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Edited by Michael Harvey
This article problematizes leadership ethics in the context of a duress situation, using the concept of dirty hands. Comparative historical case study material from the German Occupation of the British Crown Dependencies of Guernsey and Jersey in the Second World War showcases how dealing with the incumbent leadership challenges posed by duress can be ethically optimized. The article argues that this is related to the management of social capital and legitimacy. The article's relevance to global leadership is owed to the fact that globalization increases gray zones and, with it, the likelihood of dirty hands reflexes. It contributes to an ongoing historical turn in management studies, through its advocacy of the historical method.
Richard A. Couto
As much as we might laud the intellectual contribution of James MacGregor Burns to the field of leadership studies, he would be very disappointed if his work did not spur conflict and challenges. Consequently, this article points out puzzles and paradoxes in Burns's work and suggest elements of a new paradigm. Those elements include leaving behind the leader-centrism that haunts Burns's work and clarifying the leadership role, in contrast to followership, of all members of a group.
This essay explores the debate currently taking place about the role of the humanities in higher education in general and management and leadership education in particular. This debate is not new, but begins with the writings of René Descartes and Giambattista Vico who have very different views of the value of the humanities. Descartes attempts to reduce education to a narrow rational method while Vico, who certainly valued math and science, also included the humanities, and provides a far richer model for higher education in general and leadership education in particular. The essay also reviews the renewed interest in narrative in a number of disciplines, which harks back to Vico's understanding of the importance of history and narrative and has enjoyed a revival of interest among psychologists, sociologists, and philosophers as well as among management and leadership educators. Finally, the essay argues for the importance of a contemporary commitment to the arts and humanities as critical for the development of curricula for management and leadership programs.