Blade Runner as a Means for Leadership Education

Abstract

Purpose: The purpose of this article is to demonstrate how a science fiction film classic such as Blade Runner can be used as a means of leadership education.

Approach: This article is conceptual and contends that the film Blade Runner serves as a powerful tool for leadership education by encouraging exploration of what it means to be human.

Findings: We argue that Blade Runner could serve as a tool for leadership education, encouraging an exploration of what it means to be human. Scholars have noted that the film prompts critical questions and evokes unease. Moreover, the film prompts an existentially grounded reflection. Blade Runner offers a “thick description” of a possible future, making it suitable for thinking along various rhizomatic pathways to possible or already emergent human life worlds employing multiple educational methods, both direct and indirect, or in combination.

Originality: Direct methods involve connecting the film to, for example, myths, while indirect methods might examine viewers' emotional reactions and reflections. Indirect methods, due to their open-ended nature, encourage students to explore their responses and develop a participatory learning process. Ultimately, the variety of narratives in Blade Runner makes it a compelling example of a medium that can contribute to a more holistic approach to leadership education.