MBADevelopingandSustainingLeadersofLearningWord格式文档下载.docx

MBADevelopingandSustainingLeadersofLearningWord格式文档下载.docx

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about“worldclasseducation”and“nochildleftbehind,”manywesternjurisdictions

andtheirapologists,caughtupinthestandards/standardizationagenda,stilldefine

theintentofeducationintermsofnarrowmeasuresofhumanpotentialasmeasured

bytestscores,orbydrive-byinspections,orbyparentalpopularityconteststhat

oftenhavelittletodowithaschool’squality.Formemoralpurposeincludes“con-

victionsabout,andunwaveringcommitmentstoenhancingdeepandbroadlearning,

notmerelytestedachievement,forallstudents”（Hargreaves&

Fink,2006,p.28）.

Afewyearsago,Ico-authoredabookentitledIt’saboutlearningandIt’sabout

Time（Stoll,Fink,&

Earl,2003）.IlikedthetitlethenandIreallylikeitnow,because

itgoestotheveryheartofwhateducationandeducationalleadershipinthetwenty-

firstcenturyshouldbeabout.Itisabouttimewefocusedonlearningandnotallthe

artifactsoflearningthattendtodehumanizechildrenbyreducingthemtoaggregate

anddisaggregatednumbers,anditisabouttimewegavestudents,teachers,and

schoolleadersthetimetofocusonwhattheirrolesareallabout.

Toexpandonourmeaningof“deepandbroad”learning,AndyHargreavesandI

（2006）borrowedfromtheUNESCOCommission（Delorsetal.,1996）thatproposed

“fourfundamentaltypesoflearningwhich,throughoutaperson’slife,willbethe

pillarsofknowledge”（p.85）.Thesefollow:

D.Fink（B）

142MarigoldCourt,Ancaster,ON,CanadaL9G3M3

e-mail:

41B.Davies,M.Brundrett（eds.）,DevelopingSuccessfulLeadership,

StudiesinEducationalLeadership11,DOI10.1007/978-90-481-9106-2_4,

CSpringerScience+BusinessMediaB.V.201042D.Fink

•Learningtoknowincludestheacquisitionofabroadgeneralknowledge,intellec-

tualcuriosity,theinstrumentsofunderstanding,independenceofjudgment,and

theimpetusandfoundationforbeingabletocontinuelearningthroughoutlife.

Additionally,learningtoknow“presupposeslearningtolearn,callinguponthe

powerofconcentration,memoryandthought”（p.86）.Todothis,Claxton（1999）

explainsthatstudentsandallotherlearnersneedtoacquireresilience,theability

to“stayintelligentlyengagedwithlearningchallenges”despitedifficultiesand

setbacks（p.55）,resourcefulness,thecapacitytousearangeofintellectualtools

includingimaginationandintuitiontoaddresslearningchallenges,andreflection,

thefacilityto“monitorone’sownlearningandtakeastrategicoverview”（p.4）.

•Learningtodoinvolvesthecompetencetoputwhatonehaslearnedintoprac-

tice（evenwhenitisunclearhowfutureworkwillevolve）,todealwithmany

situations,andtoactcreativelyinandonone’senvironment.Itincludesteam-

work,initiative,readinesstotakerisks,beingabletoprocessinformationand

communicatewithothers,andalsotomanageandresolveconflicts.

•Learningtobeaddresseswhoweareandhowwearewithpeople.Itincorpo-

ratesouraspectsoftheself–mindandbody,emotionandintellect,aesthetic

sensitivityandspiritualvalues.People,whohavelearnedtobe,canunderstand

themselvesandtheirworld,andsolvetheirownproblems.Learningtobemeans

givingpeoplethefreedomofthought,judgment,feeling,andimaginationthey

needinordertodeveloptheirtalentsandtakecontroloftheirlivesasmuchas

possible（p.38）.

TheBodyShop,inoneofitsmanypublications,capturestheneedforsuch

learninggoalswhenitdeclared,

Let’shelpoutchildrentodevelopthehabitoffreedom.Toencouragethemtocelebratewho

andwhattheyare.Let’sstopteachingchildrentofearchangeandprotectthestatusquo.

Let’steachthemtoenquireanddebate.Toaskquestionsuntiltheyhearanswers.Andthe

waytodoitistochangethewayofourtraditionalschooling.

Oureducationalsystemdoesitsbesttoignoreandsuppressthecreativespiritofchildren.

Itteachesthemtolistenunquestioninglytoauthority.Itinsiststhateducationisjustknowl-

edgecontainedinsubjectsandthepurposeofeducationistogetajob.What’sleftoutis

sensitivitytoothers,non-violentbehavior,respect,intuition,imagination,andasenseof

aweandwonderment.

Educationismorethanpreparingstudentstomakealiving,althoughthatis

important;

itisalsoaboutpreparingthemtomakealife.

•Learningtolivetogethercallsuponstudentsandotherstodevelopunderstanding

of,respectfor,andengagementwithotherpeople’sculturesandspiritualvalues.

Itcallsforempathyforothers’pointsofview,understandingofdiversityand

similaritiesamongpeople,appreciationofinterdependence,andbeingableto

engageindialogueanddebate,inordertoimproverelationships,cooperatewith

othersandreduceviolenceandconflict.Learningtolivetogetherisanessential

elementofdeepandbroadlearninginanincreasinglymulticulturalworldwhere

millionsoffamiliesandtheirchildrenhavebeenmiredindecadesorevencen-

turiesofracialhatred,religiousbigotry,ortotalitariancontrol.Itistrulyamazing4DevelopingandSustainingLeadersofLearning43

howmanywayspolicymakersfindtoseparatestudentsfromeachother–socio-

economically,racially,religiously,bygender,andsoon.Howcanwelearntolive

togetherifwenevergettoknow“theother”?

Tothesefourpillars,weaddedafifth:

learningtolivesustainably:

•Learningtolivesustainablyisaboutlearningtorespectandprotecttheearth

whichgivesuslife,toworkwithdiverseotherstosecurethelong-termbene-

fitsofeconomicandecologicallifeinallcommunities;

toadoptbehaviorsand

practicesthatrestrainandminimizeourecologicalfootprintontheworldaround

uswithoutdeprivingusofopportunitiesfordevelopmentandfulfillment;

andto

coexistandcooperatewithnatureandnaturaldesign,wheneverpossible,rather

thanalwaysseekingtoconquerandcontrolthem（Hargreaves&

Fink,2006,

p.38）.

Letmeaddonefinalthoughtaboutmoralpurposeforleadersoflearning.Inour

hurriededucationalenvironment,inwhichperformanceculturesforcestudentsand

teacherstocovercontentinpreparationfor“highstakes”testsasthougheducation

wasaseriesofsprintsratherthanalife-longmarathon,weignoreatourperilthe

factthat“deepandbroad”learningoftenrequiresslowknowing.“Itisabouttime!

”

PsychologistGuyClaxton,inhisbookHarebrain,tortoisemind（1997）,saysslow

knowingisessentialforourlearningandourlives.Itgivesdepthtoourexperience

andprovokesthegreatestbreakthroughsinhumanunderstanding.Claxtonmakes

thecaseforslowknowinglikethis:

Theunconsciousrealmsofthehumanmindwillsuccessfullyaccomplishanumberof

importanttasksiftheyaregiventhetime.Theywilllearnpatternsofadegreeofsub-

tletywhichnormalconsciousnesscannotevensee;

makesenseoutofsituationsthataretoo

complextoanalyze;

andgettothebottomofcertaindifficultissuesmuchmoresuccessfully

thanthequestingintellect.（p.4）

Slowformsofknowing

•aretolerantofthefaint,fleeting,marginal,andambiguous

•liketodwellondetailsthatdonotfitorimmediatelymakesense

•arerelaxed,leisurely,andplayful

•arewillingtoexplorewithoutknowingwhattheyarelookingfor

•seeignoranceandconfusionasthegroundfromwhichunderstandingmayspring

•arereceptiveratherthanproactive

•arehappytorelinquishthesenseofcontroloverthedirectionsthemind

spontaneouslytakes

•treatseriouslyideasthatcome“outoftheblue.”

Ifitisaboutlearning,anditisabouttime,howdowecreateanenvironmentand

climateinwhichlearningisattheverycenterofeverydecision,policy,practice,

orcustom,andeducationalleadersare“passionately,creatively,obsessivelyand

steadfastlycommittedtoenhancing‘deep’andbroadlearningforallstudents–44D.Fink

learningforunderstanding,learningforlife,learningforaknowledgesociety”

（Fink,2005,p.xvii）?

DevelopingaClimateforLearning

Manycontemporaryapproachestoeducationalchangeseeschoolsandschoolssys-

temsasrationalorganizations,alignedwithmechanicalprecisionanddrivenby

formsandfunctionsdesignedtoeliminatethevagariesofhumandecisionmaking.

Amorerealisticandmoresustainable,butmuchmessierwaytovieweducational

improvementistoviewtheschool,thelocality,andthestateornationas“liv-

ingsystems”interconnectedinspheresofmutualinfluence,eachoneanetworkof

strongcellsorganizedthroughcohesivediversity,andwithpermeablemembranesof

influencebetweenthespheres.Inthisapproach,leadershipisdistributedacrossthe

variouscellsthataffectaschoolsuchasstudents,teachers,parents,unions,social

services,CountyHall,andlocalcommunities.Theycometogetherordriftapart

ascircumstancesandcontextsdictate.Alllivingsystems,bothnaturalandhuman,

possesstwoqualities:

1.Theyareself-organizingnetworksofcommunication.“Whereverweseelife,

weseenetworks”（Cap