Leadership femminile e soft skills: dalle Matronae alle Augustae. L’esempio di Livia Drusilla

valeria Caggiano, Antonio Ragusa

Abstract


The essay examines female leadership during the imperial age of Augus­tus, with a particular focus on Livia Drusilla. Livia’s figure offers the op­portunity to recognize and analyze the soft skills developed over time and serves as a useful example for training in this area. An effective leadership program should integrate human competencies, promoting a humanistic approach that enriches the international debate on management training. The literature analysis highlights the innovative impact of the female ele­ment in various fields, such as sexuality, religion, and public life, in re­sponse to differing levels of male resistance. The article focuses on three key aspects: (i) enhancing humanistic management as a theoretical and instrumental tool for teaching soft skills; (ii) the importance of access to secondary education to actively stimulate students’ abilities; and (iii) the necessity to reform the curriculum in response to traditional pedagogical authoritarianism.

 


Keywords


Leadership; Women; Active learning; Humanistic Management; Education.

Full Text

PDF (English)

Riferimenti bibliografici


Allen, S.J., Rosch, D.M. & Riggio, R.E. (2022), “Advancing leadership education and development: Integrating adult learning theory”, in Journal of Manage¬ment Education, vol. 46, n. 2, pp. 252-283.

Bauman, R.A. (2002), Women and politics in ancient, Rome: Routledge.

Bennis, W.G. & Thomas, R. J. (2020), “Crucibles of leadership”, in Harvard Busi¬ness Review, vol.80, pp. 27-41.

Bertagna, G. (2017), “Cambiarsi per cambiare”, in Nuova Secondaria, vol. 5, n. 9, pp. 153-166.

Broccoli, A. (2022), “Between public and private: The family system in the face of the pandemic emergency”, in La Famiglia, vol. 266, n. 56, pp. 23-32.

Callegari, C. (2021), “Classics of the history of education. Educating for peace and a pedagogy of hope. Orbis Idearum”, in European Journal of the History of Ideas, vol. 9, n. 1, pp.41-57.

Cambi, F. (2019), “Formarsi tra i romanzi”, in Studi sulla Formazione/Open Jour¬nal of Education, vol. 22, n. 1, pp. 125-135.

Caggiano, V. & Ragusa, A. (2022), “Leadership and emotions lessons from Sant’Ignazio di Loyola and Martha Nussbaum”, in Studi sulla Formazione/Open Journal of Education, vol. 25, n. 2, pp. 123-130.

Caggiano, V. & D’Amante, M.F. (2020), “Soft skills and jazz in curriculum de¬sign”, in Educazione. Giornale di pedagogia critica, vol. 9, n. 2, pp. 87-102.

Chen, K., Cheng, X., Zhang, R., Cillo, G. & Ragusa, A. (2022), “Unveiling the role of cross-cultural and cognitive differences in organisational learning mechanism of technology-acquiring cross-border mergers and acquisitions: Evidence From emerging market enterprises”, in Frontiers in Psychology, vol. 13, pp.102-111.

Clarke, J.R. (2023), Looking at lovemaking: constructions of sexuality in Roman art, 100 BC–AD 250: Univ of California Press.

Davis, A.E. (2020), The end of individualism and the economy: Emerging para¬digms of connection and community, London: Routledge.

Evans, J. (2014), War, women and children in Ancient Rome, London: Routledge.

Freisenbruch, A. (2011), The First Ladies of Rome. The Women Behind the Cae¬sars, London: Routledge.

Gardner, J.F. (1986), Women in Roman Law and Society, London: Springer.

Ginsburg, J. (2006), Representing Agrippina: Constructions of Female Power in the Early Roman Empire, New York: Oxford.

Hemelrijk, E.A. (2015), “The education of women in ancient Rome”, in A Com¬panion to ancient education, pp. 292-304.

Herbert-Brown, G. (1998), “Decoding Tacitus (Ann. I, 53): the Role of Julia in Ti¬berius’ Retirement to Rhodes”, in C. Deroux (éd.), Studies in Latin Literature and Roman History, Bruxelles: IX, pp. 347-78.

Hillard, T. (2013), “Livia Drusilla”, in Groniek, vol. 198, pp. 5-22.

Hopkins, M.K. (1965), “The Age of Roman Girls at Marriage”, in Population Studies, vol. 18, pp. 309-27.

Kokkinos, N. (1992), Antonia Augusta: Portrait of a great Roman lady, New York: Psychology Press.

McIntosh, H.C., Kezbers, K., Nichols, R. & Hellman, C. (2021), “Mindfulness-based stress reduction and hope in women participating in alternative sen¬tencing programs”, in Research on Social Work Practice, vol. 31, n. 5, pp. 469-475.

Mintzberg, H. (2019), Bedtime stories for managers: Farewell to lofty leadership. Welcome engaging management, New York: Berrett-Koehler Publishers.

Pinheiro, M.M. & Costa, A.J. (Eds.) (2020), Accounting ethics education: Teaching virtues and values, London: Routledge.

Pirson, M. (2020), “A humanistic narrative for responsible management learning: An ontological perspective”, in Journal of Business Ethics, vol. 162, pp. 775-793.

Raelin, J.A. (2014), “The ethical essence of leaderful practice”, in Journal of Lead¬ership, Accountability and Ethics, vol. 11, n. 1, pp. 64-72.

Ragusa, A., Caggiano, V., Trigueros Ramos, R., González-Bernal, J.J., Gentil-Gutié¬rrez, A., Bastos, S.A.M.C. & Santamaría-Peláez, M. (2022), “High Educa¬tion and University Teaching and Learning Processes: Soft Skills”, in Interna¬tional Journal of Environmental Research and Public Health, vol. 19, n. 17, pp.10699-10709.

Waddock, S. (2020), “Intellectual shamans as transformational change makers”, in Citizenship and Sustainability in Organizations, vol. 5, pp. 9-21.


Refback

  • Non ci sono refbacks, per ora.


Iscrizione al Registro Operatori della Comunicazione R.O.C. n. 10757