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ERIC Number: EJ803560
Record Type: Journal
Publication Date: 2007
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0892-0206
Leadership, Power and Morality: A Brief Address
Sieber, Alan
Management in Education, v21 n4 p6-7 2007
In this article, the author reflects on the juxtaposition of power, morality and leadership. He contends that if power is about the extent of the difference that one can make to the lives of young people then morality is perhaps concerned with the qualitative nature of that difference. Every school leader understands the imperative of good examination results because the life chances of students still hinge on these outcomes to a crucial degree. It requires perhaps an element of moral courage to insist that these results must be the by-product of a commitment to the education of the whole person rather than an end that justifies any means. The author believes absolutely that schools have a duty to develop in young people the capacity for moral judgement and a predisposition to act on that judgement. While the author accepts that the values of public education in a world of increasing moral relativism may be a matter for lively debate, in practice he thinks there is a great deal of consensus about the importance of justice, truth, tolerance, responsibility, compassion and cooperation which means that people do not need to be too inhibited by the fact that this debate is unlikely to be resolved any time soon, especially since society seems to be crying out for the supply of these qualities to increase. Moreover, it is when young people leave school determined that they will make a difference to the lives of others that leaders can be confident that their schools are led with both power and moral purpose.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A