Methodology — The 5 Pillars of Statesmanship™
The fundamental principles of liberal education are referred to at the college as The Five Pillars of Statesmanship™—Classics, Mentors, Field Experience, Simulations and God. More than just methods, they are principles of great education and vehicles for personal and societal change. Since education should be dynamic and moldable, not rigid or static, the pillars are applied by the free choice of individuals in the pursuit of truth and virtue, not as fixed requirements to complete an academic program. The pillars are applied by mentors to students individually, to fit the dynamic of each class. When used regularly, they become the essence of the education of statesmen.
Pillar One: Classics
Classics are original works of depth and substance—writing, painting, sculpture, philosophy, music, theory, law, etc.—that engage the student in the great questions of life. Works that have wide application and scope, they offer valuable ideas to a variety of cultures and times, and can be applied to nations as well as communities, families and individuals. These timeless works change us and ask the hard questions that cut to the core of human nature and human institutions. They challenge us mentally and emotionally, at times lifting and inspiring, at times tearing down and rearranging. They are works of power that confront the extremes of human nature and invite students to choose between them. Classics are not dry or boring, they are alive and engaging. They should be read, studied, experienced, and created. Every true student of the classics eventually becomes a creator of classics, producing works that move the human family without coercion to its best and most noble pursuits. This is one of the most substantial means of engaging in statesmanship and moving the cause of liberty.
Pillar Two: Mentors
Mentors are entrusted with the most important responsibility at the college. They are full-time faculty members who see themselves as advanced students leading a group of fellow learners in a course of study. Dry, pedantic professors—as knowledgeable as they may be—seldom inspire greatness in their students, and for this reason find it difficult to fit in at the college. “Teaching is what happens in the presence of learning.” Mentors are students of truth. They engage full time in the pursuit and application of knowledge, they have the spark of learning, and do everything in their power to share that spark with students. The role of a mentor is to inspire and convince students to educate themselves, and to guide them through pitfalls and difficulties. Mentors cultivate meaningful relationships with their students, and spend one-on-one time with them on a regular basis. They encourage students to pay the price in their academic pursuits so that they can make a substantial difference throughout their lives. Mentors are themselves trained in liberal education and continually engage in a sincere pursuit of it. They represent a diversity of thought, talent, background and credentials. A majority of our full-time faculty hold at least one degree from George Wythe College; and they continue their own education, pursue additional degrees, write books, create works of art, serve in community, church and nation, start and run businesses, sit on boards and generally engage in a lifelong pursuit of statesmanship.
Pillar Three: Field Experience
Field Experience is the academic form for practical application in the real world. Students seek opportunities* outside the classroom where they can serve, learn and generally experience with an eye toward greater understanding of people, organizations, the world and their unique role in it. Field experiences allow students to practice application of the principles learned in the classroom. This unique pillar becomes the testing ground where strengths and weaknesses are exposed, and can be analyzed and dealt with academically under the guidance of a mentor. Mentors help students realize the power knowledge can have when applied in the real world. After completing a successful field experience, students return to school more motivated and with greater maturity and direction than ever before.
George Wythe College students and graduates have been called upon to put their skills to use in real-world situations including internships to state and national government and business organizations; lobbying and negotiating for family values at United Nations conferences in New York, Beijing, Istanbul, Rome, Geneva, etc.; doing intensive foreign language study coupled with international travel; preparing business plans for international corporations; and developing proposals for agricultural, educational, and economic development in developing nations such as Paraguay and Kenya. Indeed, the impact of student projects has been felt throughout the world.
For example, consider the report of Susan Roylance, former President of United Families International, a United Nations NGO that used George Wythe College interns at several UN events:
“…the students gathered around a table and asked, 'what can we do with the Habitat [a UN document] agenda to improve it?’ One of the first things they looked at was that many of the words in the documents were mandatory, that they overlooked national sovereignty and the right of a nation to choose and do what it thinks best for its own country. The students counted hundreds and hundreds of these words throughout the document, then took each of them and chose alternatives that could be offered. For example, instead of 'required,' we used 'encouraged,' etc. We prepared flyers, and six George Wythe College interns traveled to New York to the Preparation Conference. And they were wonderful and diligent lobbyists. This was not a trial run; this was for real.
After the Prepcom two of the [GWC] interns went on with us to Istanbul. And it was a miracle. There was a turning that occurred at that conference that still exists in international conferences today. One author described it as 'a paradigm shift.' Recently I was in New York at the Earth Summit II and in that document I was just amazed at the lack of mandatory words, and the generous use of 'encourage' type words which recognize and give full credence to national governments….
That experience has been referred to as 'the miracle of Istanbul;' I refer to it as the miracle of George Wythe College.”
Each undergraduate student must complete a minimum of three field-experience events in order to graduate. Practica may include substantive jobs, internships, volunteer work, travel, etc. The three field-experience events must be approved by the Graduation Committee, and each must be distinct. It is highly recommended that field proposals be submitted prior to actual field experience.
Pillar Four: Simulations
Simulations are academic exercises where students practice real-life leadership. During a statesman’s life, high-stakes situations arise where demands are great and leadership is essential. These are the moments of crisis, decision and change. They are forks in the road that matter; and they almost always happen at unexpected, inconvenient and stressful times. Yet it is critical that statesmen are prepared to deal effectively with these crises. Simulations put students in fictional scenarios where catastrophe is near, tension is present and leadership is required. These experiences provide an opportunity to navigate challenges, and to learn from successes and failures. Since the simulation is fictional, the failures are not disastrous; in fact, they become profitable learning experiences. This is a chance for students to test their courage, wisdom and leadership in a very real way, seeing how they need to improve for their next encounter with high-stakes decisions.
Simulations consist of mock congresses, moot courts, business planning, model UN and various other fictional and real scenarios where students take on roles and work individually and in teams to identify and solve problems. Scenarios are developed from historical, current and possible future events. In addition to the skills of researching, writing, communicating and working in teams, simulations help future leaders to prepare for, manage and rally during actual events.
George Wythe himself introduced simulations to American education, and they are still widely used in law schools and in other leadership training programs. As one biographer noted:
“One of Wythe's students, John Brown of Staunton, who was later to become one of Kentucky's first two U.S. Senators, has left an account of Wythe's innovations:
‘Mr. Wythe, ever attentive to the improvement of his pupils, founded two institutions for that purpose, the first in a Moot Court, held monthly or oftener….Mr. Wythe and the other professors sit as judges….He also formed us into a legislative body, consisting of about 40 members. Mr. Wythe is the Speaker to the House and takes all possible pains to instruct us in the Rule of Parliament….I take an active part in these Institutions and hope thereby to rub off [my] natural bashfulness….These exercises serve not only as best amusement after severer studies, but are very useful and attended with many important advantages.’”
A major test of statesmen is the crisis situation, where time is short and decisions result in life or death, or severe consequences. A business executive may face as many as 5-10 such situations in a career, a politician 10-15, and an entrepreneur or combat military officer 20-25 or more. George Wythe College students go through 20-30 such simulated experiences before graduation, helping prepare them to handle "the real thing" with character, competence and effectiveness. Integrity, wisdom, diplomacy and courage are the lessons of this remarkable leadership training program.
Pillar Five: God
God belongs in the classroom of statesmen. George Wythe College is a non-denominational school, with strong roots in Christianity and the Western tradition. Since the college does not affiliate with any one church or creed, mentors recognize a variety of religious perspectives and encourage a similar respect among students. The Bible is a master classic, and is used regularly in personal study and in the classroom. Mentors also draw principles and insights from the sacred texts of many religions, including Hinduism, Buddhism, Islam, Judaism and Native American theology. As statesmen study world religions they are better able to speak the languages of various peoples and connect with individuals of differing faiths. Finally, students are encouraged to study deeply from their own religious texts, to seek personal direction and strength through prayer, and to respectfully share insights appropriate to the pursuit of Truth.
*Most field experiences range from four weeks to four months and must be approved by the Graduation Committee. After its completion, students submit a five to twenty-five page formal report detailing setbacks, accomplishments, lessons learned, and ideas for applying those lessons in their continued studies.
