Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn

Olen Gunnlaugson

doi:https://doi.org/

Original article | International Journal of Progressive Education 2012, Vol. 8(2) 49-59

Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn

Olen Gunnlaugson

pp. 49 - 59 | Manu. Number: ijpe.2012.053

Published online: June 15, 2012 | Number of Views: 75 | Number of Download: 389

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Abstract

This article examines Ronald Barnett‘s notion of an ontological turn in higher education as a language for framing the current existential demands and emerging learning needs of young adults. After presenting different interpretations of ontology, I make a case for how contemplative approaches can be applied to communication- based higher education classes to support ontological learning processes and outcomes. I then introduce a case study, drawn from a graduate course entitled Dialogue Processes, that I have taught over the past seven years at University of Massachusetts (Boston). Here I illustrate how a contemplative approach to instruction helps develop conversational leadership, a central learning objective of the course.

Keywords: ontological; higher education; contemplative learning; conversational leadership

How to Cite this Article?

APA 6th edition
Gunnlaugson, O. (2012). Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn . International Journal of Progressive Education, 8(2), 49-59.

Harvard
Gunnlaugson, O. (2012). Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn . International Journal of Progressive Education, 8(2), pp. 49-59.

Chicago 16th edition
Gunnlaugson, Olen (2012). "Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn ". International Journal of Progressive Education 8 (2):49-59.

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