Learning for Leadership

Introduction

As a teacher of adults, I respect their life knowledge, varied abilities, and learning preferences, and allow them the greatest possible freedom to educate themselves. This respect—the heart of adult education—encourages the reflection and emotional intelligence I value most in mature learners. So I don’t operate as a traditional professor—turning my back to trainees and lecturing at them. Instead, I create a participant-centered group environment that feels so safe that it can contain and ignite individuals’ unique energies and openness to experience.

While some trainees—and trainers—find participant-led interactive instruction foolish or frightening at first, decades of research and teaching have proven that this approach best ...