Wednesday, November 26, 2025

The Great Education GAP of Our Time

 

BOOK the SEVENTH

A Pedagogy of Personal Leadership and Character Education



Dedicated to...

Lynnda Crowder-Eagle, Kehl Arnson, Thresa Brooks,

East Asia's Confucian Ethic, and EDUCATORS everywhere

who champion character development and Self-Action Leadership.



Chapter 1


The Great Education GAP of Our Time





"We must remember that intelligence is not enough.
Intelligence plus character—that is the true goal of education."

Dr. Martin Luther King, Jr. 

 

I hail from a family of TEACHERS and have always respected EDUCATORS. I especially venerate those who prioritize personal leadership and character development within a framework of whatever else they may be teaching or coaching.    

Both of my maternal grandmothers were teachers. Together, they spent a combined 50-plus years in traditional classrooms teaching school—mostly on the elementary level.   

My father was a career English teacher who began his career in the early 1970s on the high school level and retired in the early 2000s on the middle school level.

Five (5) of my six (6) siblings have spent time in classrooms as teachers or substitute teachers and one of my older brothers was a principal on the middle and high school levels for many years.  

I, myself, taught English at a large, public high school in Houston, Texas, during the 2009-10 school year. I also served as a part-time substitute teacher for four (4) years in the Atlanta, Georgia area (2006-2009).

That MAN of all men—whom a third of the world looks to as their Lord and Savior, and much of the rest of the world acknowledges as an inspired moral philosopher—was also a teacher as well as a builder. Suffice it to say, EDUCATION is a noble field in which to work, and especially so when Self-Action Leadership and character development lies at the forefront of its purposes and intentions.   

As previously stated in this textbook, human beings have two (2) basic Existential Duties in life. 

The first is to learn.

     The second is to teach

All those who authentically seek after knowledge and Existential Growth will discover life lessons and character development opportunities in everything they experience in this world. This is because all things testify of True Principles and Universal Laws. Thus, YOUR job as a student, teacher, and self-action leader is to continually seek, learn, study, discover, appreciate, and apply True Principles rooted in Universal Laws—and then model, teach, coach, mentor, and otherwise shepherd others to do the same.  


SAL Mantra

Whatever you have mastered that is good, right, 

and trueteach it to others.  


BOOK the SEVENTH serves as a guide to all those who wish to educate and empower themselves—and present and future generations—to take complete personal responsibility for everything in their lives in a never-ending quest to be self-disciplined, self-directed, self-reliant, morally upright, and positively contributing self-action leaders who make the world a better place because of their presence therein.  

BOOK the SEVENTH accomplishes this by sharing the stories of four (4) real-life educators who powerfully and productively implemented Pedagogies of Personal Leadership and Character Development (PPLCD) in their own schools and/or classrooms.

The definition of PPLCD was introduced back in BOOK the SECOND, Chapter 1. Since it's been a while since we first shared this term, it bears repeating here.


Pedagogy of Personal Leadership and Character Development (PPLCD)

Educational curricula that focuses a student's attention and efforts
on taking individual responsibility and developing good character.



Anyone with substantive learning or teaching experience knows something of the accompanying satisfaction, fulfillment, and joy that comes from both activities. And the best part is that there is no end to either journey because our potential for Existential Growth as human beings is limitless.  


Education and Self-Governance

As I have reflected on my own SAL journey, one thing has become increasingly apparent to me, and that is that attaining Existential Growth is absolutely predicated on my knowledge and application of True Principles rooted in Universal Laws. 

Put a little more simply: all of my SAL growth and success is a result of knowing what is right and then doing what I know. 

The price of knowledge is education.

     And the price of education is effort.  

          All Existential Growth is, therefore, the result of EDUCATION put into ACTION.

It all begins when a teacher introduces a True Principle to a student. Or, it may also occur when a student proactively seeks out and then discovers a truth on one's own as a self-learner, as I often have throughout my own Self-Action Leadership journey.

Whenever you learn something that aids or otherwise blesses your life, it is common to feel a desire to share that lesson with others so they might likewise benefit and prosper. I have deeply felt this desire all of my life. That is why I have spent nearly a quarter-of-a-century (25 years) writing this Life Leadership textbook. It is my desire to extend the message of SAL to anyone and everyone who sincerely seeks after it. 

The more passionately and persistently you pursue an education in SAL, the more options and opportunities (freedom) you will have in your life and career. And the more you teach SAL principles and model them for others, the more influence you will have on others as you help them to increase their own opportunities and options.    

BOOK the SEVENTH is dedicated to anyone and everyone who is desirous and willing to join us at Freedom Focused in disseminating and proliferating Pedagogies of Personal Leadership and Character Development throughout the world.  


The West's Cultural and Educational Problem & GAP

It is no secret that the Western World has an educational problem rooted in an even bigger cultural problem.

The character-centric and personal leadership-oriented virtues that led to the West's rise in the past—and that will maintain its greatness and prosperity in the future—have been losing their cultural cachet and prominence for decades. While there have been some positive signs of resurgence in recent years, the fundamental problems remain and must be continually addressed by educators and leaders to ensure a future of harmony, hope, and moral leadership and progress on the world stage.

Simply stated, students must study more than just traditional and modern academic subjects in and out of school. They must also study and practice character, leadership, life-skills, personal finance, and other, related, SAL-oriented topics.

The last book my uncle—Hyrum W. Smith—wrote before he died of pancreatic cancer in November 2019 was called: The 3 Gaps: Are You Making a Difference. The thesis of his swan song stated that when there are "GAPS" in our lives between what we believe and value and what we are actually doing with our time, we lose personal power and lack inner peace.

The solution to regaining that power and peace is, of course, to Close the Gaps. (2)   

A GAP currently exists in the West between what students learn in school and what they actually need to know to be successful, thriving adults in a complex and complicated global society. This gap must be continually bridged to prevent individuals from falling into the morass of mediocrity—or worse, the despairing abyss of self-destruction. 

EDUCATION is the KEY to individual and societal progress—and it has always been thus.

Education begins, of course, in the home—the most important classroom of all. But, it continues in traditional classrooms and other venues of learning, both formal and informal, and both personal and professional.   

When homes and educational systems are in good working order, everything in a society works better and more smoothly. When these vital systems fail, everything—and everyone—suffers by accelerating degrees over time.  

At Freedom Focused, we hold this truth to be self-evident, that the greatest and most productive way in which to positively impact, influence, and improve a society is to provide young people (and not so young people) with a conspicuous, consistent, and continual education on True Principles rooted in Universal Laws. 

It is no secret that the West has many of the best schools, universities, companies, and organizations in the world. Despite this fact, our educational system often fails to effectively teach the importance of personal responsibility, emotional intelligence, and upstanding citizenship.

The West cultivates talents, brilliance, and success in every imaginable field—including academics—while concurrently providing inadequate training on personal accountability, emotional resiliency, self-reliance, and social maturity.  

These facts do not exist for lack of willing students. Indeed, as the action research case studies in BOOK the SEVENTH amply and optimistically illustrate, students readily embrace SAL when it is explicitly taught and repeatedly modeled by enthusiastic teachers.

Thus, the problem does not lie with the students. The problem lies in a lack of SAL-oriented curricula, a dearth of credible SAL mentors and models, and perhaps most of all—the lack of creativity, leadership, and moral courage on the part of administrators, executives, and politicians.  

For a variety of reasons, parents, educators, and leaders of all kinds have largely neglected Pedagogies of Personal Leadership and Character Development in their homes, schools, classrooms, and communities. Some of the reasons for this neglect include: limited time, misplaced priorities, testing standards and other government mandates, political correctness, progressive pedagogical philosophies that stray far afield from academic, character, and leadership fundamentals, or the incredibly dubious assumption that students and workers will somehow "find their own way" via trial-and-error without explicit instruction on fundamental metaphysical truths and skills.

However compelling these scapegoats may seem, they are, in the end, merely excuses for why we are failing whatever children, adolescents, young adults, and adults we may lead. Deep down, most leaders and educators already know this is true. Yet, they continue to lack the courage, proactivity, and vision to make substantive changes for the good of the kids. Instead, thy offer superficial solutions that are largely cosmetic in nature—designed more to make administrators and leaders save face and look good rather than helping students to actually be good.  


Returning to Rote Learning & Other Traditional Fundamentals

In Clayton Christensen's book, How Will You Measure Your Life?, the late world-renowned business and innovation expert emphasizes that group cultures are "formed through repetition." (1)

If group cultures are formed through repetition, why would it be any different with the formation of educational cultures, the acquisition of knowledge, or the development of life skills?

The answer to this question is self-evident.

Rote learning—and other timeless pedagogical fundamentals—always have, and always will be essential components of a quality education.

In recent decades, traditional approaches to nearly everything—including education—have been questioned, challenged, derided, and even mocked. Some of those challenges have been merited and much needed. Others, however, have only served to confuse people by obfuscating reality and ignoring the true price of authentic growth and long-term success.   

Rote learning—like any other pedagogical approach—can certainly prove less effective if implemented improperly or exclusively. However, if you merely toss it out the window wholesale, you end up losing the proverbial "baby" along with the "bathwater."

At Freedom Focused, our goal with the SAL philosophy, theory, and model is to bridge the educational gaps of our time by assisting parents, leaders, managers, and educators everywhere in striking the right balance—or in other words, to access the Golden Mean—when it comes to what they teach their children, students, subordinates, and peers.

In so doing, we aim to truly create not only better, safer, and more successful, happy, and harmonious homes, schools, organizations, communities, and nations, but a better, freer, and more prosperous world-at-large. 

Could there be any greater or more important mortal QUEST than this moral aim?   
   




In Your Journal

  • As a leader, educator, parent, student, or individual citizen, what is something doable that you could reasonably accomplish or contribute towards the promotion and proliferation of Pedagogies of Personal Leadership and Character Development in your life and/or home, school, organization, community, society, nation, and world?  
  • Likewise, what might you accomplish within a framework of your own unique sphere of influence to combat character problems that currently permeate Western culture—beginning with yourself and then working outward to influence others?



Dr. JJ

Wednesday, November 26, 2025
Palm Beach Gardens, Florida, USA


Author's Note: This is the 493rd Blog Post Published by Freedom Focused LLC since November 2013 and the 280th consecutive weekly blog published since August 31, 2020.   

Click HERE for a compete listing of the other 492 FF Blog Articles 

Click HERE for a complete listing of Freedom Focused SAL QUOTES  

Click HERE for a complete listing of Freedom Focused SAL POEMS   

Click HERE to access the FULL TEXT of Dr. JJ's Psalms of Life: A Poetry Collection

Click HERE for a complete listing of Self-Action Leadership Articles

Click HERE for a complete listing of Fitness, Heath, & Wellness Articles

Click HERE for a complete listing of Biographical & Historical Articles


Click HERE for a complete listing of Dr. JJ's Autobiographical Articles

.........................

Tune in NEXT Wednesday for another article on a Self-Action Leadership related topic.  

If you liked this blog post, please share it with your family, friends, colleagues, and students—and encourage them to bookmark this blog to access a new FREE article every Wednesday.



Click HERE to buy the SAL Textbooks


Chapter 1 Notes 

1.  Smith, H.W. (2015). The 3 Gaps: Are You Making a Difference? Berrett-Koehler Publishers, Inc: San Francisco. 

2.  Christensen, C. M., Allworth, J., & Dillon, K. (2012). How Will You Measure Your Life? HarperCollins: New York, NY. Page 164.

Thursday, November 20, 2025

SAL MASTER Challenge #25

 

SAL Master Challenge

EXERCISE  #25


Self-action leaders RECORD, ANALYZE, and REFLECT 
upon their Lives in a Never-ending Quest to Improve and Grow

Conduct an Autoethnographic Study of your own life by doing the following:

  • Reflect on the entirety of your life's journey to-date.
  • Create an outline of your life's major dates, events, milestones, relationships, passions & pastimes, accomplishments, strengths & weaknesses, successes & failures, etc. 
  • Review any existing journals or other artifacts such as: past work, awards and certificates, photos, and other personal and/or professional memorabilia.
  • Interview at least three (3) family members or close friends to discover their thoughts and perspectives on your life's major dates, events, milestones, relationships, passions & pastimes, accomplishments, strengths & weaknesses, successes & failures, etc. 
  • Analyze and reflect upon all available data.
  • Summarize lessons gleaned from your data analysis in an organized, written report that includes the following:
    • A comprehensive synopsis of your life's journey to date.
    • A list of lessons learned from your past that could help you experience more happiness, success, Existential Growth, and inner peace in the future.  
    • An outline—or "Game Plan"—for your future based on your analysis and reflections.



I have completed the SAL Master Challenge EXERCISE #25


Your initials:__________         AP initials:__________




Congratulations!  


YOU have completed all 25 SAL Master Challenges. 

Keep READING and JOURNALING to the end of this

textbook to officially become a SELF-ACTION LEADER!



Dr. JJ

Thursday, November 20, 2025
Palm Beach Gardens, Florida, USA


Author's Note: This is the 492nd Blog Post Published by Freedom Focused LLC since November 2013 and the 279th consecutive weekly blog published since August 31, 2020.   

Click HERE for a compete listing of the other 491 FF Blog Articles 

Click HERE for a complete listing of Freedom Focused SAL QUOTES  

Click HERE for a complete listing of Freedom Focused SAL POEMS   

Click HERE to access the FULL TEXT of Dr. JJ's Psalms of Life: A Poetry Collection

Click HERE for a complete listing of Self-Action Leadership Articles

Click HERE for a complete listing of Fitness, Heath, & Wellness Articles

Click HERE for a complete listing of Biographical & Historical Articles


Click HERE for a complete listing of Dr. JJ's Autobiographical Articles

.........................

Tune in NEXT Wednesday for another article on a Self-Action Leadership related topic.  

If you liked this blog post, please share it with your family, friends, colleagues, and students—and encourage them to bookmark this blog to access a new FREE article every Wednesday.



Click HERE to buy the SAL Textbooks

Wednesday, November 19, 2025

Famous Examples of Self-Action Leadership

 

Chapter 13


Famous Examples of

Self-Action Leadership




Napoleon Bonaparte, Emporer of the French
1804-1815


A controversial figure, Bonaparte brought about as much 
destruction and death as he did progress. As such, he is not,
in the aggregate, a classical or ideal self-action leader.
Yet, there remain many SAL-oriented lessons to be 
be learned from his remarkable life and career, which 
changed the world, and in some ways, positively so.
There are many high profile examples of SAL throughout history—and at present. 

These well-documented narratives tell the tales of men and women who have overcome significant challenges to accomplish meaningful goals that positively influence other people. 

Some of these stories are "rags-to-riches" tales. 

Others tell of rich men and women who made good and productive use of their resources for the benefit of their fellowman. 

All such stories include the transcendence of personal adversity through courage, determination, and endurance. These persons reached unusual heights of success to positively influence large numbers of people that sometimes trigger/ed world-changing events and movements.

Such biographies illuminate many SAL characteristics and values, including: character, integrity, hard work, consistence, determination, resilience, a positive mental attitude, persistence, self-awareness, self-reliance, and the establishment of and adherence to a personal vision, mission, values, goals, standards, etc.

Anecdotes from the lives of these men and women have provided insights and inspiration to billions of men and women throughout history. Below, you will find a sampling of the kinds of people to whom I am referring.  

In reviewing this list, it is vital to note and essential to remember that any such compilation will be filled with imperfect individuals who were not always completely circumspect in exemplifying the moral component of SAL. 

Dr. Martin Luther King, Jr.
1929-1968
If such a list contained only perfect people, it would be a very short list!

In an imperfect world filled with flawed folks, we can still rely in good measure on the examples of leaders who, although imperfect, nevertheless strive/d to exemplify goodness, rightness, and excellence in the balance of their lives. 

In the words of one of my favorite movie characters: There are no perfect [people] in this worldonly perfect intentions. (1)

Some of those listed below were better, and certainly more moral, self-action leaders than others. Nevertheless, all of them exhibited positive qualities worth admiring, studying, and replicating. While perfect beings may not exist in this world, good men and women and boys and girls unquestionably do inhabit our planet. Such persons live/d their lives in ways that, on the whole, produce/d long-term benefits to self and others. 

At Freedom Focused, we encourage self-action leaders everywhere to seek out and study the lives of these great men and women in order to learn—from both their strengths and their weakness, their successes and their failures, their virtues and their vices—how to better lead your own life.  

Abraham Lincoln
1809-1865
Freedom Focused does not endorse everything that all of these individuals ever said, wrote, or did. However, we do believe that everyone on this list lived a life worth studying—not only for their dignity and/or and determination, but also for their foibles and flaws. As students of SAL, we can learn nearly as much from a person's vices and sins (what not to do) as we can from their virtues and righteousness (what to do). Thus, all human actions and interactions (the good and the bad) produce implicit pedagogies from which we can observe, study, and learn.

There are several criterion for making this list. 

The first is that the person must be A-list famous. This ensures that a majority of educated readers will readily recognize most persons on the list and what those persons accomplished in their lives. There are, of course, plenty of obscure examples of SAL—as the previous 12 chapters have so richly illustrated. The purpose of this chapter, however, is to highlight high profile examples.   

The second criterion is that I be familiar with and/or have independently studied or observed the persons listed. Many different lists could be compiled with many different names of persons both famous and obscure who have lived throughout human history. 

No one is an expert on everyone; I certainly am not.

As the author of this book, I therefore put forth a list of those with whom I am either most familiar and/or those whom I have come to most admire—and this list is, to that extent, biased. There are, of course, many others that could have qualified, and we at Freedom Focused encourage all readers to compile their own list in conjunction with the one provided below.    

Lastly, I have attempted to make the list diverse and inclusive. Many—and perhaps most—will argue that I at least partially failed in my attempt to so do. I will not quibble over any such accusations. As I have already acknowledged, this list carries my own biases and limitations. For anyone who may feel piqued because a given person or persons are not on my list, I enthusiastically encourage you to compile your own SAL celebrity wish list.  


Athletics    

Glenn Cunningham
Jim Thorpe
Jackie Robinson
Sebastian Coe
Carl Lewis
Michael Jordan
Mia Hamm
Roger Federer
Danica Patrick


Henry Flagler
1830-1913
"Father of Modern Florida"
Business   

Andew Carnegie
Henry Flagler     
Walt Disney
Sam Walton
Bill Gates
Steve Jobs
Oprah Winfrey
Marissa Mayer
Elon Musk
Sheryl Sandberg
Steve Harvey


Science & Innovation

Florence Nightingale
1820-1910
Galileo
Michael Faraday
Florence Nightingale
Marie Curie
Thomas Edison
Henry Ford
George Washington Carver
Katherine Johnson
Dorothy Hodgkin
Sally Ride
Mae Jemison


Historical Figures & Leaders

Joan of Arc
1412-1431
Thucydides
Joan of Arc
Christopher Columbus
William Wilberforce
Frederick Douglass
Harriet Tubman
Mohandas Gandhi
Martin Luther King, Jr.
Eleanor Roosevelt
Mother Teresa
Sandra Day O'Connor
Condoleeza Rice


Politics

Abigail Adams
1744-1818
Cicero
George Washington
Napoleon Bonaparte
John & Abigail Adams
Thomas Jefferson
Abraham Lincoln
Theodore Roosevelt
Winston Churchill
Margaret Thatcher
Ronald Reagan
Nelson Mandela
Barack Obama
Angela Merkel


Literature
Mary Shelley
1797-1851

Homer
Dante
Chaucer
Shakespeare
Wordsworth
Longfellow
Emerson
Carlyle
Mary Shelley
Harriet Beecher Stowe
C.S. Lewis
J.R.R. Tolkien
J.K. Rowling


Wolfgang Amadeus Mozart
1756-1791
Art, Music, & Journalism

Leonardo Da Vinci
Michaelangelo
Bach
Mozart
Beethoven
Handel
Walter Cronkite
Oprah Winfrey
Garth Brooks
Jimmy Fallon


Religion
Confucius
551-479 BC

Jesus Christ
Siddhartha Gautama
Confucius
William Tyndale
Guru Nanek Dev
Sir Thomas More
Martin Luther
Joseph Smith, Jr.
Pope John Paul II


Military Leaders
General George Washington
1732-1799

George Washington
Napoleon Bonaparte
Michel Ney
U.S. Grant
Robert E. Lee
Thomas J. "Stonewall" Jackson
Sir Douglas Haig
John J. Pershing
Dwight D. Eisenhower
Norman K. Schwarzkopf
Colin Powell


Philosophers and Thought Leaders

Aristotle
384-322 BC
Socrates
Plato
Aristotle
Immanuel Kant
John Stuart Mill
Dale Carnegie
Norman Vincent Peale
M. Scott Peck
Stephen R. Covey
John C. Maxwell 


At Freedom Focused, we believe there is great value in studying the lives of men and women who have accomplished extraordinary things through a combination of their natural talents, intentional Self-Action Leadership, their own indomitable will to succeed, the efforts of others, and the blessings of Serendipity that aided their ascent. Through their shining and outlying examples, such persons inspire us to overcome adversity, achieve greatness, and make the world a better place to live for all of us.  





In Your Journal

  • Pick a famous person from the lists above. 
  • Read a substantive (250+ page) biography or autobiography of the life of the person you picked. 

             Name of Person Studied: _______________________________________________________

             Title of Book Read: ___________________________________________________________

             Page Count: _________________________________________________________________ 

  • Write a journal entry describing what you learned from their example (good or bad, positive or negative) and how you can apply what you learned to your own SAL journey.  
  • If an author were to someday write a book about YOU, what would you want the book to say about your life's character, achievements, contributions, relationships, and legacy? 


This completes the SAL Success Stories section of this text and concludes BOOK the SIXTH. 

The next book—BOOK the SEVENTH—contains a collection of action research projects I undertook in the laboratory of several different real-life classrooms and schools in Georgia and Texas, USA, during the late 2000s and early 2010s. The results of these action research projects corroborate SAL principles and practices and powerfully illustrate the practical and educational utility of prioritizing pedagogies of personal leadership and character development in nations, communities, organizations, schools, classrooms, and homes around the world


Dr. JJ

Wednesday, November 19, 2025
Palm Beach Gardens, Florida, USA


Author's Note: This is the 491st Blog Post Published by Freedom Focused LLC since November 2013 and the 279th consecutive weekly blog published since August 31, 2020.   

Click HERE for a compete listing of the other 490 FF Blog Articles 

Click HERE for a complete listing of Freedom Focused SAL QUOTES  

Click HERE for a complete listing of Freedom Focused SAL POEMS   

Click HERE to access the FULL TEXT of Dr. JJ's Psalms of Life: A Poetry Collection

Click HERE for a complete listing of Self-Action Leadership Articles

Click HERE for a complete listing of Fitness, Heath, & Wellness Articles

Click HERE for a complete listing of Biographical & Historical Articles


Click HERE for a complete listing of Dr. JJ's Autobiographical Articles

.........................

Tune in NEXT Wednesday for another article on a Self-Action Leadership related topic.  

If you liked this blog post, please share it with your family, friends, colleagues, and students—and encourage them to bookmark this blog to access a new FREE article every Wednesday.



Click HERE to buy the SAL Textbooks


Chapter 13 Notes 

1.  Stated by the fictional Azeem (played by Morgan Freedom) in dialogue with Robin Hood (played by Kevin Costner) in Kevin Reynolds’ movie, Robin Hood: Prince of Thieves (1991). Warner Brothers. Morgan Creek Productions. Written by Pen Densham & John Watson.

Wednesday, November 12, 2025

Paying the Price Over a Lifetime: PART 2

 

Chapter 12


Paying the Price Over a Lifetime: PART 2


The Fred & Marlene Hawryluk Story




Fred & Marlene Hawryluk on their Wedding Day.
Alberta, Canada
1953
This chapter shares the story of Muriel Pierson's younger brother, Fred Hawryluk, and his wife, Marlene.

The Piersons and the Hawryluks lived catty corner across the street from each other for the majority of their adult lives. Both built their own homes, both bore and raised five children to adulthood in those homes, and both eventually passed away while still residing in these same homes!

I had the opportunity and privilege to live in the house across the street from the Piersons—and next door to the Hawryluks—for four months of my full-time mission to Alberta, Canada, in the summer of the year 2000. 

I will forever be grateful that Serendipity placed me in this special spot in between these two wonderful couples I have grown to admire and love so much!  

Unlike the Piersons and the Hawryluks, I grew up in an age of unprecedented prosperity that was markedly different from the world inhabited by my parents (born in 1943 and 1946) and more especially my grandparents (born in 1899, 1907, 1918, and 1919)—who were coming of age as either young adults or teenagers during the Great Depression and/or World War II years, just like the Piersons and the Hawryluks.  

By the time I was born in 1979, the scarcity of these two generational-defining eras—and to a large extent the personal and cultural virtues they engendered—were rapidly becoming distant memories. 

I was blessed, however, to be close to several family members and friends—like the Piersons and the Hawryluks—who lived through these difficult times. I therefore learned a great deal about the eras and cultures in which they grew up—and came to understand how fortunate I was to have been born and raised in more prosperous times. 

Gardening with my maternal grandmother,
Ruth Pingree Smith (1907-1992)
Centerville, Utah

Circa 1985
Through their examples, I was able to glean some powerful character and life lessons. I was also able to observe their attitudes, beliefs, and actions which—for better or for worse—spoke a lot louder than their words. 

For example, once as a lad of 10 or 11 years old, I went out to eat at a Chinese restaurant in northern Utah with my maternal grandmother, Ruth Pingree Smith (1907-1992). I'll never forget watching this aged, but still energetic and lucid-minded old lady take a single napkin from the dispenser, tear it in half, put one half of the napkin in her purse for later use, and then proceed to use only half of a napkin throughout her entire meal. 

For a kid growing up in the financially prosperous and materially decadent decades of the 1980s and 1990s—who was accustomed to taking as many napkins as I pleased and then using them as wastefully as I wished—this small and simple, yet incredibly telling act left a lasting impression upon me. 

While I often heard my progenitors speak of leaner times, financially and materially speaking—and the accompanying actions, habits, and mantras spawned thereby—they were never real for me in the same way as they were for my parents and grandparents. 

Nevertheless, I grew to respect family members and others born in the first half of the 20th century for the noble actions, habits, and virtues they often exemplified—character traits that had been shaped in part by the times in which they lived. Moreover, I came to view their approval and praise as a badge of honor upon my own personal character and citizenship. 

While all generations have their faults and flaws, I nevertheless discerned a deep well of wisdom residing among my parents'—and more especially from my grandparents' generations. From these pure waters of moral instruction, I was able to extract legitimate life lessons that transcended any one generation and for which I knew could bless my future.  

These familial, church, and community models of fidelity, frugality, modesty, simplicity, and silent courage became my mentors—not because they forced their ideology on me, but because I genuinely admired their character and integrity and respected the ways in which they conducted their own lives. I was therefore motivated to act in ways that would garner the approbation of my elders and, in-turn, further burnish the admirable legacy they left behind by further practicing these noble characteristics in my own life and career.  

In saying this, I do not wish to sugarcoat the imperfections of past generations, either individually or collectively. In fact, I have probably learned as much from the behavioral shortfalls, counterproductive superstitions, and myopic mindsets of my progenitors as I have from their many admirable traits.

So, while the phrase "the good old days" may be as much myth as it is reality, there remains something to be said about respecting your Elders and learning from those who have gone before.  

Moreover, as a general rule—and SAL is all about general principles, practices, and rules—we at Freedom Focused believe it is more productive to perpetually point out the positive aspects of my (or anyone else's) ancestry rather than unnecessarily resurrecting and pining over whatever sins and other negative components also existed. It is self-evident that all human beings of all ages have exhibited their sins and weaknesses. While there is value in remembering the vices; it is more productive to focus on and accentuate the virtues. Such is the useful utilization and positive practice of Appreciative Inquiry, which experts define as:

"The cooperative, coevolutionary search for the best in people, their organizations, and the world around them. It involves systematic discovery of what gives life to an organization or a community [or one's ancestry] when it is most effective and most capable in economic, ecological, and human terms. ... [Appreciative inquiry] assumes that every organization and community has many untapped and rich accounts of the positive..." (1)

It has been said that: There is Elegance in Simplicity.

Some of the greatest collective qualities personified by previous generations are frugality, modesty, simplicity, and self-reliance.

Fred and Marlene Hawryluk are textbook case studies of these noteworthy and venerable qualities. It is, therefore, most appropriate that they are highlighted in this Life Leadership textbook!

This chapter shares the common, yet compelling, story of the simple, yet elegant lives they lived for nearly two centuries (177 combined years).

When I first met the Hawryluks nearly three (3) decades ago in the summer of 2000, they had already been living in their small and modest—yet clean and comfortable—home for nearly 40 years. Despite its humble size, I have rarely (if ever) seen a more tidy and well-kept home. But it was more than just clean and organized; it offered a peaceful, pleasant, and authentically welcoming atmosphere. 

For four (4) months (late June to late October 2000) of my two-year, full-time missionary service, I lived in the house next door to the "Happy Hawryluk Home" and had several opportunities to visit. I will never forget this precious, impressionable, and memorable period of my young adulthood.  

Fred's father, John Hawryluk, immigrated to Canada from the Ukraine in the early 1910s. At the time, 160-acre homesteading plots of free land were available to anyone willing to work it. John was willing to work and took the leap of faith across the Atlantic and most of the North American Continent to make his dream come true.

Like most people who chase after an ambitious dream, John's pursuit of free land in Canada did not come without its challenges. In fact, after arriving in Canada, John was arrested! This unfortunate turn of events was triggered by the onset of World War I, which pitted the United Kingdom and its Empire (including Canada) against the Austro-Hungarian Empire, which encompassed present day Ukraine. Fears of cultural and political subversion from disloyal sympathizers results in the arrests of many immigrants at the time, many of which were unjustified.



Fred Hawryluk and his mother, father, and two older sisters.
Muriel Pierson, 2.5 years older than Fred, is on the far right. 

Despite this temporary setback, John did not give up on his dream. After his release, he returned to the same neighborhood in which he had previously tried to start a new life and bought up all the land he could. He was not rich, but he was industrious and had an eye for opportunity. He was also a very hard worker and avoided debt like the plague. 

John's son, Fred Joseph Hawryluk, was born on Canada Day (July 1st) in 1931, in the midst of the Great Depression, which impacted countries and markets worldwide. Fred went to school in a four (4) room schoolhouse that included two (2) outhouses and a stable for the horses students would ride to school. 

Marlene was born a year later in June 1932. They both were raised in humble, but safe circumstances in Alberta, Canada.    

Later, when Fred and Marlene got married in 1953, John gifted his son a small plot of land to build a new home for his bride. Fred then bought a small adjacent lot of land for $285 and began building on his new, combined properties. 

Like the Piersons, the Hawryluks started out with few possessions and very little money. However, they were hard working, self-reliant, and frugal. Determined to remain debt-free, they patiently built their home a piece-at-a-time—as they could afford it—over a 2-year period of time. By taking this patient, self-reliant approach, they were able to pay for the materials as they went and never had to have a mortgage!

Instead of incurring bank and other loans, they invested sweat, tears, and even a little blood (from minor accidents) into the construction of a humble and modest, but clean, comfortable, safe, and warm home for themselves and the children they would invite into their family in the future.


The Happy Hawryluk Home is in the top left-hand corner with red roof.
The "Pink Palace" as JJ calls it, where he would live some 40 years later, is next
door with the green roof. Muriel Hawryluk Pierson is second from right.
Circa 1950s.

More than 60 years later, Fred and Marlene were still living together in this exact same home they built together in the middle of the 20th century, until Fred passed away in 2017. Seventy (70) years later, Marlene passed away in 2022.  

Carrots from Fred and Marlene Hawryluk's Garden.
All those years the Hawryluks maintained a large, well-kept, and productive flower and vegetable garden and small fruit orchard. Raising a perennial crop of their own fresh fruits and veggies saved them countless dollars at the grocery store over the course of their adult lives.  

Alberta winters can be extremly cold, often dipping well below freezing temperatures. During their first winter, Fred and Marlene lived in only one room of their partially completed house; and their only bathroom as an outhouse!

Fred in the backroom of
Happyland Shoes.

Circa 1970s
Fred completed the electric wiring himself after proactively seeking out lessons on the skill. Throughout the construction process, he would often walk to where another home was being constructed and observe how the builders were proceeding. He learned a lot from these careful observations, and managed to progress with the building of his own home by working a step-or-two behind the construction crew he was regularly observing. 

Marlene helped Fred with much of the manual labor, including sawing boards. Once their home was finished, they snuggled down in their new nest with the intention of living simple, yet full and happy lives together.  

They succeeded wonderfully in their objective!

The Hawryluks were honest and hard-working people—all of their lives. Fred first supported his family by working at a florist shop, which fueled his love for gardening, which he would pursue passionately as an adult. 

Fred's delivery van at Happyland Shoes.
Circa 1970s
Later, he worked as a door-to-door salesman peddling Rena Ware, a high-end cookware brand that still exists today. After becoming an expert salesman himself, he worked as a manager supervising a group of salespersons.  

From 1963 until 1986, he owned and operated his own shoe company, which he named Happyland Shoes, which carried popular children's sized shoe styles. 

Happyland Shoes also excelled in making specialized shoes that doctors in the Alberta Children's Hospital would prescribe to patients with unique podiatry issues. In 1967, Fred added a shoe repair shop to his growing business. When he retired in 1986, one of his sons, Dwayne Hawryluk, took over the family business and continued operating it until its closure in 2009.  

Fred working in his cobbler's shop in his garage.
Circa 2000s.
Fred maintained an old-fashioned cobbler's shop in his garage where he continued repairing shoes for family members and friends long after he retired. In fact, in the year 2000—fourteen (14) years after he had retired—he kindly repaired one of my own shoes free of charge during the short time I spent living next door to the Hawryluks on my church mission. As missionaries, we spent a lot of time walking, and it was not uncommon for our shoes to wear out or need repair or replacing. Fred's valuable skills and experience as a cobbler came in right handy at the very moment I needed a hand with my footwear.

Throughout their long, productive, and happy lives, Fred and Marlene were good spouses, parents, neighbors, citizens, and persons of faith who were always active members of their church. They dedicated much of their time to the service of others. They were not perfect people—no one in this world is perfect—but they were good people and outstanding examples of steady and reliable self-action leadership. 

Marlene in their lush home (backyard) garden.
Circa 2000s
In the twilight of their lives, Fred and Marlene were able to look back on their long lives with satisfaction, fulfillment, contentment, and most importantly—inner peace. In other words, they lived their lives without regrets.

I have met a lot of monetarily rich folks with portly portfolios who cannot say the same thing. 

I'll bet you have too. 

Fred and Marlene Hawryluk never owned a yacht, mixed or mingled with societal elites, or made the evening news; but there is an awful lot to admire and learn from in their sterling examples of quiet, consistent, and truly exemplary Self-Action Leadership.   

In June 2017, Fred passed away after 64 years of marriage to Marlene, leaving her behind in the good hands and protective care of a large and loving family that includes five (5) children, 23 grandchildren, and 14 great grandchildren. (2) They taught these children and grandchildren the same character traits and life lessons that brought them success. Their children and grandchildren are, in-turn, handing similar lessons on to their posterity, which continues to multiply each year that passes.  

Marlene lived for another seven-and-a-half (7.5) years, passing away peacefully in January 2025, surrounded by her loved ones she had given her own life to raising, teaching, and loving. By that time, their great-grandchild count had risen to 43!    

Fred and Marlene were never famous or rich in the eyes of most people in this world. But, there is no question they were exceedingly wealthy in family, friends, fresh fruit and vegetables, and the happiness and inner peace of mind that can only come from living steady lives dedicated to True Principles rooted in Universal Laws.

Moreover, who can measure the value of zero debt?

It is hard to put a price tag on the value of such existential luxuries. It is fitting, therefore, that Marlene liked to refer to her little home—a veritable Heaven on Earth—as the "Hawryluk Haven" or the "Happy Hawryluk House."  

One thing I know for certain: I always felt happiness and peace myself whenever I had the privilege of entering the either the inner home or outer sanctum (garden) of the Happy Hawryluk House.




In Your Journal


To an extent, Western culture has oriented its citizenry to dismiss, ignore, parody, and in some cases, even cheat, deceive, rob, abuse, and otherwise take advantage of its Senior Citizens. Sadly, Westerners often ignore or discount the Elderly in exchange for worshipping at the altar of youth, virility, and physical attractiveness, strength, and vigor. Instead of venerating Seniors and looking to them as experienced leaders and guides who can correct and reign-in the follies of youthful impulsiveness and inexperience, the West too often lionizes the young and crowns cosmetic beauty over experience and wisdom while demonizing every blemish and wrinkle that may visually mar one's outward appearance.

At Freedom Focused, we embrace more of an Asian-centric paradigm that values and venerates the aged for the life experience and wisdom they can contribute to society. We view the West's underappreciation of the Elderly as an egregious cultural error and sin. In our view, the Elderly should—generally speaking—be recipients of the attention, esteem, honor, and respect of members of younger generations.  

  • Do you agree with our view? Why or why not?
  • The next time you have an opportunity to visit with an elderly person, spend some time asking them questions about their experiences and memories from the past. Then, follow that up with asking them for advice and counsel aimed at gaining insights and wisdom into your own life's journey and challenges.   

 

Dr. JJ

Wednesday, November 11, 2025 (#2)
Palm Beach Gardens, Florida, USA


Author's Note: This is the 490th Blog Post Published by Freedom Focused LLC since November 2013 and the 278th consecutive weekly blog published since August 31, 2020.   

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Chapter 11 Notes 

1.  Cooperrider, D. L. and Whitney, D. (2005). Appreciative Inquiry: A Positive Revolution in Change. San Francisco, CA: Berrett-Koehler. Page 8.

2.  These posterity stats are from 2015, and have, of course, continued to grow.

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