Table Of ContentLeadership and the Liberal Arts
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Jepson Studies in Leadership
Series Editors: George R. Goethals, Terry L. Price, and J. Thomas Wren
Jepson Studies in Leadership is dedicated to the interdisciplinary pursuit of important ques-
tions related to leadership. In its approach, the series reflects the broad-based commit-
ment to the liberal arts of the University of Richmond’s Jepson School of Leadership
Studies. The series thus aims to publish the best work on leadership not only from man-
agement and organizational studies but also such fields as economics, English, history,
philosophy, political science, psychology, and religion. In addition to monographs and
edited collections on leadership, included in the series are volumes from the Jepson
Colloquium, which brings together influential scholars from multiple disciplines to think
collectively about distinctive leadership themes in politics, science, civil society, and cor-
porate life. The books in the series should be of interest to humanists and social scientists,
as well as to organizational theorists and instructors teaching in business, leadership, and
professional programs.
Books appearing in this series:
The Values of Presidential Leadership
edited by Terry L. Price and J. Thomas Wren
Leadership and the Liberal Arts: Achieving the Promise of a Liberal Education
edited by J. Thomas Wren, Ronald E. Riggio, and Michael A. Genovese
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Leadership and the
Liberal Arts
Achieving the Promise
of a Liberal Education
Edited by
J. Thomas Wren, Ronald E. Riggio, and
Michael A. Genovese
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LEADERSHIP AND THE LIBERAL ARTS
Copyright © J. Thomas Wren, Ronald E. Riggio, and Michael A. Genovese, 2009.
All rights reserved.
First published in April 2009 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN-13: 978–0–230–61228–0
ISBN-10: 0–230–61228–8
Library of Congress Cataloging-in-Publication Data is available from the
Library of Congress.
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: April 2009
10 9 8 7 6 5 4 3 2 1
Printed in the United States of America.
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C O N T E N T S
Figures and Tables vii
Foreword ix
Kenneth P. Ruscio
Acknowledgments xv
Introduction 1
J. Thomas Wren, Ronald E. Riggio, and
Michael A. Genovese
Part I The Link between Liberal Learning and
Leadership
One Reinventing the Liberal Arts through Leadership 13
J. Thomas Wren
Two The Liberal Arts and Leadership Learning 37
Thomas E. Cronin
Three Can Study of the Liberal Arts Prepare Both
Effective Leaders and Productive Citizens? 55
Richard Ekman
Part II Integrating Leadership into
the Liberal Arts and Sciences
Four General Education as the Nexus between
the Liberal Arts and Leadership Studies 67
Gama Perruci
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vi Contents
Five Learning Leadership Discipline by Discipline:
Cultivating Metaphors for Leadership through
the Study of the Liberal Arts 81
Elisabeth Muhlenfeld
Six Liberal Education, Leadership, and Values 97
Richard L. Morrill
Seven Leadership and the Humanities 117
Jean Bethke Elshtain
Part III Implementing the Study of Leadership in
the Liberal Arts
Eight Using Thick Intellectual History to
Teach Leadership: Implications of
the Carlyle-Mill Exchange 129
Sandra J. Peart and David M. Levy
Nine Leadership, Liberal Arts, and
the Cultivation of Democratic Citizenship 145
Michael A. Genovese
Ten Forever Becoming Leader 163
John A. Roush
Eleven Leadership Is the Practice of the Liberal Arts 177
James Maroosis
Twelve Assessing the Impact of Liberal Arts-based
Leadership Education 203
Ronald E. Riggio
Conclusion Leadership and the Liberal Arts: Moving Forward 213
J. Thomas Wren, Ronald E. Riggio, and Michael A. Genovese
List of Contributors 217
Index 223
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F I G U R E S A N D T A B L E S
Figures
8.1 Shooting Niagra: And after? 138
8.2 Dr. Dulcamara in Dublin 139
8.3 Mill’s Logic; or Franchise for Females 140
8.4 Exchange 141
Tables
8.1 The debate over human nature 133
9.1 Views of the public at large regarding
the functions of public education 147
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F O R E W O R D
Kenneth P. Ruscio
Early in my career, a philosopher friend of mine explained a liberal
arts education to me in these terms: it enables individuals to develop a
commitment to something greater than the self. Admittedly, there is
much more to be said about an approach to education, which although
a relatively recent development in the course of intellectual history, has
become the predominant educational influence in the Western world
and certainly in American higher education. When all is said and done,
however, the success of a liberal arts education can be measured by a
simple yet ironic dynamic. An individual discovers his own individu-
ality by directing his attention toward others, recognizing a common
humanity with people who may seem very different, and realizing that
the mark of a life well-lived is what we contribute to the betterment of
those around us. It is as good a capsule summary of the meaning and
purpose of a liberal arts education as I have found. And I have looked
far and wide and continue to do so. When I came to the Jepson School
of Leadership Studies in 2002 to begin what turned out to be a four-
year tenure as dean, the school was celebrating its tenth anniversary. Its
faculty had already made their mark on the field of leadership studies.
Its young graduates had compiled an impressive list of accomplishments
in business, government, and the nonprofit sector. But for all that ini-
tial success, the school’s identity was still taking shape. I recall a con-
versation with a trustee soon after arriving at the university. “Jepson
needs an elevator talk,” he instructed me. I understood his point, but
I prayed that if I ever had to tell the Jepson story during an elevator
ride, it would be in a very tall building. It was difficult to explain our
philosophy, not because the faculty and students were confused about
it, but rather because the concept of leadership itself carried so many
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