The Self-Action Leadership Existential Paradigm Introducing a Post-Postmodern Pedagogical Philosophy in Promotion of Self-Leadership and Character Education

Jordan R. Jensen, Christopher P. Neck, Rodney J. Beaulieu

Abstract


Despite being a burgeoning qualitative research method, autoethnographic research has largely been sequestered in education and social justice domains. This paper applies autoethnography to mainstream management theory by reviewing an original philosophy, theory, and model of personal management, self-leadership, and character education grounded in autoethnography, action research, and existential philosophy. This new subset of action research and self-leadership theory is called Self-Action Leadership (SAL) and serves as a compre- hensive, academic template promoting a universal pedagogy of personal leadership and character education and development. SAL’s aim is to enter the executive suite, board room, conference hall, training space, office, classroom, hall of government, and home as a preeminent and holistic—yet practical—pedagogical plan and self-leadership process that significantly and meaningfully influences positive changes in society by effectively combatting organizational, managerial, educational, and societal mores marked by moral relativism and clouded by cultures of irresponsibility, victimization, laziness, subterfuge, salacity, unscrupulousness, corruption, criminality, and abuse. The practical and immediate purposes of SAL include bolstering individual and organizational character, capacity, and growth through an education in SAL principles. Its ultimate aim is to move beyond postmodern thinking to a new era referred to as the Age of Authenticism.

Keywords: Autoethnography, existential philosophy, self-leadership, action research, Self-Action Research (SAR)1, Self-Action Leadership (SAL), SAL philosophy, SAL model, SAL theory, existential growth, pedagogy of personal leadership and character development, postmoder- nism, Age of Authenticism


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