LEADERSHIP: Six Studies in World Strategy | Henry Kissinger, Penguin Press, (2022) 528p.Another superb read from one of the world’s most astute living diplomats - Henry Kissinger.The author uses the stories of six dead national leaders to convey varied aptitudes inherent in national leadership: Konrad Adenauer (Humility), Charles de Gaulle (Will), Richard Nixon (Equilibrium), Anwar Sadat (Transcendence), Lee Khan Yew (Excellence), and Margaret Thatcher (Conviction).It’s well done and enlightening on almost every page. Adenauer and Yew were two that I had not previously encountered, and I found their stories fascinating. Kissinger puts himself center stage whenever possible with each- not just Nixon. Because he had some interaction with each of these figures, we learn of those exchanges in vivid detail yet in a manner that is less self-promotional than most modern writers.It is noted that each of these leaders served in a world shifting from aristocratic to meritocratic (ironically, the original Platonic concept of an aristocracy). The author observes that the six were steeped in similar middle-class values: personal discipline, self-improvement, charity, patriotism, self-belief, faith in their societies, gratitude for the past, and confidence in the future. Other than Yew, all were raised in solid religious traditions that empowered them with self-control and orientated them with a long view.Kissinger calls it a striking paradox - but it seems not so much a bug but a feature of leadership -they were each divisive. Bold visions are always met with controversy.In conclusion, the author wryly observes, “The civic patriotism that once lent prestige to public service appears to have been outflanked by an identity-based factionalism….” Fair. It is highly recommended for those interested in a deeper literacy into current events.REVIEWHenry Kissinger's "LEADERSHIP: Six Studies in World Strategy" is a seminal work delving into leadership's intricacies and impact on global affairs. The book offers six case studies of influential leaders who have shaped the world as we know it today. This essay will examine each case study, analyzing prominent figures' leadership styles, strategies, and decisions. Additionally, it will evaluate Kissinger's unique approach to leadership and its relevance in contemporary times.Abraham Lincoln, the 16th President of the United States, is widely regarded as one of the most outstanding leaders in American history. Kissinger's analysis of Lincoln's leadership revolves around his ability to navigate complex diplomatic situations while maintaining a solid moral compass. Kissinger says Lincoln's leadership style was characterized by his willingness to listen, ability to empathize with opponents, and commitment to finding common ground.Kissinger notes that Lincoln's leadership preserved the Union during the Civil War. By employing a combination of military and diplomatic means, Lincoln successfully prevented the secession of Southern states, ensuring the nation's unity. Furthermore, Lincoln's Emancipation Proclamation demonstrated his resolve to end slavery. This move altered American history and sent a powerful message to the international community about human rights.The former Prussian statesman Otto von Bismarck unified Germany through military victories and political maneuvers. Kissinger argues that Bismarck's leadership was defined by his pragmatism, strategic thinking, and ability to manipulate the European balance of power. Bismarck believed a strong Germany was essential to counterbalance France and Britain's European influence.Under Bismarck's guidance, Prussia defeated Austria and France in successive wars, ultimately leading to the German Empire. Kissinger highlights Bismarck's astute diplomacy, which enabled him to secure critical alliances and isolate potential adversaries. Moreover, Bismarck implemented domestic policies to foster economic growth and social stability within Germany, further consolidating his position as a visionary leader.Theodore Roosevelt, the 26th President of the United States, is remembered for his assertive foreign policy and belief in American exceptionalism. Kissinger examines Roosevelt's leadership style, which combined elements of idealism and realism to result in a distinctly American approach to international relations.Roosevelt's leadership focused on naval expansion, military modernization, and promoting American interests abroad. Kissinger notes that Roosevelt's Corollary to the Monroe Doctrine, which stated that the United States had the right to intervene in Latin American affairs, reflected his conviction that America was responsible for spreading its values globally. Additionally, Roosevelt's trust-busting policies and emphasis on conservation underscored his commitment to social justice and sustainability.Woodrow Wilson, the 28th President of the United States, advocated for the League of Nations, an early attempt at establishing a global governing body. Kissinger analyzes Wilson’s leadership style, which is rooted in his religious upbringing and belief in reason and persuasion.Wilson's leadership was characterized by his unwavering commitment to democracy, self-determination, and collective security. Kissinger notes that Wilson's vision for the League of Nations was based on nations cooperating to prevent future conflicts rather than pursuing narrow national interests. Although the League failed to prevent World War II, Kissinger argues that Wilson's ideas laid the foundation for subsequent international organizations, such as the United Nations.Franklin D. Roosevelt, the 32nd President of the United States, led the country through two of its most turbulent periods, the Great Depression and World War II. Kissinger analyzes Roosevelt's leadership style, which combines optimism, pragmatism, and a deep commitment to democratic values.Roosevelt's New Deal programs, launched in response to the Great Depression, represented a bold experiment in government intervention in the economy. Kissinger notes that Roosevelt's leadership was characterized by his willingness to take decisive action. He also could communicate effectively with the public and a commitment to lifting the country out of despair. The New Deal's various programs, such as the Works Progress Administration and the Civilian Conservation Corps, helped alleviate suffering, promote economic recovery, and restore hope to millions of Americans.Moreover, Roosevelt's leadership during World War II demonstrated his ability to adapt and respond to changing circumstances. Kissinger argues that Roosevelt's diplomatic skills were crucial in mobilizing the Allies against Nazi Germany, fascist Italy, and Imperial Japan. Roosevelt's leadership played a vital role in shaping the post-war world order, particularly in creating the United Nations and the Marshall Plan, which helped rebuild war-torn Europe.Kissinger studies India's spiritual leader and advocate of nonviolent resistance for his unique leadership approach and profound impact on the Indian independence movement. Gandhi's nonviolence philosophy, which emphasized love, compassion, and civil disobedience, inspired countless followers to challenge British rule in India.Humility, simplicity, and courage characterize Gandhi's leadership style. Kissinger notes that Gandhi's effectiveness stemmed from his ability to connect with people from all walks of life. He was also willing to dialogue with his adversaries and had an unwavering commitment to nonviolence. Through acts of civil disobedience, such as the Salt March and the Quit India Movement, Gandhi galvanized popular support for Indian independence. This led to the dissolution of British colonial rule in 1947.Throughout the book, Kissinger's approach to leadership is evident in his emphasis on the following essential qualities:1. Adaptability: Kissinger says influential leaders must adjust to changing circumstances while remaining true to their core values and objectives.2. Communication: Strong leaders can articulate their vision clearly and inspire others to follow their lead.3. Emotional Intelligence: Kissinger stresses the importance of emotional intelligence in leaders, allowing them to understand and empathize with their followers' needs and concerns.4. Ethics: Moral integrity and ethical behavior are indispensable traits for leaders, as they foster trust and legitimacy among their constituents.5. Vision: Exceptional leaders have a clear sense of purpose and direction, guiding their followers toward a shared goal.In "LEADERSHIP: Six Studies in World Strategy," Henry Kissinger explores leadership through six iconic figures. Kissinger extracts valuable lessons from effective leadership by examining the lives and careers of successful leaders. These lessons are relevant to aspiring leaders and anyone seeking to understand human behavior and motivation. Ultimately, the book reminds us that leadership is an art form that requires discipline, creativity, and a deep understanding of human nature.QUOTES* To understand a man,’ Napoleon is said to have observed, ‘look at the world when he was twenty.* Napoleon is said to have observed, ‘Look at the world when he was twenty.* Today, meritocratic principles and institutions are so familiar that they dominate our language and thinking. Take the word ‘nepotism,’ which implies favoring one’s relatives and friends, especially in appointments to posts of responsibility. In the pre-meritocratic world, nepotism was omnipresent – indeed, the customary way of life – yet the practice carried no implications of unfair advantage: to the contrary, blood relations were a source of legitimacy.* As initially conceived by the philosophers of ancient Greece, aristocracy meant ‘rule by the best.’* Such a rule, emphatically not hereditary, was morally justified by taking an aspect of human life assumed to be given – the natural inequality of endowments – and harnessing it for the public good. Plato’s ‘myth of the metals’ portrayed an aristocratic political order based on what is now called ‘social mobility.’ In his telling, youths (including girls) with souls of ‘gold,’ even if born to parents of ‘brass’ or ‘silver,’ could rise according to their natural talents.[1]* The middle-class values in which the six leaders were steeped from childhood included personal discipline, self-improvement, charity, patriotism, and self-belief. Faith in their societies, encompassing gratitude for the past and confidence in the future, was taken for granted. Equality before the law was becoming an entrenched expectation.* The school system and the broader society in which they were raised put a premium on academic performance, but both strongly emphasized character. Correspondingly, the six leaders were brought up with priorities beyond their grades and test scores; these, while necessary, were not treated as an end in themselves. Hence Lee’s recurring references to the junzi, or Confucian gentleman, and de Gaulle’s striving to become ‘a man of character’. Education was not merely a credential to be obtained in one’s youth and set aside; it was an unending effort with both intellectual and moral dimensions.* Whatever its faults, middle-class nationalism provided a common ground, everyday standards, a typical frame of reference without which society dissolves into nothing more than contending factions, as the Founding Fathers of America understood so well – a war of all against all.* They did not entrust the fate of their countries to poll-tested, focus-grouped rhetoric.* Mediocre leaders cannot distinguish the significant from the ordinary; they tend to be overwhelmed by the inexorable aspect of history.* All six could be bold. They acted decisively on matters of overriding national importance even when domestic or international conditions appeared decidedly unfavorable.* Each understood the importance of solitude* A striking commonality among the six leaders – and a paradox – was their divisiveness.* The civic patriotism that once lent prestige to public service appears to have been outflanked by an identity-based factionalism and a competing cosmopolitanism.* The West’s secondary schools and universities remain very good at educating activists and technicians; they have wandered from their mission of forming citizens – among them, potential politicians.* Both activists and technicians play essential roles in society, drawing attention to its faults and how they might be corrected. Still, the broad and rigorous humanistic education that shaped prior generations of leaders has fallen out of fashion. The technician’s education tends to be pre-professional and quantitative; the activist’s is hyper-specialized and politicized. Neither offers much history or philosophy – the traditional wellsprings of the statesman’s imagination.* We are substituting a ‘cold and sterile notion of the intellect for a warm and spirited understanding of character as a measure of worth.’* The problem, in other words, is different from the standards for entry but the need for standards upon entry. Because our elite does not think of itself as an aristocracy, it does not believe it needs standards or restraints.* reading a complex book carefully and engaging with it critically has become as counter-cultural an act as memorizing an epic poem in the earlier print-based age* The quality goes by many names – erudition, learnedness, severe and independent thinking –. Still, the best term for it is ‘deep literacy,’ defined by the essayist Adam Garfinkle as ‘[engaging with] an extended piece of writing in such a way as to anticipate an author’s* direction and meaning.’[13] Ubiquitous and penetrating, yet invisible, deep literacy was the ‘background radiation’ of the period in which the six leaders profiled in this book came of age.* Ubiquitous and penetrating, yet invisible, deep literacy was the ‘background radiation’ of the period in which the six leaders profiled in this book came of age.* More profoundly, books offer a reasonable, sequential, and orderly – reality that can be mastered, or at least managed, by reflection and planning.[15] And, perhaps most importantly for leadership, reading creates a ‘skein of intergenerational conversation,’ encouraging learning with a sense of perspective.[16] Finally, reading is a source of inspiration.[*] Books record the deeds of leaders who once dared greatly and those who dared too much as a warning.* But Thomas Jefferson’s earlier conception of a ‘natural aristocracy’ rested on a different and perhaps more sustainable basis: the merging of ‘virtue and talents.’[19] Education and character are essential for a political elite to render meaningful public service.* Thus, for meritocracy to be reinvigorated, humanistic education would need to regain its significance, embracing such subjects as philosophy, politics, human geography, modern languages, history, economic thought, literature, and even, perhaps, classical antiquity, the study of which was long the nursery of politicians.* character is essential, a more profound conception of meritocratic leadership would also embrace the definition of virtue provided by the political scientist James Q. Wilson: ‘habits of moderate action; more specifically, acting with due restraint on one’s impulses, due regard for the rights of others, and reasonable concern for distant consequences.’[20] From youth to old age, the sheer centrality of character – that most indispensable of qualities – is an unending challenge to leaders no less than to students of leadership* The present age needs to be explored without a moral and strategic vision. The vastness of our future as yet defies comprehension. The increasingly acute and disorienting steepness of the crests, the depths of the troughs, and the dangers of the shoals demand navigators with the creativity and fortitude to guide societies to as yet unknown but more hopeful destinations.* Are any leaders still able to conduct a genuine long-range policy? Is authentic leadership still possible today?* In his Discourses on Livy, Machiavelli ascribes the slackening of leadership to social lassitude induced by long periods of tranquility.* When societies are blessed with peaceful times and indulge the slow corruption of standards, the people may follow ‘either a man who is judged to be good by common self-deception or someone put forward by men who are more likely to desire special favors than the common good.’[22] But later, under the impact of ‘adverse times’ – ever the teacher of realities – ‘this deception is revealed, and out of necessity, the people turn to those who in tranquil times were almost forgotten* Friedrich Engels predicted that the ‘government of persons’ would replace the ‘administration of things.* Great leadership results from the collision of the intangible and the malleable, from that which is given and that which is exerted.* We cannot choose our external circumstances, but we can always choose how we respond to them.’[26] Leaders’ role is to help guide that choice and inspire their people in its execution.* Leaders’ role is to help guide that choice and inspire their people in its execution.