Dialogue is Not Just Talk: A New Ground for Educational LeadershipP. Lang, 2005 - 187 pagini This is the first and only book that examines dialogue as it pertains to the work of school leaders. The authors of Dialogue Is Not Just Talk develop a theory of dialogic leadership that bridges the gaps between the pioneering philosophical works of such seminal thinkers as Bakhtin, Buber, and Gadamer, as well as the work of educational leaders. Using examples, vignettes, and illustrations, this book develops both a theoretical and a practical approach to educational leadership. Dialogue Is Not Just Talk speaks to leaders striving to develop relationships, improve understanding, overcome conflict, and create an increased sense of community within diverse contexts and pluralistic societies. This book will be useful in academic and practical settings. |
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Pagina 35
... thing as pure , objective science . To some extent , the notion of “ pure science ” has been perpetuated as much by ... things into parts , we believe that influence occurs as a direct result of force exerted from one person to another ...
... thing as pure , objective science . To some extent , the notion of “ pure science ” has been perpetuated as much by ... things into parts , we believe that influence occurs as a direct result of force exerted from one person to another ...
Pagina 55
... thing ; they are the joint property of at least two things . Relations are located , so to speak , in between things and are located in neither of the things joined into a relation . ( p . 94 ) He concludes this line of thinking by ...
... thing ; they are the joint property of at least two things . Relations are located , so to speak , in between things and are located in neither of the things joined into a relation . ( p . 94 ) He concludes this line of thinking by ...
Pagina 151
... things for which they have no good reason . Not always . Not usually . But sometimes . They need to act before they think . ( p . 335 ) His words contain shadowy overtones of modernism , with its emphasis on rationality , technicality ...
... things for which they have no good reason . Not always . Not usually . But sometimes . They need to act before they think . ( p . 335 ) His words contain shadowy overtones of modernism , with its emphasis on rationality , technicality ...
Cuprins
List of Figures | 1 |
Acknowledgments | 7 |
A Beginning | 14 |
Drept de autor | |
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Dialogue is Not Just Talk: A New Ground for Educational Leadership Carolyn M. Shields,Mark M. Edwards Previzualizare limitată - 2005 |
Termeni și expresii frecvente
absolute regard achieve acknowledge argue aware Bakhtin become behavior believe Buber Burbules carnival carnivalesque challenges chaos theory chapter commitment concept of dialogue context create critical theory cultural deep democracy deeper deeply democratic democratic school Descartes developed dialogic leadership dialogic relation dialogic relationships dialogical understanding diverse educational administration Educational Administration Quarterly educational leaders educational leadership empathy emphasis encounter ethical experience focus Freire fundamental Gadamer Hence heteroglossia High School Hopeful High School Hopeless High horizon human I-Thou I-Thou relationship ideas important individuals institutions interactions knowledge learning live meaningful meanings Michel monologic moral Mosaic Community School multiple occur one's ontological opportunity organizations other's ourselves parents participants permits person perspectives play polyphony position possibility postmodernism potential power relations prejudices and situatedness principal programs rational relationships and understanding requires school communities scientific management Sidorkin situation social Sonny Starratt teacher theory thinking to-and-fro truth voices words