The Moral Imperative of School Leadership.A difference exists between ethical and moral imperatives A moral imperative is a principle originating inside a person's mind that compels that person to act. It is a kind of categorical imperative, as defined by Immanuel Kant. Kant took the imperative to be a dictate of pure reason, in its practical aspect. , at least to my way of thinking--and I've been thinking about this difference for years and with a variety of learning communities. A little too simple a descriptor (1) A word or phrase that identifies a document in an indexed information retrieval system. (2) A category name used to identify data. (operating system) descriptor of differences is this: An ethical imperative is based on organizational norms, rules and expectations; a moral imperative is focused by the greater good. There's considerable blending of the two, of course, and the conversations themselves inform understanding. Michael Fullan, in The Moral Imperative of School Leadership, helps define the differences by describing clearly the challenges that school principals accept when they use "moral compasses" to help direct energies that result in purposeful pur·pose·ful adj. 1. Having a purpose; intentional: a purposeful musician. 2. Having or manifesting purpose; determined: entered the room with a purposeful look. , sustainable and worthy reform. Fullan recognizes that principals who accept the moral imperative play a much different role than the one he describes as currently in place in most schoolhouses. There are, he writes, four levels of the moral imperative, from level one--making a difference in individuals--to level four--positively affecting societal so·ci·e·tal adj. Of or relating to the structure, organization, or functioning of society. so·ci  e·tal·ly adv.Adj. development. Level four is the big-picture work that requires removing the schoolhouse boundaries so that the moral imperative of building-based school leadership is extended throughout the systems and society. A traditional principal manages a building, attends to test scores and works on balancing internal capacities, resources and external needs and forces. The new principal commits to all learners, thinks hard, listens, keeps focused, collaborates and leads. Throughout the book, the reader is challenged to think differently about the real value of a school leadership role. In the final chapter, though, Fullan, via his "how to get there" strategies, highlights the joy of accepting a moral imperative. Just thinking about the wondrous impact on a building, a system, and a society was invigorating in·vig·or·ate tr.v. in·vig·or·at·ed, in·vig·or·at·ing, in·vig·or·ates To impart vigor, strength, or vitality to; animate: "A few whiffs of the raw, strong scent of phlox invigorated her" . (The Moral Imperative of School Leadership by Michael Fullan, Corwin Press, Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , Calif., 2003, 88 pp., $24.95 softcover soft·cov·er adj. Not bound between hard covers: softcover books; a softcover edition. ) Reviewed by Roberta Gerold Superintendent, Farmingdale Public Schools, Farmingdale, N.Y. |
|
||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion