Focus:
The need to adequately prepare and equip leaders is a global concern. Thus good leadership education is vital.
Effective leadership education has a number of key components. Instructors play an important role in developing leaders and shaping the practice of leadership. Theoretical constructs, pedagogical theories, and curricular practices also play an important role in leadership education.
Wisdom is another key component of effective leadership. Many courses, programs, curricula, and workshops are created – implicitly or explicitly – to teach young college students, adults, and practitioners how to lead wisely and effectively. But leadership education is also greatly influenced by, designed from and implemented within particular worldview perspectives. These perspectives vary according to religious and secular beliefs, values and principles; cultures and regions; traditions and practices.
The purpose of this special issue is to provide a forum to share knowledge and pedagogy used to teach others theories and practices of leading and leadership, particularly within the context of various wisdom traditions and worldview perspectives. In so doing, authors are encouraged to address any of the following:
- What is the role of wisdom and worldviews in developing leaders, in reflecting on leadership, and in shaping the practice of leadership?
- What is the relationship between wisdom and wisdom traditions in leadership education?
- What theoretical constructs are taught to (future) leaders? How are those theoretical concepts taught?
- What is the role of instructor or professor in developing leaders and shaping the practice of leadership?
- What pedagogical theories and practices are used to teach others to lead? What sorts of pedagogical theories ought to drive our teaching and why?
- How are theories and practices of leading and leadership linked? How do instructors relate leadership theory to practice in their lessons and assignments?
- What questions should we ask, and what expectations should we have, of future leaders from worldview perspectives such as modernism, post-modernism, constructivism, deconstructivism, theism, humanism, capitalism?
- What questions should we ask, and what expectations should we have of future leaders from various religious and secular wisdom traditions?
- What sorts of activities or exercises are used in the classroom or over the Internet to develop leaders, and from what theoretical pedagogical grounding? How are these activities, projects or exercises evaluated?
- What worldviews influence particular theoretical constructs? What pedagogical theories and practices result from these?
- What questions should leadership educators ask of their work and scholarship?
- What cross cultural similarities and/or differences arise in teaching others to lead from various disciplines, wisdom traditions and worldview perspectives?
- What disciplinary perspectives impact teaching others to lead?
- What can we learn from each other about teaching to lead?
- What is “teaching leading” pedagogy from historical, literary, business, anthropological, educational, or biological perspectives?
- Can we type various worldview perspectives and wisdom traditions in leadership education?
- What worldview perspectives and wisdom traditions are at play in leadership and leadership education? What is the interplay between those perspectives and traditions on the one hand and leadership and leadership education on the other?
Who May Submit:
Faculty, administrators, librarians and graduate students.
Please identify your submission with keyword: LEADERSHIP-15
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