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Extra resources for Intelligent Leadership: Constructs for Thinking Education Leaders (Studies in Educational Leadership)
This knowledge accumulated so that communication was better and meaning was clearer. As time has passed, however, there has been a growing interest in two age-old questions. ” In Communities of Practice, Wenger (1998) noted that building identity and learning go hand-in-hand and are a part of individual life style, group work, and organizations. Leaders intent on knowing themselves act, think, reflect, and acquire more self knowledge. ” Each system of knowledge legitimates certain forms of knowledge as its evidence.
Each system of knowledge legitimates certain forms of knowledge as its evidence. In our era, the evidence to answer this question is logic, facts, and data. However, Polanyi (1966/1983) clearly demonstrated that there is also tacit knowledge, as he stated clearly “we can know more than we can tell” (p. 5). He further stated that “most of this knowledge cannot be put into words” (p. 5). EDUCATIONAL LEADERSHIP Before the time of the 80s and 90s, the world of educational writing was divided into two camps: (a) university-based research, which had little to offer the busy day-to-day world of schools; and (b) writings by practioners, which had more to offer but lacked the bigger theoretical picture.
When this happens two change forces are unleashed, namely, knowledge (best ideas flow), and motivation (people identify with larger parts of the system). For example, when principals interact across schools in this way, they become almost as concerned about the success of other schools in their network as their own school. This is an example of changing for the better the larger context within which they work. The negative aspect of getting at the larger context concerns what we call ‘proactively addressing the distractors’.