Internationally recognized for his writing on educational leadership, and the ethics of educational leadership, Robert J. Starratt brings together a thoughtfully crafted selection of his writing, representing key aspects of his life and work, leading to his current thinking on the convergence of school leadership, the professional ethics of educators, and the integrity of the teaching-learning process.
This retrospective reveals Starratt's enduring work as probing the foundational intelligibility of the teaching-learning process and its connection to human development of both students and teachers. It exhibits his efforts to focus the leadership of the teaching-learning process on a combination of cognitive insight into the intelligibility of the world, affective dwelling in the particulars of that intelligibility, and the responsibilities one’s relationships with the particular might suggest.
A new introduction contextualises Starratt's work against key developments in the field. The unique collection of chapters develop various themes, from human resource development to the complexity of curriculum change and from ethical analysis of school organizational structures to the complex dramas in students’ personal lives and in the classroom. The book chronicles Starratt’s contributions to the field and his role as a leading scholar, who has played a key part in the development of leadership and ethics in education over the course of his career.
Leading Learning/Learning Leading will be of global interest to education leaders and researchers engaged in the field of educational leadership and ethical education.
'Robert J. Starratt's writing is the single-most important body of work by any living scholar on the subject of leadership ethics and responsibility in education. Starratt is original, authentic and inspirational. If you want to become better as a leader and a human being, start right here.' - Andy Hargreaves, Brennan Chair in Education, Boston College
'Starratt's intellectual autobiography demonstrates not only his own evolution as a scholar but how (or perhaps, whether) our field as a whole has demonstrated a "recycling of interacting core concerns." The changes, dilemmas, and contradictions he identifies in his own intellectual development and quests, present important concerns for our professional community's care, critique, and justice.' - Gary Crow, Professor in the Department of Educational Leadership and Policy Studies, Indiana University
1. Introduction 2. Knowing at the level of sympathy 3. The drama of schooling/the schooling of drama 4. The challenging world of educational leadership 5. Cultivating a Perspective on Learning 6. Building an ethical school 7. Working within the geography of human development 8. Foundational qualities of an ethical person 9. The moral dimension of human resource development 10. The ethics of teaching 11. Cultivating a mature community 12. The complexity of ethical living and learning
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.