Our Deeper Realms Of Reality
It was curious to me that the last sentence in Lilith by George MacDonald was a quote by Novalis. The quote, “Our life is no dream, but it should and will perhaps become one” is attributed to Novalis, but some believe it is a paraphrased quote. Still, it was a pretty ingenious way of ending the book and concluding Lilith with a reflection on the transformative power of imagination, faith, and spiritual awakening. MacDonald was greatly influenced by the work of Novalis.
MacDonald was deeply interested in the idea that our earthly existence, while real and tangible, is also intertwined with the spiritual and the transcendent. By ending with a quote suggesting that life, though currently concrete, might become more like a dream—more fluid, wondrous, and spiritually aligned—he invites readers to consider the possibility of deeper realms of reality beyond the material world. It emphasizes hope and the potential for personal growth and enlightenment, encouraging us to see life not just as a series of fixed events but as something malleable, full of divine possibility.
I wonder if MacDonald may have wanted us to learn that even though our current experience is grounded in reality, there’s a divine or spiritual dimension that we can aspire to access—making life more like a meaningful, dream-like journey towards higher understanding and unity with the divine.
The Sport of Our Dreams
Yesterday’s post, Our Cosmic Holiday, was inspired by Mr. Vane in Lilith by George MacDonald. I just had to do another post inspired by the next sentence, “When a man dreams his own dream, he is the sport of his dream; when Another gives it him, that Other is able to fulfil it.” This suggested to me that when we envision our own desires or aspirations, we are at the mercy of our own subconscious or internal forces—essentially, we are “the sport” of our inner dreams. Think about the times we give ourselves encouragement or the times we get in our own way with self-doubt or overthinking something.
In contrast, when an external force or another person presents or influences our dreams, that external entity holds the power to shape and fulfill those dreams for us. As in all his works, MacDonald was masterful in Lilith with his allegorical approach by allowing the “Another” or “Other” be God or someone else in our worldly life like a mentor or friend. He very aptly reflected the tension between individual agency and external influences—perhaps highlighting how dreams and desires are not always entirely within our own control, especially when influenced by others or larger forces. Remember, that influence can be positive or negative. Also remember, what might seem negative today, turns out to be positive for us in the long run. As my mom used to say, “When God closes a door, he always opens a window – go find it!” Gosh I miss my mom!
This all underscores the interplay between personal longing and the shaping forces outside oneself, which is well explored by MacDonald in the Lilith through the interactions between characters and the broader metaphysical or societal currents. All this underscores the idea that while, we as humans, want control and understanding, much of our experience is shaped by influences beyond our grasp and understanding—whether divine, metaphysical, or societal. Macdonald taught that it was okay to be content with not knowing everything—there would come a day when it would all be revealed.
Our Cosmic Holiday
Today as I was finishing reading Lilith by George MacDonald, Mr. Vane, the protagonist, made a few profound comments. First, he said, “Life was a cosmic holiday.” My interpretation was that he was expressing a perspective that life should be enjoyed and experienced with a sense of wonder and freedom, much like a joyful celebration or vacation. The phrase suggests that life, in its vastness and mystery, can be seen as an extraordinary, almost otherworldly experience—an opportunity to explore, delight in existence, and find happiness amid the chaos and unpredictability of the universe. It reflects a philosophical outlook that emphasizes embracing life’s fleeting moments with joy and a sense of awe, rather than taking everything too seriously.
Another quote that MacDonald wrote for Mr. Vane was, “Man dreams and desires; God broods and wills and quickens.” For me this highlights a profound contrast between human and divine nature. It reminded me just how much we humans are characterized by our dreams, wishes, and aspirations—all things rooted in imagination, longing, and personal desire. In contrast, God’s role involves deep contemplation (“broods”), deliberate intention (“wills”), and the act of bringing life or reality into existence (“quickens”). This caused me to ponder how divine action is thoughtful and creative at a fundamental level, shaping the universe with intentionality and care. Contrast this with we humans sometimes fleeting or restless aspirations.
Ring Of Power
I am reading J. R. R. Tolkien’s The Fellowship of the Ring right now as part of my Continuing Scholar work at the Marion E. Wade Center. In the story Gandalf told Frodo, “A Ring of Power looks after itself, Frodo. It may slip off treacherously, but its keeper never abandons it. At most he plays with the idea of handing it on to someone else’s care – and that only at an early stage, when it first begins to grip.” Even though J.R.R. Tolkien did not like the use of allegory or intentionally use allegory, the “Ring of Power” can serve as a powerful metaphor with valuable lessons. For example, it can illustrate the dangers of absolute power and corruption, the importance of humility and restraint, or the idea that what seems to offer power and control can ultimately lead to destruction.
Using the “Ring of Power” as a lesson encourages us to reflect on how the pursuit of power influences behavior and decisions, emphasizing caution, self-awareness, and the need for integrity in leadership and personal choices. Just like the ring and the power the ring possessed were almost impossible to give up, so are the many powers we often possess impossible to give up and become all consuming and fuel a desire for more.
The “Ring of Power” can also symbolize the seductive nature of material possessions and the way they can influence our values and priorities. Just like the ring grants immense power, material things can seem to offer security, status, or happiness. However, they can also become sources of obsession, greed, or distraction from what truly matters. The lesson is to recognize how attachment to material possessions can lead us astray, encourage moderation, and remind us to value inner qualities like integrity, humility, and meaningful relationships over fleeting material wealth. Ultimately, the ring serves as a reminder that true strength and fulfillment come from within, not from external possessions.
Learning System
Yesterday, during a leadership development gathering we got into a discussion about developing a coherent “high-quality learning system.” We then talked about defining a learning system. Here is what I came up with:
A high-quality learning system is a structured framework designed to facilitate effective education by incorporating key components that enhance the learning experience. It is differentiated to meet diverse learner needs, responsive to feedback and changing circumstances, relevant to real-world applications, transferable across contexts and disciplines, rigorous to ensure depth and mastery of content, and usable by learners to apply knowledge confidently in practical situations. Together, these elements create an environment that promotes meaningful, adaptable, and enduring learning outcomes.
A few other elements of a high-quantity learning system that I subsequently considered for addition were:
- Consider the development of the adults facilitating learning. This would be andragogy – the method and practice of teaching adult learner.
- Making sure an environment, with the necessary supports, is created so students belong.
- Provide a supportive learning ecosystem – culture, family, community, resources
All of these considerations should help lead to a responsive learning environment.
Leading With Clarity And Certainty
Can providing clarity and certainty be crucial in providing safety and a safe environment? This came up in a discussion today and it really got me thinking about how much clarity, certainty, and safety are related. Providing clarity and certainty is essential for creating a safe environment for working and learning.
When individuals know what to expect, understand the rules, and feel confident in procedures, it reduces anxiety and confusion. This fosters a sense of security, encouraging people to take risks, ask questions, and engage fully without fear of hidden dangers or misunderstandings. Clear communication, consistent policies, and well-defined boundaries all contribute to building trust and safety, which are fundamental for effective collaboration and growth.
Vertical alignment is an essential component of creating a clear and cohesive environment. When organizational goals, values, and expectations are aligned from top to bottom, it fosters transparency and consistency. This helps build trust among team members, as everyone understands how our individual roles contribute to the bigger picture.
By ensuring that we communicate effectively and support consistent policies, vertical alignment reinforces a sense of security and predictability. This clarity encourages those we serve to take risks, ask questions, and engage more fully, knowing they are working within a well-defined framework.
Lead More Like Sprite, Not With Spite!
I am always in awe of great artists. Particularly the meaning created by musical artists from lyrical interpretations and symbolism. Most recently, I have become enthralled with the recent release of “2 Liter Spite” by Point North. The play on words between “2 liter Spite” and a “2 liter Sprite®️” is a clever and artistic pun that adds layers of meaning to the song. Since “Spite” sounds like “Sprite,” it might symbolize something refreshing or appealing on the surface, much like the soda. However, “Spite” carries a negative connotation—resentment or malice—which contrasts with the light, bubbly, and refreshing image of Sprite. This contrast could suggest themes of deception, superficial appearances hiding darker feelings, or the idea that what seems appealing or harmless might actually contain bitterness or hostility underneath.
In the context of the song’s themes about masks and facades, this pun could emphasize how appearances can be deceiving—things that seem “sweet” or innocent on the outside may hide true intentions or emotions. It encourages listeners to look beyond surface-level impressions and question what’s genuine versus what’s fabricated.
The song explores themes of frustration, regret, and the desire for change. A lesson from this song could be about the importance of self-awareness and recognizing when our emotions or actions are harming us or others. It encourages listeners to reflect on their feelings and find healthier ways to cope with anger or resentment instead of letting those feelings fester. Additionally, the song highlights that acknowledging our mistakes is a step toward growth and moving forward.
The lyrics “Left is right, it might be fabrication; Hide a different side in different places” jumped out at me and I believe suggest themes of deception, duality, and misdirection. “Left is right” could imply that what appears to be correct or true (right) is actually incorrect or misleading (left), highlighting the idea that appearances can be deceptive. To me, “It might be fabrication” signifies that some truths or perceptions might be fabricated or false, emphasizing doubt about what is real. “Hide a different side in different places” suggests that someone might conceal various aspects of themselves or their true intentions, presenting different facades depending on the situation or audience.
If “spite” means intending to hurt, annoy, or offend another person, this song explores how people can manipulate perceptions and hide their true selves. The song encourages us to look beyond surface appearances and question what we’re told or see.
Leadership Lesson: The White Rabbit — Embracing the Journey into the Unknown
Yesterday I did a post stimulated by the song “The Great Unknown” by the band Ice Nine Kills. The song was inspired by The Matrix. In the song it says, “Down the rabbit hole we go; Can you take me away to a faraway place?; Where you go, I will go; Not a moment too late (moment too late)”. This and The Matrix reference to “follow the white rabbit” are literary allusions back to Alice’s Adventures in Wonderland (Alice In Wonderland) by Lewis Carroll. Just like Alice following the white rabbit down the rabbit hole, effective leaders must be willing to venture into uncharted territories. The white rabbit symbolizes curiosity, courage, and the willingness to explore beyond comfort zones—traits essential for innovative leadership.
The white rabbit leads Alice into the unknown, prompting her to question reality and societal norms—mirroring how, as bold leaders, we should inspire our teams and those we collaborate with to rethink established practices and embrace change. Leaders who follow the white rabbit foster a culture of curiosity, encouraging team members to ask questions, experiment, and learn from failures.
By challenging the norms and venturing down the rabbit hole, we can open pathways for groundbreaking ideas and transformative solutions. Thus leading and driving innovation. Just as Alice’s journey is unpredictable, leadership involves navigating uncertainty. Success often requires stepping into the unknown with confidence and resilience – taking us to the metaphorical “far away place.”
Like the white rabbit leading Alice into Wonderland, truly visionary leaders guide their teams into new realms of possibility. Embrace the journey into the unknown, challenge the status quo, and inspire those we serve to discover innovative horizons.
Leading By Venturing Into The Unknown
“The Great Unknown” by the band Ice Nine Kills, was inspired by The Matrix. Both the song and the movie offer some compelling themes that can be translated into leadership lessons. The song’s title, “The Great Unknown” themes artistically highlight venturing into the unknown. Effective leaders must be comfortable navigating ambiguity, taking calculated risks, and guiding their teams through uncertainty.
The Matrix, which as I said the song is based on, challenges the characters—and us as viewers—to question what they perceive as reality. For leaders, this underscores the importance of critical thinking, challenging assumptions, and embracing new perspectives to innovate and adapt. The Matrix also questions societal norms. Leaders who challenge the status quo can drive innovation, inspire change, and lead our teams toward groundbreaking achievements.
In The Matrix, the protagonist Neo, faces choices that define his path. We, as leaders, must recognize the power of decision-making and inspire our teams to take ownership of their actions, fostering a culture of empowerment. Neo’s journey is one of self-discovery and resilience. We should encourage continuous learning, resilience in the face of setbacks, and personal growth within our teams.
Change Leadership: The Iceberg Analysis and Perception Versus Reality
Back in August, a group of leaders and I got to do a presentation on next steps in a change leadership case study. Our task was to make a pitch promoting next steps using one of the five key tools of change.
The five key tools of change are:
- Problem statement;
- Stakeholder mapping;
- Iceberg analysis;
- Causal loops;
- Iteration and testing.
Our team chose to use an iceberg analysis. The iceberg analysis is a key tool in change leadership that helps identify underlying issues that are not immediately visible. Just like an iceberg, only a small part is seen above the surface, while the larger, more significant concerns lie beneath. By exploring these hidden aspects—such as underlying beliefs, assumptions, and cultural patterns—leaders can address root causes of challenges, fostering meaningful and sustainable change within our organizations’ systems.
In the context of the case study we were given, we chose to expand the metaphor of the iceberg (which is the point of this post) even further by creating a bigger iceberg (see the featured photo to see my graphic recording of the presentation) that encompasses the original. Sometimes we consider the iceberg as what we see above the surface and imagine is below the surface, but sometimes the iceberg is bigger than what we see above and below the surface. We called this perception versus reality.
All the data in the case study we were using, which was related to systems change in a school educational system, had been collected qualitatively using administrator perceptions. We wanted to know if the positive perceptions held by administrators was reality for the teachers. Check out our graphic perceptions/realities in the photo inset (don’t miss our penguins).
This iceberg analysis that includes perception versus reality is such an important part of change leadership. Does perception meet reality? Great leaders care whether perception is reality. In the context of the case study, we needed to know if all the changes being made in this school’s systems were being experienced by the teachers in the same way as the administrators perceived them to be. Furthermore, this speaks to another key tool of change, stakeholder engagement. The teachers are an important internal stakeholder in the community that was being formed in the case study school.
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