Forensics Leadership: An Isocratean Vision

Abstract

Contemporary forensic students and educators owe much to the leaders of the latter half of the twentieth century who rediscovered the educational benefits of speech competition, founded several collegiate programs and professional organizations, and established numerous tournaments and perfect-ed their management in a time of great technological change and challenge. A long list of noteworthy women and men who sacrificed inordinate amounts of time, money, often careers and professional standing, and more, for the benefit of forensic activity deserve recognition, appreciation and honor. The spirit of sacrifice that characterized the founding generation of leaders and those who immediately followed is in many ways, in many places, the reason for the existence of forensic activity today. A discussion of leadership in the forensics community must begin with gratitude. Leader is a title worn by forensic professionals from the executive level of national organizations to an assistant coach at Mount Nowhere College in the hills of Georgia. Leading students on the educational journey of understanding and practicing rhetoric is a noble task that both unifies and divides. At the same time that forensic educators are drawn together by purpose, we are often scattered by directional differences of interpretation, opinion and philosophy. While diversity of perspective represents one of the greatest strengths of the forensics community, a transcendent sense of identity and direction is necessary for meeting the challenges of the future. Leadership requires a clear vision, especially now