286 REFLECTIONS ON CHARACTER AND LEADERSHIP
important function of Russian schools (Ispa, 1994 ). The role of teachers
was to bring children up in the spirit of communist morality. In accord-
ance with the centrality of collectivism, the well - being of the group
superseded individual considerations; all conduct had to be aligned with
the wishes and actions of the group.
In this educational atmosphere, children learned early (and repeat-
edly) the futility of arguing with authority fi gures. And parents sup-
ported that model, toeing the line drawn by teachers. Under the
communist regime that line had authority: teachers often informed
parents ’ supervisors of problems with specifi c children. In contrast to
child - rearing practices in most Western societies, decision - making about
the proper education for any given child was one - directional: educators
were all - knowing givers, while parents were passive receivers. Sugges-
tions about alternative ways of doing things were almost unheard of (and
certainly unwelcome).
Such an educational approach cultivated the belief that, in public
situations, one could think what one wanted but not say it. While free
thinking was not constrained by this approach, neither was it fostered.
And just as the posing of imaginative, probing questions was not encour-
aged, neither was creativity or innovation.
In this setting, children learned early the importance of conforming
and blending in. Conformity offered the least painful passage through
their school career, and indeed through life. The cost of non - compliance
was simply too high for most people. Bad enough in the classroom, that
cost became increasingly unpleasant as life progressed, involving public
denouncements at the local Party headquarters, workplace demotion,
and the loss of privileges or even position.
The practice of institutionalized tattling, a popular pastime under
the communist regime, strengthened the urge to conform. A head boy
or girl was responsible for reporting to the teacher on the conduct of
the children under his or her supervision. In addition, each child was
taught, at an early age, to look over his or her shoulder and observe
others. Children who deviated from the prescribed code of conduct were
publicly criticized, shamed, and humiliated. This educational pattern is
still prevalent with all its consequences.
As already described, a signifi cant common thread running through-
out Russia ’ s history is violent oscillation between order and chaos. Time
and time again we have seen ‘ orderly ’ Russians create pandemonium
when freed from control. They seem to share a hidden (and sometimes
not so hidden) desire for totally unrestrained behavior.
In my visits to a number of Russian organizations, this oscilla-
tion between order and chaos was quite noticeable, though more so