DPLS 718 - Ways of Knowing
Fall 2008 3 Credits
Professor: Silvia Behrend
Phone: 360.352.2559
Appointments scheduled via phone or email
Email: revdocsil@gmail.com
Last revision 25 August 2008.
Class Dates: Wednesdays, 6-10pm: September 3, 17, October 1, 15, 22, November 5, 19, December 3
MISSION OF THE PROGRAM
The Doctoral Program in Leadership at Gonzaga University is premised on the belief that leadership is based on a deep understanding of the self and of the core values that drive one's actions. Thus effective leadership requires the development of a compelling personal vision that engages others by offering meaning, dignity, and purpose. The ultimate aim of leadership is the building of more humane relationships, organizations, and societies. Effective leaders need to develop the critical imagination required to embrace individual, organizational, and global change from a stance of hope and courage.COURSE OVERVIEW & DESCRIPTION
In his introduction to The Servant-Leader Within - A Transformative Path, Larry Spears identifies ten characteristics that are critically important for the development of servant leadership: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community. One of the key elements for developing the ten characteristics is knowing how to reach and teach those served. Knowing how people function, how they learn, and how they perceive the world provides the servant leader with strategies to create successful learning, teaching and training opportunities.This class will explore a variety of learning/knowing styles:
• emotional intelligence,
• multiple learning styles,
• left and right brain functionality,
• creativity,
• spirituality,
• imagination,
• affective and cognitive approaches,
In conjunction with:
• feminist epistemology,
• the role of imagination and culture, and
• the use of narrative
to develop tools for cultivating the ten characteristics of an effective servant leader. These modalities will be “caught not taught” as we engage in the praxis of teaching-learning-knowing in small group presentations.
COURSE GOALS & OUTCOMES
By the end of the class, students will:• Know how they learn and know, how they function, and how they perceive the world,
• Develop strategies for their own work based on understanding how others learn and grow, how they function, and how they perceive the world,
• Understand how feminist epistemology affects praxis,
• Understand how religious imagination can be transformative for individuals and community,
• Understand the role culture and story play in creating community, and
• Articulate a personal philosophy which integrates the characteristics of servant leadership with multiple ways of knowing in their particular field of interest.
REQUIRED TEXTS:
Bates, C. M. (1994). Peripheral visions. New York: Harper Collins.Beazley, Hamilton et al (2002). The Servant-Leader Within - A Transformative Path, Robert K. Greenleaf. : New Jersey: Paulist Press.
Belenky, Mary Field, ed. (1997). Women’s Way of knowing: The Development of Self, Voice and Mind. New York: BasicBooks.
Bruner, Jerome (1990). Acts of Meaning. Massachusetts: Harvard University Press.
Edwards, K. (2005). The memory keeper's daughter. New York: Penguin.
Nachmanovitch, Stephen (1990). Free Play: The power of improvisation in life and the Arts. New York: Putnam. ADDED 25 August
Harris, Maria (1991). Teaching and Religious Imagination: And Essay in the Theology of Teaching. New York: HarperCollins. DELETED 25 August, Out of Print.
ASSUMPTIONS ABOUT THE CLASS
Because this is both a theory and praxis class, most of the theoretical work will be completed before class. Students will have read the required readings and turned in the assignments before each class as assigned in the syllabus. During the class time itself, we will “practice” the various theories - this includes but is not limited to solo presentations, small and large group work. Small groups will sometimes meet between classes to prepare an assignment.The overarching structure of the class is the first three chapters of The Servant-Leader Within - A Transformative Path. All the work that we do, the theories we explore serve to develop the skills necessary to become an effective leader. Thus, the final assignment will be a 10 minute presentation utilizing what students have learned about servant-leadership and ways of knowing to the class. The content should be pertinent to student’s own particular sphere of study/work/leadership. A paper detailing the purpose, methodology and rationale is due with the presentation. See the assignment section for the format.
COURSE ASSIGNMENTS
Beazley, Hamilton et al (2002). The Servant-Leader Within - A Transformative Path, Robert K. Greenleaf. : New Jersey: Paulist Press. Read chapters 1-3 for class on September 3rd. Write a 5-7 page paper on your understanding of how the transformational mandate of servant-leadership impacts your operating world view and your praxis as a leader in your field. DUE: September 17, 2008
Belenky, Mary Field, ed. Women’s Way of knowing: The Development of Self, Voice and Mind. Prepare a multi-logue among the differing voices of experience and of power that illustrates your understanding of feminist epistemology. This will be read in class in small group. DUE: October 1, 2008
Bates, C. M. Peripheral visions. Prepare a way to demonstrate the essence of learning through experience and constructing continuity as it relates to your leadership style and praxis. It can be in any creative way possible (story/poem/video/dance/etc.,); use your imagination. Not longer than five minutes or five pages long. DUE: October 15, 2008
Harris, Maria. Teaching and Religious Imagination: An Essay in the Theology of Teaching. Write a 3-5 page paper on how a spiritual grounding affects your theory and praxis of servant-leadership. DUE: October 22, 2008
Bruner, Jerome. Acts of Meaning. Write a narrative exploring your experience with how cultures in your work, school or other environment affected you, how you were able or unable to function in that setting, what you observed, felt, saw, or any other affective means of responding to that experience. DUE: November 5, 2008
Edwards, K. The Memory Keeper's Daughter. We will discuss this book in class, paying particular attention to gender, emotional intelligence and servant-leadership. DUE November 5, 2008
Final assignment: Prepare a ten minute presentation about servant-leadership and ways of knowing to the class that is pertinent to your particular sphere of study/work/leadership (class, training session, etc.) Provide a detailed description of the methodology in this format:
• The purpose of the presentation
• The characteristic/s of servant-leadership addressed
• The activities chosen and which learning styles, ways of knowing, culture and imagination are addressed for self and for others
• A final statement integrating your view of servant leadership into your praxis.
This paper should not exceed ten pages including charts, graphs or other material used to support your methodology. DUE: With the presentation either November 19th or December 3rd.
ASSUMPTIONS ABOUT GRADING AND ATTENDANCE
Because my preferred teaching style is to to apprentice, nurture and develop students, I assume that:
• Students in this and any other doctoral level class have the required expertise to comply with Gonzaga’s and the Doctoral Leadership Studies Program grading and honor system.
• Students are able to write cogently, accurately and in accordance to the APA guidelines.
• Students have appropriately scheduled to attend every class and that emergencies arise. I would like to be notified in advance if possible.
• Weather is a concern; we will all use our best judgment about attending class during severe inclement weather. I will contact you via email if I am unable to cross the mountains due to severe weather conditions.
• Students know whether they are putting forth their best, good or mediocre efforts in terms of attendance and participation.
• We all know what excellent work looks like (A), what good work looks like (B), and what more marginal work looks like (C). We also know what it looks like when you don't really show up at all.
Thus, after I have received and reviewed the final presentation papers, we will have a phone conversation to determine your final grade. I am available to discuss students’ progress at any time during the course, please email me at revdocsil@gmail.com and we will either make a telephone appointment or meet before class.
LEARNING ACTIVITIES, ASSIGNMENTS AND DUE DATES
Please be aware that you will be reading the material the week or weeks before the reflection is due. We will use the reading material for the class
| Date | Readings | Assignments | Tentative Topics |
| September 3 | Beazley | Read Chapters 1-3 in Beazley
Take the following online tests and bring the results to class: Teaching perspectives style (teachingperspectives.com) Brain map (brainmap.braintechnologies.com) Emotional Intelligence (queendom.com) Multiple Intelligence (ldpride.net/learning-style-test.html) Meyers/Briggs Personality Indicator (humanmetrics.com)
|
Learning styles and intelligences |
| September 17 | Belenky | DUE: Reflection on Beazley. | Learning styles and intelligences |
| October 1 | Bates | DUE: Reflection on Belenky | Ways of Knowing |
| October 15 | Harris | DUE: Reflection on Bates | Ways of Knowing |
| October 22 | Bruno | DUE: Reflection on Harris | Imagination and Culture |
| November 5 | Edwards | DUE: Reflection on Bruno. Be prepared to represent the major characters in terms of voice, gender, culture and emotional intelligence | Imagination and Culture |
| November 19 | Presentations and Feedback | Presentations | |
| December 3 | Presentations and Feedback | Presentations |
Final assignment due by December 17, 2008. Be prepared to discuss your grade with me by the 19th.
Some caveats:
• All of the above is subject to revision according to the needs of the class.
• Assignments are due as stated regardless of what we are doing that day
• Changes in location or any other changes are possible (and likely)
• I will notify the class through Blackboard of any changes, new information, or whatever needs to be relayed.
• Please assume that if I did not call you or email you back, it is not personal but rather that something prevented my immediate response. Please feel free to remind me.
• This is a highly participatory and active class. Dress for comfort; come hydrated, with food, and ready to have fun.
This course is taught in accordance with the policies and procedures set forth in the School of Education Standards and Fair Practice Manual, and complies with the Family Educational Rights and Privacy Act (FERPA).If you have a disability or suspect that you have a disability that requires any type of accommodation to fulfill the requirements of this course, please contact the Office of Disability Resources, Education and Access Management at (509) 313-4134 and notify the professor within the first week of the course.
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