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Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
Servant Leadership Notes
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Servant Leadership Notes

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  • 1. In Preparation for Creating a Servant LeadershipCurriculum for Young AdultsSix Sections A Leadership Disconnect The Leadership We Have Re-thinking the Leadership Lessons Young People Receive Tenets of Servant Leadership Literacy Interdisciplinary Insights for Servant Leadership Design Questions For Developing a Servant Leadership Curriculum
  • 2. A Leadership Disconnect Prevailing leadership understandings and behaviors contribute to a global culture of economic and social dysfunction.  Catastrophe for Billions of people Our education systems operate in support of prevailing leadership behaviors
  • 3. The Leadership We Have Current leadership understandings and practices are sourced in a pre-historic archetypal mythology of conflict and competition.
  • 4. Re-thinking Leadership LessonsYoung People Receive leadership is learned in a paradigm of market forces, transactional authority, competition, winners/losers. Servant leadership is introduced as a modern alternative leadership paradigm
  • 5. Tenets of Servant Leadership Literacy Robert Greenleaf (1970) The Servant as Leader “The servant-leader is servant first” Larry Spears (1998) Insights on Leadership  Listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth, building community.
  • 6. Listening, Empathy, TrustGreenleaf describes a patient and empathetic style of listening:“I have seen enough remarkable transformations in people who have been trained to listen to have some confidence in this approach. It is because true listening builds strength in other people”
  • 7. Interdisciplinary Insights forServant LeadershipServant leadership curricula are being developed and included in regular coursework. Literature, philosophy, the arts  Steinbeck, Daoism  Personalism, Feminist ethics  Music instruction, direction and performance
  • 8. Design Questions For Developing a Servant LeadershipCurriculumExamples How can we develop curricula that assists students in identifying the difference between parroting established norms and leadership. How might young people’s experience of leadership be re-framed using principles of equity and justice in contrast to authoritative power and competition? What are some examples of, as Boggs describes, “processes and practices of a disappearing industrial era” still being used in our schools and universities? How does a focus on measures of economic success contribute to our current concepts of leadership? and the way (i.e. pedagogy) young people learn about leadership? What are some current educational practices that “fix or remediate” students in order that they fit into the prevailing leadership paradigm of business? What new practices could provide students the required skills to re-create the world they want from shared values of justice and equity?
  • 9. Design questions continued Greenleaf describes “true listening” as the singular key quality of a servant leader. How are students currently taught about “listening”? How might students be taught this empathetic and patient style of listening? How might this understanding of listening, framed as a leadership skill, be incorporated into curricula and the daily activity of students? If current curricula are seen to be structured in the context of productivity, how might curricula be re-framed in a context of student well-being? Describe how traditional, authoritative educational settings and activities could be re- framed in the context of a servant leader approach. How might athletics, student government, or club organizations, where student work together using a leadership framework, be envisioned as servant leadership led organizations?

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