General Marshall was "impatient with a type of nonsense particularly prevalent in the State Department known as 'kicking the problem around.' All of us who have work with General Marshall have reported a recurring outburst of his: 'Don't fight the problem, gentlemen, solve it!' With him the time to be devoted to analysis of a problem, to balancing 'on the one hand' against 'on the other hand,' was definitely limited. The discussion he wanted was about plans of action "
Dean Acheson
It seems to me that the real problem is the mind itself, and not the problem which the mind has created and tries to solve. If the mind is petty, small, narrow, limited, however great and complex the problem may be, the mind approaches that problem in terms of its own pettiness. If I have a little mind and I think of God, the God of my thinking will be a little God, though I may clothe him with grandeur, beauty, wisdom, and all the rest of it. It is the same with the problem of existence, the problem of bread, the problem of love, the problem of sex, the problem of relationship, the problem of death. These are all enormous problems, and we approach them with a small mind; we try to resolve them with a mind that is very limited. Though it has extraordinary capacities and is capable of invention, of subtle, cunning thought, the mind is still petty. It may be able to quote Marx, or the Gita, or some other religious book, but it is still a small mind, and a small mind confronted with a complex problem can only translate that problem in terms of itself, and therefore the problem, the misery increases. So the question is: Can the mind that is small, petty, be transformed into something which is not bound by its own limitations?
Jiddu Krishnamurti
Our meeting with Admiral Leighton Smith, on the other hand, did not go well. He had been in charge of the NATO air strikes in August and September, and this gave him enormous credibility, especially with the Bosnian Serbs. Smith was also the beneficiary of a skillful public relations effort that cast him as the savior of Bosnia. In a long profile, Newsweek had called him "a complex warrior and civilizer, a latter-day George C. Marshall." This was quite a journalistic stretch, given the fact that Smith considered the civilian aspects of the task beneath him and not his job - quite the opposite of what General Marshall stood for.
Richard Holbrooke
Up till now [the development of proto-consciousness], we can suppose, nervous systems solved the "Now what do I do?" problem by a relatively simple balancing act between a strictly limited repertoire of actions - if not the famous four F's (fight, flee, feed, or mate), then a modest elaboration of them.
Daniel C. Dennett
"No change (Marshall replacing former SecDef. Louis Johnson, who, soon after he resigned, was diagnosed with a fatal "brain malady") could have been more welcome to me. It brought only one embarrassment. The General (Marshall) insisted, overruling every protest of mine, in meticulously observing the protocol involved in my being the senior Cabinet officer. Never would he go through a door before me, or walk anywhere but on my left; he would go around an automobile to enter it after me and sit on the left; in meetings he would insist on my speaking before him. To be treated so by a revered and beloved former chief was a harrowing experience. But the result in government was, I think, unique in the history of the Republic. For the first time and perhaps, though I am not sure, the last, the Secretaries of State and Defense, with their top advisors, met with the Chiefs of Staff in their map room and discussed common problems together. At one of these meetings General Bradley and I made a treaty, thereafter scrupulously observed. The phrases 'from a military point of view' and 'from a political point of view' were excluded from our talks. No such dichotomy existed. Each of us had our tactical and strategic problems, but they were interconnected, not separate."
Dean Acheson
From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.
Jiddu Krishnamurti
Acheson, Dean
Aide, Charles Hamilton
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