Literaturnachweis - Detailanzeige
| Autor/in | Zimmerman, Aaron S. |
|---|---|
| Titel | Epistemological Virtue in Educational Leadership |
| Quelle | In: Journal of Character Education, 17 (2021) 2, S.103-109 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1543-1223 |
| Schlagwörter | Epistemology; Ethics; Leadership Styles; Teaching Methods; Learning Processes; Instructional Leadership; Moral Values; Moral Development; Role; Reflection; Educational Administration |
| Abstract | In this article, Aaron Zimmerman defines epistemological virtues as the manner in which knowledge and truth are discussed. For example, consider the following questions: (1) How does one judge whether or not something is true? (2) Who serves as the arbiter as to whether or not something is true? (3) What are the ethical implications of truth claims? and (4) How do teachers manage the ethical implications of their epistemological authority while teaching? These are difficult questions; yet, because teachers and educational leaders are responsible for facilitating meaningful opportunities of teaching and learning, it is incumbent upon educational leaders to have a deep interest in epistemological concerns. In his book, "Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions," Sockett (2012) argues that thinking carefully about epistemology is an inherently moral endeavor. In this article, Zimmerman expands upon Sockett's conceptual argument and applies Sockett's reasoning to the context of educational leadership. Specifically, Zimmerman argues that educational leaders, like teachers, are entrusted with epistemological authority, and that, accordingly, educational leaders should manifest attitudes and behaviors that reflect virtuous epistemological commitments. He begins by arguing that epistemological virtue is a critical dimension to moral development in schools. He then highlights two particular virtues--open-mindedness and commitment--and discusses their relevance to teaching and educational leadership. He concludes by arguing that self-reflection is a critical means through which educational leaders may develop their own epistemological virtue. (ERIC). |
| Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/journal-of-character-education.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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