Abstract
Emphasizing the theory of leadership ("leadership" as noun) does not necessarily teach students the effective practice of leadership ("leadership" as verb). Emphasizing leadership practice to the exclusion of theory is also problematic. Consequently, leadership educators should first determine the objectives of a lecture, course, curriculum, or program, then design pedagogy accordingly. In the process, they should separate, and appropriately emphasize, constructs of "leadership" as noun and verb, keeping in mind the purpose and context of education, and the notion that mastery of one aspect of leadership does not necessarily contribute to mastery of the other. Whetten and Cameron's "managerial skills approach" is an example of a framework that effectively reconciles theory and practice. In time, an interpretive grammar for leadership education may evolve, not as replacement for traditional methods such as the managerial skills, lecture, or case approaches, but as an addition that better reflects the emerging transformational leadership paradigm. A postscript touches on this possibility.
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