Persuasion – Page 6 – understand-culture

Richard P. Feynman

Richard Feynman was an American physicist who is best known for his work on QED (quantum electrodynamics, and a pun on the Latin phrase ‘quod erat demonstrandum’). He also developed the now-standard Feynman diagrams and won the Nobel Prize in Physics in 1965.

Feynman was a strong advocate for simplicity and explaining things so that the average person could understand them. He believed that anyone who understood something should be able to explain it to a layperson.

In fact, he believed this so vehemently that once, when he was asked to explain why spin one-half particles obey Fermi Dirac statistics, Feynman initially said that he would prepare a freshman lecture on the subject.

Later he admitted “You know, I couldn’t do it. I couldn’t reduce it to the freshman level. That means we really don’t understand it.” It’s also believed that Feynman said “If you can’t explain it to a six year old, you don’t really understand it.”

Native American Oral Tradition

When European explorers and settlers first arrived in America, there were hundreds of different American Indian nations. Although these tribes had different languages and cultures they shared a rich oral tradition.

The stories that these nations passed down recorded everything from history to cultural beliefs and even to science and technology. Studies by anthropologists David Pendergast and Clement Meighan have shown clear evidence that Native American oral traditions contain real history, and Stephen J. Augustine, the Hereditary Chief and Keptin of the Mi’kmaq Grand Council, has said about the oral tradition that

“(The Elders) did joke with each other and they told stories, some true and some a bit exaggerated, but in the end the result was a collective memory. This is the part which is exciting because when each Elder arrived they brought with them a piece of the knowledge puzzle.

They had to reach back to the teachings of their parents, grandparents and even great-grandparents. These teachings were shared in the circle and these constituted a reconnaissance of collective memory and knowledge. In the end the Elders left with a knowledge that was built by the collectivity.”

Many of the newcomers to America came from cultures that preferred written factual documents over spoken storytelling, and contact with the natives soon blended the two traditions. Now most education and oration in the US contains both forms of information: anecdotal and factual.

Eyewitness News

The first eyewitness news program began at KYW-TV in Cleveland, Ohio in 1959. Although this program was called Eyewitness News, it still followed the traditional news format (a news anchor reading the news while looking into a studio camera), until Al Primo became the news director in the early 1960s. Primo, a former anchorman, decided that instead of the typical news format, his news station would rely primarily on visuals, especially film and videotape.

Soon, the new format had spread to more than 200 local television stations across the country, and in 1965 KYW moved from Cleveland to Philadelphia, where Primo formed the first on-camera reporting team. Now, in addition to news anchors, reporters could be seen onscreen.

As the eyewitness format grew in popularity, more developments occurred all over the US. WLS in Chicago began using co-anchors who would chat on air about the news stories, a new style which was known as “happy talk.” At WABC in New York, field reporters appeared on-camera to discuss the stories about which they were reporting.

Eventually eyewitness news became so standard and so popular with the masses that now it is often referred to as “people’s news.” These days, virtually all local television and network stations in the U.S. use some form of eyewitness news, and many countries in Europe and Latin America also use similar news reporting styles.

American Teaching

Perhaps because of the high cost of tuition at American universities, Americans typically view students as customers and schools as businesses. As such, teachers will attempt to cater to the needs of their students – if a certain process doesn’t interest the customers (students), the teacher will change it in order to keep the customers attentive.

During their classes, if American teachers notice that students aren’t paying attention, they will often include several amusing anecdotes that they tell throughout the class to keep their students’ focus.

For example, during a physics class, it would not be uncommon for an American professor to stop the lecture to talk to students about how Herman Weyl (one of the early proponents of group theory) had an affair with Erwin Schrodinger’s (the physicist who’s best known not only for his quantum mechanics equation but also for his potentially dead cat) wife, or how Murray Gell-Mann (who won the 1969 Nobel Prize in physics) was so narcissistic that he once warned his cab driver not to cash his check, because he believed that his signature was worth more than his cab fare had been.

American teachers will also include anecdotal stories from their own lives if these stories have any relevance to the subject matter. For example, if the teacher is describing a discovery made at CERN, he/she might talk about a colleague who worked there.

Future

When the search term future is keyed in on Amazon.com, 134,329 search results are generated. Some titles found from the search include the following: Future Perfect: The Case for Progress in a Networked Age by Steven Johnson, Physics of the Future: How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100 by Michio Kaku, The Price of Inequality: How Today’s Divided Society Endangers Our Future by Joseph E. Stiglitz, and The $100 Startup: Reinvent the Way You Make a Living, Do What You Love, and Create a New Future by Chris Guillebeau.

Robber Barons

Robber Barons was the name given to exceptionally successful business people in America during the late 19th and early 20th century. Most of the Robber Barons came from humble backgrounds, and started businesses at times when many industries were beginning to grow substantially.

Robber Barons were both admired as people who became rich and powerful, yet hated as monopolists who exploited their workers. In fact, these Barons were able to create such a large divide between rich and poor that Jay Gould, a gold and railroad Baron, once allegedly said “I can hire one-half of the working class to kill the other half.”

In 1890, the Sherman Anti-Trust Act was passed, the first law enacted to limit the exploitation scope of the Robber Barons’ business practies. The Sherman Act outlawed monopolies and anything which unreasonably restricted trade, such as price fixing. Over the following decades, more business regulations were enacted, bringing the reign of the Robber Barons slowly to an end.

“No problem“

Cultures which work closely together, at some point, come up with insider jokes about each other. An insider joke is one which just about everyone in the one culture immediately understands. Hopefully, the spirit of these jokes is friendly and good-natured. The Americans have theirs about the Germans. And the Germans have theirs about the Americans.

“No problem” isn’t even a joke, it’s a phrase. More is not necessary, for every German who has experience working with Americans knows what another German means when they speak it: That Americans are often quite naive about a problem, about its seriousness, impact, complexity (from the German perspective).

So when Americans substitute the term ‘opportunity’ for the word ‘problem’, Germans can become a bit nervous. For many problems offer little to no opportunities. They are simply problems. And they need to be dealt with.

“What’s in it for me?”

The benefits need to be clear, concrete, personal. They must answer the simple question: “What’s in it for me?” When Americans make a purchase the key driver is the personal utility of the good or service.

This practical understanding of value is rooted in the United States’ most important contribution to the field of philosophy. Although Alexis de Tocqueville in Democracy in America writes: “I think that in no country in the civilized world is less attention paid to philosophy than in the United States,” the U.S. became the birthplace of pragmatism.

American thinkers Charles Sanders Pierce, John Dewey and Henry James believed that the meaning and truth of an idea is a function of its observable practical consequences. All ideas are hypotheses which must prove themselves through experience. Statements are validated through action and consequences. Americans prefer practical success – benefit – over principles.

Forward Movement

In the United States, maintaining forward movement is critical to success. Americans purposely set high goals, hoping to “stretch” themselves. And although mistakes will be made, Americans see greater progress in learning from them than in setting modest goals. To be persuasive in the American context means to propose large steps forward and a vision of the future.

Americans say “Shoot for the moon. Even if you miss, you’ll land among the stars.” The 19th century philosopher Ralph Waldo Emerson wrote: “Once you make a decision, the universe conspires to make it happen.” Americans take action in order to make things happen.

Self-help

Americans pride themselves on being able to work through adversity, solve problems, have a positive and optimistic attitude. Americans believe in the power of motivation and self-motivation.

Self-help is deeply rooted in the American experience. Americans persuade by proposing how things can be done. “When life gives you lemons, make lemonade.”

Coined by Elbert Green Hubbard, an American writer, publisher, artist and philosopher who was one of the most influential forces in American business in the early 20th century.