Group Foresight and Action -- Mt. Fuji

What thirteen-year-old boy would voluntarily give up control and power to one of his classmates for the good of his group? I know three who did, as well as the one who accepted the others’ nomination and worked to govern the group judiciously.

Yesterday, I interviewed a group of seventh-grade boys who were asked to work together on a project that involved figuring out how long it would take to move Mr. Fuji.  Yes, it is an intriguing math problem, but for these boys it became a greater exercise in learning to work together.  Putting strong-willed, opinionated students together in a group is often a recipe for disaster.  Arguments, frustration, sarcasm, and hurt feelings are common outcomes.  Frequently the groups become so dysfunctional that one or two group members leave the group because they can’t control the outcome. 

This group of boys was different.  This group of boys recognized that they had a problem from the start.  They are all high achievers, willing to do the work of those who are less motivated to make the final outcome something that meets their own ambitions.  They are all willing to motivate others using leadership skills they possess in order to succeed.  Grouped as they were, they realized right away that they all were inclined to lead.  So, instead of fighting it out, undermining others, or giving up, they reached a pivotal decision.  They decided to give up control and choose one of the four to lead them.  What is amazing is that the leader didn’t simply emerge or usurp the power -- but rather he was unanimously selected by the others.  Truthfully, the leader probably could have been any of them -- what is significant is the foresight and collaboration that they exercised.

Sublimating one’s own will and voice for the benefit of achieving something worthwhile does not happen by chance.  I believe that these boys were able to foresee and remedy the potential problem because they have been asked to work together in groups with others since they were little kids.  Our students work together every day; it is an expectation.  I’m pleased that my school and faculty recognize that the skills needed to be successful and happy are just as important, if not more important, than content that usually reigns king.  I’m not sure how long it takes to move Mr. Fuji, but I do know that these boys have developed skills that are more important than moving a mountain.