Werner's work,
it could be said, brings the element of being to
knowing, in the
context
of education. Pointedly,
graduates
of
Werner's
Leadership Course
for example, come away certainly knowing about
leadership
ie versed in the phenomenological realm of
leadership.
To be sure, many courses offered at
academic
institutions
purport to offer the same result ie they imply they deliver the
phenomenological realm of
leadership.
Graduates
of
Werner's
Leadership Course,
on the other hand, also come away
being
leaders
ie they gain access to and
master
the ontological realm of
leadership.
Very few if any other
leadership courses
can even
begin
promising this result.
Perhaps the nearly five
decades
of delivered results of
Werner's work
weren't articulated quite this way until now, that is until the
advent of the
Leadership Course.
I assert, however,
the work
has always done this - and as it's evolved, this
aspect of it has been revealed rather than added on.
When I attended college at UCT ie the University of
Cape Town, I came away with a degree, and knowing a
lot of stuff. That's the point of going to college, really: to
learn, to memorize facts and information, and then hopefully to
apply them gainfully later to a career. In other
words,
all that knowledge I gained was meant to be applied directly to
what I did (and would do from then on),
and therefore indirectly to what I would then have as
a result of what I did. But the element of
who I am
in the matter of what I did and in the matter of what I had, was
left unexplored. This being of it, it would seem, was
left up to me to muddle through in life, as best as I could.
What inspires me about the possibility of
Werner's work
being newly offered at (which is to say, being included in the
curricula of)
respected academic
and business institutions*
is secondarily universities like Harvard and Yale and Stanford and
UCT offering the
Leadership Course
- and that's an enormous opportunity right there. Primarily it's
the possibility of
respected academic
and business institutions
offering their students access to being, in addition
to offering them the more traditional access to knowing. We may not
be ready for this, but if we tell
the truth
about it, there's an open abyss between knowing about
medicine, and being a doctor, yes?
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