Julie E. Owen

Abstract: A Sufi proverb offers that a way of seeing is also a way of not seeing. Humans are constantly looking at the world through a set of lenses, which may be explicit or implicit, that color the way one sees and interacts with the world around them. This is especially true in the fi eld of leadership development where educators adopt theoretical perspectives from a multitude of disciplinary perspectives, as well as diverse cognitive, social, developmental, and organizational frames. Particular frames help leadership educators make choices about what to include or exclude from leadership development, communicate values and beliefs about the nature and purpose of leadership, and articulate and assess the effi cacy of a leadership program’s design and delivery.

Theories of student learning and development are particularly important in leadership education because they make prescriptions about how people can adopt increasingly complex ways of being, knowing, and doing essential forms of development for leadership learning. Popular student development theories that inform leadership education include, among others, cognitive approaches, psychosocial dimensions, learning theories, and theories of leader identity development. How one makes choices among these theories, and how one connects theory to program context, philosophy, pedagogy, and goals is the essential work of a leadership educator.

Increasingly, there is a call for leadership educators to adopt interdisciplinary and integrative approaches to leadership education. There is general consensus that no single conceptual frame or theory can adequately address the complex set of competencies involved in leadership education. Therefore, leadership learning should be integrated across multiple structures, strategies, and activities. This includes inviting students to connect formal study, life experiences, and diverse perspectives. Promoting integrative and interdisciplinary approaches to leadership development often requires restructuring existing learning opportunities with an eye toward examining multiple perspectives in complex and multifaceted ways. So how does one help students make meaning of their leadership learning, experiences, and beliefs in light of this plurality of approaches and perspectives? This chapter briefly reviews student development theories that are popularly applied in leadership education and then examines the role of leadership identity development in the evolution of complex and relational approaches to leadership. Finally, issues and challenges in integrating and applying multiple theoretical perspectives to leadership development are addressed.

总 结：

1、苏菲谚语提供了一种看到也没有看到的方式。人类通过一组镜头不断看世界,这可能是显性的,也可以是隐性的。尤其是领导力发展,教育者从众多的学科视角采取理论观点,以及不同的认知、社会、发展和组织框架。特定框架帮助领导教育工作者做出选择什么，包括或排除领导力发展、交流价值观和信仰关于领导的性质和目的，阐明和评估有效率的领导力项目的设计和交付。

2、学生学习和发展的理论在领导教育尤为重要,因为他们对人们如何做出反应可以采取日益复杂的方法,指导领导学习做必要的形式发展。受欢迎学生表面领导教育的发展理论包括,认知方法、心理维度、学习理论和领袖身份理论的发展。如何在这些理论之间进行选择,如何连接理论项目背景？领导教育家的基本工作目标是哲学、教育学。

3、越来越多的领导呼吁教育者采取跨学科教育和综合的方法来领导。普遍的共识是,没有一个概念性的框架或理论能够充分解决复杂的能力参与领导教育。因此,领导学习应该是综合多个结构、策略和活动。这包括邀请学生来连接正式学习、生活经历,不同的观点。促进综合性和跨学科的方法来领导发展往往需要重组现有的学习机会，着眼于多个视角的研究。所以如何帮助学生使他们领导学习的意义,经验和信仰多元化？本章简要评论普遍应用于领导教育的学生发展理论,检查复杂进化和发展关系的领导角色身份,问题和挑战在于集成和应用多个理论视角解决领导力发展。

来源：NEW DIRECTIONS FOR STUDENT SERVICES, Winter 2012, DOI: 10.1002/ss.20029, p17-35. 19p. 140Diagrams.