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Compassionate noticing and stopping the action: Bringing intentionally emergent teaching into leadership education. 有同情心地注意和停止行动：将有意识的新兴教学引入领导力教育。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-08 DOI: 10.1002/yd.20591
Tara Widner, Linnette Werner
{"title":"Compassionate noticing and stopping the action: Bringing intentionally emergent teaching into leadership education.","authors":"Tara Widner, Linnette Werner","doi":"10.1002/yd.20591","DOIUrl":"10.1002/yd.20591","url":null,"abstract":"<p><p>Emergent-based practices of leadership development (such as intentional emergence (IE), case-in-point, or group relations) rely a great deal on stopping the action in order to publicly notice group behaviors and patterns and connect what is happening authentically to conscious actions and ideas (such as course content, readings, theories, etc.). However, when a facilitator or participant practices stopping the action and calling out these behaviors, there is a danger that they will go beyond productive tension into a level that causes casualties. This article explores the foundational need for compassion and purpose when using the common tools of heat and noticing in intentionally emergent spaces.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"53-60"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140066040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Emergent teaching movements in leadership development: Group relations, case-in-point, and intentional emergence. 领导力发展中的新兴教学运动：群体关系、点中案例和有意涌现。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20587
John Weng, Linnette Werner, Tim Steffensmeier
{"title":"Emergent teaching movements in leadership development: Group relations, case-in-point, and intentional emergence.","authors":"John Weng, Linnette Werner, Tim Steffensmeier","doi":"10.1002/yd.20587","DOIUrl":"10.1002/yd.20587","url":null,"abstract":"<p><p>In a post-pandemic context, the need for leadership students to navigate ambiguous conditions and examine their automatic responses to authority has increased. Yet, common approaches to teaching leadership, such as group discussions and simulations, overlook the potential for using development spaces as living laboratories. This article explores three emergent-based pedagogies (group relations, case-in-point, and intentional emergence) that de-center the instructor, prioritize co-creation and emergence, and provide living laboratories for students to examine their assumptions and default behaviors related to leadership.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"11-19"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cautions and limitations of emergent pedagogies in leadership development. 领导力发展中新兴教学法的注意事项和局限性。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20596
John Weng, Linnette Werner
{"title":"Cautions and limitations of emergent pedagogies in leadership development.","authors":"John Weng, Linnette Werner","doi":"10.1002/yd.20596","DOIUrl":"10.1002/yd.20596","url":null,"abstract":"<p><p>While emergent pedagogies offer potentially high impact, the risks in using such pedagogies can be significant when not handled carefully. This article explores the cautions and limitations of emergent-based pedagogies such as case-in-point, intentional emergence, and group relations. Leadership educators who use emergent-based approaches need to be well-versed in how to hold the heat in the classroom, even when the heat may be directed at them. The learning and impact from the pedagogy may sometimes take months or even years to be felt. As such, considerations like administration buy-in are necessary in addition to the adequate development of the facilitator. This article explores resources to develop educators in their use of emergent pedagogies, including hallmark readings and trainings that are available to those interested in learning more.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"97-105"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning needs of the 21st century: Using intentional emergence with Generation Z college students. 21 世纪的学习需求：对 "Z "世代大学生使用 "有意崛起 "教学法。
New directions for student leadership Pub Date : 2024-03-01 DOI: 10.1002/yd.20589
John Weng, Corey Seemiller
{"title":"Learning needs of the 21st century: Using intentional emergence with Generation Z college students.","authors":"John Weng, Corey Seemiller","doi":"10.1002/yd.20589","DOIUrl":"10.1002/yd.20589","url":null,"abstract":"<p><p>The student body within a university is a dynamic entity, with each cohort being shaped by current societal events and technological advancements. Thus, higher education institutions and other providers of leadership education and development must consider the nature of today's college students and employees, who are primarily from Generation Z, when engaging in teaching and learning practices. One such pedagogy that aligns with this student cohort is intentional emergence (IE). This article will discuss ideas and considerations for using IE with Generation Z students.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":"2024 181","pages":"31-39"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140132808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The prefigurative politics of leadership education: Connecting our practice to broader movements. 领导力教育的预设政治：将我们的实践与更广泛的运动联系起来。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-11 DOI: 10.1002/yd.20588
Alexander Fink
{"title":"The prefigurative politics of leadership education: Connecting our practice to broader movements.","authors":"Alexander Fink","doi":"10.1002/yd.20588","DOIUrl":"10.1002/yd.20588","url":null,"abstract":"<p><p>Why develop leaders? What politics are implicit in our practice? This paper uses the history and practice of Popular Education as a comparative framework to survey the politics of intentional emergence leadership pedagogy, surfacing potential alliances for building social change movements. Using a case analysis, the article elucidates the ways the classroom embodies an opportunity to explore and enact a prefigurative politics of significant social change that upends traditional relationships to authority, hierarchy, and decision-making. Exploring the opportunities and dangers of connecting the classroom to broader social movements, the article concludes by advocating that such connections could offer a firmer and more explicit stance to the question: why develop leaders?</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"21-30"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using intentional emergence to dethrone the sage on the stage. 用意气风发来推翻台上的圣贤。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20594
Josh P Armstrong, Asiya M Vickers
{"title":"Using intentional emergence to dethrone the sage on the stage.","authors":"Josh P Armstrong, Asiya M Vickers","doi":"10.1002/yd.20594","DOIUrl":"10.1002/yd.20594","url":null,"abstract":"<p><p>Intentional emergence (IE) as a pedagogy centers students in learning and calls for the educator or facilitator to take a different role. It is important for educators to mindfully regulate their presence in the classroom to allow students to notice the role of authority in leadership practice. This article provides recommendations for productive learning when authority is de-centered and learners are encouraged to take up their authority. Facilitators who reflect and consider their identities and the identities of their participants will be more prepared for what emerges in the classroom. Finally, educators center student learning by intentionally creating a safe container before giving back the work to students in meaningful ways, allowing themselves to take a backseat and observe students exercising leadership.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"77-85"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Attending to the complexities of leadership learning and practice: Emergent-based assessment and evaluation strategies. 关注领导力学习与实践的复杂性：基于新出现的评估和评价战略。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20595
Krista M Soria, Brandon W Kliewer
{"title":"Attending to the complexities of leadership learning and practice: Emergent-based assessment and evaluation strategies.","authors":"Krista M Soria, Brandon W Kliewer","doi":"10.1002/yd.20595","DOIUrl":"10.1002/yd.20595","url":null,"abstract":"<p><p>In emergence-based leadership education, the knowledge and experiences co-created in the classroom may violate some of the assumptions behind traditional teaching and learning assessment methods. Thus, traditional assessment, evaluation, and outcomes for courses utilizing emergence-based methods, such as intentional emergence, case-in-point, dialogic group process consultations, and group relations/dynamics, are counterintuitive and must be reconsidered. We provide recommendations regarding how to conduct assessment when utilizing emergence-based teaching methods in leadership education. We review the use of inductive forms of assessment and provide recommendations for broadening learning outcomes and engaging in learning outcomes beyond the knowledge domain.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"87-95"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Intentionally embracing emergence in leadership education. 在领导力教育中有意识地接受新兴事物。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20586
Linnette Werner, John Weng
{"title":"Intentionally embracing emergence in leadership education.","authors":"Linnette Werner, John Weng","doi":"10.1002/yd.20586","DOIUrl":"10.1002/yd.20586","url":null,"abstract":"","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"7-10"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The classroom as laboratory: A theoretical grounding of the intentional emergence framework for leadership development. 课堂即实验室：领导力发展的有意涌现框架的理论基础。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20590
Linnette Werner, Alexander Fink
{"title":"The classroom as laboratory: A theoretical grounding of the intentional emergence framework for leadership development.","authors":"Linnette Werner, Alexander Fink","doi":"10.1002/yd.20590","DOIUrl":"10.1002/yd.20590","url":null,"abstract":"<p><p>Leadership development, like other professional areas such as medicine, teaching, and law, requires students to become as adept at practicing leadership as they are at understanding the theory behind it. For example, K-12 teachers have student teaching, medical students have residencies, cadavers, and virtual reality-but where is the learning laboratory for leadership? The intentional emergence (IE) pedagogy provides a framework for instructors and learners that both honors the role of the instructor as a goal/outcome-setter while also embracing the complexities of the leadership development space as a living laboratory and practice field for leadership. Additionally, IE attempts to bring unconscious and default behaviors to the foreground so that critical components of leadership development such as power, privilege, and identities can be seen and included.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"41-52"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Microcosm of the outside world: Intentional emergence around current events, factions, and polarization. 外部世界的缩影：围绕时事、派别和两极分化的有意涌现。
New directions for student leadership Pub Date : 2024-03-01 Epub Date: 2024-03-07 DOI: 10.1002/yd.20592
David Hellstrom, Jenny P Steiner
{"title":"A Microcosm of the outside world: Intentional emergence around current events, factions, and polarization.","authors":"David Hellstrom, Jenny P Steiner","doi":"10.1002/yd.20592","DOIUrl":"10.1002/yd.20592","url":null,"abstract":"<p><p>Teaching leadership in today's world requires a combination of introducing theory and best practices, as well as allowing moments that are happening in real-time, both current events and interactions from the \"laboratory\" of the classroom, to affect the teaching agenda. Instructors can lean into the model of Intentional Emergence (IE) to help guide them toward welcoming these \"real-life moment\" as vital parts of the curriculum. The authors review inside events, outside events, and Temporary Authority Skills Challenges (or TASCs) as examples of IE pedagogy.</p>","PeriodicalId":37658,"journal":{"name":"New directions for student leadership","volume":" ","pages":"61-68"},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140060695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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