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The Teacher and the Community, School Culture and

Organizational Leadership
Philosophical positions and statements of purpose
personally contribute to the forward
“The roots of education are bitter, but the momentum of the organization as a whole.
fruit is sweet.”
– Aristotle 2. Allows for a problem-solving and decision-
making mindset. In a psychologically safe
EDUCATION atmosphere where people are not afraid to
Encompasses teaching and learning specific speak upgreat ideas can emerge. When a
skills, and also something less tangible but leader entrusts the individuals hired into
more profound. their roles to develop solutions and make
decisions, exponential growth is possible.
SOCIETY
3. Promotes communication, ethics, inclusion,
Group of people whose members interact,
and respect. The leader shares the
reside in a definable area, and share a culture.
organization's values and models the
communication, ethics, inclusion, and
COMMUNITY respect expected of each individual.
Social group of any size whose members
reside in a specific locality, share government, 4. Allows organizational leaders to remain
and often have a goal-oriented.The organizational leader may
common cultural and historical heritage. focus on the larger picture: moving the
mission forward with an eye on navigating the
CULTURE challenges ahead.
culture includes the group’s shared practices,
values, beliefs, norms, and artifacts.
TOOLS OF PHILOSOPHERS

ORGANIZATIONAL LEADERSHIP AXIOLOGY


 Encompasses a broader scope of  Study of values
responsibility than traditional management.  “What is good?”
 Communicates the mission and vision,  Ethics
establishes the strategic plan, and inspires
individuals to put forth their talents to fulfill EPISTEMOLOGY
the goals aligned with the strategic plan  Theory of knowledge
and, ultimately, the leader’s vision.  How do we know what is true?”
 It is concerned with the mind's relation to
WHY IS ORGANIZATIONAL LEADERSHIP reality.
IMPORTANT?
Organizational leadership is needed at every METAPHYSICS
level to consider how current practices can be  Study of fundamental nature of reality.
further improved or changed to meet future  “What is real?”
needs.  Behaviorists vs. existentialists

ORGANIZATIONAL LEADERSHIP IS PURPOSES FOR EDUCATION


IMPORTANT BECAUSE IT:  Hilda Taba,1962
1. Motivates team members.  Transmit the cultural heritage
They will be motivated to mirror the growth  Transform the Culture
mindset for their teams and
 Maximize human potential
themselves and consider how they can
The Teacher and the Community, School Culture and
Organizational Leadership
Philosophical positions and statements of purpose

THE SEVEN CARDINAL PRINCIPLES


1. Health
2. Command of fundamental processes
3. Worthy home membership
4. Vocational competence
5. Citizenship
6. Worthy use of leisure time
7. Ethical character

BUT WHAT DO THESE MEAN?


Meaning comes from at least six philosophical
positions that“filter” or influence how people
perceive educational events.

ESSENTIALISM
EXPERIMENTALISM  Essentialism is a conservative view of
 Experimentalism is associated with a curriculum that holds schools
very broad but shallow curriculum. responsible for only the most
 Experimentalism is friendly to immediately needed instruction.
educational research, and many new  An approach assuming that people
ideas come from it. and things have natural and essential
 Experimentalist teachers like to tinker common characteristics which are
or experiment, They don’t like to inherent, innate and unchanging.
leave things the same all the time.  Avoids some of the waste inherent
CLASSROOM MANAGEMENT FOR with experimentalism, But it can
EXPERIMENTALISTS become so conservative that it fails to
Prefer more constructivistic approaches truly educate.
such as Discipline with Dignity.
The Teacher and the Community, School Culture and
Organizational Leadership
EducationalPhilosophies
 Not every new idea is a good one, or one
WHAT EXPERIMENTALISTS WOULD that will even be effective.
TEACH?  Perennialism plays well to traditional
Everything--anything that had any relation to communities.
students’ possible futures.
BEHAVIORISM
WHERE EXPERIMENTALISM SHINES ?  Behaviorism believes in a science of
 When essentialism or perennialism have behavior that would shape the world
been in power for so long, school into a better place to live.
programs have become stagnant  They rely heavily on scientific studies
 When school has become all work and of mbehavior and how behavior is.
no play  Behaviorists are at least as concerned
 When traditional methods have become about how people behave as what
ineffective they know.

PERENNIALISM WHERE BEHAVIORISM SHINES?


 Perennialism was prevalent in the  Special ed situations, where students do
early seventies in U. S. not pick up on subtle cues about
 Perennialism reveres the experience learning or behavior.
of teachers who have been there.  Alternative and problem schools.
 Perennialists like to teach time-
honored curricula, including the
RECONSTRUCTIONISM
classics such as Plato an Aristotle
 Reconstructionists point to a time in
They don’t like change.
the past when theybelieve that things
were better.
PERENNIALIST EVALUATION  They would re-create education to be
METHODOLOGY like things were back during that
 Teacher-made tests time.
 Standardized tes  Reconstructionists would teach the
 Memory work (“mind is a muscle”) subjects that were taught during that
 Spelling bees “golden age.”

CLASSROOM MANAGEMENT RECONSTRUCTIONISTS AND


Be strict, but not necessarily expert, with TECHNOLOGY
punishment and reward. Their orientation is very much to the past

EXISTENTIALISM
 Existentialists celebrate the human
existence.
WHERE PERENNIALISM SHINES?  Existentialists believe in the
consciousness of the self.
 Perennialism does help to dampen the
 They would emphasize self-esteem
uncertain effects of the fads that come to
and a feeling of.
PHILO means “love”
SOPHOS means “wisdom”
education.
EDUCATION PHILOSOPHY
A philosophy of education is a set of
statement that identifies and clarifies the
beliefs, values, and understandings of an
“Education without philosophy is blind and
individual or group with respect to education.
philosophy without education is invalid”
-Thomas, 1968
The Teacher and the Community, School Culture and
Organizational Leadership
EducationalPhilosophies
The Teacher and the Community, School Culture and
Organizational Leadership
EducationalPhilosophies

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