Philosophy P10100982 1 Providing Leadership Strategies with Six Realms of Meaning as it Relates to Education from a Philosophical Prospective P1010092 ABSTRACT The purpose of this article is to examine how leadership strategies and the Six Realms of Meaning authored by Dr. William Kritsonis can be implemented from an educational philosophical prospective in education. The following six realms of meaning will be embedded as follows: Symbolics, Empirics, Esthetics, Synnoetics, Ethics, and Synoptics. Educational leaders see the phenomenon of the universal and contextual manifestation which 1
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Dr. William Allan Kritsonis, Educational Philosophy
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PhilosophyP10100982
1
Providing Leadership Strategies with Six
Realms of Meaning as it Relates to Education
from a Philosophical Prospective
P1010092
ABSTRACT
The purpose of this article is to examine how leadership strategies and the Six Realms of
Meaning authored by Dr. William Kritsonis can be implemented from an educational
philosophical prospective in education. The following six realms of meaning will be
embedded as follows: Symbolics, Empirics, Esthetics, Synnoetics, Ethics, and Synoptics.
Educational leaders see the phenomenon of the universal and contextual manifestation
which will involve the terms metaphysics, epistemology, axiology, and ontology appropriate
to postmodernistic perspectives.
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Introduction
Leadership is traditionally thought of as a top down activity where followers follow. The
postmodernistic and philosophical view of leadership focuses on the leader as leading through
influence, not position, power or leverage. Leadership must be based on goodwill, action
oriented and a building relationship that will be relational and interactional. As a general cultural
phenomenon, it has such features as the challenging of convention, the mixing of styles,
tolerance of ambiguity, the emphasis on diversity, acceptance of innovation and change, and
stress on the contractedness’ of reality. Postmodernism is often seen by its proponents as
bringing an end to metaphysics, ontology, epistemology, and so forth, on the ground that these
types of discourse assume a fixed, universal reality and method of inquiry.
Purpose of the Article
The purpose of this article is to examine how leadership strategies and the Six Realms of
Meaning concepts can be implemented in education as it focuses on an educational prospective
to students learning. It will also explore “Ways of Knowing Through the Realms of Meaning” by
Dr. William A. Kritsonis (2007) and postmodern leadership challenges. The emphasis will be on
exploring postmodern views with the use of Symbolics, Empirics, Esthetics, Synnoetics, Ethics,
and Synoptics. The concentration will be on how the educational institute students can benefit
from fostering this hierarchy of modern change and structure of learning with a higher level of
learning and leadership parallelism.
The Leadership Challenge
Leaders and Leadership are important because they serve as anchors which provides
guidance in time of change and exhibits patterns which appear systematically, task oriented,
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relations oriented and fundamental of leader behavior. Leadership is both a science and can be
viewed as an art which uniquely in education can be a combination of empirics and esthetics.
The leader can collectively implement science in a theoretical formulation which can be through
observation and experimentation. The systematic and intimate portrayal context of esthetics
which is embedded with art is a metaphor rendered with consistent movements, visuals and
literature that will theorize leadership to a greater paradoxical doctrine.
Implementing the Realms with Leadership Strategies
The first realm, symbolics, comprises ordinary language, mathematics and various types
of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like. These
meanings are contained in arbitrary symbolic structures, with socially accepted rules of
formation and transformation (Kritsonis, 2007, p.11).Ordinary language uses communication,
everyday speech, writing and knowledge. In the postmodernism world leaders can initiate true
language which is more concerned with power because this theory embraces both the structure of
language, and its ability to describe things in order to communicate and influence others
(English, 2003, p. 15). In symbolic the leader in education can openly tap in and articulate
decision making that uses autocratic style and strategies.
Empirically, the second realm, includes the science of physical world, of living things,
and of man. It provides factual descriptions, generalizations, and theoretical formulations and
explanations that are based upon observation and experimentation in the world of matter, life,
mind and society (Kritsonis, 2007, pg. 12). Science is concerned with matters of fact, different
abstractions and assessments. In postmodernism science is simply a language game, a set of rules
governed by linguistic habits that use non-scientific metanarratives to justify and legitimize
larger social context (English, 2003, pg 13). Postmodernist prospective is that science in
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education has to be real especially finding the theoretical framework which grasps students to
fully comprehend in-depth science and its real meaning. Therefore, leaders should be able to use
lessons which are strategically planned to incorporate the models of postmodernist and empirics
to replace the metaphor dominant in education to vocally train those teachers to be effective
individuals that will allow demands to take precedence over actions that requires improving the
educational productivity of students.
The third realm, esthetics contains the various arts, such as music, the visual arts, the arts
of movement, and literature (Kritsonis 2007, p.12). In this realm, meanings “are concerned with
the contemplative perception of particular significant things as unique objectifications of ideated
subjectivities” (Kritsonis 2007, p. 12). Teaching music offers many classes of satisfaction to
students as well as adults. Usually a teacher can work with learners of all cultures & ages
experience the thrill of sharing thoughts and feelings with others and seeing others learn is so
important in esthetics. Esthetics can help educators and administrators expose children who are
not able to grasp things easily; but, with the use of visual art, movements and music then the
patterns of sounds or art will be
Synnoetics the fourth realm examines and embraces what Michael Polanyi calls
“personal knowledge” and Martin Buber the “I-Thou” relation” (Kritsonis 2007, p. 12).
Synnoetics signifies “relational insight” or direct awareness.” Personal or relational knowledge is
concrete, direct, and existential (Kritsonis 2007, p. 12). In examining the knowledge strategies of
leaders and teachers in schools need to acquire and use information for decision making in
various areas of school development. Emphasis on personal knowledge strategies of school
leaders and teachers are highly correlated to the perception of positive knowledge for safer
environments in the school systems. It is quantifiable and supremely to state that personal
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strategies also tend to influence the knowledge culture within schools. School leaders can center
personal strategies that can maneuver the way students and staff seeks and tolerates new
knowledge and how ideas are valued and used.
Educational leaders should establish higher levels of personal knowledge strategies which
will also likely result in a stronger belief in the quality process of decision making in schools.
The knowledge strategies are not an exhaustive list but school leaders need to cultivate
competent knowledge strategies amongst their staff members to consolidate the knowledge
culture in schools. According to (English, 2003, pg 28), the state’s role in education has evolved
slowly since the nineteenth century. At the time state involvement in education focused on
creating local districts, academic requirements and compulsory education. It is evidently a
pattern that leaders should critically identify the need to actively create a school environment that
enables teachers to actively and intensively utilize the information to create new knowledge and
enhance the knowledge and information culture in their schools.
Ethics the fifth realm of meaning “includes moral meanings that express obligation rather
than fact, perceptual form, or wariness of relation” (Kritsonis, 2007, p. 13). Ethics “is a code of
values to guide man’s choices and actions, the choices and actions that determine the purpose
and the course of life” (Rand, 1964, p. 13). Right and wrong are deliberate actions and moral
choices made by an individual have “both personal and impersonal elements” (Kritsonis, 2007,
p. 438). According to Kritsonis he states “ethics is everyone’s business”, I must state I am in
agreement with him. English looks at the educational leader who promotes the success of all
students by facilitating the development and stewardship of a vision (English 2003, pg. 103).
Rand alludes to ethics as a code which is based on and derived from a metaphysics that is from a
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theory about the fundamental nature of the universe in which man lives and acts. (Rand 1964, p.
55).
Synoptics the sixth realm of meaning which refers to meanings that is comprehensively
integrative. This realm includes history, religion, and philosophy (Kritsonis, 2007, p. 130). In the
synoptic realm history, religion, and philosophy can be an overall learning plan for student
academic achievement and success. Educational leaders must expand learning for students in the
synoptic realm, as this will challenge their students to read and study more in-depth philosophy,
religion, and history as it affect their world. Bloom’ taxonomy can also be used by leaders as a
foundation of the principle in focusing on the fundamental disciplines in education. The
postmodernist approach towards the educational leaders focuses on insisting that education is
absolutely necessary in order to remain innovative and competitive in this increasingly global
economy.
Concluding Remarks
In conclusion, it is important to understand how leadership strategies and the “Six Realms
of Meaning” can be conceptualized and implemented into the educational systems; also how it
focuses on students’ matriculation from a multidimensional perspective. The concept of
exploring “Ways of Knowing Through the Realms of Meaning” authored by Dr. William A.
Kritsonis (2007) and postmodern leadership challenges is a structure of learning environment
that should be integrating in a post modernistic and theoretical dimension.
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Reference
English, F. (2003). The postmodern challenge to the theory and practice of educational
administration. Springfield, IL: Charles C. Thomas – Publisher, LTD.
Kritsonis, W. A. (2007). Ways of knowing through the realms of meaning. Houston, Texas
National Forum Journal
Rand, A. (1964). The virtues of selfishness. New York: Penguin Putnam.
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The Inescapable Dilemma of Ayn Rand and a
Pragmatic look at Atlas Shrugged in Today’s
World
P1010092
ABSTRACT
Ayn Rand's libertarian classic entitled the “Atlas Shrugged” proclaims her to be the prophet and hero of the teachings which will rid us of recession. This sudden popularity is odd and controls the markets in a less market regulation. Her intriguing thoughts during the twenty first century revolutionize the way we think of the economy in a recession period. This paper will explore the following six views as to how the economy was viewed in the 50’s and in the 21st century: 1. Who is Ayn Rand 2.Why Atlas Shrugged 3. Objectivism 4.Existence and morality 5. The Business World 6.The Woman strikes last as a leader 6. John Galt.
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Introduction
Our economy is currently faced with an economic land slide which is synonymous to the
great depression of the sixties. American families are bracing for job loss, home foreclosures and
a very dim future. As the situation escalates, states legislators and our president struggle
desperately to seek answer to eliminate the problem. We need to jump start our economy to help
working families who are bearing the brunt of the economic crisis. Ayn Rand’s alludes to
multiple facets of her philosophy which compounds with human life, individualism, and the
economical world into prospective. Ayn Rand can be associated as a drawing room capitalist, a
theorist of subject where her pragmatic experience is opposite generalized and observation to all
forms of socialism.
Purpose of the Article
The purpose of this article is to discuss some challenges and opportunities that
humankind faces and how it relates to Ayn Rand philosophical view. This is seen through the
eyes in Atlas Shrugged (1957) and the ideas that impact people’s lives with the contributions of
John Galt and Galt’s Gulch. Ethics, moral principles that are viewed as a theoretical abstraction
that has helped to make a distinction in relation to Ayn Rand Atlas Shrugged and society in the
21st century. The main focus will be to address the following topics: Who is Ayn Rand, Why
Atlas Shrugged, Objectivism and Epistemology, Existence and Morality, The Business World,
and the philosophical terms of metaphysics, epistemology, axiology, and ontology.
Who is Ayn Rand.
Rand’s philosophy stemmed from her upbringing under a Communist regime. The daily
horrors that she had witnessed, including mass starvation and death, would forever change the
way she saw the world. Ethics for Rand partly consists in articulating, understanding, and
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applying abstract principles. Rand also believes there is room for objectivity in ethics, so the
results of discursive processes would be entirely beside the ethical point.
Why Atlas Shrugged
Rand’s description of a socialist state taken over by “looters,” people who cannot create
or produce ,but who seize power under the rubric of “fairness” is so spot on accurate of today’s
administration that it is so scary. If you should ask any successful businessman or
businesswoman who was randomly chosen to name the book that has most inspired them, you
will undoubtedly hear one title repeated over and over: Atlas Shrugged Ayn Rand's epic novel.
In Atlas Shrugged the great achievers were mainly businessmen, who, like businessmen
today, live in a world that damns, shackles, and drains them. These achievers refuse to accept
any form of treatment and they fight back. They go on strike, refusing to work in a society that at
once depends on their achievements, but brands them immoral for seeking to profit from those
achievements.
Objectivism and Epistemology
Objectivism is the systematic philosophy pioneered by Ayn Rand (1964) in the 20th
century that encompasses positions on metaphysics, epistemology, ethics, politics, and
aesthetics. “Objectivism” maintains that human beings cannot act automatically to further their
own survival. Overtime without pay because you weren’t paid by time and you weren’t paid by
work, only need (Rand, 1957, p. 609). In Atlas Shrugged (1957) the argument elicits that traits
like independence and individual achievement, which currently drive the world, are actually
virtues, and world view to central rational moral conduct. Objectivism holds us accountable that
all knowledge comes ultimately through the rational interpretation of any given evidence of the
senses by an individual for that particular individual.
Ayn Rand was a major intellectual giant in the discipline of philosophy. During the 1930’s her thoughts and perception revolutionize the way we think and act out our moral conduct. Her philosophy is presented in the Aristotelian tradition with emphasis on metaphysical, naturalism, empirical reasoning in epistemology and self realization of our ethical values. This article will explore the following six philosophical thoughts: 1. Ethical Theory 2.Reason and Ethics 3. Objectivist Ethics 4.Ethics at work 5. Ethics of Emergency 6.Collectivized Ethics and 6. Aristotle view on Ethics.
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Introduction
Leader's moral duty expresses the proposing ethical dilemmas that articulate and
mundane policies and structures that generalize precedents and connectedness that may have
hidden ethical implications. Educational leaders are faced with a unique set of ethical demands
and virtues that are most important and influential when articulating the vision or ideological
goals. In our society today, there are some persons who have no regards for their ethical and
moral standards. Intrinsically, would it be perceived ethical to employ a friend as a departmental
administrative assistant who has the lowest score on a pre - interview test? If your friend’s child
is enrolled in your department and has failed a particular class would you give that student a
passing grade? When is it a good time as an educational leader for you to behave in an ethical
manner? According to Ayn Rand’s perception of ethics, it can be rationalized as one’s self
interest that is based on her view points to liberate the virtues of ethics.
Purpose of the Article
The purpose of this article is to discuss ethics and how it relates to Ayn Rand
philosophical view and its impact on educational leadership and the impact on peoples lives .
Ethics can be seen as a moral principle as it encompasses one’s value which relates to human
conduct. The focus will be to reveal the different aspects of how educational leaders view ethics
in the past and in the present. In order to address these issues the following topics will be
explored: Ethical Theory, Reason and Ethics, Objectivist Ethics, Ethics at Work, Ethics of
Emergencies, Collectivized Ethics and Aristotle views on Ethics.
Ethical Theory
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One of the most universal questions in educational leadership is what relationship
factor exist between ethics as it relates to educational leadership. These contributing status quo
branches include meta-ethics, normative ethics, applied ethics, moral psychology, and
descriptive ethics and how each relates to the moral dimension of leadership. Ethics is a code of
values that rationally guide one’s choices and his/her actions. It is an objective, metaphysical
necessity for a man’s survival. Educational leadership prepositions that proper ethics gives
practical guidance to help people think and direct their lives. It also aids one to define and attain
his/her values, goals, and happiness. Everyone needs ethics because it is a virtue for survival.
The telos of ethics is ones’ own survival and happiness. The realm of ethics includes those
matters that are potentially under a man’s control. A man’s uncoerced volition is necessary to
have an objective theory of morality. In essence, when an educational leader discovers ethics
hypercritically it can be only through a volitional process of reason.
Ayn Rand's (1964) book entitled The Virtue of Selfishness matches an equally
provocative thesis about ethics. Ethics has always been seen as self interest and praising acts that
are selfless in intent and calling a moral or immoral act that are motivated by self interest. Rand's
ethic of self interest can be viewed as an integral to her advocacy of classical liberalism. Rand’s
ethics identifies the good and bad according to the rational standard of value of an individual.
Rand’s “Objectivist Ethics” focuses on what is, in reality, good or best for each unique
individual human being (Rand, 1964). Such an ethics is rational, objective, and personal.
Accordingly, an individual’s goal should be to become the best possible person in the context of
who and what he/she is and of what is possible for that person. Rand further postulates that
objective and contextual knowledge, including ethical knowledge, can be obtained through