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A Philosophical Approach to Education Leadership, 2002.
An examination of many philosophers' opinions on the importance of powerful leaders as educators.
13,305 words (approx. 53.2 pages), 24 sources, MLA, $ 249.95
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Abstract
The following paper is a literature review which is organized as simply as possible along an organized framework. First is a brief introduction to the present state of debate over educational leadership and its effects on the criteria and methodology used in source selection. The second section deals extensively with an analysis of literature dealing with the philosophy of education. The third section deals directly with the present socio-political state of the crises and the way in which theories of leadership shape the fabric of politics and society. The fourth section deals with the theories of reform which compete for the attention of the leader, and attempts to establish the most useful and important steps which may be taken. It is in this section that the concept of co-regulatory leadership is introduced and found to be superior to all others on not only a philosophical, political, and sociological standpoint, but also in terms of positive results for the school?s academic success and the maintenance of a positive environment. An understanding of the different styles of leadership, the current sociopolitical conflict over schools, and the history of philosophical views on educational leadership is important because they have influenced a current proposal for effective schools.
From the Paper
"Leadership is undoubtedly the single most important aspect in creating a school environment for success. The quality of leadership in schools has become increasingly important in school reform to improve academic achievement of the students enrolled in school. The school leader (generally the principle) is inevitably held accountable for raising test scores, ensuring quality teacher, and making certain that all children achieve high academic standards. Demands will constantly be made upon his/her person that he/she find a way to ?fix? the problems with the system (such as those mentioned in Chapter 1), and unfortunately, just as often as not the more he/she tries to fix the problem, the worse it becomes, or the more other problems crop up to take its place. Certainly some would suggest that leadership is one of those rare disciplines which is best served when it is least practiced, that is to say, the best leaders are those which do not lead too much, but rather create an environment in which the ?led? may actually learn to find their own way. (Allen, 1992; Beare, 2001; Gatto, 1992; Freire, 2000; Oyler, 1996) Students which are given the freedom to control their own destinies, guide their own education, and create their own environment, schedule, and society have proven time and again to be better adjusted and more learned than their over-dominated peers in leadership-intensive schools. (Freiberg & Rogers, 1994; Taylor, 1993.) It is in hopes of promoting an understanding of this approach, and facilitating leadership (or one might say replacing it) through power-sharing and democratic procedures, that the following literature review focuses so extensively on the philosophical/moral and the actual practicality of a co-regulatory approach."
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Philosophical Approaches, 2002.
The advantages of a rational (reason) approach vs. an emotive/intuitive approach.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This paper examines three sources that compares the rational approach of philosophy with that of the emotive approach and concludes the fact that the rational approach has greater advantages for the individual and to a greater extent the society.
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A Wartime Dilemma: A Three Philosopher?s Approach, 2002.
This paper uses three philosophers? models to discuss the ethical questions that arise during war.
1,435 words (approx. 5.7 pages), 3 sources, MLA, $ 47.95
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Abstract
This paper creates a wartime ethical dilemma of a lieutenant who is asked to be a decoy by his commanding officer but refuses. His commanding officer threatens to shoot him. The lieutenant continues to object and gets shot. The author argues the question by using Mill?s utilitarian theory, Kant?s categorical imperative theory and Royce?s loyalty theory.
From the Paper
"There are two fundamental issues in this situation that challenge Mill, Kant and Royce: First, whether sacrificing Lt. Downs as a decoy is justifiable, and second, whether shooting him in the face of his non-compliance was justifiable, or even humane."
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Philosophical Education, the Scholastic School, and Kant, 2005.
A comparison of the Hellenistic practice of philosophical education, the Scholastic School, and Kant's "The Conflict of the Faculties".
4,354 words (approx. 17.4 pages), 2 sources, MLA, $ 114.95
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Abstract
This paper compares the different teaching methods espoused during the Hellenistic period, the Scholastic period, and in Kant's work, "The Conflict of the Faculties". The paper explains the approach to teaching expressed by each period and in Kant's concept of teaching and looks at the weaknesses and strengths of each approach. The paper concludes that the Hellenistic model is still a viable model because of its focus on eliciting truth through a logical, rigorous process and by inviting transformation within the individual and society.
The Hellenistic Period: The Importance of Argument and Rhetoric
The Various Hellenistic Schools
The Scholastic Period: A Precise Order for Text Commentary
The Importance of Curriculum during the Scholastic Period
Modes of Living: From "Nature" to the Intellect
The Importance of Transformation and the Role of Religion
Kant and the Hellenistic model
Ways in which Kant Revived the Hellenistic Model
Public Exposition
On Nature
Strengths and Weaknesses of Kant's Approach that We Have Inherited
Conclusion: Is the Hellenistic Model Still Viable?
From the Paper
"The Hellenistic period was marked by intense cultural, political, religious and athletic activity that continued to flourish under the Roman Empire. Social and political reform was prevalent, and undertaken by several philosophers including the Stoics and Epicureans. The Imperial period, in contrast to the Hellenistic period, was one where freedom of opinion existed, but in a much more curtailed form. There was a return to the "sources" of philosophy (namely the dialogues of Plato and the treatises of Aristotle and Chrysippus). Freedom of thought-although encouraged-was restricted and supervised by governmental authorities."
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Leadership Approaches, 2003.
Discusses past and contemporary practices.
4,275 words (approx. 17.1 pages), 31 sources, $ 135.95
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Abstract
Discusses the same approach of all concepts of leadership to work within a set of goals and objectives, elements of a leader's vision, two basic leadership approaches, and transformational leadership and its four components.
From the Paper
"The rationale underlying this study is that a review of past approaches to leadership progressing to contemporary practices will provide leaders in education with the knowledge necessary to be effective. The research includes a review of relevant ..."
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Leadership Approaches, 2003.
Discusses transformational versus transactional leadership.
1,125 words (approx. 4.5 pages), 12 sources, $ 39.95
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Abstract
Explains differences between the two styles. Contrasts leader behavior. Describes the four components of transformational leadership and inspirational leadership. Discusses the two concepts of transactional leadership.
From the Paper
"This research explains the differences between transformational and transactional leadership. The research concludes with the writer's opinion as to which of the approaches to leadership is most appropriate for contemporary work ..."
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Approaches to Leadership, 2006.
A look at the different qualities that constitute a good leader.
2,672 words (approx. 10.7 pages), 9 sources, MLA, $ 80.95
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Abstract
Leadership is the process of influencing others to work willingly towards an organization's goals and to the best of their ability. By looking at different theories and studies that have been carried out over the years, this paper attempts to determine the true role and traits of a good leader.
From the Paper
"Trait theories are a simple approach is to believe that certain qualities, personality characteristics or traits were the ones that make a good leader. Drive, desire to lead, honesty and integrity, self-confidence, intelligence and job-relevant knowledge have been found to be associated with successful leadership. Yet these traits alone are not sufficient for explaining leadership. A successful leader has to take the right actions that are determined by the circumstances. This approach fails to identify a set of traits that would always differentiate leaders from followers and effective leaders from ineffective leaders. "
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Pragmatism and Education, 2004.
Discusses pragmatism as an approach to education.
3,375 words (approx. 13.5 pages), 9 sources, APA, $ 119.95
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Abstract
This paper describes the philosophical approach of pragmatism, explaining the conceptual foundations of the approach and its general practices and methods. The paper then goes on to discuss whether or not pragmatism is a good approach to education.
From the Paper
"Runes defines pragmatism as a philosophical movement stressing practical consequences and values as standards by which concepts are to be analyzed and their validity determined. In other words, pragmatism is the philosophical notion that ideas or principles are true so far as they work. Runes further states that, in general, pragmatists rely on empirical or experimental methods and reject apriorism innate or intuitive process and mechanisms of knowing as a source of human knowledge."
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The Philosophy of Education, 2002.
An in-depth exploration on the origins and development of educational theory, including a thorough literature review.
10,835 words (approx. 43.3 pages), 40 sources, MLA, $ 215.95
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Abstract
This paper explores the philosophical and historical underpinnings of educational theory, also touching on theories about society, leadership, democracy, and personhood. It deals with the socio-political and anthropological significance of modern education and leadership styles, and with comparative styles throughout history. Finally, the paper selects and reviews books which deal with an array of perspectives involving educational methods.
Table of Contents
Introduction
A Philosophical Approach to Education Leadership
Plato?s Counsel on Education & Socratic Education
Descartes, or the cultivation of the intellect
Hobbes: Truth, Publicity, and Public Doctrine
Locke on the Education of Paupers
Leibniz as a Theorist of Education
Rousseau?s Education Experiments
Condorcet and Adam Smith on Education and Instruction
Jeffersonian Ambiguities
Deweyan Pragmatism and American Education
Furtherment of the Will; Nietzsche and Education
?The Philosophy of Childhood?
?Pedagogy of the Oppressed?
Socio-politically Based Analysis of Education and Leadership
Civil Education in the Liberal State
?Dumbing us Down?
?The Stigma of Genius?
Kinderculture and ?Children of the Corn?
?Lying about the Wolf?
?Culture & Pedagogy? and Non-Western Traditions
The Japanese High School
Competing Answers to the Failure of the Modern School System
Creating the Future School
Technology: The Ideal, the Reality, the Devil Inside
The School Choice Debate
Changing Theories of Education
Rebellion and Resistance
Democratic Co-Regulation
Experiments in Democratic Schooling
Conclusion
From the Paper
"Entering the educational section of any decently sized library proves very quickly that the Western world entertains a glut of information regarding problems in modern education, teaching styles, leadership methods and prerogatives, and the politics and power struggles inherent in schools. Considering the availability and abundance of even simple, easy-to-read primers on educational and classroom theory, it is certainly a testament to the inefficiency and apathy created within our school system that there does not exist a more active debate both within the system and between the system and its students and parental figures over choice of theories and practices. Certainly, the populace has every appearance of being aware of the studies and statistics that make up the alarmist cross-cut of research. Many parents, teachers, and children will be able to volunteer the opinion that schools are decaying and inefficient, that America is a global failure in education, and that little learning takes place within schools. (A social cynic would point out that these lessons are often glossed in the evening news, and their alarmist nature requires little research to be believed by a gullible public)."
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Classical Philosophy Foundations of Vocational Education, 2002.
This paper reviews classical and current philosophy to discover if modern vocational education is fostered by formal education and to discover the ways to establish an equitable system of vocational training.
10,360 words (approx. 41.4 pages), 14 sources, MLA, $ 207.95
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Abstract
This paper asks the most basic philosophical question concerning vocational education, whether or not it is legitimate to educate with the primary goal of preparing an individual for the workplace. After reviewing the words of several philosophers, the author finds three themes: Vocational education is for an inferior breed of man, education is for the edification of the individual and for the benefit of society and the true goal of education is to develop man?s natural talents, affinities, and inclinations. The paper concludes that the review of philosophy has soundly directed the argument towards framing vocational education as based on both definitions of vocation, a preparation for occupation based entirely on the individual student?s actual calling in life and natural inclinations.
Table of Contents
Introduction
Definitions, Questions, and Problems
Defining the Liberal and/or Civic Education
Vocational Education Defined
The Socio-historical Approach to Vocation
Rephrasing the Question.
The Philosopher?s Approach Education and Vocation
Plato on Education and the Socratic Dialogue
Aristotle?s Moral and Vocational Training
Hobbes: Brutish Education for a Better World
Rousseau: The Free Spirited Child and a Liberal Education
Locke: Stifle Poetry and Educate Paupers
Adam Smith
Jefferson?s Meritocratic Education
Neitzsche: Self-Will, the Overman and Vocational Education
Summary of Issues
From the Paper
"It would be a mistake to suggest, as some have done, that the ancients had no parallel to the modern concept of vocational education. Aristotle, for example, seems quite familiar with the idea of training for technical or practical ability. However, he also suggests an important difference between liberating and vocational education. Aristotle seems to be firmly of the opinion that an education that focuses upon practical abilities is limiting and non-conducive to creating a citizen capable of self-rule. His conception of a two-track educating system suggests that some men are born to be slaves and some men are born to rule and that through education these two ought to be nurtured for their respective roles in life. While all humans could theoretically learn to develop leadership, those who were born as slaves are less likely too and need not be trained to do so."
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Philosophy of Education, 2003.
Discusses the purpose and benefits of education from a philosophical perspective.
2,475 words (approx. 9.9 pages), 14 sources, $ 87.95
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Abstract
The paper examines educational goals and methods. It looks at the relationship between education and truth, the role of human nature in the educational process, the pedagogical environment, and the optimal content of educational curricula.
From the Paper
"Introduction
The purpose of this research is to articulate a philosophy of education. The research will set forth a working definition of the purposes of education and the social and psychological benefits it is meant to provide, and then discuss ..."
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Adult Education Philosophies, 2005.
This paper discusses five adult education philosophies and their application to the classroom.
1,430 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper
"Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
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"Education for Critical Consciousness", 2006.
This paper is a personal review of popular educator and philosopher Paulo Freire's "Education for Critical Consciousness", which examines society's many flaws.
980 words (approx. 3.9 pages), 3 sources, APA, $ 34.95
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Abstract
This paper explains that Paulo Freire is adamant in his belief that societal transformation can only come about when all persons recognize their membership in the human race and their potential to serve as change agents through shared dialogue and a desire to understand the plight of others, regardless of socioeconomic status, racial, ethnic or religious barriers. The author points out that educators must take into consideration all cultural, religious and spiritual factors, which attribute to a person's experience as a human being and their self-described place in the world to attempt to engage with others to transform the world. The paper relates that the author, who is a social work student, believes that change is possible based on Freire's position presented in this book. Long quotations.
From the Paper
"In the book, "Education for Critical Consciousness", written by popular educator and philosopher, Paulo Freire, readers are presented with the opportunity to critically examine society and its many flaws through the hopeful lenses of social justice, education, humanity, and shared dialogue by all members of society. Similar to the themes expressed in Dorfman's poem, written one year following September 11, Freire is adamant in his belief that societal transformation can only come about when all persons recognize their membership in the human race and their potential to serve as change agents through shared dialogue, reflection and action, and a desire and willingness to understand the plight of others, irregardless of socioeconomic status, racial, ethnic, and/or religious barriers."
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Philosophy and Education, 2007.
This paper explores Aristotle, Francis Bacon and Adam Smith's ideas on education.
941 words (approx. 3.8 pages), 1 source, MLA, $ 33.95
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Abstract
The paper discusses how three famous philosophers, Aristotle, Francis Bacon and Adam Smith, wrote extensively about the effects of the study of poetry, music, art, history and historical example on the character. The paper shows how although Aristotle, Bacon and Smith all approach their discussion of education differently, they place a great deal of value on education as important in forming the minds of students. The paper illustrates the philosophers' beliefs that learning to think and form judgments contributes greatly to improving one's character.
From the Paper
"All three scholars are immediately concerned with how education is provided to the student. Aristotle in "Politics" takes issue with physical versus mental training at a young age in the development of the mind. He believes that youths should first be trained in "the labor of the mind" (Aristotle 544) as it will make them nobler in character. Training the body and the mind at the same time will adversely effect education because, as Aristotle claims, "the two kinds of labor are opposed to one another" (Aristotle 544). Bacon's famous "The Advancement of Learning" is concerned with education as having too great a reverence for the past. He believes that thinking people need to re-open their eyes and minds to the world around them and draw an education for themselves."
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