Teaching & Learning Philosophy
Servant Leadership is the first of four key intellectual anchorage points of my teaching and learning philosophy. Servant leadership, popularized by Robert Greenleaf in the 1970’s, idealized the notion of service to others as being primary and is summarized well by the following two questions: “Do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society; will they benefit, or, at least, will they not be further deprived?” (Greenleaf, 1970). As an intellectual leader supporting students’ development, it is my hope to model this stewardship ideal through my relationship …show more content…
This school of thought encourages individuals, groups, and organizations to act reflexively and skillfully by distinguishing espoused theories (ideals that we believe we follow) from the theories-in-use (our actual behaviors). Through ongoing reflection on these “gaps” between ideals and actions individuals can develop more productive self-inquiry, interpersonal and inter-group relations, and more humane organizations. This practice of contrasting “ideal” and “real” supports student growth in our professional programs and aligns directly with Nazareth College’s view of liberally educated students, as represented in our new Uncommon Core. Namely, my goal is to help individuals be reflective about the learning process, communicate effectively, examine real-world challenges, ask deep questions, discern their own values, and integrate knowledge across …show more content…
I believe academics can play an influential role in shaping the minds of current and future leaders around these challenges by providing a humanistic framework for students and providing a safe environment in which to struggle with conceptual, ethical and practical issues. I aspire to promote a range of dialogues and conversations in the classroom through the integration of a servant leadership in my classroom, along with androgogical principles and an action science orientation. My hope is that the efficacious application of these four theories and principles in the classroom can create an intellectual setting that will inform students’ values, encourage their self-direction, and foster social justice now and in the
Servant Leadership is the first of four key intellectual anchorage points of my teaching and learning philosophy. Servant leadership, popularized by Robert Greenleaf in the 1970’s, idealized the notion of service to others as being primary and is summarized well by the following two questions: “Do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society; will they benefit, or, at least, will they not be further deprived?” (Greenleaf, 1970). As an intellectual leader supporting students’ development, it is my hope to model this stewardship ideal through my relationship …show more content…
This school of thought encourages individuals, groups, and organizations to act reflexively and skillfully by distinguishing espoused theories (ideals that we believe we follow) from the theories-in-use (our actual behaviors). Through ongoing reflection on these “gaps” between ideals and actions individuals can develop more productive self-inquiry, interpersonal and inter-group relations, and more humane organizations. This practice of contrasting “ideal” and “real” supports student growth in our professional programs and aligns directly with Nazareth College’s view of liberally educated students, as represented in our new Uncommon Core. Namely, my goal is to help individuals be reflective about the learning process, communicate effectively, examine real-world challenges, ask deep questions, discern their own values, and integrate knowledge across …show more content…
I believe academics can play an influential role in shaping the minds of current and future leaders around these challenges by providing a humanistic framework for students and providing a safe environment in which to struggle with conceptual, ethical and practical issues. I aspire to promote a range of dialogues and conversations in the classroom through the integration of a servant leadership in my classroom, along with androgogical principles and an action science orientation. My hope is that the efficacious application of these four theories and principles in the classroom can create an intellectual setting that will inform students’ values, encourage their self-direction, and foster social justice now and in the