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ERIC Number: ED012957
Record Type: RIE
Publication Date: 1967-Mar
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
POLITICAL CONCEPTS AND THE DEVELOPMENT OF EDUCATIONAL ADMINISTRATORS.
WAYSON, W. W.
A CONCEPTUAL FRAMEWORK IS DESCRIBED FOR DEVELOPING A UNIVERSITY COURSE WHICH COMBINES POLITICAL SCIENCE AND EDUCATIONAL ADMINISTRATION. IT PROPOSES THAT THE SCHOOL SYSTEM, AS ALL SOCIAL SYSTEMS, HAS MEANS OF MAKING AUTHORITATIVE DECISIONS GOVERNING THE BEHAVIOR OF SYSTEM MEMBERS. DAVID EASTON'S INPUT-OUTPUT MODEL IS CITED AS USEFUL IN STUDYING THE POLITICAL ACTIVITY OF VARIOUS SUBSYSTEMS IN THE GREATER SOCIAL SYSTEM. WITHIN THIS MODEL, THE SCHOOL SYSTEM CAN BE VIEWED AS A SYSTEM LOCATED WITHIN A PARTICULAR TWO-DIMENSIONAL ENVIRONMENT--(1) THE INTRASOCIETAL ENVIRONMENT (THE ENVIRONMENT FOR WHICH POLITICAL DECISIONS ARE MADE), AND (2) THE EXTRASOCIETAL ENVIRONMENT (THE GREATER SOCIETY). IN THESE TERMS, THE SCHOOL SYSTEM ENGAGES IN A NUMBER OF EXCHANGES WITH ITS ENVIRONMENT WHICH INCLUDE INPUTS FROM THE ENVIRONMENT AND OUTPUTS FROM THE SYSTEM. WITHIN THIS FRAMEWORK, SYRACUSE UNIVERSITY DEVELOPED A COURSE WHICH PERMITTED FOCUS UPON BEHAVIOR, PROCESSES, STRATEGIES, AND INTERACTION. THIS ALLOWED INVESTIGATION INTO THREE NEW PERSPECTIVES IN THE SCHOOL SYSTEM--(1) THE SYSTEMS VIEW OF POLICY DEVELOPMENT, (2) THE NATURE OF POLITICAL BEHAVIOR, AND (3) THE DYNAMICS OF INSTITUTIONAL ROLES IN THE POLITICAL PROCESS. COURSE OBJECTIVES RECOGNIZE THAT EDUCATORS HAVE A DUTY TO ENGAGE IN POLITICAL ACTIVITY FOR FULFILLING EDUCATIONALLY PRODUCTIVE ENDS AND TO INVOLVE THEMSELVES IN THE DETERMINATION OF EDUCATIONAL POLICY AND THE RESOLUTION OF ISSUES RELATED TO EDUCATION. THIS PAPER WAS DELIVERED TO A CONFERENCE ON DESIGNS FOR INCORPORATING CONCEPTS FROM SOCIAL SCIENCES INTO PREPARATORY PROGRAMS FOR EDUCATIONAL ADMINISTRATORS, SPONSORED BY THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION (COLUMBUS, OHIO, MARCH 12-14, 1967). (GB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A