The Liberal Arts and Leadership: How to Design a School of Leadership Studies

2020 ◽  
pp. 213-227
Author(s):  
Joanne B. Ciulla
Keyword(s):  
Liberal Arts ◽  
Leadership Studies

Ethics and Critical Thinking in Leadership Education

1996 ◽  
Vol 3 (3) ◽  
pp. 110-119 ◽  
Author(s):  
Joanne B. Ciulla
Keyword(s):  
Critical Thinking ◽  
Liberal Arts ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Thinking Skills ◽  
Leadership Education ◽  
Critical Thinking Skills ◽  
The Body ◽  
Leadership Studies ◽  
Moral Learning

If you want to teach students to be ethical and socially responsible, you have to develop their moral imaginations, critical thinking skills and evoke their emotions or passion to act on what is morally right. Moral learning must reach the body, the head, and the heart. Punishment and rewards act on the body to behaviorally reinforce lessons about right and wrong. Teachers educate the head by giving students information about the world that is necessary for ethical decision making. Educating the heart is perhaps the most difficult and ignored part of teaching ethics, because it is about cultivating the emotions and feelings necessary for morality, and the will or desire to be moral. In this paper I focus on educating the head and the heart. I argue that critical thinking skills are crucial to ethics education and that the point of ethics courses should be to develop moral sentiment, will and imagination. My comments will specifically address the relevancy of these areas to leadership studies, but what I have to say applies in general to the liberal arts.

scholarly journals In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach

2017 ◽  
Vol 2 (3) ◽  
pp. 60
Author(s):  
Maja Miskovic ◽  
Elena Lyutykh
Keyword(s):  
Qualitative Research ◽  
Online Education ◽  
Doctoral Students ◽  
Liberal Arts ◽  
Online Courses ◽  
The United States ◽  
Leadership Studies ◽  
Liberal Arts University ◽  
Constructivist Approaches ◽  
Do So

Little has been said on how to teach qualitative research in general and more recently on how to do so in online courses. Drawing on the cultural-historical theory of Lev Vygotsky and his followers, we engage with theoretical tenets that inform a design of an online qualitative research course in a private liberal arts university in the United States with large enrollments of doctoral students in leadership studies. Though examination of constructivist approaches to online education that are integrated within our classroom practices, we highlight unique challenges of teaching qualitative research online and offer insights to inform instructors of similar courses with intent to continue an important conversation about complexities of teaching qualitative research.

The Emergence of Leadership Studies: Linking the Traditional Outcomes of Liberal Education with Leadership Development

1997 ◽  
Vol 4 (3) ◽  
pp. 53-67 ◽  
Author(s):  
Curtis L. Brungardt ◽  
Lawrence V. Gould ◽  
Rock Moore ◽  
Joe Potts
Keyword(s):  
Leadership Development ◽  
Liberal Education ◽  
Liberal Arts ◽  
Traditional Approach ◽  
Leadership Education ◽  
State University ◽  
Leadership Studies ◽  
Liberal Arts Education ◽  
Liberal Learning ◽  
Conceptual Foundation

Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.

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