Teaching leadership and teaching leaders.

A Chinese philosopher, whom I paraphrase, stated that a leader is one who knows the self, knows the other, knows the task and knows the situation. In this second AEQ issue of Teaching Leadership and Teaching Leaders, we share with the reader essays that deal with these four areas of leadership knowledge. As the authors come to the knowing of self, other, task and situation from various frameworks, and cross boundaries of leadership knowledge, we hope the reader enjoys the essays on teaching leaders and leadership contained herein.

Understanding the self is an important aspect of teaching leaders and developing a reflective approach to leadership. Pennington explores the theoretical and philosophical foundations of an authentic collegiate leadership development course and shares recommendations for those who want to implement a personal leadership development course on their campus. While Bon, Gerrick, Sullivan, and Shea describe their use of the case study method as a pedagogical approach to encourage and support dialogue and reflection on the role of values and ethics in educational leadership, Stader helps the reader understand how to develop morally competent school leaders using Habermas' discourse ethics as a framework for reframing ill-structured problems. Teaching leadership to individuals not yet identifying as leaders, according to Middlebrooks, requires a conceptual framework that provides opportunities for explicit lessons, implicitly emulates the processes of leadership, and facilitates students' engagement in constructing a coherent understanding of leadership. Middlebrooks provides an example of a creative problem-solving process as an effective pathway to engaging leadership. Additionally, Peckover, Peterson, Christiansen, and Covert report from their research on a professional development program their discovery that transformations in teacher thinking, problem solving and professional identity are aided by the structuring of long-range constructivist professional development practices.

Deal, Garger and Jacques examine the effects of leader/follower gender and how gender similarities and differences impact ratings of leader behavior. Interestingly, they discovered that female professors were rated higher in transformational leadership than were male professors who, in turn, were consistently rated higher on transactional leadership. In order to develop leaders engaged in active citizen democracy, Johnson, Kidd, O'Brien, and Shields utilize a model of applied political and civic ...