By Philip A. Woods
Schooling is in a kingdom of continuous switch and faculties ever extra various. humans wish extra participation and which means of their lives; agencies wish extra creativity and suppleness. construction on those traits, this well timed ebook argues new paradigm is rising in schooling, sowing the seeds of a self-organising method that values holistic democracy. it's a vital learn for somebody (academics, policy-makers, practitioners, scholars, mom and dad, university sponsors and companions) who's attracted to how schooling can increase its horizons.
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Additional info for Transforming Education Policy: Shaping a Democratic Future
One of the characteristics of bureau-entrepreneurial culture is the stress on the emotional aspect of leadership and behaviour. To put it in sociological terms, in order to maximise organisational effectiveness, instrumental action has to be supplemented by affectual action – that 32 Radicalising entrepreneurialism is, emotionally driven activity ‘determined by the actor’s speciï¬†c affects and feeling states’ (Weber, 1978, pp 24‒5). Three factors associated with entrepreneurialism are particularly important in understanding its attraction and why it holds such promise for policy makers and organisational leaders: its focus on energy, creative visualisation of change, and the down-to-earth and essential activity of mobilising resources.
Say ‘no’ to what negates life and limits the possibilities of life (Weiskopf and Steyaert, 2009, p 200); say ‘yes’ to the life-enhancing effects of discourses and practices that liberate people to aspire to their full human potential. Founded in the holistic democratic perspective, this means living ethically through the nurturing of mindful practice (Woods and Woods, 2009c), an approach to living in which the person is responsive to their aesthetic, affective and spiritual sensibilities, as well as cognitive knowledge, and to their integral connection to the natural environment.
Entrepreneurialism ‘requires taking a view of the future, generating a vision around an idea, and then mobilising resources to achieve it’ (Judge, 2005, p 53). The generic approach is operationalised in terms of skills and tendencies such as risk taking, creativity, problem solving, teamwork, determination, achievement motivation, autonomy and internal locus of control, and in the school curriculum gives rise to attitude- and skills-focused enterprise teaching (Deuchar, 2007; Chell, 2009;Woods and Woods, 2011).
Transforming Education Policy: Shaping a Democratic Future by Philip A. Woods