A500.3.3.RB_MenesesAlexandria

Being aware of the distinction between seeing the discipline of organizational leadership as a system of thinking versus seeing organizational leadership as organizational leadership as a body of information is essential to being capable of implementing the learnings of the subject. Just as our textbook explains that learning the vocabulary in the field is necessary but nowhere near the purpose of studying a field, rather you learn the vocabulary to increase the ability to speak and apply the subject being studied (Nosich, 2012).

To understand and apply our studies we should be aware of the purpose of studying. Viewing a topic as a body of information would be analyzing the information in a singular way and not combining the ideas and diving into their relation to one another and how they can be applied. An interesting comparison would be to a glossary, just memorizing the glossary in the back of a textbook would not suffice when attempting to truly understand a topic. For example, If I wanted to master the subject of organizational leadership I would not memorize the terms in our textbook, rather I would dive into analyzing and understanding organizational leadership as a system of thinking. With a system of thinking we can more readily apply the system and see how it truly operates, we can immerse ourselves into the system of thinking rather then just having a basic comprehension of the body of information.

By discussing the topic of bodies of information versus systems of thinking when focusing on organizational leadership hey can confidently say I have a new and more effective way to approach my coursework. Rather then understanding the separate parts of the subject at hand, I plan on absorbing the coursework as a means to gain a deeper comprehension of the subject. I think that this methodology of learning can, and should be applied to any topic that I am attempting to learn about.

Reference

Nosich, G. (2012). Learning to think things through: A guide to critical thinking across the curriculum (4th edition). Boston, MA: Pearson.