PUBP 710-B04 - George Mason University

DRAFT SYLLABUS
Leadership in a diverse world
PUBP ELECTIVE Summer 2008
GEORGE MASON UNIVERSITY
Professor: Jessica Heineman-Pieper, PhD
jhpieper@gmu.edu
Office: Arlington Campus, Original Building, Room 249
Office hours: Wednesdays, 2-3 & by appointment
Telephone: 703-993-2272
Class Location: Arlington, Room TBD
Mondays and Wednesdays, 4:30-7:10pm, June 2 July 16, 2008
OVERVIEW
PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
In our globalizing world, leaders especially policy makers find themselves in complex
environments. Their work often requires that they engage across realities and perspectives for
which at first they may feel they have little or no comprehension or common ground. Often, the
realities we can see are dwarfed by the realities we don't see. Through a variety of case
studies, participants will learn core competencies for effective leadership, engaged dialogue,
and conflict resolution in a diverse and dynamically unfolding world.
These complexities require not just knowledge and . Participants will
have the opportunity to reflect on and explore who they are and who they choose to be, both
within themselves and within the world. Likewise, participants will develop their understanding
of how different people might experience and view the same reality differently, and will also
well and meaningfully. We will also consider what might be required in connecting across these
sorts of differences. The course will be organized around ways in which we might see and
understand (inner and outer) leadership in diverse contexts, while at the same time this focus on
leadership will itself be examined critically in light of how a leadership focus orients our thinking
and what it might lead us either to emphasize or to ignore. The course encourages each of us
(submerged and explicit) commitments and stances, and to engage powerfully with our own and
LEARNING PROCESS
According to John Haugeland, we can only have authentic knowledge to the extent that
ts such as science.
own responsibility
not
, p. 173). In the same vein, -create a
learning environment that supports each person, as well as all of us together as a group, in
for our own learning, rather than replicating
command/control systems in the conduct of the classroom.
At an individual level, this means that you can design your own education, with my
assignments as recommendations subject to three requirements. First, if you would like to
modify an assignment or readings, please stay in meaningful communication and dialogue with
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
me (sufficiently ahead of the due dates). Second, I request that your choices and their
outpourings be out of positive commitment; if you find yourself in apathy or complacency, please
communicate this to me so both of us can learn and grow from it. Third, as you make your
choices, please
to avoid or close down (for example, please do explore some areas and perspectives that you
would not normally engage).
generative learning environment (and we can also collectively choose our collective guiding
principles). If you see s spend our time
together not because we have to but because we truly
class (so to speak), and all take responsibility for turning on some music. To adapt
There is no teacher in this class (or rather,
learners, leaders and followers). And as we all
standing in a genuine appreciation and respect for, and affiliation with, each and every person
and her/his journey.
IMPORTANT INFORMATION (readings) ON READINGS:
You have the freedom of, and thus the responsibility for, your own education in this
course. None of the readings is absolutely required. You can decide to exchange
readings I recommend for some you think would benefit you more. You can decide how
and/or passionately
connect with creative other sorts of experiences you feel will better support you in
inhabiting and being who you positively and most authentically choose to be. You are
free and responsible to decide all of these questions. I only require that where you
choose alternative paths you include me in your deliberations and considerations (in
advance) in a viva voce conversation (ideally in person but it can be by phone; and
please send me follow up email detailing what we discussed).
Below, I list up to three categories of readings. First are listed the ones that are
recommended
references are included as FYIs in case at some point you have time and inclination to
pursue them. The 2 nd two categories are not always present (and the third can be
present without the second).
Sometimes the assigned reading lists look long because there are lots of short articles.
Sometimes they look short but are in fact long. Especially in the latter case, take charge
of your education. You might choose to get a real sample of things and jump around, or
go deeply into some aspects, or both. Put your heart and soul into exploring what YOU
most want to experience and learn from the course.
To access e-reserves, go to http://furbo.gmu.edu/cgi-bin/ers/OSCRgen.cgi and the
Course # is PUBP 710 B04. My last name is alphabetized under H (Heineman-
Pieper). The password is xxxxx. E-reserves will be activated for summer term a couple
of weeks before term starts.
READINGS (See Important Information on Readings, above)
2

Books (feel free to purchase any editions/used):
PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Danaher, Kevin (Ed.) (1994). Fifty Years is Enough: The Case against the World Bank and the
International Monetary Fund. Boston, MA: South End Press.
Farmer, Paul. (2004). Pathologies of Power. Berkeley, CA: University of California Press. (you
may opt to read only one chapter, though I think you may find it valuable to have the book
and read more of it, so you can choose whether or not to buy
need).
Frankl, Viktor. (1984) New York: Simon & Schuster.
Osho. (2004) Joy: The happiness that comes from within.
(Note on reading Osho: read this as an experience, for what it may possibly
open up for you, rather than reading for content or facts or to agree/disagree.)
Perkins, John. (2004). Confessions of an economic hit man. Plume.
Wise, Tim. (2008). White Like Me: Reflections on Race from a Privileged Son. Brooklyn, NY:
Soft Skull Press.
Articles to purchase from Harvard Business Review:
Argyris, Chris. (1991). Teaching smart people how to learn. Harvard Business Review. May-
June, pp. 99-109.
Collins, Jim. (2001). Level 5 leadership. Harvard Business Review. January, 79(1).
Kellerman, Barbara. (2004). Leadership warts and all. Harvard Business Review, January, 40-45.
To purchase at discounted class price, please visit the following link:
http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=cp&c=c62148
Movie to watch on your own (we can organize a screening if people would like)
Citizen King (PBS)available at the Lincoln Memorial (in the bookstore), and presumably on
the PBS website; also on reserve in Arlington Library.
Articles and book chapters:
Argyris, Chris. (1991). Teaching smart people how to learn. Harvard Business Review. May-
June, pp. 99-109. [for sale via Harvard Business Review online]
Argyris, Chris. (1976). Leadership, learning and changing the status quo. Organizational
Dynamics. Winter, Vol. 4(3), pp. 29-43.
e-reserve; please access this via e-journals, and ask the librarians if you have difficulty]
-Chai & John A. Bargh
(Eds.) The Use and Abuse of Power: Multiple Perspectives on the Causes of Corruption.
New York: The Psychology Press. 41-56.
Bligh, Michelle C. & Meindl, James R. (2004). The cultural ecology of leadership: An analysis of
popular leadership books. In David M. Messick & Roderick M. Kramer (Eds). The
Psychology of Leadership: New Perspectives and Research. Lawrence Erlbaum. 11-52.
[this is an ebook you can read this online when you find it through the GMU library; ask
the librarians to help you if you have difficulties]
Chen, Emmeline S. & Tyler, Tom R. (2001). Cloaking Power: Legitimizing Myths and the
Psychology of the Advantaged. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use
and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York: The
Psychology Press, 241-262.
Collins, Jim. (2001). Level 5 leadership. Harvard Business Review. January, 79(1). [for sale via
Harvard Business Review online]
Farmer, Paul. (2004). Pathologies of Power. Berkeley, CA: University of California Press.
NOTE: Please read first chapter and as much as you have time and interest in after that
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Fisher, Peter. (1972). Famine, affluence and morality. Philosophy and public affairs. Vol. 1, No. 3,
Spring, pp. 229-243.
Fiske, Susan T. (2001). Effects of Power on Bias: Power Explains and Maintains Individual,
Group and Societal Disparities. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use
and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York: The
Psychology Press, 181-194.
Illich, Ivan. (1992). Needs. In Wolfgang Sachs (Ed.) The Development Dictionary. London: Zed
Books, 88-101.
The
Groupthink SyndromeGroupthink: Psychological Studies of Policy Decisions and
Fiascoes. Boston, MA: Houghton Mifflin Co., 2-14; 174-5; 193-4. Feel free to dip into one
or more of the case studies if you wish.
Ki-Zerbo, Joseph et al. (1997). Education as an instrument of cultural defoliation: A multi-voice
report. In Rahnema & Bawtree (Eds.). The Post-Development Reader. London: Zed
Books. Pp. 152-160.
King, Martin Luther, Jr. (1986). Suffering and faith. In James M. Washington (Ed.) A testament of
hope: The essential writings and speeches of Martin Luther King, Jr. New York: Harper
Collins, pp. 41-42.
King, Martin Luther, Jr. (1986). Eulogy for the martyred children. In James M. Washington (Ed.) A
testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 221-223.
King, Martin Luther, Jr. (1986). Love, Law and Civil Disobedience. In James M. Washington (Ed.)
A testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 43-53.
King, Martin Luther, Jr. (1986) The power of non-violence. In James M. Washington (Ed.) A
testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 12-15.
King, Martin Luther, Jr. (1986). Pilgrimage to nonviolence. In James M. Washington (Ed.) A
testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 35-40.
King, Martin Luther, Jr. (1986). An experiment in love. In James M. Washington (Ed.) A testament
of hope: The essential writings and speeches of Martin Luther King, Jr. New York: Harper
Collins, pp. 16-20.
Margaret J. Wheatley on life-Journal of Management Inquiry, Vol. 14,
No.1, March, pp. 71-77.
Mahoney, Martha R. (1997). The social construction of whiteness. In Richard Delgado and Jean
Stefancic (Eds.). Critical white studies: Looking behind the mirror. Philadelphia:
Temple University Press. 330-333.
syndrome. Journal of Management Inquiry, Vol. 11, No.3, September, pp. 282-292.
Ogoni Movement report: http://www.ratical.org/corporations/OgoniFactS.html
Osho (2008). Preface. From Meetings with Remarkable People. London: Watkins Publishing, pp.
ix-xii.
Prahallad, C.K. (2206). The innovation sandbox. Strategy+business, Issue 44, pp. 62-71. Available
on-line at: http://www.strategy-business.com/press/freearticle/06306
Sachs, Wolfgang (Ed.) The Development Dictionary. London: Zed Books. Please read the
Sachs, Wolfgang. The need for the home perspective. In In Majid Rahnema & Victoria Bawtree
(Eds.) The Post-Development Reader. London: Zed Books. pp. 290-301
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Saro-Wiwa, Ken. Selected writings at:
http://www.ratical.org/corporations/KSWletter.html
http://www.ratical.org/corporations/KSWstmt.html
I will email or hand out in class a few poems from Dance the Guns to Silence.
Schumacher, E.F. (1973). Small is beautiful: Economics as if people mattered. New York: Harper.
-66 & 13-41.
Senge, Peter M. (2005). Missing the boat on leadership. Leader to leader. (Fall). pp. 28-30.
Tutu, Nontombi. (2003) Foreword. In Winbush, Raymond A. (Ed.) Should America Pay? Slavery
and the raging debate on reparations. New York: Amistad. xv xix.
White, Judith A. (1998). Leadership through compassion and understanding: An interview with
Aung San Suu Kyi. Journal of management inquiry. Vol. 7, No. 4, 286-293.
Wildman, Stephanie M. & Davis, Adrienne D. (1997). Making Systems of Privilege Visible. In
Richard Delgado and Jean Stefancic (Eds.). Critical white studies: Looking behind the
mirror. Philadelphia: Temple University Press. 314-319.
Recommended Books:
Baggott, Andy. (2005). Living the Zen Arts. New York: Sterling Publishing. (especially pp. 1-27
& 44-91, which is most of the book. You can get for about $6 at Half Price Bookstores).
Baker, Ann C.; Jensen, Patricia J. & Kolb, David A. (2002). Conversational Learning: An
Experiential Approach to Knowledge Creation. Westport, CT: Quorum Books.
Block. Peter. (2002). The Answer to How is Yes. San Francisco: Berrett-Koehler Publishers.
Hart, Paul T. (1994). Groupthink in Government: A Study of Small Groups and Policy Failure.
Baltimore, MD: Johns Hopkins University Press
Heifetz, Ronald A. (1994). Leadership Without Easy Answers. Cambridge, MA: Harvard
University Press.
King, Martin Luther, Jr. (2000). . New York: Signet Classics.
King, Martin Luther, Jr. (2001). The Autobiography of Martin Luther King, Jr. Clayborne Carson
(Ed.). New York: Warner Books.
Lee-Chai, Annette Y. & John A. Bargh (Eds.) (2001). The Use and Abuse of Power: Multiple
Perspectives on the Causes of Corruption. Philadelphia, PA: Psychology Press. (a few
book)
Mills, Charles W. (1997). The Racial Contract. Ithaca, NY: Cornell University Press.
Rahnema, Majid & Bawtree, Victoria (Eds.) (1997). The Post-Development Reader. London:
Zed Books. (there will be several chapters assigned or recommended from here and whole
book is good, so if you wanted to get the book you can, though not required)
Sachs, Wolfgang (1992) The Development Dictionary. London: Zed Books. (4 chapters
assigned or recommended but whole book is good. Not required, though may be hard to
get all of the chapters without buying the book).
Schumacher, E.F. (1973). Small is beautiful: Economics as if people mattered. New York:
Harper.
Washington, James M. (Ed.) A Testament of Hope: The Essential Writings and Speeches of
Martin Luther King, Jr. New York: Harper Collins, pp. 16-20. (several short pieces are
assigned and will be available on e-reserve, but you may choose to read the whole book)
Recommended articles/book chapters
Baker, Ann C.; Jensen, Patricia J. & Kolb, David A. (2002). Conversational Learning: An
Experiential Approach to Knowledge Creation. Westport, CT: Quorum Books, pp. 15-19
and 101-108.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Power. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use and Abuse of Power:
Multiple Perspectives on the Causes of Corruption. New York: The Psychology Press,
263-280.
and
andGroupthink in
Government: A Study of Small Groups and Policy Failure. Baltimore, MD: Johns Hopkins
University Press, pp. 3-23; 139-159; 161-179.
Illich, Ivan & Rahnema, Majid. (1997). Twenty six years later: Ivan Illich in conversation with Majid
Rahnema. In Majid Rahenema & Victoria Bawtree, The Post-Development Reader.
London: Zed Books. 103-110.
Kellerman, Barbara. (2004). Leadership warts and all. Harvard Business Review, January, 40-45.
Kidder, Tracy. (2003). Mountains beyond mountains: Healing the world, the quest of Dr. Paul
Farmer, a man who would cure the world. New York: Random House. Chapter 1, pp. 1-
44.
Kofman, Fred & Senge, Peter M. (1993). Communities of commitment: The heart of the
learning organization. Organizational Dynamics. 22(2), 4-23.
allowed to put this on e-reserve; please access this via e-journals, and ask the librarians
if you have difficulty]
Miller, Danny & Le Breton-Miller, Isabelle. (2007). Kicking the habit: Broadening our horizons
by studying family businesses. Journal of Management Inquiry. 16(1) March. 27-30.
Parameshwar, Sangeeta (2006). Inventing the higher purpose through suffering: The
transformation of the transformational leader. The Leadership Quarterly. 17, 454-474.
Pieper, Martha H. and Pieper, William J. (2003). Addicted to unhappiness: Free yourself from
moods and behaviors that undermine work, relationships and the life you want. New York:
McGraw Hill. Excerpts: pp. 12- 43, 93-102.
Pratto, Felicia & Walker, Angela (2001). Dominance in Disguise: Power, Benificence, and
Exploitation in Personal Relationships. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The
Use and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York:
The Psychology Press, 93-114.
Sahlins, Marshall. (1997). The original affluent society. In Majid Rahnema & Victoria Bawtree
(Eds.) The Post-Development Reader. London: Zed Books. pp. 3-21
(Assignments are listed following the week-by-week schedule of topics and readings)
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
CLASS SESSIONS, TOPICS, READINGS and ASSIGNMENT DUE DATES
Readings are listed under the class periods for which they should be completed.
Asterisks (*) indicate the readings that are most highly recommended.
Readings are listed roughly in order of recommendation, though feel free to follow your
interests. Please see Important Information on Readings, above.
Monday, June 2, 2008
*Ki-Zerbo, Joseph et al. (1997). Education as an instrument of cultural defoliation: A multi-voice
report. In Rahnema & Bawtree (Eds.). The Post-Development Reader. London: Zed
Books. Pp. 152-160.
Corporate leadership and leadership in corporations
*Bligh, Michelle C. & Meindl, James R. (2004). The cultural ecology of leadership: An analysis of
popular leadership books. In David M. Messick & Roderick M. Kramer (Eds). The
Psychology of Leadership: New Perspectives and Research. Lawrence Erlbaum. 11-52.
[this is an ebook you can read this online when you find it through the GMU library; ask
the librarians to help you if you have difficulties]
Collins, Jim. (2001). Level 5 leadership. Harvard Business Review. January, 79(1).
*Wildman, Stephanie M. & Davis, Adrienne D. (1997). Making Systems of Privilege Visible. In
Richard Delgado and Jean Stefancic (Eds.). Critical white studies: Looking behind the
mirror. Philadelphia: Temple University Press. 314-319.
*Mahoney, Martha R. (1997). The social construction of whiteness. In Richard Delgado and
Jean Stefancic (Eds.). Critical white studies: Looking behind the mirror. Philadelphia:
Temple University Press. 330-333.
Prahallad, C.K. (2206). The innovation sandbox. Strategy+business, Issue 44, pp. 62-71. Available
on-line at: http://www.strategy-business.com/press/freearticle/06306
Senge, Peter M. (2005). Missing the boat on leadership. Leader to leader. (Fall). pp. 28-30.
Recommended:
Miller, Danny & Le Breton-Miller, Isabelle. (2007). Kicking the habit: Broadening our horizons by
studying family businesses. Journal of Management Inquiry. 16(1) March. 27-30.
Kellerman, Barbara. (2004). Leadership warts and all. Harvard Business Review, January, 40-45.
Ehrenreich, Barbara. (2001). Nickel and Dimed: On (Not) Getting By in America. New York:
Henry Holt & Co. (Esp. Intro and Chapter 1)
FYI: For further reading if you wish at some point
Yukl, Gary. (1989). Managerial leadership: A review of theory and research. Journal of
Management. 15(2), 251-289.
Senge, Peter. (1990
and Practice of the Learning Organization, pp. 339-362. Doubleday. New York.
Khurana, Rakesh. (2002). The curse of the superstar CEO. Harvard Business Review. September,
60-66.
Wednesday, June 4, 2008
Groups, organizations, and leadership challenges in practice
*Argyris, Chris. (1991). Teaching smart people how to learn. Harvard Business Review. May-
June, pp. 99-109.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
*Argyris, Chris. (1976). Leadership, learning and changing the status quo. Organizational
Dynamics. Winter, Vol. 4(3), pp. 29-43.
Margaret J. Wheatley on life-Journal of Management Inquiry, Vol. 14,
No.1, March, pp. 71-77.
syndrome. Journal of Management Inquiry, Vol. 11, No.3, September, pp. 282-292.
The
Groupthink SyndromeGroupthink: Psychological Studies of Policy Decisions and
Fiascoes. Boston, MA: Houghton Mifflin Co., 2-14; 174-5; 193-4. Feel free to dip into one
or more of the case studies if you wish. See also a
principles at http://www.susangerke.com/200504.pdf
The Fog of War (Section on the Cuban Missile Crisis):
http://youtube.com/watch?v=6IhPS9tuG4c ]
Recommended:
Kofman, Fred & Senge, Peter M. (1993). Communities of commitment: The heart of the learning
organization. Organizational Dynamics. 22(2), 4-23. [located on e-journals]
and
andGroupthink in
Government: A Study of Small Groups and Policy Failure. Baltimore, MD: Johns Hopkins
University Press, pp. 3-23; 139-159; 161-179.
For further reading if you wish at some point
Bennis, Warren, G. & Thomas, Robert, J. (2002). Crucibles of leadership. Harvard Business
Review. September, pp. 39-45
Thomas, Robert. (2008). Chapter 2: Extracting insight from Experience. Crucibles of Leadership:
How to learn from experience to become a great leader. Cambridge, MA: Harvard
Business School Press. pp. 17-42.
Monday, June 9, 2008
Personal Leadership:
*Osho. (2004) Joy: The happiness that comes from within. New York: St. A
NOTE ON READING OSHO: Try reading for what possibilities it might open up for you,
rather than either for content or to agree/disagree. Osho offers to wake us up: There is
Osho (2008). Preface. From Meetings with Remarkable People. London: Watkins Publishing, pp.
ix-xii.
Recommended:
Baggott, Andy. (2005). Living the Zen Arts. New York: Sterling Publishing. pp. 1-27 & 44-91.
Pieper, Martha H. and Pieper, William J. (2003). Addicted to unhappiness: Free yourself from
moods and behaviors that undermine work, relationships and the life you want. New York:
McGraw Hill. Excerpts: pp. 12- 43, 93-102.
Wednesday, June 11, 2008
Leadership without formal power (but with extraordinary innerand, from there, often outward
power)
*King, Martin Luther, Jr. (1986). Love, Law and Civil Disobedience. In James M. Washington
(Ed.) A testament of hope: The essential writings and speeches of Martin Luther King, Jr.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
New York: Harper Collins, pp. 43-53.
*King, Martin Luther, Jr. (1986) The power of non-violence. In James M. Washington (Ed.) A
testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 12-15.
*White, Judith A. (1998). Leadership through compassion and understanding: An interview with
Aung San Suu Kyi. Journal of management inquiry. Vol. 7, No. 4, 286-293.
King, Martin Luther, Jr. (1986). Pilgrimage to nonviolence. In James M. Washington (Ed.) A
testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 35-40.
King, Martin Luther, Jr. (1986). An experiment in love. In James M. Washington (Ed.) A testament
of hope: The essential writings and speeches of Martin Luther King, Jr. New York: Harper
Collins, pp. 16-20.
Ken Saro-Wiwa writings at:
http://www.ratical.org/corporations/KSWletter.html
http://www.ratical.org/corporations/KSWstmt.html
I will email or hand out in class a few poems from Dance the Guns to Silence.
*Please watch Citizen King (we can organize a screening if people would like)
A Force More Powerful]
Recommended:
King, Martin Luther, Jr. (2000) . New York: Signet.
Heifetz, Ronald A. (1994). Leadership Without Easy Answers. Cambridge, MA: Harvard
University Press. Chapters on the Civil Rights movement (one from the perspective of
the President and one from the perspective of Dr. Martin Luther King Jr., and other Civil
Rights leaders and activists)
Illich, Ivan & Rahnema, Majid. (1997). Twenty six years later: Ivan Illich in conversation with Majid
Rahnema. In Majid Rahenema & Victoria Bawtree, The Post-Development Reader.
London: Zed Books. 103-110.
Monday, June 16, 2008
Paths of transcendence
*Frankl, Viktor. . New York: Simon & Schuster, 1984. (or any edition)
*King, Martin Luther, Jr. (1986). Suffering and faith. In James M. Washington (Ed.) A testament of
hope: The essential writings and speeches of Martin Luther King, Jr. New York: Harper
Collins, pp. 41-42.
*King, Martin Luther, Jr. (1986). Eulogy for the martyred children. In James M. Washington (Ed.)
A testament of hope: The essential writings and speeches of Martin Luther King, Jr. New
York: Harper Collins, pp. 221-223.
Illich, Ivan. (1992). Needs. In Wolfgang Sachs (Ed.) The Development Dictionary. London: Zed
Books, 88-101.
Recommended:
Parameshwar, Sangeeta (2006). Inventing the higher purpose through suffering: The
transformation of the transformational leader. The Leadership Quarterly. 17, 454-474.
Wednesday, June 18, 2008
Psychology and distorting effects of power and conformity
Chen, Emmeline S. & Tyler, Tom R. (2001). Cloaking Power: Legitimizing Myths and the
Psychology of the Advantaged. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use
9

PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York: The
Psychology Press, 241-262.
Fiske, Susan T. (2001). Effects of Power on Bias: Power Explains and Maintains Individual,
Group and Societal Disparities. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use
and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York: The
Psychology Press, 181-194.
-Chai & John A.
Bargh (Eds.) The Use and Abuse of Power: Multiple Perspectives on the Causes of
Corruption. New York: The Psychology Press. 41-56.
[in class, view The Human Behavior Experiments; Milgram, Asch, Zimbardo]
Recommended:
Power. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The Use and Abuse of Power:
Multiple Perspectives on the Causes of Corruption. New York: The Psychology Press,
263-280.
Pratto, Felicia & Walker, Angela (2001). Dominance in Disguise: Power, Benificence, and
Exploitation in Personal Relationships. In Annette Y. Lee-Chai & John A. Bargh (Eds.) The
Use and Abuse of Power: Multiple Perspectives on the Causes of Corruption. New York:
The Psychology Press, 93-114.
Monday, June 23, 2008
Finding possibility and connecting across charged conversations: Race in the U.S.
*Wise, Tim. (2008). White Like Me: Reflections on Race from a Privileged Son. (Revised and
Updated). Brooklyn, NY: Soft Skull Press. Especially the following chapters: Denial (pp.
61-88); Loss (147-172); Redemption (173-178); and Epilogue (179-191).
Tutu, Nontombi. (2003) Foreword. In Winbush, Raymond A. (Ed.) Should America Pay? Slavery
and the raging debate on reparations. New York: Amistad. xv xix.
[part of a film on Truth and Reconciliation commissions]
Recommended:
Baker, Ann C.; Jensen, Patricia J. & Kolb, David A. (2002). Conversational Learning: An
Experiential Approach to Knowledge Creation. Westport, CT: Quorum Books, pp. 15-19
and 101-108.
Mills, Charles W. (1997). The Racial Contract. Ithaca, NY: Cornell University Press.
FYI:
Shapiro, Thomas M. (2004). The Hidden Cost of Being African American: How Wealth
Perpetuates Inequality. Oxford: Oxford University Press.
Wednesday, June 25, 2008
Leadership, globalization and the many meanings of economic development
*Perkins, John. (2004). Confessions of an economic hit man. Plume.
NOTE: Read as much as you have time and inclination for. You might consider especially
FYI:
US Dept of State re: Perkins: http://usinfo.state.gov/media/Archive/2006/Feb/02-767147.html
Monday, June 30, 2008
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
[DUE: First Paper, by 9am on email; please bring hard copies to class]
Alternative voices on economic development: Theories and cases
*Sachs, Wolfgang (Ed.) The Development Dictionary. London: Zed Books. Please read the
. Recommended:
*Schumacher, E.F. (1973). Small is beautiful: Economics as if people mattered. New York:
Harper.
-66 & 13-41.
*Danaher, Kevin (Ed.) (1994). Fifty Years is Enough: The Case against the World Bank and the
International Monetary Fund. Boston, MA: South End Press. The chapters are very short
please read several in each section, of your choosing.
Sachs, Wolfgang. The need for the home perspective. In In Majid Rahnema & Victoria Bawtree
(Eds.) The Post-Development Reader. London: Zed Books. pp. 290-301
Ogoni Movement report: http://www.ratical.org/corporations/OgoniFactS.html
If you wish you might explore World Bank materials on worldbank.org
watch Vandana Shiva on farmer suicides in India:
http://youtube.com/watch?v=Av6dx9yNiCA&feature=related
http://youtube.com/watch?v=QIJrpSrpJss
Recommended:
Sahlins, Marshall. (1997). The original affluent society. In Majid Rahnema & Victoria Bawtree
(Eds.) The Post-Development Reader. London: Zed Books. pp. 3-21
Patel, Raj. (2008). Stuffed and starved: The hidden battle for the world food system. Melville
House.
Shiva, Vandana. Any of her books such as: Water wars; Stolen harvest; Staying alive; Biopiracy;
Protect or plunder; etc.
Wednesday, July 2, 2008
Leadership in a complex and globalizing world: Public Health
*Farmer, Paul. (2004). Pathologies of Power. Berkeley, CA: University of California Press.
NOTE: Please read first chapter and as much as you have time and interest in after that
Fisher, Peter. (1972). Famine, affluence and morality. Philosophy and public affairs. Vol. 1, No. 3,
Spring, pp. 229-243.
Recommended:
Kidder, Tracy. (2003). Mountains beyond mountains: Healing the world, the quest of Dr. Paul
Farmer, a man who would cure the world. New York: Random House. Chapter 1, pp. 1-
44.
Patel, Raj. (2008). Stuffed and starved: The hidden battle for the world food system. Melville
House.
Shiva, Vandana. Any of her books such as: Water wars; Stolen harvest; Staying alive; Biopiracy;
Protect or plunder; etc.
Monday, July 7, 2008
Cacophony
Follow your interests choose some sections
passionate about (please keep me informed of what you choose):
Examples to choose from:
Patel, Raj. (2008). Stuffed and starved: The hidden battle for the world food system. Melville
House.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Shiva, Vandana. Any of her books such as: Water wars; Stolen harvest; Staying alive; Biopiracy;
Protect or plunder; etc.
OR, something else that interests you.
OR, we can as a group decide not to have any ne
discussion, based on which issues and themes the group wants to explore more fully.
Wednesday, July 9, 2008
the group wants to explore more fully.
Monday, July 14, 2008
[DUE: Final Papers, by 9am on email; please bring hard copies to class]
Group Presentations 1
Wednesday, July 16, 2008
[DUE: Process Reflections, by 9am on email; please bring hard copies to class]
Group Presentations 2
Wrap up discussion
Course evaluations
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
ASSIGNMENTS
(Please both hand in hard copies and email electronic versions of all written assignments to:
jhpieper@gmu.edu). You may also lead your education in the assignments again, subject to
the requirements stated earlier that you stay in dialogue and communication with me around it in
advance, that your choices arise from positive commitment rather than complacency or apathy,
and that you find some ways in which to stretch yourself.
1) First paper: Write a personal and reflective narrative on leadership. (max 4.5 pp. single
spaced, 11-12pt font). Due June 30, by 9am on email; please bring hard copies to class.
a) Coming into this class, how did you understand leadership? Who were the people that
you most strongly identified with leadership, both in your personal experiences and in
the models you received and believed from others (in your education, culture, peers,
organizations, media, etc.)? When you look at our culture and society, how would
you characterize the implicit operative model of leadership?
b)
possible perspectives here presence some of them and consider how each
influences our worldview, our ideals, our strivings, our relationships. Can someone
ividuals and groups, and for
c) When we focus on leadership, we project an ideal that foregrounds some things and
puts other things in the background. What gets emphasized and what gets
deemphasized? When and under what aspects does a goal of leadership make a
positive or negative contribution to how we show up in the world? How does this
looking at ourselves and each other? Think about the different lenses with which you
might view yourself and others (including both different leadership lenses and lenses
other than leadership). What do you see as the life-affirming and/or life-negating
aspects
so? Try to crystallize a perspective you find most life-affirming for yourself and those
around you. What ways of seeing and understanding ourselves and each other do
you think hold out the greatest promise for the kinds of inner and outer experience
you most value and the kind of world you want to live in? What does that
experience/world look like, and how does the way of seeing you describe relate to
that vision? How does -- and/or does not this relate to the notion of leadership at
its best, as you have defined it above?
d) Reflect on the people you know who have made the greatest contributions to your life.
How did they transform you, and who were they being that they moved you as they
did? Reflect on your own life and when you may have been a stand for your own
how you want to be in the world. How does or does this not map onto what you have
been culturally trained to value (and therefore also what you have been culturally
trained to devalue)? How does this compare/contrast with how our embedding
culture defines leadership? With how you have defined leadership at its best?
Going beyond the confines of a lens of leadership, how would you characterize these
cases of people functioning at and being their best for themselves and each other?
(re: previous section).
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
2) Final paper due July 14, by 9am on email; please bring hard copies to class. In addition
to handing this in as a (group) paper, each group will present its finished project to the class in
the last two class meetings.
In groups of 5 people:
Choose a problem with many interdependencies and perspectives (e.g., world hunger,
genocide in Darfur, systemic racism in the US, etc.), and research it from multiple vantage
points, including the voices of those most directly involved and impacted. Be sure to examine a
diversity of sources and perspectives.
Throughout, please pay
realities. How do these considerations lead you to think differently about and/or stand differently
in relation to the issue/context/situation? (feel free to include some of these reflections in
sections of the paper where you find them useful or relevant)
The paper has four parts.
First, present/represent the issue, identifying and understanding multiple subjectivities,
interests, dynamics, structures, systems and perspectives involved, and how they interrelate.
Your sketch might include a taste of the history and then focus on present dynamics, attending
both to human-scale aspects and to organizational/ corporate/ systemic/ governmental /etc.
aspects.
Second, consider relationships among people and between people and systems.
Consider some of the many possible forms of constructive leadership that people in two or three
dramatically different positionalities (including, for one of them, yours) could take that might be
capable of positively transforming the situation (and what that means or would look like). What
ey
position and how and why you think constructive transformation might result where previous
efforts may have failed or faded. On what models or considerations are you basing these
conjectures?
Third, each person in the group should identify and choose a possibility that they will
actually stand for in the world and describe what it is, why they chose it versus other things, and
what kinds of effects they mig
What might be unintended consequences of such action? How might or might not different
situation and
these considerations lead to rethinking or revising? How is, or is, it possible to participate
constructively and not to make things unintentionally worse? What is the relationship if any
If you are able to stand in
genuine commitment to positively transforming this reality (and please specify what you envision
as the reality to be transformed as well as the transformational result to which you are
committed), who are you being and what do you do as a result?
Finally, please include an annotated bibliography of the research and sources you
consulted. An annotated bibliography includes a paragraph description of each bibliographical
entry. In the description, please include the main points of the article/book/chapter/media/etc,
and what you found most important and valuable and/or controversial, and why.
3) Process Reflections. Due July 16, by 9am on email; please submit hard copies at the
beginning of class.
Please submit a short (maximum 2pp single spaced) paper reflecting upon how you
have engaged with the course and the course has engaged with you. You are welcome to take
this in whatever direction(s) you wish. Some possibilities follow (but please do not feel
constrained to answer these specific questions use them only if or as they open up something
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
for you, and otherwise feel free to take the paper in directions that you find more meaningful).
You might orient the paper around a particularly salient moment in the course or in your life that
you would like to reflect upon and understand from new and diverse vantage points, in light of
your experiences in the course. Or, you might reflect upon the sorts of challenges and
opportunities the materials, group interactions, etc. may have provided you. How have you
taken these up and what are your reflections on these processes/dynamics? In what ways have
you and have you not been a leader in your learning and in your life over the course of the class
and what has that meant and looked like, how it has evolved and/or, what other values
(besides being a leader) have you chosen to elevate either instead or alongside? How have
you been metabolizing your experiences inside and outside of class to engage with and to be
more fully who you want to be for yourself and others? You may also use this as an opportunity
to reflect on individual as well as collective leadership in the context of the group paper (and any
occasion for deep reflection on whatever aspect(s) you would find most valuable for your own
personal development.
General note on assignments:
I encourage you to use the class as an opportunity to connect with, reflect on, and clarify
your deepest commitments and the choices that spring from them. This may take you in
directions that require me to understand and evaluate and participate differently with you if so,
I welcome this and only require that you stay in dialogue with me in this process, in advance
and along the way, e.g., that you lead me to see the power and meaning of your path.
Otherwise, my default assumptions are that commitment translates into some of the usual
academic frames and standards of excellence (e.g., work produced according to the
talk with me if you want to
express yourself beyond the usual frames/constraints. Irrespective of the specific forms your
work takes, my starting assumption is that your work will in its own way demonstrate: Depth of
reflection, thoughtfulness, insight, understanding and engagement; personal learning and
growth; stretching to experience and understand multiple and diverse ways of seeing and being
that take you beyond your pre-existing mental models; extensiveness and reach in sources
used and explorations endeavored.
For all written assignments, please submit both a hardcopy and an electronic copy. The
hardcopy should be single-spaced, typed, stapled, with page numbers on each page.
Please include a title page with: your name
your own title for the paper, date, assignment name, and the course name and number. Please
be sure to include a bibliography that lists any ideas, language, images, etc. that you use that is
not your new thought/work (including class readings, web content, ideas sourced from others
you know/classmates, and previous ideas of yours from earlier submissions). You may use the
manual of style that will be most relevant to your future publishing (or that you prefer for any
other reasons).
ADDITIONAL INFORMATION:
GMU Writing Center. I would encourage you to make use of the GMU Writing Center while
center info can be found online at http://writingcenter.gmu.edu/ . Their Arlington location is in
the Original Building, room 311: 703-993-4491. For updated information please check for their
hours on their website.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
New Voices in Public Policy is a journal designed to disseminate student work in SPP to a
broader audience. It is reviewed by a combined panel of students and faculty. Please let me
know if you would like me to consider nominating your course paper for publication in New
Voices in Public Policy. I may also proactively ask and check with you. Note: Official GMU
language for inclusion in syllabi: "New Voices in Public Policy: I will consider nominating the
very best papers in this course for publication in New Voices in Public Policy. New Voices is a
student- and faculty-reviewed journal that shares SPP's finest student work with the rest of the
world."
SPECIAL NEEDS: If you are a student with special needs that require academic
accommodations, please see me and contact the Disability Resource Center (DRC) at 993-
2474. All academic accommodations must be arranged through the DRC.
PLAGIARISM: All submitted work must be your own, and it is imperative that you
accurately cite all sources in your work.
- GMU has an official university policy on plagiarism that can be found at:
http://www.gmu.edu/facstaff/handbook/aD.html
- you
must cite any time that you reuse your own work, indicating all previous uses you have
made of the same work in this or any other class.
Syllabus 2008).
- Violations of plagiarism policies can result in expulsion from the university.
- To quThe profession of
scholarship and the intellectual life of a university as well as the field of public policy inquiry depend
fundamentally on a foundation of trust. Thus any act of plagiarism strikes at the heart of the meaning of the
university and the purpose of the School of Public Policy. It constitutes a serious breach of professional
ethics and it is unacceptable.
It includes, among other things,
Honesty and
thoroughness in citing sources is essential to professional accountability and personal responsibility.
Appropriate citation is necessary so that arguments, evidence, and claims can be critically examined.
Plagiarism is wrong because of the injustice it does to the person whose ideas are stolen. But it is also
ional colleagues. From a prudential perspective, it is
shortsighted and self-defeating, and it can ruin a professional career.
The faculty of the School of Public Policy takes plagiarism seriously and has adopted a zero tolerance
policy. Any plagiarize This may lead to failure for the
course, resulting in dismissal from the University.
For foreign students who are on a university-sponsored visa (eg. F-1, J-1 or J-2), dismissal also results in
the revocation of their visa.
To help enforce the SPP policy on plagiarism, all written work submitted in partial fulfillment of course or
degree requirements must be available in electronic form so that it can be compared with electronic
databases, as well as submitted to commercial services to which the School subscribes. Faculty may at any
that written work be submitted in electronic as well as printed form. The SPP policy on plagiarism is
supplementary to the George Mason University Honor Code; it is not intended to replace it or substitute for
it.
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PUBP 710-B04; Syllabus
Heineman-Pieper, Summer 2008
Please note the following (does not replace the foregoing supplements it)
- Direct quotations must be enclosed in quotation marks, with references to the
corresponding source and page number(s).
- Paraphrased ideas should appropriately reference the source materials.
- Some plagiarism is unintentional but this is still plagiarism and has severe
consequences. To protect yourself from this, take notes carefully. In your notes, always
1) use quotation marks around direct quotations and include source and page
references, and 2) make clear what ideas come from which sources, versus are your
own ideas.
17