Developing class‐consciousness leadership education in graduate and professional schools

2021 ◽  
Vol 2021 (169) ◽  
pp. 111-119
Author(s):  
David J. Nguyen ◽  
Anna‐Kaye C. Rowe
Keyword(s):  
Leadership Education ◽  
Class Consciousness ◽  
Professional Schools

Present

2018 ◽  
Author(s):  
Barbara Kellerman
Keyword(s):  
Rapid Growth ◽  
Business Schools ◽  
Training And Development ◽  
Leadership Education ◽  
First Century ◽  
Government Agencies ◽  
Professional Schools ◽  
Track Record ◽  
Or In Government ◽  
The Military

By the 1980s the leadership industry had gone from incipient to entering a period of rapid growth that has not slowed. In fact, it still accelerates beyond anyone’s early imaginings. Chapter 2 is an overview of where we are now. It addresses questions such as these: How is leadership taught in the first quarter of the twenty-first century? Who are the leadership students? Who are the leadership teachers? Where is leadership being taught? What are the leadership pedagogies? What, in consequence of our investment, is the track record of leadership education, training, and development? Some ostensibly learn how to lead in college. Others ostensibly learn how to lead in graduate and professional schools, especially business schools. Still others ostensibly learn how to lead in large corporations or in government agencies. And there are those who learn to lead in the military, about which there is more later in the book.

Limits and Possibilities of Sharing Christian Worship in an Interreligious Educational Setting

2017 ◽  
Vol 1 (2) ◽  
pp. 206-223
Author(s):  
Jennifer Peace
Keyword(s):  
Planning Process ◽  
Leadership Education ◽  
Thick Description ◽  
Unitarian Universalist ◽  
Religious Traditions ◽  
Religious Ritual ◽  
Worship Service ◽  
Theological School ◽  
Christian Worship ◽  
Interreligious Education

This paper discusses a worship service I designed and led in November of 2014 at Andover Newton Theological School (ANTS). As a member of the faculty, a practicing Christian and a religious educator and interfaith organizer, I am invited to lead a service each year in the Chapel at ANTS. In particular, as the ANTS’ co-director of the Center for Interreligious and Communal Leadership Education (CIRCLE), a joint program between ANTS and Hebrew College, I was charged with making the service an “interfaith” gathering, open and inviting for Unitarian Universalist, Muslim, and Jewish guests, while still providing an authentic expression of Christian worship. This article offers a first-person narrative and thick description of the service, the planning process, the broader context of interreligious education at our schools, and reflections on both the possibilities and limits of sharing particular religious rituals across diverse religious traditions for educational purposes. Drawing on the work of interreligious educators I identify a set of goals for interreligious education and explore the potential for religious ritual to both contribute to and complicate these goals. I describe the worship service as a ritual event in the life of a Christian seminary as well as its meaning and role in the process of interreligious coformation that is part of CIRCLE’s work.

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