Reflections on Learnings

EXPERIENCES IN STUDYING “THE BENEFITS OF UNITY IN DIVERSITY”

By Wade and Angela Fransson

In a world where religious diversity is becoming increasingly prominent, it is vital to embrace unity in diversity and promote understanding and respect among people of different faiths. In that spirit our family hosted a youth camp last summer for adolescents aged 11-14 and invited a documentary filmmaker, Jafar Fallahi, to film the event. Our intention was to celebrate Unity in Diversity, inviting a wide variety of staff and campers. The camp was a wonderful success, and we wondered if we could somehow duplicate the experience for adults.  

Youth at the Camp

Then Angela stumbled upon Joan Hernandez’ little book –  The Benefits of Unity in Diversity: How to Use the Clash of Ideas to Make Better Decisions and we, along with Jafar Fallahi – decided to launch a discussion group to study the book together and see where that led us.

The book’s practical guidance and strategies have proven very beneficial to the individuals in this group, which was composed of 9 individuals from different Christian, Baha’i, and non-affiliated spiritual backgrounds, including a former Jew and a former Hindu participant, who are now Baha’i and Christian, respectively.  Everyone was open to building bridges and fostering mutual understanding, but none of us had a way of advancing this beyond a vague desire until we discovered this book.

The book encourages individuals to seek out commonalities and appreciate differences, leading to a deeper understanding of diverse perspectives and values. One participant from the group, Jill, a Christian, said, The book The Benefits of Unity in Diversity has opened things up for me. It has helped me to appreciate and celebrate the diversity within my community and to engage in meaningful dialogue with individuals from different religious backgrounds.”

The book’s insights into effective communication have also been invaluable for individuals seeking to promote understanding and respect between people from diverse religious backgrounds. The book provides practical guidance on active listening, empathetic communication, and conflict resolution, all of which are essential skills for building bridges between different communities.

The book’s focus on effective listening to foster a greater understanding of diverse viewpoints has been critical in helping us further develop the skills necessary to navigate interactions with people from diverse religious backgrounds effectively, creating a positive and respectful environment for all.

Another participant, Joah, a Bahá’í, shared the following experience: “I experienced firsthand the benefits of having studied Joan’s book while participating in another discussion group, studying quotations and questions from the Baha’i writings on the subject of the immortality of the soul, with a diverse group of individuals from Jewish, Christian, and Baha’i religious backgrounds,  not to mention our cultural, ancestral and diverse racial, educational, and professional differences.  Frankly, I was aghast at how many different ideas and opinions were being expressed.  It seemed almost like a random collection of theological outlooks, divergent orientations, and use of terminologies that were far from being able to be reconciled.  Yet, as I slowly began to recognize that each person was emptying their own cup, sharing their heart and mind, it became a way for all of us to become better acquainted. As our discussion progressed, it did not seem to matter who was correct, right, or wrong, or that it was even necessary to figure everything out. And even more amazing to me was the light-hearted and respectful attitude that was maintained, though inside, I had to hold my tongue and avoid going to a place of judgment.  Our first gathering was concluded in a prayerful and harmonious way. I felt as if I could let go of my own attachments and ways of articulating my understanding so I could make room for receiving what others had to say and become more receptive to  greater truths to unfold.”

As a family, The Benefits of Unity in Diversity has given us the tools to effectively communicate with individuals of different faiths, promoting respect and understanding, leading to greater unity and cooperation.”

We are so excited by the results of this group that we are developing an enhanced curriculum based on the work of Joan Hernandez for an expanded Summer Camp this year, and we are working with other organizations to run similar programs at other facilities over the course of 2023. We’re so grateful to Joan for working with us to achieve these ambitious goals.

Wade, Angela, and their children

Wade and Angela Fransson, Brooklyn, WI

Course on “Giving Encouragement” Available on UDEMY

We have begun publishing evergreen courses on UDEMY, so that anyone can take them at a time that is convenient for them. The first one focuses on the Transformative Leadership capability: “Giving Encouragement”.

Multi-cultural team consulting

The course is called Motivate Your Team by Giving Effective Encouragement. It consists of 10 videos divided into four main sections. Each section begins with a reflection question to think about before watching the videos and ends with a downloadable file that summarizes the main points presented in the videos, together with an application exercise to guide you in the first steps of applying what you learned in the section.

The following reviews give an idea of what people like about the course:

Crystal Lee: I am so impressed with the information presented in this course. I learned simple, yet very useful skills that will help me to motivate and develop capacity in any team or group I am a part of. This could be a professional team. family group, and/or anything in between! I believe that everyone can benefit from the skills presented in this course.

Raelee: Peirce: I loved the easy flow of content. Joan is direct and succinct in each module. I have taken a lot of trainings and I appreciate the examples presented. I gained a new understanding of a Growth Mindset, and how to accompany someone who is new to a process. The 4 stages of accompaniment were really helpful and new to me. Understanding the power of expectations was excellent and such a key part of any relationship – at work, in family relationships, friendships. I am definitely going to go back and rewatch it again to take notes. In the first round, I was able to just listen and take the information in. Now, I will go back again so I can think about my application of the content, knowing the big picture. Thanks, Joan!

Lua Hancock:   This course offered great practical suggestions based on research. It serves as a good reminder that a positive approach and tools used from a place of appreciation can make a great impact.   

Check out the course for yourself and take advantage of the 50% discount that is available until November 25, 2023.  To get the discount, sign in with the following link: https://tinyurl.com/Halfprice-motivation-course

Looking forward to seeing you in the course!

Activities that Motivated the Creation of the Audiobook: Transformative Leadership for Community Organizations

Audiobook Cover

The popular e-book Transformative Leadership for Community Organizations is now available as an audiobook at https://tinyurl.com/TLCommunityaudio

Sharla Benjamin

There is an interesting back story about how this audiobook came into being.  In 2020 – 2021 Sharla Benjamin and other community collaborators from Boulder County, Colorado, took the courses Cultivating Transformative Leadership and Cultivating the Capabilities of Transformative Leadership offered by Wilmette Institute.

During the course, they formed a creative group to consult on how they could apply what they were learning. To date, they have studied either the adult or the youth version of the book with a number of groups:

  • Latino/Latina youth studying Robotics under the auspices of the organization Casa de la Esperanza, a residential community dedicated to helping agricultural workers.
  •  Adult mentors of the program at Casa de la Esperanza and other local community programs.
  • A team of local government colleagues at Sharla’s workplace with Boulder County Parks & Open Space

Furthermore, they bought several copies of Transformative Leadership: Developing the Hidden Dimension, Transformative Leadership for Youth, and Liderazgo Moral and donated them to the educational center at Casa de la Esperanza so that parents and other youth could have access to them.
 
The group was also actively participating in the regional organization Alliance for Racial Healing, where they frequently mentioned concepts from Transformative Leadership. As the next step, Sharla and her collaborators decided to study the recently-published book Transformative Leadership for Community Organizations with their race unity community group, which seeks to address ablism (discrimination in favor of those who are not disabled) as well as racism and other othering systems. To enable a group that was welcoming to their present and future members who prefer or require an audiobook, Sharla wrote and asked if it would be possible to publish the book as an audiobook.
 
I had formerly prepared some of the capabilities of Transformative Leadership as short audiobooks – with a length of 60 – 90 minutes.  In contrast, Transformative Leadership for Community Organization has over 4 hours of content.  However, I usually do whatever I can to assist others who are trying to spread Transformative Leadership, so I accepted the challenge and now, a few months later, the audiobook is available for anyone who wants to use it.
 
Since the book includes a number of images and diagrams, with the help of Sharla and her colleagues, we developed a companion PDF to accompany the audiobook.  In addition to the images and diagrams, the PDF includes discussion questions and suggestions for simple projects that can be used when a group listens to the audiobook together.  However, if someone only wants to become acquainted with the content, they can listen to the book without referring to these activities.

Now that the audiobook is published, Sharla’s group is going to proceed with the study, also inviting friends from the Colorado Center for the Blind and from a race unity book club in which members of the core group are involved.

We hope that the audiobook proves useful, not only to Sharla and her colleagues but to many of you who may find it a useful addition to the materials that you can use in sharing Transformative Leadership with others.

Creative Group Working for Justice that Asked for the Audiobook

PARTICIPANTS INITIATE TRANSFORMATIVE LEADERSHIP ACTIVITIES

We are happy to report that many friends who have participated in the course Cultivating Transformative Leadership given by Wilmette Institute have taken initiatives to share their learning with others.  Here are a few examples.

A number have formed study groups in which they read the Transformative Leadership book together, at times using the complementary workbook Transformative Leadership: Mastering the Hidden Dimension as a source for discussion questions and group activities.

Raelee Pierce is meeting every Friday with a group of 5 – 7 youth, studying the book Transformative Leadership for Youth.  The youth especially enjoy the different art projects suggested in the book.

Renee DePew reports:

  •     We are just finishing up our second semester of leadership training for our Latino Robotics group of students (8th – 10th grade) and will complete this round with 6 students.
  •      The class was so useful to the other mentors taking it, that I also started an adult class so they could learn more. I shared the Spanish version with them as well as the English version. Our adult version of the class has about 10 participants, some who are reading through the material and attending the weekly discussion call and some who are just reading and asking questions privately.  We need at least one more adult class for those who could not make the time slot we selected.
  •  I am also planning to do a Transformative Leadership: Anti Racism Edition, probably during the break between the Wilmette Anti-Black Racism classes, so I can pick up the many Teaching Assistants and instructors interested in learning this material. This will be looking at the book’s contents through the lens of fighting racism in all its forms and helping us to better understand the journey of those who are just learning about racism and its effects on humanity. 
  •     Sharla is ordering several copies of the youth and adult books (in English and Spanish) so we can put them in the community center that sponsors the youth classes, so they are available for easy reference for the community.

Nadia Mora who studied the Spanish version of the book — Liderazgo Moral – is using it with a number of groups in California.  She informs:

  • We have conducted trainings using elements of the Transformative Leadership conceptual framework with a Community Action Team, composed of a group of women who are natural leaders from the Hispanic community in Mountain View, CA. We had three meetings to strengthen the leadership capacity among the members and to achieve the proper functioning as a community organization.
  • We also met with the leaders of the board of directors of Latino Parents Outreach with whom we shared elements of the conceptual framework.
  • We have been asked for another meeting with the parents at two schools focused on “Motivation and Leadership” for Hispanic parents.

In Germany, Nan Chen gave four half-day sessions on Transformative Leadership during their Winter School in December.  Two youth helped her translate the slides into German, and one of them helped her during the School. The sessions focused on three objectives:

  1. Exploring prevailing mental models of human nature, society, and leadership that impede progress towards a just, united global community.
  2. Examining service-oriented leadership, personal and social transformation, and the conviction of the essential nobility of the human being.
  3. Exploring and applying truth, transcendence, and the development of capabilities.

Nan reports that after the first day, she got very positive feedback on the topic of mental models. The participants came to the understanding that our unconscious brain activity causes us to download selective data which distorts the truth we need to see.

Analysis of the Characteristics of Authoritarian, Paternalistic, Know-It-All and Manipulative Leadership and their Effect on the Members

A very touching moment came after 20 minutes of self-reflection on the purpose, vision, and service each one wants to contribute for the betterment of the world. One friend welled up after she shared her plan with the group. Another shared that she finally found her life purpose which she wants to pursue! 

The participants enthusiastically agreed to have a follow-up meeting after the Winter School. This will consist of a planning meeting to engage each participant in a journey to apply Transformative Leadership in their community, workplace, or family. 

We hope these brief reports have given you ideas of what you could do to apply or share Transformative Leadership. If you need someone with whom to consult your ideas, you can write to translead9@gmail.com

The next course of Cultivating Transformative Leadership offered by Wilmette Institute will begin on February 10.  If you have friends, family members, colleagues or acquaintances who might be interested in the course, please let them know. If you want, you can share this promotional video with them.

For more information and registration, go to https://bit.ly/TLcourseFeb.

Transformative Leadership in a School Setting

Carl Ewing continues to seek out opportunities to share Transformative Leadership in his community. In January we published the article Transformative Leadership at Doña Ana Communities United in which he explained how he shared Transformative Leadership with the staff of DACU and then with the wider community. In this article, Carl shares his initial experiences in including Transformative Leadership in classes in a high school and community college.

TRANSFORMATIVE LEADERSHIP IN A SCHOOL SETTING: Article by Carl Ewing

Background

 When I moved to Las Cruces 5 years ago, I knew that I wanted to work with young people, especially those from Hispanic backgrounds.  I approached the Community College that welcomed me with open arms, asking me to mentor new students in architecture. Two years ago, the faculty chair asked me if I would be interested in teaching a class that introduced new students to the professions of architecture and engineering. I accepted and developed a class that would give students an overview of all the varied facets of these careers. I taught this class for a couple of semesters with great results.  Then, I got a call from the Dean, asking me if I would do two courses, one at the community college and another at an early college STEM high school. While discussing this with the Dean, I suggested to him that we include Transformative Leadership in the courses. He said that this is exactly what is needed in education and that he would support it. He purchased the book to read.

I am in the middle of my first semester teaching these courses. Since I have classes on Tuesdays and Thursdays, I decided to focus on the introduction to architecture and engineering on Tuesdays, and Transformative Leadership on Thursdays. This works quite well so far. I find a lot of interest in the Transformative Leadership material and am getting good assignments back from the students, who are 95% Mexican or children of Mexican immigrants.

Experience with the Students

The Transformative Leadership classes are held virtually once a week. The class at the community college is asynchronous (pre-recorded lecture sessions, including slides and paragraphs from the book) with a weekly virtual meeting to interact with the students. This class has 10 students. The dean suggested that I not require the book since many of the students are from low-income situations. However, the library has a number of copies and many of the students have purchased the book for themselves.

TRANSFORMATIVE LEADERSHIP CLASS AT THE EARLY COLLEGE STEM HIGHSCHOOL

The class at the high school is held synchronously online. This class has 20 students. I give the lecture on the topic of the week based on Transformative Leadership: Developing the Hidden Dimension and then the students meet in four groups to discuss the questions I have posed regarding the topic. They then choose a person to report back to the larger group. Again, the students are not required to buy the book but have access to it through the library.

In both institutions, I am using the learning cycle to continuously improve the lectures and classes. After my experience with this semester’s classes, I will be making improvements to my presentations, based on the results of my reflection. I may incorporate more ideas from the book, Transformative Leadership for Youth in the high school class.


Reaction of the Students

So far, I am pleased with the responses expressed by the students. In both classes, they have responded enthusiastically, and have commented that the course makes them think about topics about which they have not reflected previously.

A couple of examples of student responses are:

What does the process of disintegration look like in families, neighborhoods, schools, communities, and the world? Give examples based on your own experience and what you have seen or heard on the news.

“The process of disintegration can be seen in families, neighborhoods, schools, communities, as well as in the world through hate crimes due to racism or even through the homeless and their struggles with money. Some examples of disintegration that I’ve experienced myself include racism. Being a person of color, I often see many people discriminate against me and instead see me as the many stereotypes that come with being a Hispanic person. Being called slurs or being asked if I have stolen something from a store is a very clear example of the process of disintegration as they cause people to not work together and still use outdated thinking causing the very root of this problem…”

What do you think is the relationship between personal transformation and social transformation?

“Personal transformation occurs when an individual develops specific qualities and abilities. Therefore, it focuses on the growth of an individual while social transformation occurs when an individual focuses on helping develop a better society. However, ultimately, they both help an individual grow, due to the fact that they either grow strong qualities for themselves through self-improvement or through the improvement of themselves as well as a society.”


Transformative Leadership for Community Organizations

If you have interacted with Transformative Leadership, you are aware of its power to change lives for the better.  Because of that, you may want to share it with others in your organization, without being sure of the best way to go about it. If so, the recently published book Transformative Leadership for Community Organizations is for you!

Whether you want to improve the functioning of the team in your workplace, or the quality of service offered by your community organization, a group study of this book can help.

The book includes abridged versions of the topics in Transformative Leadership: Developing the Hidden Dimension, combined with discussion questions and simple projects that help to consolidate understanding and move from learning to practice.

Since the book is divided into sub-sections that are usually only 1-3 pages long, followed by one or two discussion questions, it lends itself to group study in relatively short periods of time.

If you have been wondering what you can do to help your team or organization to become more harmonious and productive, this book is for you!

Buy it now and see for yourself!

NEW OPPORTUNITY TO STUDY “CULTIVATING TRANSFORMATIVE LEADERSHIP”

On February 10, 2022 the 5th offering of the popular course “Cultivating Transformative Leadership,” offered by Wilmette Institute

Students from this course are incredibly enthusiastic and are sharing what they have learned in a variety of ways.  Some have formed groups to study the core book of the course Transformative Leadership: Developing the Hidden Dimension

Others have made presentations or conducted workshops with organizations in which they are involved.  One used the material both in a high school class and a community college.

We received the following unsolicited testimonial from Lua Hancock, who has worked in higher education for more than 25 years and is a leadership consultant and coach:

“I have taken a lot of leadership courses that have been helpful, but general. The transformative leadership course was relevant and applicable to the leadership challenges of today. I love the work we did to work on individual capabilities to transform ourselves as leaders so that we can be more impactful catalysts for the community transformation so desperately needed today.”

Talibah Sun and Zayda Vallejos spoke so positively of the course during the last zoom call that we extracted their comments and prepared them as a short video, which you can see at https://wilmetteinstitute.org/courses/cultivating-tl/  This page also explains more about the course and has a link to the registration page. 

The course is 7-weeks long, ending on March 30.  Each week there is a reading from the book, together with short videos that summarize and deepen in the content, as well as application exercises in which the participants work with what they have studied. Registration for the course will remain open until February 17th

We hope you will join us and that you will share this news with friends, relatives, and colleagues who may be interested,

TRANSFORMATIVE LEADERSHIP AT DOÑA ANA COMMUNITIES UNITED

Article Written by Carl Ewing

Transformative Leadership continues to influence the staff, steering committees, and membership of DACU, as well as the general public. 

Doña Ana Communities United, an NGO in Las Cruces, New Mexico, focuses on health equity and a Time Bank, as well as supporting other NGO’s in the area that work with people with mental or physical disabilities, such as Beloved Community. They also have a program financed by the City during this pandemic called “Las Cruces Contigo” that communicates with people in the community at least once or twice a week to ensure that they do not feel isolated or alone.

Early in 2020, my wife and I joined the Time Bank sponsored by Doña Ana Communities United (DACU). The Time Bank is designed for people to share their skills and abilities with the Time Bank membership. If one member needs a service, another member may respond and carry out the service. That person is credited for the time spent in the service. This exchange of services is not remunerated.

During the orientation of the Time Bank that we attended, one question asked was what skills or abilities we could offer the other members. Among the things that I had to offer was the facilitation of a workshop on Transformative Leadership. I had taken both the Moral Leadership workshop and the facilitation workshop from Eloy Anello some twenty years ago.

A few weeks went by, and I received an email from the Director of DACU, asking if I would be willing to facilitate a workshop for the staff. Of course, I immediately said “Yes.” After some time, we began the first workshop with the Director and staff. Even though the staff completed the workshop some months ago, I still attend a portion of their weekly meetings to discuss the progress with Transformative Leadership. 

When we were studying the last few chapters of the book with the staff, we began discussing our “next steps” with Transformative Leadership. The idea that resulted from our consultations was to offer the workshop to the members of the two steering committees and, if there was room, to other agencies with which DACU has a relationship, plus some people from the general public.

In November, we began two workshops. We sent out invitations and consulted with those who wanted to participate about time frames and availability.  We decided to have two sessions, one on Thursday afternoons for 1 1/2 hours for ten weeks and another session on Saturday mornings for 3 hours during five weeks.  Before each session the participants read the assigned pages of the book, and in the call we discuss what they have learned and how to apply it. There are 21 people currently involved. DACU and I are now consulting about holding another workshop a bit later in Spanish as there is a large Spanish-speaking population here.

In the first workshop with the staff of DACU, we took our time studying the book and were able to go into greater depth. As a result, I feel that any of the staff and the Director are now capable of facilitating a workshop. In the current workshops, one of the staff members assists me with the Thursday group, and the Director assists me with the Saturday group. This has given them experience in the process of facilitation.

The experience has been and continues to be very enriching. We have discovered that the reflection on the material presented in the book in light of the community’s needs demonstrates that there is a thirst for meaning and more depth to life. The participants are all very open to the ideas presented in the book, and together we are working on ways of taking what we learn into the realm of action.

As we go through the book together, we have formed “creative groups” with two or three people in each group. The groups are to find some way of expressing what they are learning in action. We wanted to make sure that the workshops do not just lead to discovering and learning but also produce some action based on the principles studied.

Another initiative that we will start soon is forming a “learning community.” The learning community will be composed of those who have taken the workshop and wish to participate in an on-going dialogue to deepen their understanding of the capabilities. We are finding that even the intensive 5-week workshop or the 10-week workshop do not permit going very deeply into the subjects in the book due to time constraints, which  led to the decision to begin the learning community.

We are on a learning journey with this program. We hope to extend workshops to an ever-widening group of community members to contribute to local community-building

Youth Move The World Thru Transformative Leadership

Watercolor art inspired and symbolizing the society-building power of youth moving the world.

Transformative Leadership for Youth and Releasing the Society-Building Powers of Youth integrated multimedia art within the 8 weeks sessions and provided the online community culture where skills in graphic art, photography, music, and media were nurtured through professional accompaniment and encouragement. Diverse art was created and inspired by the youth’s innate attraction to beauty and thirst for knowledge combined with their commitment to personal and social transformation. It is clear that youth are the change we want to see in the world and through our recent sessions, the youth have cultivated authentic friendships founded on mutual support imbued with passion and purpose of service to humanity. 

Digital art designed and created by Anis Neakakhtar, one of the youth participants in the Transformative Leadership for Youth empowerment seminar with Wilmette Institute.

In the midst of the world pandemic and the immensity of today’s challenges, youth from around the world have dedicated themselves to study and service through Transformative Leadership and the arts. In the most recent youth seminars hosted by Wilmette Institute, youth ages 11-17 investigated humanity’s current need for a new model of shared-leadership based on ethical principles, scientific evidence and strengthened a new conceptual framework of 6 elements and 18 capabilities that support personal transformation, better interpersonal relationships, and contribute to social transformation.

The Transformative Leadership conceptual framework provides the support to live a life of material and spiritual coherence. It has complemented youth in their engagement in the Ruhi Institute society-building activities and fostered greater capabilities as they engage in the three areas of endeavors; expansion and consolidation, social action and societal discourse. In addition, vital to the processes of personal and social transformation are the relationships within the family. Youth have applied their learning within their families by imbuing thoughts and actions with love, practicing effective consultation, giving encouragement and promoting unity in diversity.  Ultimately, their commitment to principles of love, unity, justice, truthfulness and unity are cultivating families and community through conscious knowledge, volition with purpose and action inspired with love. 

Fiber art crafted by Ruha Ghafoori representing promoting unity in diversity, the capability that betters interpersonal relationships.
Youth translated learning and new insights through many forms of art including photography. The above image photographed by Kian Bahin-Aein captured one of the elements from the Transformative Leadership conceptual Framework; the development of capabilities.

The Youth Move the World video is dedicated to all the youth and their commitment to being the change we want to see in the world. It shares a highlight of the art created by youth and is a celebration of their society-building powers that are fostering and building an ever-advancing civilization. Our next Transformative Leadership for Youth sessions will begin on January 16. For more information visit wilmetteinstitute.org or contact Jessica Kerr, lead faculty for Transformative Leadership for Youth, jkerr@wilmetteinstitute.org.

For older youth and adults who have studied the conceptual framework of Transformative Leadership, a level-2 course, “Cultivating the Capabilities of Transformative Leadership”, focusing on the 18 capabilities of Transformative Leadership that contribute to personal transformation, improving interpersonal relations, and bettering society will begin on February 25. For more information write to translead9@gmail.com or go to https://wilmetteinstitute.org/courses/capabilities-of-tl/

The level-1 adult course “Cultivating Transformative Leadership” for those who have not previously studied the framework will begin on April 1

Inspired by the Course “Cultivating Transformative Leadership”

Naghmeh Katsianos, Voluntary service as children’s class teacher and junior youth animator

Initial Goals

“My goals are to: 1) Use the wonderful information in the Transformative Leadership book to continually assess myself and try to change any leadership style that does not bring unity to my family, circle of friends, and community. 2) Live a mindful life where I reflect on my actions and adjust and tune them as necessary. 3) Increase capabilities in a specific institution that I am involved in and give everyone a hands-on chance to practice certain responsibilities so they can feel comfortable and develop confidence and capabilities.”

Comments on Some Course Topics

Three Group Functions

“I learned more regarding how the unity of the group is at the center of accomplishing anything. As I was doing the mind map on how to contribute to the three functions of the group, I realized that accomplishing tasks and increasing capabilities depend on the unity of the group.

I shared with the Junior Youth group that we have to be the change we want to see in the world: that we could be part of the problem, a spectator, or an agent of change. Then, I asked them what they see in the community that is important to them or is a problem that bothers them, and through consultation, we came up with a couple of service projects that are doable for our small group.”

Essential Nobility of Human Beings

“The power generated by seeing the essential nobility in others produces bonds of love and friendship with all who may cross our path. We see the gems in others and expect them to live up to their potential. This type of expectation empowers those around us. It helps others see their strength and get motivated by our view of them. They rise to their spiritual, intellectual, physical potential. 

If we did not believe in the essential nobility of humankind, it would be very hard to keep any relationship. Knowing that people have the potential to grow and flourish gives us the strength to work through unpleasant experiences that we encounter in life. Life would be very gloomy without understanding this essential nobility. We can fall into despair easily and lose hope. It is hard to live without hope.”

Conclusions and Aspirations

“I love this course! Thank you for writing the book, and thank you to all the facilitators who are offering this course (both for adults and youth)!

The material in this book has tremendously helped me in self-assessment as to where I am and where I would like to be. I have been more conscious of my actions and reactions.

I had started getting away from being a paternalistic leader, and with this course, I am more determined to do that and have taken some more steps toward it.

I have been encouraging my community members to study the book, so we have a common vision and understanding and would be able to work better together toward our goals.

I have been sharing different components of Transformative Leadership in many spaces on Zoom and also in our Junior Youth groups because the information in the book is so practical, and I wish everyone to know about it. I plan to start a book club after I am done with the course.”

“I wish this course was offered in every high school, college, and university. I think it brings awareness of who we are and what we are capable of if we have the volition to practice our nobility and put it into action. If the students, who have a great role in building our society, learn these essential skills, and how to develop their capabilities, they will be able to serve society more effectively. It also helps them to raise children with moral principles. Essentially, they contribute to the transformation of society as they transform themselves.”