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In Preparation for Creating a Servant Leadership
Curriculum for Young Adults

Six 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
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
The Leadership We Have

 Current leadership understandings and practices are
  sourced in a pre-historic archetypal mythology of
  conflict and competition.
Re-thinking Leadership Lessons
Young 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
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.
Listening, Empathy, Trust


Greenleaf 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”
Interdisciplinary Insights for
Servant Leadership


Servant leadership curricula are being developed and
  included in regular coursework.



 Literature, philosophy, the arts
   Steinbeck, Daoism
   Personalism, Feminist ethics
   Music instruction, direction and performance
Design Questions For Developing a Servant Leadership
Curriculum
Examples

   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?
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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Servant Leadership Notes

  • 1. In Preparation for Creating a Servant Leadership Curriculum for Young Adults Six 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 Lessons Young 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, Trust Greenleaf 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 for Servant Leadership Servant 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 Leadership Curriculum Examples  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?