part 2:

Peter M. Rojcewicz, PhD                                                    September 11, 2014

Driven by metaphors of battle, graduate schools train people to believe that intellectual stature results from critical assaults that demean others’ work, rather than from deep, empathic listening urequired for authentic dialogue. Yet learning and service obligates us to one another as institutional citizens within a community committed to free exchange of ideas in sincere hope of enriching each other’s understanding. In the spirit of Paulo Freire’s critical pedagogy, we understand that hope as an ontological imperative of learning as liberation.

 Leadership that moves beyond mere power of office requires a capacity to confront one another with our freedom to pursue knowledge for its utility, inherent truth, and transformative potential. This brand of leadership emerges as a manifestation of humility to be understood as energetic service on behalf of others, avoiding the subtle coercions of self-importance, and co-creating desired futures. Historically, the origin of power lies in culturally defined positions of authority on which folk communities relied for resolutions of problems and disagreements about how to act wisely and effectively. True power resides in the ability to empower others to act wisely and effectively.

To be continued.