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Leadership for an Age of WisdomEffective Self-Reflection

Leadership for an Age of Wisdom: Effective Self-Reflection [This chapter is influenced by the firm belief held by many philosophers that our choice of epistemologyepistemology is constrained by our ontologyontology, whereby, our epistemology and ontology co-determine each other. Now, into this entwined relationship, this chapter adds our dominant learning theorylearning theory. Our choice of learning theory is constrained by our epistemology, which is constrained by our ontology. Being becomes knowing, which influences how knowledge is taught. Thus, based on the acceptance of radical naturalismradical naturalism as the most suitable guiding ontologyontology for understandingunderstandingwisdomwisdom-led leadershipleadership, such that embodiedembodiedawarenessawareness becomes the dominant epistemologyepistemology, in order to best learn how to tap into our embodied awareness, enactivismenactivism is described as the most appropriate learning theorylearning theory. EFenwicknactivism holds that within human beings, natural objects and cognition emerge together as intertwined systems – people and their environmentenvironment co-emerge. Moreover, in order to apply an enactivist approach to developing the leader’s consciousness, to nurture their wisdom, necessitates enabling the leader to fully appreciate how their self and their environment are co-emerging. As described in this chapter, this can only be achieved through accurate and courageous self-reflection. Thus, much of this chapter describes research data from studies of self-reflection in order to promote a more thorough insight into what constitutes accurate and courageous self-reflection and how it can be nurtured.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Leadership for an Age of WisdomEffective Self-Reflection

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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2009
ISBN
978-90-481-2995-9
Pages
71 –99
DOI
10.1007/978-90-481-2996-6_6
Publisher site
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Abstract

[This chapter is influenced by the firm belief held by many philosophers that our choice of epistemologyepistemology is constrained by our ontologyontology, whereby, our epistemology and ontology co-determine each other. Now, into this entwined relationship, this chapter adds our dominant learning theorylearning theory. Our choice of learning theory is constrained by our epistemology, which is constrained by our ontology. Being becomes knowing, which influences how knowledge is taught. Thus, based on the acceptance of radical naturalismradical naturalism as the most suitable guiding ontologyontology for understandingunderstandingwisdomwisdom-led leadershipleadership, such that embodiedembodiedawarenessawareness becomes the dominant epistemologyepistemology, in order to best learn how to tap into our embodied awareness, enactivismenactivism is described as the most appropriate learning theorylearning theory. EFenwicknactivism holds that within human beings, natural objects and cognition emerge together as intertwined systems – people and their environmentenvironment co-emerge. Moreover, in order to apply an enactivist approach to developing the leader’s consciousness, to nurture their wisdom, necessitates enabling the leader to fully appreciate how their self and their environment are co-emerging. As described in this chapter, this can only be achieved through accurate and courageous self-reflection. Thus, much of this chapter describes research data from studies of self-reflection in order to promote a more thorough insight into what constitutes accurate and courageous self-reflection and how it can be nurtured.]

Published: Aug 21, 2009

Keywords: Life Experience; Ethical Dilemma; Visual Display; Leadership Behaviour; School Community

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