By J. Thomas Wren, Ronald E. Riggio, Michael A. Genovese (eds.)
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Additional info for [(Leadership and the Liberal Arts: Achieving the Promise of a Liberal Education )] [Author: J.Thomas Wren] [May-2009]
24. ” 25. Ekman, “Effective Leaders and Productive Citizens,” p. 59. 26. Washington and Lee University, “Mission Statement,” p. 9. 27. Ruscio, remarks before University of Richmond Faculty Colloquy, August 21, 2002. 28. Kenneth P. Ruscio, “Lessons of the Liberal Arts,” Richmond Alumni Magazine (Spring 2004): 48. 29. Elisabeth Muhlenfeld, “Learning Leadership Discipline by Discipline: Cultivating Metaphors for Leadership through the Study of the Liberal Arts,” in Leadership and the Liberal Arts, ed.
This is not to say that such a revision of the liberal arts curriculum can occur without intentional action. ” The definition provided in this chapter is not intended to be authoritative; within obvious limits, the precise definition of the theme is less important than that the curriculum have a definition of leadership that is a product of general faculty discussion and consensus. This can be achieved by any manner of means, from a 34 J. Thomas Wren faculty retreat to, perhaps better, a lengthy conversation among faculty and students that ultimately yields a conception of leadership that is satisfactory to all.
In terms of the purposes of the liberal arts in general, an insight into this comes from an unexpected source: popular management writer Daniel H. Pink. ” It is, he writes, “an ethic for living. It’s a means of understanding other human beings . . a universal language that connects us beyond country or culture. Empathy makes us human . . [a]nd . . 35 So, too, can discussions of leadership center on this normative relation to others. Although the definition of leadership I have proposed in this chapter sought to avoid normative overtones, one cannot discuss the phenomenon without contemplating the desired ends of leadership.