Title: Role výchovy a vzdělávání v procesu utváření morálního přístupu k vedení
Variant title:
- The role of education in developing ethical leadership
Contributor
Kačer, Tomáš (Translator)
Source document: Studia paedagogica. 2013, vol. 18, iss. 2-3, pp. [141]-156
Extent
[141]-156
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2013-2-3-9
Stable URL (handle): https://hdl.handle.net/11222.digilib/127305
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Článek se ve světle dopadů ekonomického kolapsu Islandu v říjnu 2008 zabývá potřebou formální revize islandského vzdělávacího systému. V článku zdůrazňujeme především fakt, že většina islandských lídrů, kteří se na islandském ekonomickém kolapsu podíleli, byli absolventy islandského vzdělávacího systému. Ukázalo se, že sami sebe považují za jedince, kteří se nezodpovídají ani svým spoluobčanům, ani občanům jiných zemí. Je zřejmé, že vzdělávání těchto lídrů kladlo přílišný důraz na kognitivní aspekty výchovy a vzdělávání na úkor rozvoje morálního úsudku. Proto navrhujeme takovou nápravu tohoto nedostatku islandského vzdělávacího systému, díky níž by budoucí lídři Islandu nebyli připraveni o možnost rozvíjet nejen své kognitivní, ale také morální znalosti a dovednosti. Dále máme za to, že na vzestup a pád islandské ekonomiky lze pohlížet coby na případovou studii, z níž se mohou poučit jak Islanďané, tak také občané dalších zemí. Tato hořká zkušenost by se tak mohla změnit v lekci, již je možné aplikovat i za hranicemi ostrova Islandu. Za tímto účelem se v článku pokoušíme nalézt odpovědi na otázku, jakou hrají školy roli v ovlivňování žáků nejen v oblasti profesní přípravy, ale také v oblasti rozvoje morálního rozhodování.
This article calls for a formal review of the educational system in Iceland in light of the impact of the economic collapse upon the nation in October 2008. In particular, this article highlights the fact that most of the Icelandic leaders who contributed to the economic collapse in Iceland were products of the Icelandic educational system. Apparently they saw themselves as individuals without responsibility towards either their countrymen or those of neighbouring countries. Arguably, the schooling of these leaders had placed too much emphasis on the cognitive aspects of their education at the expense of their ethical development. Hence, the author proposes that this shortcoming of the educational provision in Iceland needs to be redressed so that future leaders of the nation are not deprived of the opportunity to develop both their cognitive and ethical knowledge and skills. The author moreover suggests that the rise and fall of the Icelandic economy may be seen as a case study from which not only Icelanders but other nations as well could learn. This bitter experience could thus become a learning experience with applicability reaching far beyond the geographical boundaries of the island. To this end, this article seeks to answer questions about what role and responsibility schools have in graduating students who have not only acquired vocational knowledge and skills but have also developed a commitment to being influenced by sound moral judgment.
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[55] Skúlason, P. (2009). Hvers konar samfélag viljum við? [What kind of society do we want?]. Tímarit Máls og Menningar, 70(2), 5–12.
[56] Starratt, R. J. (1995). Leaders with vision. The quest for school renewal. Thousand Oaks: Corwin Press.
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[59] Tirri, K. (2008). Introduction. In K. Tirri (Ed.), Educating moral sensibilities in urban schools (s. xi–xv). Rotterdam: Sense Publishers.
[60] Tuana, N. (2007). Conceptualizing ethical literacy. Journal of Educational Administration, 45(4), 364–378. | DOI 10.1108/09578230710762409
[61] Warner, J. (2009). Baugur was always an accident waiting to happen. Dostupné z: http://www.highbeam.com/doc/1P2-19839299.html
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[6] Avolio, B. J., Gardner, W. L., Walumbwa, F. O., Luthans, F., & May, D. R. (2004). Unlocking the mask: A look at the process by which authentic leaders impact follower attitudes and behaviours. The Leadership Quarterly, 15(6), 801–823. | DOI 10.1016/j.leaqua.2004.09.003
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[8] Bamber, P., & Hankin, L. (2011). Transformative learning through service-learning: No passport required. Education and Training, 53(2/3), 1–26. | DOI 10.1108/00400911111115726
[9] Begley, P. T. (2003). In pursuit of authentic school leadership practices. In P. T. Begley & O. Johansson (Eds.), The ethical dimension of school leadership (s. 1–12). Dordrecht: Kluwer Academic Publishers.
[10] Bhindi, N., & Duignan, P. (1997). Leadership for a new century: Authenticity, intentionality, spirituality and sensibility. Educational Management Administration & Leadership, 25(2), 117–132. | DOI 10.1177/0263211X97252002
[11] Bolman, L. G., & Deal, T. E. (2001). Leading with Soul. An Uncommon Journey of Spirit. San Francisco: Jossey-Bass.
[12] Branson, C. M. (2005). Exploring the concept of values-led principalship. Leading and Managing, 11(1), 14–31.
[13] Branson, C. M. (2007). Improving leadership by nurturing moral consciousness through structured self-reflection. Journal of Educational Administration, 45(4), 471–495. | DOI 10.1108/09578230710762463
[14] Branson, C. M. (2009). Leadership for an age of wisdom. Dordrecht: Springer.
[15] Bringle, R. G., & Hatcher, J. A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67(2), 222–239. | DOI 10.2307/2943981
[16] Buiter, W., & Sibert, A. (2008). The collapse of Iceland's banks: the predictable end of a non-viable business model. Dostupné z: http:www.voxeu.org/index.php?q=node/2498
[17] Campbell, E. (1997). Administrators' decisions and teachers' ethical dilemmas: Implications for moral agency. Leading and Managing, 3(4), 247–257.
[18] Campell, E. (2008). Preparing ethical professionals as a challenge for teacher education. In K. Tirri (Ed.), Educating Moral Sensibilities in Urban Schools (s. 3–18). Rotterdam: Sense Publishers.
[19] Cerit, Y. (2009). The Effects of Servant Leadership Behaviors of School Principals on Teachers' Job Satisfaction. Educational Management Administration & Leadership, 37(5), 600–623. | DOI 10.1177/1741143209339650
[20] Cooper, T. L. (1998). The responsible administrator: An approach to ethics for the administrative role. San Francisco: Jossey Bass.
[21] Crow, G. M., & Grogan, M. (2005). The development of leadership thought and practice in the United States. In F. W. English (Ed.), The Sage handbook of educational leadership: Advances in theory, research, and practice (s. 363–370). Thousand Oaks: Sage.
[22] Duignan, P. A. (2003). Authenticity in leadership: Encouraging the heart, celebrating the spirit. Australian Lutheran Education Yearbook, 7, 9–13.
[23] Editors of Eggin. (2009). Raddir Fólksins krefja fjármálaráðherra um tafaralausa afsögn. Raddir Fólksins krefja fjármálaráðherra um tafaralausa afsögn. (2009). Dostupné z: http://www.eggin.is/frettir/raddir-fins-krefja-fjrerra-um-tafarlausa-afs/
[24] Eraut, M. (1993). Teacher accountability: Why is it central in teacher professional development? In L. Kremer-Hayon, H. C. Vonk, & R. Fessler (Eds.), Teacher professional development: A multiple perspective approach (s. 23–43). Amsterdam: Swets and Zeitlinger.
[25] Erickson, R. J. (1995). The importance of authenticity for self and society. Symbolic Interactions, 18(2), 121–144. | DOI 10.1525/si.1995.18.2.121
[26] Evers, C. (1992). Ethics and ethical theory in educational leadership: A pragmatic and holistic approach. In P. Duignan & R. Macpherson (Eds.), Educational leadership: A practical theory for new administrators and managers (s. 21–43). London: Falmer.
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[29] Gísladóttir, I. S. (2010). Háskaleg og ótímabaer samfélagstilraun. [A dangerous and untimely social experiment]. Tímarit Máls og Menningar, 71(1), 4–16.
[30] Gold, A. (1996). Women into educational management. European Journal of Education, 31(4), 419–433.
[31] Greenleaf, R. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press.
[32] Gudbjornsdóttir, G. (2001). Ordraedur um árangur, skilvirkni og kyngervi vid stjórnun Menntastofnana. [Discourses on effectiveness and success in the management of educational institutions]. Uppeldi og Menntun, 10(1), 9–45.
[33] Hannesson, S. (1965). Á valdi vorsins. Ritsafn. [Captivated by the spring: Collected works]. Hafnarfjörður: Systkynin frá Litla-Hvammi.
[34] Hodgkinson, C. (1978). Towards a philosophy of administration. Guildford: Basil Blackwell.
[35] Hodgkinson, C. (1991). Educational leadership. The moral art. Albany: State University of New York Press.
[36] Ilies, R., Morgeson, F. P., & Nahrgang, J. D. (2005). Authentic leadership and eudaemonic well-being: Understanding leader-follower outcomes. The Leadership Quarterly, 16(3), 373–394. | DOI 10.1016/j.leaqua.2005.03.002
[37] Jackson, R. (2009). Iceland after a year of financial crisis. Dostupné z: http://www.ft.com/intl/cms/s/0/bc6e24b8-b3a5-11de-ae8d-00144feab49a.html#axzz2XAOod3RW
[38] Joly, E. (2008). Justice under siege. One woman's battle against a European Oil Giant. London: Citizen Press.
[39] Leonard, P. (2007). Ethical literacy for teacher and school leadership education: A matter of attitude. Journal of Educational Administration, 45(4), 413–426. | DOI 10.1108/09578230710762436
[40] MacGilchrist, B., Myers, K., & Reed, J. (1997). The Intelligent School. London: Sage Publications.
[41] Marshall, P. S. (2001). The Power to Transform. Leadership that Brings Learning and Schooling to Life. San Francisco: Jossey-Bass.
[42] Northouse, P. G. (2007). Leadership: Theory and practice. Thousand Oaks: Sage Publications.
[43] Patterson, K. A. (2003). Servant leadership: A theoretical model. Dostupné z: http://www.regent.edu/acad/global/publications/sl_proceedings/2003/patterson_servant_leadership.pdf
[44] Pálsson, B. (2010). Vilji til gódra verka. Hvernig hafa skólastjórar áhrif á midlun idferdislegra gilda. Reykjavík: Háskólaprent ehf.
[45] Proppé, Ó. (1983). Studlar skólinn að betri menntun og auknu lýdrædi? Tímarit Máls og Menningar, 44(4), 365–374.
[46] Richmon, M. J. (2003). Persistent diffi culties with values in educational administration: Mapping the terrain. In P. T. Begley & O. Johansson (Eds.), The Ethical Dimensions of School Leadership (s. 33–47). Dordrecht: Kluwer Academic Publications.
[47] Sergiovanni, T. J. (1996). Leadership for the schoolhouse. How is it different? Why is it important? San Francisco: Jossey-Bass.
[48] Sergiovanni, T. J. (2001). The principalship. A reflective practice perspective. Boston: Allyn and Bacon.
[49] Sergiovanni, T. J. (2006). The principalship. A reflective practice perspective. Boston: Pearson.
[50] Shamir, B., & Eilam, G. (2005). "What's your story?" A life-stories approach to authentic leadership development. The Leadership Quarterly, 16(3), 395–417. | DOI 10.1016/j.leaqua.2005.03.005
[51] Shapiro, J. P., & Hassinger, R. E. (2007). Using case studies of ethical dilemmas for the development of ethical literacy: Towards educating for social justice. Journal of Educational Administration, 45(4), 451–470. | DOI 10.1108/09578230710762454
[52] Shapiro, J. P., & Stefkovich, J. A. (2005). Ethical Leadership and Decision Making in Education: Applying theoretical perspectives to complex dilemmas. New York: Lawrence Erlbaum.
[53] Skúlason, P. (1987). Pælingar. Safn erinda og greina. Reykjavík: Self-published.
[54] Skúlason, P. (2008). Menning og markadshyggja. Skírnir, 182(1), 5–40.
[55] Skúlason, P. (2009). Hvers konar samfélag viljum við? [What kind of society do we want?]. Tímarit Máls og Menningar, 70(2), 5–12.
[56] Starratt, R. J. (1995). Leaders with vision. The quest for school renewal. Thousand Oaks: Corwin Press.
[57] Starratt, R. J. (2003). Centering educational administration: Cultivating meaning, community, responsibility. New York: Lawrence Erlbaum.
[58] Starratt, R. J. (2012). Cultivating an ethical school. New York: Routledge. The Compulsory School Act. (2008). Dostupné z: http://eng.menntamalaraduneyti.is/media/MRN-pdf_Annad/Compulsory_school_Act.pdf
[59] Tirri, K. (2008). Introduction. In K. Tirri (Ed.), Educating moral sensibilities in urban schools (s. xi–xv). Rotterdam: Sense Publishers.
[60] Tuana, N. (2007). Conceptualizing ethical literacy. Journal of Educational Administration, 45(4), 364–378. | DOI 10.1108/09578230710762409
[61] Warner, J. (2009). Baugur was always an accident waiting to happen. Dostupné z: http://www.highbeam.com/doc/1P2-19839299.html
[62] Wilson, J. (2011). Service-learning and the development of empathy in US college students. Education and Training, 53(2/3), 27–42. | DOI 10.1108/00400911111115735