ERIC Number: ED269882
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Traditionalism and Educational Administration.
Administration is defined as the enactment of moral choices influencing subordinates within an organizational setting. It is distinguished from management, which is considered to involve a lower level of discretion. Educational administration is therefore in the moral domain; it involves discretionary, moral choices in a field that is itself moral in intent and execution. The empirical, positivist conceptualization of educational administration dominant in the United States is essentially inappropriate because it covertly ignores the moral heart of the field. It assumes that generalizations about effective and ineffective administration can be discovered through social science and that these generalizations will be applicable regardless of the goals being addressed. The subjectivist, phenomenological alternative is also unhelpful. Although it recognizes the importance of personal values, it treats them as morally equivalent, objective phenomena. The contemporary rise of traditionalism suggests that increasing numbers of laypersons are demanding that education be grounded in the fundamental moral perspective of our cultural traditions. Thus administrators must be educated to develop wisdom rather than know-how and must be respected for their moral commitment more than for their ability to manage power and manipulate people. (Author/PGD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).