Teaching Philosophy

My teaching philosophy has crystallized over almost 50 years. First, I was fortunate to have a range of teachers and professors, and to be profoundly influenced by one high school teacher and two university professors in particular who remain important role models for me. Second, I have had the opportunity to be extremely involved in leadership development initiatives with leaders from so many different organizations. Third, I have been actively involved in research on leadership. The first two experiences shaped my teaching philosophy, while my research on the development, nature and effects of transformational leadership has helped me articulate my philosophy.

I believe that the role of the professor has changed dramatically. Traditionally, professors were assumed to know more than anyone else in the classroom; hence their role was to convey knowledge and information. The role of the professor is now to challenge students to think for themselves, and in so doing, continually challenge their most cherished assumptions and convictions.

I believe that the first responsibility of the teacher is to create the optimal environment within which learning can take place, and that learning and growth take place in an environment of mutual respect and trust, that is fun, interesting and challenging, rewarding risks and accepting well-conceived mistakes—both the students and the professors!

I believe that the educational experience is enhanced when the teacher is a role model for students. The central tenets of transformational leadership guide my behaviors as a teacher in the formal classroom setting, and in informal interactions with my students:

"Idealized influence" teaches me to build respect and mutual trust by doing what is right rather than what is expedient, by admitting my own mistakes.
"Inspirational motivation" teaches me to help students attain more than they thought was possible by setting high expectations, and convey meaning through stories and symbols with which students can identify.
"Intellectual stimulation" teaches me that that the challenge is not whether I can answer students' questions, but whether I can help students learn to answer their own questions; that’s real development.

I believe passionately that there is a strong link between effective teaching and research, a belief guided by several decades of the joy of teaching and the pursuit of research excellence. My active involvement in research has also made teaching more exciting for me; the questions students ask have livened my research.

I believe in the role of stories: Using story-telling as the medium, students have endless patience and interest in learning from research.

I believe passionately that the end point is only reached when students stand, metaphorically, on their teachers' shoulders, and see a horizon further and wider than their teachers could offer. As a result, I will only be successful as a teacher when my former students achieve all this, and outshine me.