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首页> 外文期刊>The International Journal of Educational Management >Innovatus interregnum: waiting for a paradigm shift
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Innovatus interregnum: waiting for a paradigm shift

机译：Innovatus interregnum：等待范式转变

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Purpose - The purpose of this paper is to establish the case that innovation in the theory and practice of educational administration/leadership is very unlikely to occur within the existing doxa of our times. By innovation is meant a novel conceptual or practical change in the field of practice. By doxa is meant the unquestioned rules of the game and the linkage between the agencies and organs of government and foundations supporting research in the field. An approach toward thinking outside of the prevailing doxa is presented and explained as one possible antidote to the current dominant model. Design/methodology/approach - The paper is a conceptual/logical analysis of the reasons why the current paradigm dominant in the study and the practice of educational administration/leadership is inadequate. The paradigm has not predicted anything currently unknown or understood yet its continued dominance in the field will not lead to any new discoveries or innovation but only continued verification of what is already known. Findings - The major findings are that the boundaries of behavioral empiricism and social science methods impose an orthodoxy of approach in examining matters of administrative and leadership practice. Subsequently, it not only limits but also prohibits any new breakthroughs in understanding or predicting novel thinking about administration and leadership in educational institutions. Breaking out of this conceptual and theoretical box will be difficult as it is embraced by an interlocking apparatus of agencies and institutions and enshrined in most research journals in the field. Research limitations/implications - It is unlikely that true new discoveries in understanding educational leadership will occur without a restoration of the full range of human emotions and motivations which inspire and sustain leaders. New visions of leadership are required which will lead to what Lakatos has called a progressive research program in which prediction is enhanced and novel aspects of leadership emerge. These are not likely to occur given the tradition of inquiry currently in use. To use Lakatos' term, the current research program is de-generative or regressive and lags behind the actual practice of school leadership. Thus, the authors perpetuate the theory-practice gap. Practical implications - The continued employment of social science protocols anchored in behavioral empiricism and the scientific method are unlikely to lead to any new breakthroughs in the practice of educational administration/leadership. The lens of behavioral empiricism prohibits a complete understanding of the practice of leadership where that practice becomes "subjective" and/or essentially artistic in nature. Practice, therefore, is anchored only in what is considered "rational" and the non-rational aspects marginalized or eliminated. Social implications - Researchers working in the dominant social science perspectives using hard behavioral empirical traditions embodied in the usual perspective regarding the scientific method will continue to miss or marginalize the emotional and intuitive side of leadership, aspects which are hard to quantify and assess. Leaders not only act but they feel as well. Without emotion in leadership it is extremely hard to build trust in an organization. The moral responsibilities of leaders are also anchored in emotion and values held by the leader. These elements continue to be understated or marginalized in check list approaches to preparation and licensure. Originality/value - The originality of the paper synthesizes the parallel perspectives of William Foster, Karl Popper, Paul Feyerabend, Michel Foucault, Pierre Bourdieu, and Imre Lakatos as it pertains to explaining why the current theory of knowledge is not likely to lead to any new breakthroughs in the practice of educational administration/leadership. One different approach to thinking of leadership as connoisseurship is presented as a potential perspective from the arts as a way of viewing leadership as a form of performance in which emotion and intuition are recognized aspects of practice.
机译：目的-本文的目的是建立这样一个案例，即在我们这个时代的现有市场中，不太可能发生教育管理/领导力的理论和实践创新。创新是指实践领域的新颖概念或实践变化。 doxa是指毫无疑问的游戏规则，以及政府机构和机关与支持该领域研究的基金会之间的联系。提出并解释了一种在主流Doxa之外进行思考的方法，作为对当前主导模型的一种可能的解毒剂。设计/方法/方法-本文是对当前范式在研究和教育管理/领导实践中不足的原因的概念/逻辑分析。该范例尚未预测到任何目前未知或无法理解的事物，但其在该领域的持续统治将不会导致任何新发现或创新，而只会持续验证已知的事物。发现-主要发现是行为经验主义和社会科学方法的界限在检查行政管理和领导实践方面强加了传统方法。随后，它不仅限制而且禁止在理解或预测有关教育机构管理和领导力的新颖思维方面取得任何新突破。突破这一概念和理论框将是困难的，因为它被机构和机构的连锁机构所拥抱，并被该领域的大多数研究期刊所包含。研究的局限性/意义-如果不恢复激发和维持领导者的全部人类情感和动机，就不可能在理解教育领导力方面出现真正的新发现。需要新的领导力视野，这将导致Lakatos所谓的渐进研究计划，在该计划中，预测能力得到增强，领导力的新颖性出现。考虑到当前使用的查询传统，这些情况不太可能发生。用拉卡托斯的术语来说，当前的研究计划是退化的或回归的，落后于学校领导的实际做法。因此，作者们使理论与实践之间的鸿沟永存。实际意义-继续采用以行为经验主义和科学方法为基础的社会科学协议，不可能在教育管理/领导实践方面带来任何新突破。行为经验主义的视角禁止了对领导实践的完全理解，而领导实践实际上是“主观的”和/或本质上是艺术的。因此，实践仅根植于被认为是“理性”的东西，而非理性方面则被边缘化或消除了。社会影响-研究人员使用关于科学方法的通常观点所体现的坚硬的行为经验传统，以占主导地位的社会科学观点开展工作，将继续错过或边缘化领导力的情感和直觉方面，这些方面难以量化和评估。领导者不仅行动，而且感觉也不错。没有领导才能的情感，在组织中建立信任就非常困难。领导者的道德责任也取决于领导者的情感和价值观。这些要素在准备和许可检查表方法中继续被低估或边缘化。原创性/价值-本文的原创性综合了William Foster，Karl Popper，Paul Feyerabend，Michel Foucault，Pierre Bourdieu和Imre Lakatos的平行观点，因为它与解释当前知识理论为何不太可能导致任何问题有关。教育行政/领导力实践方面的新突破。从艺术的潜在角度出发，提出了一种将领导视为鉴赏力的不同方法，将领导视为一种表现形式，将情感和直觉视为实践的一部分。

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