Knowledge, Praxis, and Reflection: The Three Critical Elements of Effective Leadership Studies Programs
Document Type
Article
Publication Date
2-18-2014
Publication Title
Journal of Leadership Studies
Abstract
The articles in this special symposium of the Journal of Leadership Studies offer a wide range of models for leadership education, from the very old—close, reflective reading of Plato, Aristotle, and other ancient thinkers— to the very new—intensive instruction in engineering skills. Yet, across all the different perspectives, from the liberal arts and social sciences to agricultural education, engineering, and co-curricular learning programs, a common core learning structure is evident, which serves to tie these varied programs (and our varied contributions in this symposium) into a remarkably coherent and thematically unified whole. Across these diverse programs, all seeking to help young people gain a better understanding of and skill in the practice of leadership, three key learning themes emerge: knowledge acquisition; praxis, or experiential learning; and reflection. These three key building blocks of learning—first, learning that is essentially designed, structured, and more or less passively received; second, learning that is active, “in the moment” and in a sense unique to each student; and, third, learning that is reflective and after the fact—emerge in the symposium’s widely varied articles as the critical unifying elements of contemporary undergraduate leadership development programs
Recommended Citation
Jenkins, Daniel M. PhD and Harvey, Michael PhD, "Knowledge, Praxis, and Reflection: The Three Critical Elements of Effective Leadership Studies Programs" (2014). Faculty and Staff Scholarship. 105.
https://digitalcommons.usm.maine.edu/usm-faculty-and-staff-scholarship/105
