This approach provides an unusual degree of repetition of concepts and metaphors as they are used to interpret recurring phenomena that arise in the often emotionally charged work of the course—especially when the group itself functions as a case-in-point. Repetition acknowledges that most learners either initially resist new ways of seeing or simp

acts of leadership depend less on the magnetism and social dominance of heroic individuals and more on the capacities of individuals (who may be located in a wide variety of positions) to skillfully intervene in complex systems.

Many of the most significant shapers of history were themselves shaped gradually, not ready to make an impact on the world until time and the crucible of experience had first performed their duties. Leadership can (and often must) be learned by those who would hope to practice it.

The students also observe that it is more difficult for a student reader who appears to be a skilled performer to convey authenticity—a paradoxical challenge in the practice of presence. You need to be good, even skilled at it, but you also have to convey the integrity of an authentic, congruent self.

Technical problems (even though they may be complex) can be solved with knowledge and procedures already in hand.

Adaptive leadership requires knowing how to give the work back to the group—that is, to the social system that has to learn, change, and adapt.

the essence of the contribution of this approach are three key provisions that must be considered in any effort to teach the art of leadership that can serve the common good in a time of heightened complexity and change: the formation of a seeing heart, an informed mind, and a little courage. This requires learning how to pay attention with compass

It does appear, however, that surviving the public disclosure of their own experiences of failure, and gaining access to analytical concepts anchored by powerful metaphors and linked to their own experience does give people new powers. They are enabled to develop modes of conscious leverage in relationship to things that were formerly either invisi

nothing was more disturbing to the students as a group than the admittedly provocative suggestion that when they are in a position of formal authority, they have virtually no autonomy. So strong are the forces acting on them to maintain the equilibrium of the social system, they are essentially only puppets on a string.