Designing Alternatives: Design Thinking as a Mediating Learning Strategy to Bridge Science and the Humanities for Leadership Learning

Autor/inn/en	Clegorne, Nicholas A.; Mastrogiovanni, Jason M. M.
Titel	Designing Alternatives: Design Thinking as a Mediating Learning Strategy to Bridge Science and the Humanities for Leadership Learning
Quelle	In: Journal of Leadership Education, 14 (2015) 4, S.46-54 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership Training; Labor Force Development; Teaching Methods; Economic Progress; Educational History; Andragogy; Humanities; Science Education; Commercialization; Epistemology; Models; Instructional Design + Suchen Sie Ihr Suchwort? Führungslehre; Arbeitskräftebestand; Teaching method; Lehrmethode; Unterrichtsmethode; Economic growth; Wirtschaftswachstum; History of education; Bildungsgeschichte; Andragogics; Andragogik; Geisteswissenschaften; Humanwissenschaften; Naturwissenschaftliche Bildung; Erkenntnistheorie; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Drawing on the work of educational anti-consumerists such as David F. Noble (2002) as well as design theory (Cross, 2006; Dorst, 2011; Farrell & Hooker, 2013) and adaptive leadership (Heifetz, Grashow, & Linsky, 2009), these authors frame the complex interactions involving teaching and learning along a spectrum bracketed by training on one side and education on the other. Training is a process which generates objective knowledge in order to make a person functional within someone else's system or industry (Noble, 2002, 2013). In other words there is no direct connection to the self or personal development. In contrast, education, at its best, is total integration of one's self with the knowledge they absorb and eventually synthesize for their own self-learning (Noble, 2002). When choosing between training and education we, as a nation, have often chosen the former in the name of workforce development and economic progress, but at what cost? Unfortunately, the traditional teaching strategies employed throughout modern educational history do not offer a method or model with which to conceptualize, much less begin to solve such wicked problems. Only by understanding the conceptual underpinnings that support contemporary pedagogy and andragogy might we begin to create educational spaces that help us solve such complex challenges. (ERIC).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01