths of potential entrepreneurs from starting out.

We are social creatures, we are diverse and unique individuals but who all have an internal desire to be part of a community (I do not mean a town or place, but in the way described by M. Scott Peck). Removing entrepreneurship from the context of community has tended to relegate the practice to the few driven egos (which I do not mean pejoratively) who can handle striking out on their own, more or less alone. Entrepreneurship means much more than that. It means groups of people taking control of their lives and their destinies and supplying their own needs better, faster, and cheaper than multi-national corporations can. In making such attempts, they will undoubtedly innovate their ways to solutions that can be packaged and sold to other groups of people for whom such a solution means they can concentrate on solving other problems. There is no requirement that such groups of people be organized around a capital-centric model of ownership. The Mondragon Corporation in Spain is an excellent example of a labor-owned cooperative that has achieved scalability.

Entrepreneurship increases the world’s wealth while simultaneously redistributing it. Entrenched corporate interests are effortlessly dismantled by the power of competition and consumer preference, when they are allowed to operate freely. More importantly, though, it is done without violence or the use of force, without malice or theft, and without the overreach of statist redistribution mechanisms. Where the State has no way of knowing who came about their wealth fairly, and treats all wealthy people the same, the market distinguishes between those who are meeting consumer needs and those who are taking advantage.

We should embrace the redistribution of wealth–it is something sorely needed. But we should seek means of fostering it that are voluntary and bottom-up rather than forced and top-down. One injustice cannot be remedied by another.

The Learning Experience at Exosphere

Tags

, , , ,

Here is our prospective story of the learning experience at Exosphere:

Members of the Exosphere community will have a significant variety of avenues and formats for customizing their learning experience, not only to acquire the skills and knowledge to purse projects they are passionate about, but also to stoke curiosity in an array of other topics. Unlike the traditional classroom setting, the Exosphere learning experience is focused on experience. Learning should always be about doing something, rather than practicing to do something. Our model of open inquiry allows the oxygen necessary to spark flames of passion in all of our participants, from the youngest candidates to the oldest fellows. We are all in a process of co-discovery. For our participants this means an unparalleled learning experience.

Some of the ways we foster innovation and creativity are…

Problem Identification Laboratories

Fellows are encouraged to lead Problem Identification Laboratories focusing on a cluster of issues with a view toward start-ups spinning out from the Labs. Some Labs may be short-term and narrow in the subject matter considered, others may be open ended and run indefinitely. We believe that many start-ups fail not because of a lack of dedication from their founders, but because they take a product-oriented approach to business rather than a problem-oriented approach. By drawing our members into forums like Problem Identification Laboratories, we believe we can mitigate one of the primary causes of start-up failure.

Skill Boot Camps

New skills are required constantly due to rapidly changing technology. The modern university not only responds slowly to these changing requirements, but because of its outmoded system of evaluation, is ineffective at actually helping its students to develop proficiency in a skill. Fellows, Residents with unique expertise in a skill are encouraged to host Skill Boot Camps that feature intensive study of a single subject (for example PHP programming, Drupal development or even more physical things like soldering or organic heirloom tomato gardening) with the sole and exclusive purpose of being able to produce something useful with that skill. Because we don’t care about tests and grades, these activities, like everything else in the Exosphere community, are tools for the pursuit of problem-solving products. We encourage everybody in the Exosphere community, Fellows, Residents, and Candidates alike to attend Skill Boot Camps and expand their portfolio of abilities.

One-on-One Mentoring

The core of the Exosphere experience is the Fellow-Candidate relationship and the Fellow’s role as mentor and “co-curator” of the Candidate’s learning journey. Weekly meetings, small group sessions, reading lists, and open dialogue characterize the ideal mix of activities that Fellows and Candidates will engage in as part of the mentorship process. The cultivation of mutual respect and genuine community between Fellow and Candidate is essential. The modern university has bought into the idea that ‘students’ and ‘teachers’ must maintain professional distance in the same way as doctors and patients. We reject this impersonal, disinterested approach. Learning should be both human and humane. The subject-matter is not sovereign, the learners are.

Discussion Groups & Public Debates

Discussion and debate expose ideas to challenge, help us question our own assumptions, and sharpen our critical reasoning abilities. These are skills that we must continue to hone throughout our lives and they are a central part of the Exosphere community.

Mutual Teaching

Everybody has something to learn, and everybody has something to teach. At Exosphere, mutualism is just part of our culture, and we encourage everybody who is part of our community to engage each other in various kinds of learning, especially language learning. But mutualism is not only for academic subjects and innovation-oriented skills, it is for cooking, music, art, and so many other things that all of our talented, creative members can capably teach each other.

Customizing Education

Tags

, , ,

One of the problems with our industrial era university system is that it provides a commoditized service rather than one customized to the needs, passions, and desires of the individual learners. This has become even more pronounced since the renaissance of the classical Core Curriculum since the late 1970s and 1980s, whose origins have more to do with the academy’s position as the final vanguard of late capitalism (that is, corporatist capitalism) than with the practical concerns of the learners themselves.

Entrepreneurial capitalism, which favors disruptive innovation, agile non-permanent institutions, and accepts chaos and uncertainty is the next stage of market development, one that will produce a new era of invention and widespread wealth and far more equality than we have ever witnessed before. Unfortunately, our commoditized university system is preventing us from rapidly making the transition.

Education is a peculiar business. It is the only sector whose end-product and end-customer are the same. Given the diversity of the customers, one would expect a diversity of production processes. Instead we have several thousand factories in the world attempting to make the same product and reverse engineering the perceived gold standard of educational manufacturing: Harvard.

Whether a person attends Harvard or a state school in the deep South, the body of knowledge being passed on to the ‘student’ is roughly the same. The professors will be different, the networking value of the four-year experience will be dramatically different, and the way society perceives their respective graduates will be different, but the aim and process are essentially analogous. Teaching is done through highly rigid disciplines, and the extent of customization for the student takes place in elective course selection (to the extent that they even have many elective opportunities with more and more subjects being considered ‘essential’).

Moreover, the opinions and approaches the faculty take will be basically the same. Students attending university are unlikely to be exposed to any truly disruptive mode of thinking, and only the most conservative students will find significant challenges to their views & assumptions. The bureaucratic nature of the modern academy generates conformism and ladder-climbing among both students and faculty.

The alternative is a carefully crafted, customized learning experience that is co-curated by ‘student’ and ‘professor,’ though such labels do more harm than good. Let’s use ‘learner’ and ‘learning coach’ instead. The learning process would begin by getting to the heart of what each learner’s motivations and passions are. This is not an interest inventory. We shouldn’t be concerned with what university subjects they find the most enjoyable. Rather, we should be concerned with what kinds of problems learners find interesting and then proceed to learning the skills and knowledge necessary to put together real solutions to those problems.

Contrived lab experiments are never a substitute for real experience, and a customized education would be replete with real experience, including what would undoubtedly be lots of real failure. Learning coaches should be highly skilled in assumption-challenging and probing interrogation of learners, and they should take a meaningful interest in the learners they are responsible for mentoring. Much of our society’s coldness and atomization stems from the perverse ideal of disinterestedness in all realms of society, but especially in education and medicine, two of the most intimate areas of human experience. We learn to compartmentalize the different facets of our lives, and then we wonder how we can be so inhumane to one another. This is a trend that should be reversed on its own merits, but reversing it will inure substantial benefits to the learning process.

Furthermore, there should be no expiration date on learning. Graduation is an archaic notion we should abandon in its entirety. Life-long learning should be the new expectation, and it should be tied to the creative activities of the learner over the course of her life, in the context of a unique community of fellow learners solving their own problems and pursuing their own passions.

Project Exosphere, which will be launched later this year in Valparaiso, Chile, is a problem-solving syndicate and renegade alternative to the commoditized higher education that pervades the world today. Project Exosphere focuses on combining close relationships, deep community, and an open approach to learning and entrepreneurship that exists nowhere in the world today.

We have a world of more than 7 billion diverse customers who all have different needs, wants and dreams. In order to meet their incredibly diverse demands, we need hundreds of millions of creative, agile entrepreneurs each with unique skills, passions, knowledge, and experience to come up with solutions for all of earth’s people. Our commoditized factory university system isn’t going suffice.

The Curse of the Disciplines

Tags

, , , ,

Much of the creative potential in our world is either locked inside the minds of physicists and chemists who have been trained to think like scientists or in the minds of artists and architects who do not have the scientific knowledge to bring their ideas to fruition. This is the curse of the disciplinary society that has ingrained in our culture by the modern university. Specialization has taken place along arbitrary lines dictated by the academy’s self-serving status preservation motive and its status as guardian of late capitalism.

The silos of knowledge created by the arbitrary disciplines keep human & intellectual capital subservient to financial and physical capital even though technology breakthroughs in the last twenty years have ameliorated intellectual capital’s subsidiary status in reality. With these breakthroughs (and as we are on the verge of nearly a dozen more), the world can be disrupted and reshaped from one minute to the next based on the power of an idea and the willingness of small groups of people to execute on it. The academy, whose endowment funds, “endowed chairs,” research grants, and other financial wheel-greasing, has become the pawn of the status quo interests in business and politics who do not want to face competitive pressure from the market.

In the past, it was the banks and financial institutions alone that prevented new market entrants who could compete with established companies, but with the advent of venture capital and more importantly, the transformation of new businesses’ cost curve in the Information Age, these traditional barriers have become less and less effective. The modern university is now all that stands in the way of a tidal wave of innovation and market competition that will remake our world into a richer, more vibrant, freer place with greater equality in the distribution of wealth, more opportunity, and higher levels of income mobility than have ever been seen in human history.

But to get there, we need to rethink the entire way we organize our learning process to avoid the kinds of tunnel vision that permeate every layer of what passes for our most innovative research today.

Rather than training physicists, we need to find people who are passionate about building structurally sound skyscrapers that have 1-inch walls and then help them acquire the knowledge to create the new materials necessary to make that a reality.

We must break down every barrier between the disciplines by raising up a new generation of innovators who do not even see that there were barriers before, who have not been corrupted by the arbitrary divisions that have been passed down to us by the academy and the standard-bearers of late capitalism. The kinds of specialists who arise from this new approach will be specialized in solving particular, real problems faced by people in the world.

Big Data, Robotics, 3D Printing, Nano-materials, artificial intelligence, alternative transactions, and much more are putting a new reality at our fingertips, one devoid of many of the physical limitations that currently hold us back. But we must be prepared to harness these exponential technologies rapidly and efficiently.

Project Exosphere is a problem-solving syndicate, a renegade alternative to traditional university education creating just this kind of community and environment to cultivate the next generation of innovator-entrepreneurs. As we launch in Chile later this year, we will share our progress and ask for your help in challenging the most ingrained assumptions in our society.

Learning How to Innovate

Tags

, , ,

Most entrepreneurs will say that the skills necessary to be an entrepreneur and innovator cannot be taught. This may well be true, but that does not mean that those skills cannot be learned.

We should find it a bit remarkable that for all of the talk of hands-on learning and practical learning in the past ten years, that we still do very little of this in school, whether in grade school or university. Worse, what does tend to pass for hands-on learning is usually just some arbitrary simulation of something in the real world. Universities in recent years have specialized in an attempt to re-create reality in the cloistered confines of their Ivory Towers, in spite of the fact that few of their personnel have any experience outside of the academy.

Consequently, practical learning in the university tends to be a representation of reality, through the lens of an academic who in any case is mostly concerned with her own research far more than teaching, and certainly more than student learning (which is not necessarily aligned with teaching). Of course it is not the professor’s fault. Her incentive structure does not promote student learning and real-world experience. Indeed, the professor herself is actively discouraged by the institutional framework of the university to do much that resembles real-world activity.

Changing the institutional mandates of the university would be insufficient to meaningfully reverse this situation. Professors would at best come up with arbitrary simulation activities, as long as their principle motivations are the publication of academic research and teaching evaluations. They might make the course material more fun in the process, but it would merely be dressing up academia to look practical.

There is a growing body of advocates for “un-schooling,” encouraging university students to drop out and for high schoolers to forgo university altogether. PayPal founder and billionaire Peter Thiel is not only one of the most prominent voices in this movement, he has literally put his money where his mouth is, starting the Thiel Fellowship  which gives 20 young people under the age of 20 a $100,000 grant and 2 years to pursue their passion, travel, study, write, and start an entrepreneurial venture.

This is a first and fundamentally necessary shot across the bow of the self-appointed institutional gatekeepers of the modern credentialing cartel.

The challenge now is to take the premise of un-schooling and systematize the life long learning & entrepreneurial ethos without attempting to institutionalize it. This is the paradox my colleagues and I are taking on in Chile with Project Exosphere, which we are launching later this year. Our goal is to create a scalable model for exponentially expanding the entrepreneurial & innovative potential in developing countries by providing a systematic alternative to a formal university education.

Thiel Fellow Dale Stephens, whose non-profit UnCollege is another leading voice in the alternative education crowd frequently discusses the concept of “hacking your education.” This is an appropriate metaphor, and we would describe Project Exosphere as a sort of “educational hackerspace.” We believe that innovation & entrepreneurship can be learned by anybody within the right environment. Such an entrepreneurial learning ecosystem can be characterized by:

  • Community (cohesion, mutual respect, interested interdependence)
  • Problem Identification
  • Solution Process Thinking
  • Action-oriented learning (that is, learning because one needs the knowledge or skills to perform tangible actions toward their passion-goals)
  • Non-disciplinary approach to learning (that is, a unified concept of knowledge, rather than it being broken down into fields of study)

Further, innovation-learning must incorporate three essential pillars of entrepreneurship into all activities:

  • Invention (i.e. solving technical problems)
  • Aesthetics & Design (i.e. making technical solutions apparently desirable)
  • Sales & Marketing (i.e. commercialization of solutions through direct customer contact)

These general skills must be learned alongside specific knowledge required to solve particular problems faced by “customers” in the real world. Consequently, we must abandon the traditional distinction between professor and student in favor of a model of co-discovery, whereby more experienced innovators coach less experienced innovators on how to learn, how to adapt, and how to develop their passions into solutions to problems in the world. This means the coaches must be actively engaged in entrepreneurship themselves while they are coaching.

In the coming days I will be writing further about learning and the philosophical framework from which we are working as well as the radically de-centralized and non-institutional approach we are developing to systematically produce a culture of forward thinking and innovation, especially in developing countries.

At Exosphere we are going to raise up a new generation of innovator-entrepreneurs that are going to re-create and renovate the world as we know it.

Stay tuned to this space for more information and for the coming launch of the Exosphere website.

The Power of Passionate People

Tags

, , ,

A comprehensive survey of employee satisfaction in 2009 showed that only 14% of respondents were extremely satisfied with their jobs. Among Millennials, only 35% were even somewhat satisfied, with over 62% of Millennials responding that they intended to intensify their search for a new job in the following 12 months. Such high levels of satisfaction show a fundamental problem with the current division of labour.

People are simply not doing what the are called to do.

In the aftermath of the Great Depression and World War II, career began to take center stage in American life. What a person did defined who they were. We need this to be reversed. Who a person is should define what they do. This is the beginning of revising our understanding of vocation, but it will be a long and difficult process, for the mere acknowledgment of our poverty of passion does not begin to undo the numerous institutions, norms, and cultural expectations that have ingrained the careerist mentality in our collective psyche. For this reason, we must start at the beginning, at the root of the problem.

Our schools and universities are factories. Indeed, the modern schooling system was developed in the age of industrialization, the heritage of Prussian military organizational principles applied to production and then modified yet again for public education. The division of students into age-based ‘grades’ and the division of learning into rigid disciplines, with each teacher consigned and labeled “a physics professor” or “a literature professor” has all the trappings of a factory. Each cog has its function, and the output are uniformly educated ‘graduates’ who have been bequeathed a common body of knowledge. That product is then shipped to factory-like corporations who can plug these cogs into their own machinery.

As we are witnessing the twilight of the era of mass production (and with the advent of 3D Printing, we are truly near a revolutionary time in decentralized, small-scale production), this model of education could not possibly be more archaic.

Universities regiment students into pre-defined disciplines, and although there is lip-service paid to the value of “interdisciplinary studies,” the emphasis continues to be on high degrees of specialization in these pre-defined disciplines. The innovation economy at once demands a more generalized body of knowledge (in order to connect the dots between different disciplines) and a higher degree of specialization (in order to produce a specific product or service to meet customers’ demands). The university is not merely poorly equipped for this task, it is intensely counter-productive.

Our learning environments need less structure, less testing, fewer arbitrary metrics for assessment, and more emphasis on embracing the chaos and rapid change of the innovation economy. More than teachers we need learning coaches, who help people equip themselves with the ability to continually learn and adapt, and most importantly, to discover their own passions and calling.

Moreover, we must embrace the fact that people can have multiple passions over the course of life, and that they may be substantially different from each other. Today if one wants to change careers he must take 2-4 years (or sometimes more) out of his life to go back to school and get a new degree and then start at the bottom of some new ladder. Lifelong learning communities should supplant the university model. Participation in research, study & discussion groups, and other forms of learning should become part of our daily lives.

We attend the gym for our bodies, and church for our souls, why do we not dedicate similar attention to the expansion of our minds throughout adulthood?

If we embraced a more fluid, flexible model of learning that embeds it as a taken-for-granted part of life, we will not only have happier, more satisfied professional lives, having discovered our passions and then equipped ourselves to dedicate our work to pursuing them. We will also unlock vast creative resources locked in the minds of people who currently live for the weekend because they hate their job. These creative resources will propel society at-large past our current boundaries in innovation and could just solve some of the seemingly intractable problems that plague our world.

Passionate, driven people have given the world the automobile, the airplane, the Internet, antibiotics, the Human Genome Project, and so much more. Imagine if that tiny minority of people were expanded to all of us. In less than a generation, this little blue planet would be unrecognizably better. We cannot allow inertia, vested interests in the status quo, and a “that’s just the way things are / have always been done” mentality to deprive us of such a future.

Profit Motive vs. Power Motive

Tags

, , ,

Critics of markets are always quick to demonize the “profit-driven” decisions made in a market system. We should consider the alternatives. There is not much evidence that resources have ever been, or could ever be allocated efficiently through charities, and there isn’t really anybody even trying to advocate that. What they do advocate is that decisions be made by central planners (both elected and bureaucratic), whose motive is…the public interest? We do not need a substantial sample of decisions to see how rare the “public interest” motive is in government. So that leaves us with the Power Motive. People make decisions because they are driven to accumulate more power. Given the choice, I would have to pick the guy who wants nothing more than to fly around in a Gulfstream than the guy who dreams at night of having his face carved into the side of Mt Rushmore. The worst of it is that these days, those two guys are working together.

Toward Co-Production in the Latin American Firm

Having lived in Latin America for nearly four years now, it is evident to me that one of the most significant barriers to economic growth in this region is embedded in the cultural aspects of the Firm and the relationship it has with its employees. The combination of perverse legal employment “protections” and the mutual distrust of employers and employees lies at the heart of the wage growth and income disparity dilemmas that policymakers are finding unsolvable. Ultimately, the problem can be characterized by an unwillingness, both on the part of employers and employees to take a longer-term view of their own self-interest as it manifests itself in the work environment.

The root issue at-hand is that employers believe their employees are going to steal from them, and employees believe their employers are taking active advantage of them and not rewarding their efforts. These beliefs turn out to be self-fulfilling prophecies, and this cancerous relationship’s first casualty is production quality, and the second casualty is innovation.

The Chilean government become obsessed with “innovation,” though from its policies, it is quite evident that it knows very little about what that really means. They have adopted programs to subsidize foreign entrepreneurs, to promote the transfer of new technology to Chile, and while all of these are well and good, they do not even address the fundamental problem: that the structure of the Firm is driven by culture and tradition rather than by rational self-interest. Just as the greatest enemy of truth is certainty, the greatest enemy of innovation is tradition. Doing something the way it has always been done is the diametric opposite of innovation.

In the face of slowing global demand, economic growth becomes more difficult, but not impossible. Recently, Chilean president Sebastian Piñera declared that Chile would become the region’s first developed economy, but that there were many circumstances that would have to persist in order for that to happen by 2020, which was his stated goal. One such prerequisite is that GDP growth would have to be sustained at 6% or higher, while in the same interview he admitted that 2012 GDP growth in the country will be unlikely to exceed 4.5% due to the deteriorating situations in the US and Europe and the slower levels of growth in Chine.

This does not have to be. Economic growth does not simply happen or not happen based on external factors, but is rather driven by a single factor: the increase in the division of labour, which is driven by population growth, and productivity, the latter can be enhanced by new business practices, new technology, or changes in incentives. In order for Chile and other Latin American countries to continue growing economically during a global slowdown, they must look critically at the cultural assumptions driving their businesses and be willing to change them–even at great discomfort to both worker and Firm at first.

For the Firm, management must begin to trust and delegate. It must stop expecting the worst out of its employees, and must both engage them and give them proper incentive to become co-producers, co-innovators toward the Firm’s ultimate business objectives. Consequently, management must also decentralize itself, with managers shedding their stuffy blue suit / red tie and become familiar with their employees and their pain points, and then empower them to find their own solutions. This is of course anathema to executives in Chile who see themselves as having risen to the top of the pyramid and have earned the perks of not having to fraternize with the “little people.”

However, this elitism is not in management’s own self-interest, as there are numerous and diverse problems that they will never know about, and that their employees currently have no incentive to even discuss, perpetuating efficiency losses, and failing to adapt in real-time to changes in customer preferences. Moreover, the consumer in Latin America tends not to be a fan of the “local brands,” but rather views them as necessary evils that happen to provide the things they need. One does not frequently encounter brand loyalists for, say a cell phone company or a retailer. Nobody ever says “I absolutely love shopping at X store” or “I would never switch my cell phone service because Y is the best!” Instead, it is more common to hear “Well, I would change my cell phone provider, but they are all equally bad,” or “There’s not much point in shopping around, because all the retail chains carry the same stuff.”

When management is ignorant of the periphery of its organization (and in most industries, except perhaps mining, energy, and investment banking, the periphery is the main driver of revenue), it fails to innovate in the most lucrative areas of its core business. The same critique Hayek made of central planners in socialist economies applies equally to highly centralized firms in the private sector, namely that information is diffuse, and where decision making is centralized, the decision-makers (or planners) will fail to have sufficient information to make the correct decisions about production. These short-comings, then, are only enhanced by the increase of scale. As we witness a series of cross-border mega mergers in Latin America, it is concerning that the region could be heading in the opposite direction.

Management, though, is not the only problem. Employees bear responsibility in their plight as well. Failing to take initiative to make improvements is not only the result of a lack of proper incentive, but also out of laziness and a failure to find intrinsic reward in their work. This leads them to view work only as something that distracts them from their leisure, rather than a worthy end to be pursued for its own value, independent of financial remuneration. Such behavior results in a self-reinforcing mentality that is averse to work itself, and due to their already low salaries, they view themselves as pawns of a corporate machinery from which they get no benefit other than from a simple quid pro quo of money for time served. It is no wonder, then, that customer service is so appallingly inadequate in Chile and Latin America in general.

Ultimately, the Latin American Firm must move toward a model of co-production. It is unlikely that such a movement will be initiated by the workforce, and so it rests on the shoulders of management (hopefully at the behest of their shareholders) to be willing to take a risk and make a change. If it chooses to do so en masse, Latin America could very well become the economic powerhouse and cultural hegemon in 21st Century that the United States was in the 20th.

Come, Thou Long Expected Jesus

The message of John the Baptizer pierces the tender heart, “Repent, for the Kingdom of God is at hand.” The imminence of the Kingdom of God is as true now as it was for John. We stand ever at its gate, but we enter it not.

As we observe Advent this year, we find Christendom in its twilight, secularism having eviscerated religion in the public sphere and reactionary Evangelicals and Catholics attempting desperately to put the Nietzschean genie back in the bottle. The dogma of Christendom has been rejected by the masses and the Church, fractured by centuries of schism, cannot quite seem to get back to its First Century mission. Too preoccupied with naming and shaming heretics, trying to influence the political systems of the West from one side or the other, or burying its collective head in the sand in the face of the real problems of the day, Christendom and its various institutions are not only declining, they are at their nadir.

Two millennia after the death of Christ, we are nevertheless wont to cry out “Come, Thou Long Expected Jesus! Come and set thy people free!” Humanity has made a mess of the Church, and while eulogizing it, we are called to rebuild it from the Cornerstone. In the first Advent, God sent John the Baptizer to prepare the way for the Christ, and after more than 2,000 Advents, the way is still being prepared, and humanity still seems unready. Fortunate are we that the work of redemption has already been complete, but woe to us that our sanctification is in mere infancy.

It is difficult to be a “conservative” in the true sense of the term–one that wants to preserve the status quo and keep things basically the way they are. When we observe our world, its institutions, and the way we interact with one another individually and corporately, there is certainly little that is defensible from a Christian perspective. Our governments are still killing and torturing, yet we feel ourselves to be more civilized than our predecessors. We have made but meager progress in the alleviation of poverty in the world, in spite of sufficient resources already dedicated to the problem. Our businesses have become corrupt, and our economies are broken, but these are all self-inflicted wounds. We have done it to ourselves. Massive earthquakes in Chile and Japan in the past two years caused minuscule damage to the world economy, but the decisions of politicians in Europe and America, the poor judgment of bankers, and the consumerism of the average American have wreaked havoc on us all.

The problems we have created for ourselves are not easily solved, and they require of ourselves discipline, restraint, and self-sacrifice that is unnatural to the human species, but is precisely what we are called by Jesus to do. We may wring our hands and become infuriated that politicians continue to fail in solving our problems, but it is not their fault. They caused many of the problems to begin with. The solutions must come from all of us, each in our daily lives, determining not to repeat the mistakes of the past years, and to embrace a radically different lifestyle than the one we in the West have come to feel entitled to. This is not to say that we must all adopt monastic lives, eschewing all material things, or that we should make yet another failed attempt at baptizing the socialist dream and calling it “justice” only to watch it starve and slaughter millions more.

It does, however, mean that we must alter our behavior. We must reform our churches and our businesses. We must abandon our base consumerism for a more conscious form of capitalism. We must stop relying on violence and the threat of force (that is, the State) to solve our problems, since it has proven itself incapable of solving them year after year. We must learn to live in community with each other rather than in conflict. We must indeed cry out “Come, Thou Long Expected Jesus!”

The Kingdom of God is at hand–let us boldly enter.