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English, Fenwick W. – Studies in Philosophy and Education, 2002
Argues that there is not a field (as a totality) of educational administration; rather there are many fields. Suggests abandoning privilege based on scientific sanctuary, and instead examining leadership issues subjectively and within context. (Contains 100 references.) (NB)
Descriptors: Community Colleges, Context Effect, Critical Theory, Cultural Context
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Kochan, Frances K. – Studies in Philosophy and Education, 2002
Argues that the work of Jurgen Habermas offers a means of blending modern and postmodern elements in the field of educational administration. Discusses Habermas' guiding principles, which include: (1) consensus can always be challenged; (2) power must be equalized among those communicating; and (3) the only force that should prevail is that of a…
Descriptors: Community Colleges, Context Effect, Critical Theory, Cultural Context
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Pignatelli, Frank – Studies in Philosophy and Education, 2002
Argues against employing systems of surveillance in school accountability. Presents Michel Foucault's theories of ethics as a means of moving beyond the constraining, uninspiring notions of managerial competency now in effect. (Contains 37 references.) (AUTH/NB)
Descriptors: Accountability, Community Colleges, Critical Theory, Discourse Analysis
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Bhola, Harbans S. – Studies in Philosophy and Education, 2002
Suggests that a grand reflection on the paradigms of reality and the predicaments of life is needed in order to deal with the current discontent of humanity. Asserts that people must act on the world and reconstruct it to make it moral, just, and humane. Offers an agenda for educational leaders to help meet the needs of their communities.…
Descriptors: Community Colleges, Critical Theory, Discourse Analysis, Educational Administration
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Marshall, James D. – Studies in Philosophy and Education, 2001
Argues for a Foucauldean position on the self to extend critical theory. Discusses several philosophical accounts of the self, including the work of such philosophers as Descartes, Hume, Locke, Rousseau, Schopenhauer, Wittgenstein, and Nietzsche. Concludes that Foucault's philosophy provides a powerful critical conception of the self for critical…
Descriptors: Cognitive Processes, Critical Theory, Critical Thinking, Discourse Analysis