The Restoration of Human Agency In Educational Administration/ Leadership Theory, Research and...
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The Restoration of Human AgencyIn Educational Administration/
Leadership Theory, Research andPractice
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A long and distinguishedcareer in educational
and public administration
Heard my first Cocking Lecturein 1977 at NCPEA in Eugene,
Oregon
One of the founder’sOf NCPEA
Tennessee StateCommissioner of
Education
Practitioner,teacher, principaland superintendent
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Today we would call hima leader for social
justice
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An Exploration of The Intellectual, Conceptual,
And Epistemocratic Structure of Educational
Administration/Leadership And itsImpact on Practice and Preparation
in Eight Parts
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Where is the field? Two views of conflict
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Where is the field? Two views of conflict
Where we are now as a field
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
Intertextuality and practice in theUniversity context and consequences
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
Steps to restore human agency to ourfield- cognitive aesthetics
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
Steps to restore human agency to ourfield- cognitive aesthetics
Some observations and recommendations to consider in restoring human agency
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Re-positioning the schools aslevers of social change-concluding thoughts
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So Let’s Begin theEight Steps of the“Cocking Moment”
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
Intertextuality and practice in theUniversity context and consequences
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Thomas Kuhn (1962)The Structure ofScientific Revolutions
paradigm dominanceis “normal” science
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Thomas Kuhn (1962)The Structure ofScientific Revolutions
Imre Lakatos (1999)The Methodology ofScientific ResearchProgrammesparadigm dominance
is “normal” scienceparadigm competitionis “normal” science
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“ for an intellectual community to be in a great creative age, it must be making great discoveries and also overturning them, and not just once, but over and again”
Randall Collins (1998) The Sociology ofPhilosophies: A Global Theory ofIntellectual Change, p.32.
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Since the Greenfield/Griffithsdebates of the mid-1970s
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1.The capacity to significantly expand the content and knowledge of the field to include:(a)The ability to solve problems previously judged to be unsolvable;(b) The ability to predict (not simply describe) significant cause/effect relationships in novel ways previously unknown2. The presence of conflict (not consensus) because of theoretical pluralism (and competition)
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
Intertextuality and practice in theUniversity context and consequences
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scholasticism
1
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An emphasis onconsolidationand codificationinstead ofdiscovery…
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scholasticism
standardization
2
1
creation of the knowledge base-codification/consolidation/technical cores
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-the ruthless reduction of variance to create identical units-(usually to reduce costs)-the creation of “one size fits all” to erase specialization (and thus preparation
costs) [loss of contextual “fit”]-job de-skilling, break roles into smaller
parts to reduce costs of replacement
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scholasticism
standardization
stagnation
3
2
1
creation of the knowledge base-codification/consolidation/technical cores
behavioral standards-job de-skilling
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-No search for new theories to explain new/old phenomena- Same epistemocratic assumptions/procedures employed iteratively and repetitively- No questioning of presuppositions of lens employed in conducting research or even awareness that there is a lens (talk of rigor is always within extant lens not outside of it)-Lack of competing research programs (paradigms)-No theoretical/conceptual battles going on
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scholasticism
standardization
stagnation
3
2
1
creation of the knowledge base-codification/consolidation/technical cores
behavioral standards-job de-skilling
no new theories needed,only better status quodelivery of current practice
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scholasticism
standardization
stagnation
3
2
1
creation of the knowledge base-codification/consolidation/technical cores
behavioral standards-job de-skilling
no new theories needed,only better status quodelivery of current practice
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
Intertextuality and practice in theUniversity context and consequences
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The individual humanbeing is a purposivemoral agent andcan act withinor without socialstructures “rooted ina value system andwith a sense ofpersonal identity”(Bandura,2001:14)
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dominant discursive perspectivesdominant discursive perspectives
science/truth
prediction/control
economic models
behaviorism
distributedleadership
rational choicetheory
traditional courses
art
morality
performance
emotion
Figure 1A Bricolage of Two Sides of Leadership
context
intuition
agentiveacts
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-science/truth-prediction/control-economic models-behaviorism-distributed leadership-rational choice theory-traditional ed. adm. Courses-ISLLC/ELCC standards
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-art-performance-morality-emotion-context-intuition-agentive acts
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No one person thinks alone and language has a life of itsown and speaks through people. “Discursive practice”means specific forms of speech and writing that adhereto certain relational rules that indicate “the roles andqualifications for the utterers of specific discourse, themode of specification of their objects of knowledge,the conceptual framework for the derivation, formalizationof utterances, and the strategic relations of conditioning andeffect operating between discourses and other forms of social practice” Michel Foucault, 1980, p. 244
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Michel Foucault (1980)
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graduatestudents
(teachers)admission university
NCATETEAC
statedepts. of
educationstand
ards
nationalprofessor
associationsNCPEAUCEAAERA
nationalpractitionerassociations
AASA, NASSP,ASCD, NAESP
regulation licensureschool
practitioners
NPBEA
standards
CCSSO ETS(ISLLA)
exam
U.S. Govt.Recognition
support
support
Figure 2The National Apparatus for Educational Leadership
ELCC/ISSLCstandards
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graduatestudents
(teachers)admission university
NCATETEAC
statedepts. of
educationstand
ards
nationalprofessor
associationsNCPEAUCEAAERA
nationalpractitionerassociations
AASA, NASSP,ASCD, NAESP
regulation licensureschool
practitioners
NPBEA
standards
CCSSO ETS(ISLLA)
exam
U.S. Govt.Recognition
support
support
Figure 2The National Apparatus for Educational Leadership
ELCC/ISSLCstandards
Where the “right wing”think tanks attackthe current apparatus :the key topowerwith the NetworkF. Hess, AEI, “A License to Lead?”
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graduatestudents
(teachers)admission university
NCATETEAC
statedepts. of
educationstand
ards
nationalprofessor
associationsNCPEAUCEAAERA
nationalpractitionerassociations
AASA, NASSP,ASCD, NAESP
regulation licensureschool
practitioners
NPBEA
standards
CCSSO ETS(ISLLA)
exam
U.S. Govt.Recognition
support
support
Figure 2The National Apparatus for Educational Leadership
ELCC/ISSLCstandards
= power gained
= power lost
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1.The denigration and or erasure of the function of university faculty to engage in unconventional (i.e., non-ISLLC related) research;
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1.The denigration and or erasure of the function of university faculty to engage in unconventional (i.e., non-ISLLC related) research;2. The enshrinement of current practice as an epitome, denying the need for further theoretical research
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3. Enabling the transferof preparation to non-university sites and tovirtual on-line for-profitcompetitors who hireadjuncts and have nointerest in the pursuitof new knowledge.
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3. Enabling the transferof preparation to non-university sites and tovirtual on-line for-profitcompetitors who hireadjuncts and have nointerest in the pursuitof new knowledge.4. The loss of autonomyto change its curriculum
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3. Enabling the transferof preparation to non-university sites and tovirtual on-line for-profitcompetitors who hireadjuncts and have nointerest in the pursuitof new knowledge.4. The loss of autonomyto change its curriculum5. The vocationalizationof its curriculum
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The current apparatus is insensitiveto issues of social justice which falloutside the boundaries of rationalchoice theory, the ISLLC standardsand NCATE accreditation & licensure;It focuses exclusively on the achievementgap without examining how schoolsreproduce inequity and inequalityand thus perpetuate social injustice.No idea of cultural capital and the confirmation of existing social biases.
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Where is the field? Two views of conflict
Where we are now as a field
Human agency-line of argument andthe dominant discursive practicewithin the national apparatus
Intertextuality and practice in theUniversity context and consequences
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Figure 3The University’s Doctoral Discursive
Intertextual Practice inEducational Administration
candidates graduatesor
g.
theo
ryschoollaw
finance rese
arch
meth
ods
behaviorism
structuralism
RC
Tem
piric
ism
accreditation
academic degreeslic
ensu
re
ISLLC
Sta
ndard
s
common corecourses
ontological/epistemologicalperspectives
bureaucraticagencyregulations
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• the elimination of everything that is “subjective”, i.e., not “rational,” “logical” or “observable”
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• the elimination of everything that is “subjective”, i.e., not “rational,” “logical” or “observable” • a premium placed on prediction and control
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• the elimination of everything that is “subjective”, i.e., not “rational,” “logical” or “observable” • a premium placed on prediction and control• people are “actors” embedded in structures and are shaped (determined) by such structures
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• the elimination of everything that is “subjective”, i.e., not “rational,” “logical” or “observable” • a premium placed on prediction and control• people are “actors” embedded in structures and are shaped (determined) by such structures• individual behaviors are predicted by competitive economic behavior (game theory)
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
Steps to restore human agency to ourField- cognitive aesthetics
Some observations and recommendations to consider
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the known world (ontology)
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the known world (ontology)
western cultural perspective (ideology)
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Lines 4-7The dominantinterlockingepistemologiesof the currenteducationaladministrationdiscursivepractice
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Line 8:A subset oflines 1-7, withtight connectionsto lines 4-7,especially businessmodels
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Lines 11-12representonly the“core technology”and not the fullrange ofadministrativeduties
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The ISLLCELCC
StandardsLeave out
Much
what’s left out
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• freeze the development of the field (anti-change)• dumb down the curriculum• de-skill administration and keep us in intellectual silos• provide easy transport to non-university sites where classes can be taught by non-university faculty• de-emphasize research and the need for new knowledge• vocationalize preparation
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statistics
psyc
holo
gy
sociology
Leadershipstudies
Pol
itic
al
scie
nce
technology
Management
concepts
economics
law
anthropology Cultural
studies
thea
ter
liter
atur
ebiology
TEACHING/LEARNING
LGBTI
A “knowledge dynamic” instead ofa “knowledge base”
The “field” is not frozen aroundcurrent concepts nor should it be
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4-7
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• there will be no new research approaches to understanding leadership• no substantive changes to the ISLLC-ELCC standards (just tweaking)
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TIGHTEN
LINES 4-7
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
Steps to restore human agency to ourfield- cognitive aesthetics
Some observations and recommendations to consider
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1.Makes use of a variety of individual points of
of view, perhaps borrowing a specific
individual’s “angle of vision” when appropriate
2. Utilizes a dramaturgical or theatrical technique
of “showing not telling” and momentarily
becoming objective within this perspective
3. Engages in generalizations from narratives
using critical comments4. Assumes a panoramic view of
events, presenting a narrative of “simultaneous
happenings or sometimes disassociated scenes that
a narrator- agent could cover only by the use of
the most improbable devices”5. Discovers, describes “multiple traits
and facets of characters (or cultures) under
study readily and plausibly without having to work
things around to bring any single point of
view within discovery range” R. Brown (1977)
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SCIENCE ARTISTIC STRUCTURES
QuantitativeResearch
QualitativeResearch
Literaryforms
Visualforms
PerformingArts
ethnographies
photographybiography
paintingsculpture
zone of transference
Cognitive Aesthetics and The Science/Art Transference In A Study of Educational
Leadership
theatre
Promising Perspectives for New Studies in
Educational Leadership
empiricism empiricism empiricism
context and culture
morality and the moral function
cognitive aesthetics
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Some Benchmark Examples of Cognitive AestheticsIn Educational Leadership Research
theatre
Qualitativeresearch SCIENCE ARTISTIC STRUCTURES
leadersh
ip as p
erform
ance
Sara Lawrence-Lightfoot1983-The Good High School:Portraits of Character &Culture
Harry Wolcott1973-The Man inThe Principal’sOffice
qu
antitative research
Kate Rousmaniere2005-Citizen TeacherThe Life and LeadershipOf Margaret Haley
Richard AckermanPat Maslin-Ostrowski2002-The WoundedLeader
Larry Cuban1976-Urban SchoolChiefs Under FireJeffrey Brooks
2006-The Dark SideOf School Reform
Sara Lawrence-LightfootJessica Hoffman Davis1997-The Art and ScienceOf Portraiture
L. Glenn Smith & Joan Smith1994-Lives in Education: ANarrative of People & IdeasJoseph & Jo Blasé
2003-Breaking theSilence
z o n e o f t r a n s f e r e n c ez o n e o f t r a n s f e r e n c e
Fran KochanBarbara JacksonDan Duke- 1999Voices from theFiring Line
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The restoration of human agency- howthe current epistemocratic structureminiaturizes our field-how NCATEworks to freeze field development
Steps to restore human agency to ourField- cognitive aesthetics
Some observations and recommendations to consider
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SomeRecommendationsToConsider
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too narrow, blind to matters of culture and the artistic dimensions of leadership performance (performance is an art not a science), locked into an epistemocratic structure (empiricism, behaviorism, structuralism, RCT) which effaces human agency and does not recognize its own prejudices, believing itself to be epistemologically neutral and inclusive;
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too many of our texts (including the ISLLC-ELCC standards) are presented atheoretically and ahistorically leaving our students unable to locate their own practice on any specific conceptual, theoretical or intellectual field(s) and consequently all they are doing is “practicing practice,” where practice is rarely anchored and identified theoretically or historically. They have little idea of what is new and what is old and too many of our texts do not assist them in this regard. It is as if nothing happened before like what is presented to them.
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“ Hence we have the pathetic notion that theway to get our bearings is to dig down intothe dirt instead of taking a survey of thelandscape. We are advised to ‘study the facts,’the idea being that statistics will tell us not onlywhat is, but what ought to be” BOYD BODEModern Educational Theories, 1930 (Ohio State)
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• took on the standards devised by Franklin Bobbitt, raising questions about consensus as the basis for determining their efficacy (truthfulness) which have also been raised with the ISLLC-ELCC standards;• indicated that fixed standards reinforced the status quo (because it locked inequities into place) or in Bode’s words, “The notion that life consists of specific activities may have some sort of validity in a society that is stratified in fixed classes. It has no place in a democracy.” (p.111)
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• avoid NCATE if at all possible (many outstanding programs are NOT NCATE accredited: Harvard, UT Austin, U. of Michigan, Wisconsin-Madison, UVA, UCLA, USC, Berkeley, and more;• If you can’t avoid NCATE, roll as many of the licensure requirements into a few courses; free up your curriculum to become more inclusive in the arts and humanities; think outside the prevailing epistemocratic structure. Avoid having licensure dominate your program/curriculum;
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• reduce or eliminate organizational theory as a degree requirement;• combine law, finance and personnel into one course around common themes;• when introducing students to the field, present it historically and from different perspectives: modern, postmodern, etc. help students locate their field of practice historically and epistemocratically so they know what they are actually practicing and explain what ends within what views are being included and excluded
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e m p i r i c i s m
e c o n o m i c s
p r a g m a t i s m
RCT
c r i t i c a l t h e o r y
b e h a v i o r i s m
s t r u c t u r a l i s m
r e a l i s m
Specific practicesare supported bypresuppositions
Andperspectiveswhich define
them
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s c i e n t i f i c mgt.
e c o n o m i c s
p r a g m a t i s m
RCT
c r i t i c a l t h e o r y
b e h a v i o r i s m
s t r u c t u r a l i s m
r e a l i s mthe intellectual/conceptual/theoreticalcontours in which aspecific practice islocated
Moving BeyondPracticingPractice
epis
tem
ocra
ctic
isom
orph
ism
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e m p i r i c i s m
e c o n o m i c s
p r a g m a t i s m
RCT
c r i t i c a l t h e o r y
b e h a v i o r i s m
s t r u c t u r a l i s m
r e a l i s m
Why Is It Important toLocate Professional PracticeWithin Contours?
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Why it is important to locate a specific practice within theconceptual/intellectual/theoretical contours in which the
practice is situated
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A mostly fatal disease of women who in the act ofgiving birth, were infected by their own doctorswho failed to wash their hands before deliveringa baby—the prevailing theory of day [called humoralmedical theory] believed disease to be caused by animbalance in the body’s humors and had no conceptof germs (bacteria)
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The theoretical fieldin which medical doctorsengaged in assistingwomen giving birthresulted in their deaths.No amount of codifying“best practices” in deliverywould have preventedthose deaths. Doctors didnot critique their theoreticalassumptions even whentheir patients died and evenwhen some did wash theirhands and their patients survived. They had no wayto explain the results.
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e m p i r i c i s m
e c o n o m i c s
p r a g m a t i s m
RCT
c r i t i c a l t h e o r y
b e h a v i o r i s m
s t r u c t u r a l i s m
r e a l i s m
Contoursprovide
reasons to changeor not to change
when an alternativepractice isconsidered
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neo-classical economics
macroeconomicsEMH-efficient market hypothesis
DSGE-dynamic stochasticgeneral equilibrium
financial engineers
creditdefaultswaps
specificfinancialpractice
EMH=the price of a financial assetreflects all available informationthat is relevant to its value
c o n
t o u
r s
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“ that markets are complete---that a priceexists today, for every good, at every date,in every contingency. In this world, you can always borrow as much as you wantat the going rate, and you can always sellas much as you want at the going rate.”The Economist, July 18, 2009, p. 66)
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• our programs are too isolated (siloed) in schools colleges of education. We have too few friends in foundations, counseling, teacher education, psychology;• our doctoral research practices are not likely to yield many breakthroughs in pushing the boundaries of our field out because our epistemocratic structure dominates our mindset and choices of topics to pursue. What we may want to know about leadership (not management) is erased in the selection of methods to pursue it. We must insist our students push significant boundaries and that be able to place their research in an historical theoretical context;
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• we need to adopt Lakatos’ “competing research paradigms” idea as “normal science”;• we need our students to understand the difference between “verification” and “discovery” in their thinking and in their research• we need to re-establish the importance of the individual human as a thinking, moral agent, especially in the leadership of schools and that conflict in this arena is guaranteed in a democracy. Value conflicts are part and parcel or normalcy. Conflict free zones are an anomaly;• we must get our IRB friends to understand that real research means we may not even know what the right questions are;
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Re-positioning the schools aslevers of social change-concluding thoughts
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Social justice
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“leading does not occurin a vacuum, but ratheris rooted in our deepestbeliefs about humankind,nature, and the realworld around us.”
Spencer Maxcy
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Mohandas Gandhi
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A part of the soulthat wants toinsist on its ownimportance…
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