Lincoln analysis and listening reflection by Michael Naumann

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Lincoln Analysis and Listening Reflection
Michael T. Naumann
Gonzaga University
ORGL 535: Listen, Discern, Decide
Professor L. C. Spears
June 13, 2021

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Lincoln Analysis and Listening Reflection
The motionpicture masterpiece, Lincoln,producedby StevenSpielbergin2012 is a biographical
drama filmthatfocusesonPresidentAbrahamLincolnduringthe Civil WaryearsinAmerica. Spielberg
pullsthe curtainback on HonestAbe’sactionstopassthe 13th
Amendment.We’llexplorehow President
Lincolndemonstratedalistening-firstdispositionandseveral typesof listeningthatare portrayedinthe
film.Further, I’ll offerreflectionsonServant-leadershipandthis learningModule. The purpose of this
evaluative review istodemonstrate mycomprehension of listeningthroughapplication,analysisand
synthesis.
Listening-first criteria applied to discernment and decision-making by Abraham Lincoln
Understandingthe definitionof discernmentisbeneficial priorto notinghow PresidentLincoln
utilizedhislistening-firstdisposition tomove forwardwithdecision-making.“Discernmentsimplymeans
developingataste forwhat’sgood.It’s developinganinstinctforquality,arefinedsensibility,aneye for
value -- to knowthe difference betweenwhat’sgoodandwhat’snotinorderto partake of the good”
(Anderson,2018, p.13). It “isthe abilitytosort betweenahostof optionsandpick whatisgood. It
carriesthe ideaof judgingthe meritsof something,beingable todistinguishbetweengoodandbadand
whatis best”(p.25).“In orderto make good decisions,youmustbecome adiscerningperson,aperson
skilledinwisdom,andgoodnessitself”(p.27).“The goal of discernmentisnottosimplyavoidthe evil in
thislife;itisto learnwhatis goodso that we mayembrace and enjoyit”(p.30). Additionally,
“discernmentisthe processof makingchoicesthatcorrespondascloselyaspossible toobjective reality,
that are as free aspossible fromourinnercompulsions,andthat are closelyattunedtothe convictions
of ourfaith(or to our value system,if we have noreligiousbelief)” (Wolff, 2003, p.x).

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“In our pursuitof discernment,the firstquestionwe mustansweriswhetherthe sacrifice of
pursuingitisevenworthit?”(Anderson,2018, p. 34).
Lincolnshareda powerful experience he hadyearsagowhenhe observedabarge “filledwith
coloredmeninchains,headingdownthe Mississippi tothe New Orleansslave markets.”(Spielberg,
2012, p.103). He recallshowhe feltsick,“n more that that” how “it broughta shadow down”and
aroundhiseyes“a pall”(p.103). Lincolnalsosharedhow slaverywastroublingasfarback as he could
remember,yet,he alsoreflectedonthe difference betweenhimself andhisdad,itdidn’ttrouble hisdad
but hisfatherdidhate slavery.Lincolnalsowas forthrightashe mentionedhow hisfatherheldavalue, a
“rough moral urge for fairness,forfreedom”andthat itwas one of the few thingshe learnedfromhis
dad (p.103). Lincoln’sdiscernment,asisoftenthe case,was“influencedbyvalues”(Wolff,2003, p.11).
Lincolnhada “lifelonghatredof slavery”andhe “repeatedlydenouncedslaveryasanevil.At
varioustimeshe calledslaverya‘cancer,’a‘poison,’ora ‘greatnational crime.’Asa matterof public
policy,he said,‘slaveryshouldbe ‘resistedasawrong’and ‘treatedasa wrong’”(Oakes,2007, p. 57).
As I reflectonLincoln’slistening-firstdispositionandhow itaffectedhimindividually, Ibelieve
while he andhisfatherhadwhat appearsto be an estrangedrelationship,he didlisten,observe and
learnfromhisfatherabout fairnessandfreedom. Throughoutthe filmwe view Lincolnrelentlessly
pursuingthe passage of the 13th
Amendment, tohim, itappearshe determined thissoleobjectiveabove
otherpotential legal options wasworthpursuingandthatsacrificeswere acceptable toachieve this
goal.
Examplesin the filmLINCOLN that demonstrate listeningtypes
Receptive Listening
Receptive Listening “focusesonthe state of the listener”(Frick,2011, p. 12). The foundationof
Receptive Listening is:

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the conceptthat the individual strugglingwithaproblemusuallyhaswithinhimselfthe capacity
to solve it.The answermaybe burieddeepandhence willbecome evidentonlywhenthe
personhasbeenencouragedto‘talkout’the circumstancesandexpose hisfeelingstoa loving,
understandinglistener.(Frick,2011, p. 13)
Receptive Listening oftenalsoincludesforpractitioners,duringtimesof “trouble,”perhaps
withdrawing“fromthe mainstreamtoexplore theirowndepthsthroughmeditation,contemplationand
discussion”(Frick,2011, p.14). Further,mastersof Receptive Listening whotaught othersthe skills
shared“surprises—fairytales,parableswithmultiple interpretations,paradoxical ZenBuddhistsayings,
and othercontradictoryor stimulatingideas”these “disequilibrium”techniques“canjoltus outof some
of ourruts, our accustomedpatternsof thinkingandreaction”astheyare intentionally designedto
disturb“one’speace”(p.14).
A scene thatdemonstratedLincoln’s ReceptiveListening inactionwas whenLincoln exclaimed
howhe andabolitionistandU.S House of Representativesmember JamesAshley were“Whalers”
(Spielberg,2012, p.32). Thisparable was useful toillustrate duringtheirdialogue how they were
imminently close tosecuringthe passage of thismonumental legislationandthat itwas now or neverto
take the final action.
Thispushto “bring the anti-slaveryamendmenttothe floorfordebate”andto passthe 13th
Amendmentaffected bothpolitical partiesdeeply (Spielberg,2012, p. 27). Lincolnwaswarnedby his
Secretaryof State Seward to avoidpushingsoas to not tarnishhis“invaluableluster”consideringthat
they’dneedtwentyHouse Democratstovote forthe Amendmentforitto pass(p. 14). Lincoln listened
and yetrecognizedthat itwasn’tnecessarily“the same gangof talentlesshicksandhacksthat rejected
the amendmenttenmonthsback”(p.15).

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A secondexample of ReceptiveListening waswhere Lincolncauseda“jolt”whenduringawar
room discussionabout capturingfortifiedFortFisher,Lincoln (afterbeingcontemplative duringthe
discussion) suddenlyhollers,“Come onout,youoldrat!” (Spielberg,2012, p.67). Thisunexpectedburst
fromLincolnprompts Secretaryof War Stantonto exclaim, “No!No,you’re, you’regoingtotell astory!I
don’tbelievethatIcan bearto listentoanotherone of your storiesrightnow!”(p.68). Anadditional
demonstrative scene waswhenLincolnwas“seatedat Eckert'sdesk,shawl wrappedaroundhis
shoulders,glasseson”andhe’sgazingintohis large top hat betweenhiskneesand“HomerBatesand
Sam Beckwithare waiting forhim. Lincolndrawsahandwrittennote from hishatand carefully unfolds
it” and thenreadsa directive;however,Lincoln thenasks, “youthinkwe choose tobe born?”(p.82).
LincolnlistensintentlytoBeckwithandBates andthenexpoundsonEuclid’snotionthat“Thingswhich
are equal tothe same thingare equal to eachother”(p.82). Lincoln’sveryreceptive andobserves that
BeckwithandBatesdon’tunderstandwhathe sharedso he provides additional insights.
Reflective Listening
Reflective Listening isoftendescribedas“active anddeeplistening”thatinvolves“one’swhole
bodyand mind—andsometimesone’ssoul”(Frick,2011, p.19). The speakermayobserve “facial
expressionsandbodylanguage”of the receiverthatconfirmsthe listener’s“mindisworkingto
understandexactlywhatisbeing communicated”(p.19).The listener“reflectsbacktothe speakerwhat
has beenheardtocheck whetherthe intendedmessage hasbeenreceived”(p.20).
The conversationbetweenLincolnandthe African-AmericansoldiersClarkandGreen
demonstrated ReflectiveListening as Lincoln listenstoClarkdiscusshow he’snotgoingtobe shine boots
and cut hairafter the war,rather, Clarksuggests toLincoln,“perhapsyou’ll hire me”(Spielberg,2012,
p.4). While the dialogue isbrief,asIreflectonthe verbiage,it’sclearLincolnunderstandsthatClarkisn’t
goingto accept a stereotypical job foraBlackman at that pointin time andLincoln repliesthatperhaps
he wouldhire Clarkafterthe war.

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GoodListening
Good Listening involvestrainingone’s“memory toretainwhatisexpressedandtorefrainfrom
piecemeal value judgments”andthe listener“remainsinapositiontoassessthe relationshipamong
facts,opinions,attitudes,andfeelingsbeingexpressedandistherefore abletorespondtothe total
expressionof the otherperson”(Frick,1996, p. 70). Further, Good Listening involvestying“tohear
everythingthatissaid,notjustwhatthe listenerexpectsorwantsto hear” (andwhatis notsaid) and
demonstrates“attentiveness”(p.70).
A greatexample of Good Listening iswhenLincolnisindialogue withhisCabinet abouttaking
WilmingtonandthenRichmondandthe conversation evolvesintoadiscussionaboutthe legalityof
Lincoln’s Emancipation Proclamation afterthe warandthe scope of hiswar powersasaffordedbythe
Constitution. He sharesthathe’shadconversationsandthat“no one knowsexactlywhat those powers
are.Some say theydon’texist”(Spielberg,2012, p.29). The slippery grayareais how the South
technicallyisn’ta“belligerentnation”andLincolnisforward-thinkingaboutcourtsdecidingthathe had
no authoritytoissue the Proclamation andsubsequently afterthe war,withoutan“amendment
abolishingslavery”(andhiswarpowersare expired),slaverymaystill be legal (p.29). ClearlyLincoln
contemplatedonthe conversationshe hadabouthiswar power authorities (orlackthereof) andas
Lincolnshares aftera throughexplanation,“that’swhyI’dlike togetthe ThirteenthAmendment
throughthe House,and on itswayto ratificationbythe states,wrapthe whole slaverythingup,forever
and aye”(p.30).
Lincoln’s Good Listening (andleadership) affected the whole society,forever,ashe recognizedif
the 13th
Amendmentdidnotpass,basedonwhathe heard,anddidn’thear, slaverycouldhave
remainedlegal inAmericaafterthe war.
Empathetic Listening

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“At thislevel,listenersrefrainfromjudgingthe talkerandplace themselvesinthe other’s
position.”EmpatheticListening requiresanOK-OKattitude.The overallfocusis tolistenfromthe heart,
whichopensthe doorwaytounderstanding,caring,andempathy”(Burley-Allen,1995,p. 14). A Servant-
leaderobjectiveistooperate withthisdispositionthroughoutthe day“inall situations”(p.14).
An example of EmpatheticListening iswhen AbrahamLincolnandhisson Robertare discussing
Robert’sinterestinenlisting. Robertisadamantthathe’sgoingtoenlist,Lincolnhasthe actual authority
as Commander-in-Chief toprohibitRobertfrombeingaccepted andsharesthatwithouthispermission,
“you ain’tenlistinginnothing,nowhere,youngman”(Spielberg,2012, p.91). While thisscene is
emotionallychargedand includes LincolnslappingRobert,before the scene concludes,Robertshares
howhe “will feelashamed”forthe balance of hislife if he doesn’tenlistandhow he “don’twantto be
nothing”(p.91).The nextscene it’sapparentLincolnauthorizedRoberttojoin (whilealsoperhaps
shieldinghimfromactual combat) as Robertis“an adjutantrunningmessagesforGeneral Grant”(p.92).
Generative Listening
“GenerativeListening [emphasisadded] issophisticatedlistening:itisactive,inventivelistening
that evokesthe bestqualitiesinothersbycreatingthe other’sbrilliance”(Horsman,n.d.,p.6).Horsman
notesthat “Generative listeningisacreative act” (p.6).He states that “throughgenerative listening
somethingwhollydifferentisstimulated:aninsight,anew idea,anew awareness,agrander-level of
understandingof anissue orcrisis” (p.6).
Lincolnand(African-American)ElizabethKeckleyare infrontof the White House andLincoln
asksher afterbriefly discussingthe 13th
Amendment,“are youafraidof whatliesahead?Foryour
people?If we succeed?”(Spielberg,2012, p. 95). KeckleyrespondstoLincoln’sinquirywithseveral
statementsandconcludeswith,“Mysondied,fightingforthe Union,wearingthe Unionblue.For
freedomhe died.I’mhismother.That’swhatIam to the nation,Mr. Lincoln.Whatelse mustIbe?” (p.

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96). Lincoln and Keckley’sgenerativedialogue andlisteningdeeplytoeachother,aboutthe future-state,
illustratedhowthistype of listeningcanbuilddeeperunderstanding.
Ten reflections about the listening process from this exercise and module
1. “Don’t assume,because youare intelligent,able,andwell-motivated,thatyouare opento
communication,thatyouknowhow to listen”(Sipe,2015, p.58).Self-awarenesssurveyingand
reflectioniscritical tounderstandingourcurrentlisteningexpertiseand“awarenessisthe first
stepinmodifyingandimprovingourbehavior”(Burley-Allen,1995, p.22).
2. Feweducational systemstrainstudentsonthe artof listening,specificallythe dynamicsof active
listeningandhowto become abetterlistener.It’sakeycharacteristicof beingaServant-leader
and employeesurveysnote thatmany workers feel asthoughtheircompany’sleadersdon’t
listentothemandsubsequentlydon’tcare (Horsman,p.3).
3. Listeninginvolvesourtotal being(Horsman,p.3) and “Servant-leaderlisteningisdemanding”
(Sipe,2015, p.58).
4. Listenforsignalslike RobertGreenleaf.“There are manysignalsall of the time thatwill cue one
to the ideasthat will make lifemore rewardingatall stages”(Gardiner,1998, p. 123). These
signalsmaypresentduringtimesof silence andmeditation.“Bylisteningtosignalswe gainthat
sense of howthe future isunfoldingthatenablesustocooperate withdestiny”(Jaworski,1998,
p. 259). “The most useful thingthatone can do inmany situationsisto bea deep listener” (Frick,
2011, p.12).
5. There are manybarriers(andfilters) to effectivelistening.“We are oftenunaware of how our
childhoodexperiencesinfluence ouradultbehavior.The socializationprocessresultsinour
listeningthroughfilters”(Burley-Allen,1995, p.39). The twelve filtersreviewedinBurley-Allen’s
bookare: “memories,imagesof the pastand future,expectations,attitudes,the physical
environment,beliefs,values,interests,strongfeelings,assumptions,pastexperiences,and

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prejudices”(p.45).“Anobviouswaytoexperiencetruerperceptionisfirsttobecome aware of
and thenbeginremovingourbarrierstoperception(Horsman,p.3).“Totruly listenmeansto
transcendyourown autobiography,togetoutof your frame of reference,outof yourownvalue
system,outof your ownhistoryandjudgingtendencies,andtogetdeeplyintothe frame of
reference orviewpointof anotherperson”(Covey,2004,p. 192).
6. Becominga stronglistenerrequires“consciouspractice”(Frick,2011, p. 70) and “to increase
listeningefficiency”it’sbeneficialto“practice listeningwithaplannedpurpose”(Burley-Allen,
1995, p.43). Additionally,it’sbeneficialtopractice listeningtoour“heart’sintelligence,”
(Burley-Allen,p.27) “howwe affirmourselves”(p.95) and our innervoice (ourintuition) and
“one’ssoul”(Frick, 2011, p. 19).
AbrahamLincolnsaidduringthe Civil War,‘Sendme luckygenerals.’Whatexactlywas
he suggesting?He wassuggestingthatthere issome qualitythatwinninggeneralshave
whichtranscendstheirmilitary,strategiccognition,andtheirrank,andtheirclassat
WestPoint.There issomethingaboutcertaingeneralsthattranscendsthe battlefield
diagrams.That waswhat Mr. Lincolnwas lookingfor.(Carey,2015, p. 196)
Perhapsthisistheirinnervoice manifesting intoleadershipaction.
7. “Sometimessilence isthe bestwaytocommunicate empathy,agreementorsolidarity”
(Horsman,p.7).Lincolnpracticedsilence andsharedduringastressful momentwhenhe was
askedif he’dlike company,“timeslike this,I’mbestalone”(Spielberg,2021,p. 80).
Apparentlysounddecisionsare impossibleunlessone canreflectwithaminimumof
interruption.We needtopause tobringabouta change of scenery.The momentwe
entersilence ourinnerself comestolife;we become more sensitiveandmore receptive
to subliminalmessagesrevealingthe thingshiddenbehindthe concerns,impulses,
motives,andpowerthatremainotherwiseunnoticed.(Kiechle,2005, p.69)

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8. “By understandingleadershipphilosophiesof pastsuccessful leaders,present-dayleaderscan
enhance theirwaysof interactingwithandleadingothers”(Galli,2017,p. 72). “The ingredients
for successful leadershipdonotexpire withtime,onlythe contextthattheycanbe appliedto
morphsand changes”(p.72). There are “TenCharacteristics”of a Servant-Leaderthatare
prevalentthroughmanyof RobertGreenleaf’swritings,“Listening”toothersand“one’sown
innervoice”aswell as“seekingtounderstandwhatone’sbody,spirit,andmindare
communicating”isidentifiedasone of those topten(Spears,2003, p. 16).
9. Receptive Listening, as notedearlier,ishighlydynamicandinteractive.“Leadershipstudies
emphasize the role of storiestobuildloyalty,commitment,andenthusiasm.Lincolnliberally
usedstoriesandanecdotes,colloquialexpressionsandsymbols,andimagerytoinfluencehis
audience”(Galli,2017,p.77).
10. Discernmentinvolvesusingthe headandhearttomake a decision.“Inordertomake good
decisions,youmustbecome adiscerningperson,apersonskilledinwisdomandgoodness
itself”(Anderson,2018,p. 27). “Information anddata are notwisdomandknowledge”(p.26).
Usingour head,we “reflectonthe situation”andthen“weighthe advantagesand
disadvantagesof ouroptions”andattemptto“foresee the consequencesof them”(Wolff,2003,
p. 4). Sometimesthe “mindandheartare at odds”(Kiechle,2005,p. 15). I observedLincon’s
mindand heartwere at oddsspecifictohissonjoiningthe Unionaswell aswhen Lincoln
delayedthe “side-wheel steamer”fromproceedingupthe JamesRiverwiththe Southern
“fellers,”knowingthatmore menmayperishinthe fightingwhile the 13th
Amendmentmade its
waythrough the House (Spielberg,2012,p. 54). “The pointisnot to allow ourselvestobe ledor
trappedbyour emotions”(Wolff,2003,p. 38).

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Servant-leaderDispositions,CapacitiesandSkillsand my future as a Servant-leaderinTraining
As a Servant-leaderinTraining,I’m “taskedwithlearningtocommunicate effectively”(Horsman,
n.d., p. 2).This includesbecomingamasterlistenerandbeingskilledinthe artof variouslistening
methodologies. Servant-leadershipis“holisticandintegrative”asdemonstratedbythe needtobe a
remarkable listenerof othersandour ownvoice.Recognizingthatcommunicationisvery dynamicand
that there are many external barriers andinternal filters thatinfluence listeningandunderstanding, and
“that whenwe are tryingto learnnewthings,thiscan be veryintimidating,”the endeavortobecome a
great servant-leaderwill require intentional practice listening (Dawson,2020, p.272). This includes
practicingpresencing.“A servant-leaderlistenerconsistentlypracticesthe behaviorsthatcommunicate
presence,like askingclarifyingquestionsandreflectingideas,feelingsandemotions”(Frick,2011, p.6).
Presence isdemonstratedwhenwe’re utilizingthe earsonourheadand the ear of ourheart. Keepingin
mind,“people listenmore attentivelytothose wholistentothem”(Kouzes,2002, p. 248).
Lincolnwasadeptat usinghisintuitionandpathfinding;reflectingonthe relatedvaluesand
skillsasnotedinour syllabus, Iunderstandthe needtobecome abetterlistenerandhow that will
enable me tobecome betteratthe art of discernment. “Whenyouare tryingtounderstandreality,you
needtolookat situationsfrommanydifferentvantage points,”changingperspective anddeeply
listeningwill enableone to“understandthe worldbetter”and torecognize systemsynergies (Dawson,
2020, p.272).
PresidentLincolnpromotedcommunityinatime of tremendousturmoilinAmerica.He
demonstratedempathyand forgivenessbyhismany pardonsof youngmenwhotriedto avoidthe war.
He nurturedindividual andcollectiveactualizationsasdemonstratedbyhiseffortstobanishslavery and
he also soughtcongruence andharmonywhenthe Confederate Southwas “returnedtothe lawsand
the guarantee of rightsof the Constitution,” andnottreatedas conqueredpeople(Spielberg,2012, p.

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127). Lincolnalsoadvised General Granttosendthe Confederate soldiers“backtotheirhomes,their
farms,theirshops”ratherthan try themfor treason (p.130).
Lincolnpassed“the besttest”of Servant-leadership asdefinedbyRobertGreenleaf when we
lookback on the global impactof his questto endslaveryinAmerica andhisinfluence onfuture
generationsof leaders andthose whoare now “healthier,wiser,freer,more autonomous”andmuch
more likelythemselvestobecome servants withoutbeingboundinservitude(Spears,1998, p. 1).
As I continue onthe journeyof becomingaServant-leader, withintentionalfocusonthe
“arduousdisciplineof learningtolisten,”Iwill continue tointegrate lessonslearnedfromthismodule
intomy decision-makingprocess(Horsman,n.d.,p.1).

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