New Leadership Education and Deep Active Learning

Abstract

In 2006 I launched an undergraduate leadership program, the very first one in Japan that included mandatory courses (Higano 2013). Although I was not familiar with the concept of active learning until around 2010, in retrospect, what I had intended and what I actually implemented were both truly active learning experiences for students. In this chapter, I would like to discuss the following propositions: (a) that the new leadership education is a good example of active learning, (b) that almost all active learning and leadership education are in fact homologous, (c) that (deep) active learning can be redefined from the perspective of students’ leadership, (d) that learning being “deep” means learning achievements can be utilized anytime, anywhere, without the support of the teacher (“training wheels”), and (e) that new leadership education theory can be a powerful tool for (deep) active learning theory.