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CURRICULUM AND INSTRUCTION 67001-11231CURRICULUM AND INSTRUCTION 77001-11262

FUNDAMENTALS OF CURRICULUM

Fall, 2002; Mondays; 4:30-7, 104 Merrill Hall

Professor Henderson404 White Hall, 330/672-0631, henders!"ent#ed$

%eneral &'e(ti)es*he (o$rse is desi+ned to introd$(e yo$ to the f$ndaentals of ($rri($l$

ra(ti(e# .o$ ill first eaine processes, producs !"d perso""e# asso(iated ith($rri($l$ de(ision-a"in+, and this st$dy ill 'e infored 'y the distin(tion 'eteen($rri($l$ implementation and ($rri($l$ enactment# *he tradition of eri(anra+atis, ith its fo($s on intelli+ent, deo(rati( ro'le sol)in+, infors thisdistin(tion# .o$ ill (on(l$de this initial se(tion of the (o$rse 'y (riti$in+ a se(ifi(($rri($l$ de(ision#

5et, yo$ ill (onsider the ossi'ility of adatin+ dee su$%ec &!er learnin+,

for deo(rati( se#'and soc(!# learnin+# .o$ ill ra(ti(e this 3S ($rri($l$ ro'lesol)in+ 'y (reatin+ a se(ifi( $nit lan ith a((oanyin+ r$'ri(# *his se(ond se(tion ofthe (o$rse is desi+ned to f$n(tion as a or"sho on a arti($lar interretation of($rri($l$ de)eloent that ill 'e des(ri'ed as a visionary design process# *he st$dyof this ro(ess ill reare yo$ for the third and final se(tion of the (o$rse#

Finally, yo$ ill eaine the f$ndaentals of ($rri($l$ ra(ti(e fro a arti($larfrae of referen(e# What if ($rri($l$ or" as aroa(hed as a wisdom challengeinso(ieties ith deo(rati( ideals What o$ld 'e the 'asi(s of this tye of ($rri($l$de(ision-a"in+ *o assist yo$r eaination of these to $estions, yo$ ill st$dy thetoi( of r!"s'or&!()e curr(cu#u& #e!ders*(p# *his ed$(ational leadershi is a(olla'orati)e effort to ele)ate rofessional $d+ents 'y initiatin+ and n$rt$rin+ a (ertaindeo(rati( ecology# *he fo($s is on esta'lishin+ a healthy, s$orti)e relationshi

'eteen the curriculum development that yo$ ra(ti(ed in the se(ond se(tion of the(o$rse and s$orti)eprofessional development, organizational development, andcommunity developmenta(ti)ities# y $nderta"in+ this (orehensi)e (han+e ro(ess8an effort that 'e+ins ith )isionary, ris"-ta"in+ tea(hers, adinistrators, and other($rri($l$ sta"eholders, s(hools and other ed$(ational or" settin+s are +rad$allytransfored into deo(rati( learnin+ (o$nities# *his final se(tion of the (o$rseaddresses the (oli(ated relationshi 'eteen ($rri($l$ ileentation andena(tent and 'eteen ed$(ational ana+eent and leadershi#

*ho$+h a arti($lar )ie of ($rri($l$ ra(ti(e in so(ieties ith deo(rati(idealsinforsthis (o$rse, the $ltiate learnin+ +oal is to fa(ilitate yo$r $nderstandin+ of($rri($l$ f$ndaentals#

9e$ired 9eadin+Henderson, # %#, Hathorne, 9# # *ransforati)e ($rri($l$ leadershi =2nd

edition># ?er @addle 9i)er, 5: Merrill/Prenti(e Hall# +@oell, A# # =2000># B$rri($l$: n inte+rati)e introd$(tion =2ndedition># ?er @addle

9i)er, 5: Merrill/Prenti(e Hall# +SWi++ins, %#, M(*i+he, # =2001># ?nderstandin+ 'y desi+n =@e(ial Adition># ?er

@addle 9i)er, 5: Merrill/Prenti(e Hall# +.M

Bo$rse 9e$ireents/A)al$ation

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1# 9ead the re$ired (o$rse tets and arti(iate in the (lass dis($ssions# *o$ne($sed a'sen(es ill res$lt in an a$toati( +rade red$(tion#

2# Bolete a (ase (riti$e of a se(ifi( ($rri($l$ de(ision 'ased on the @oelltet# .o$r or" ill 'e e)al$ated in a((ordan(e ith a r$'ri( that ill 'eintrod$(ed at the se(ond (lass# *he (ase (riti$e is d$e &(to'er 21st# Ctreresents 4DE of yo$r (o$rse +rade#

3# Breate a transforati)e ($rri($l$ leadershi =*B> a(tion lan for a se(ifi(ed$(ational settin+# .o$r or" ill 'e e)al$ated in a((ordan(e ith a r$'ri( thatill 'e introd$(ed on &(to'er 2Gth# s an alternati)e, rite a aer on aersonally rele)ant ($rri($l$ f$ndaentals toi(# *his aer ill 'e e)al$atedin a((ordan(e ith a ersonalied r$'ri(# *he a(tion lan or aer is d$e at thelast (lass, hi(h is

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Case Study Worksheet

Background

Critique the appropriateness of a specific curriculum

decision in light of the general criterion ofpragmatic actionand with reference to the key concepts in the Sowell text.

Pragmatic action is formal, academic language for thoughtful,

imaginative prolem solving. !here are four key characteristics

of pragmatic action" fallibility, contextuality, contingency,

holism, and #Cherryholmes,$%%%&"

A discourse on the consequences of thinking always courts unanticipated or

unappealing outcomes or both; we run the risk that our conjectures will be wrong, and

sometimes being wrong can be dangerous. We can be mistaken, for example, about the

desirability of our aesthetic tastes, knowledge of the world, and trustworthiness of

social and political institutions. The source of the problem is that imagining

consequences is an inductie process. !"ifferent situations are, by definition,different. The interaction of text and context neer ends #p.$%&.

'ontexts, the settings and situations that constitute the possibility of our texts, change.

'onfidence about how things work in one situation is often problematic in another

#another form of the problem of induction& #p.$%&.

()" defines contingent as *not determined by necessity in regard to action or

existence+ free. There is no assurance!that the world is constant, stable, or in somefor of stasis. -peculation and experimentation are circumscribed by the contingency of

the world #p.$%&.

When we gie up the textcontext distinction, we deny ourseles the luxury of lookingat the world in fragments. /ooking to results and consequences cannot be categorically

limited, except by stipulation, before the fact. 'ulture or politics or other complicating

factors cannot be bracketed out #p.$%&

Critical Scaffolding

$. 'ave those who are involved in the decision(making given any

thought to their understanding of curriculum and

instruction) *f they have, are their interpretations

appropriate) *f they have not thought aout oth concepts

#and their interrelationship&, why not and what should e

done aout this circumstance)+. *s the decision emedded in a holistic deliberative process,

involving the appropriate integration of developing, using

and evaluating curriculum #Sowell, +, p. $-&. *f so,

descrie the process and evaluate its strengths and

weaknesses. *f not, what is your critical assessment)

. *s the decision(making appropriately district(ased, school(

ased, and/or classroom(ased)

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0. *s the decision(making ased on appropriately alanced S

orientation)

1. Critique the decision(making with reference to the text2s

discussion of views of education statements, content

selection, learning outcomes, and learning experiences.

-. *s the decision(making appropriately emedded in an

implementation and/or enactment context)3. Critically assess the evaluative work in the delierative

process with reference to appropriate needs assessment,

process evaluation and product evaluation.

Rubric for the Above Criterion

A-Level: !houghtful and creative application of the seven

critical concerns to the study of a specific curriculum

decision. !he critique exhiits imaginative readth and

critical depth.

B-Level:!houghtful application of the seven critical concerns tothe study of a specific curriculum decision.

Straightforward ut not particularly creative work4 there

is little indication of an imaginative response to the

text or the prolem solving context, and critical

analysis lacks a penetrating depth.

C-Level:5dequate ut somewhat spotty application of the seven

critical concerns to the study of a specific curriculum

decision. 'as the individual#s& carefully studied the

text)

D-Level:5 weak and very incomplete application of the sevencritical concerns to the study of a specific curriculum

decision. 'as the individual#s& even read the text from

cover to cover)

References

Cherryholmes, C. #$%%%&. 6eading pragmatism. 7ew 8ork" !eachers

College Press.

Sowell, 9. :. #+&. Curriculum" 5n integrative introduction #+nd

edition&. ;pper Saddle 6iver, 7:"

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Curriculum Work

Though there are dierse interpretations on what constitutes *curriculum work, it is in a

ery fundamental and etymological sense, the process of deciding on an educational

course of action, acting on that decision, and evaluating the results. This process isusually understood to be cyclical in nature.

There are three types of *practices associated with curriculum work+ undertaking

decision making, theori0ing about decision making, and engaging in other related

theoretical practices. 'urriculum workers can work exclusiely within or across thesethree categories #1arshall, -ears and -chubert, %222&. The relationship between these

three types of practices can be quite complicated #3eid, 4555&.

Undertaking the Theorizing about the Engaging in Other

Decision Making Cycle Decision Making Cycle Theoretical Practices*(Implementation-Enactment (Limited to Broad Focus) (Limited to Broad Focus) Continuum)

#6These other practices may or may not hae an indirect bearing on curriculum decisionmaking. There is a point where this *other work should, perhaps, best be characteri0ed

as critical theory, social theory, psychological theory, literary theory, or some other

theory. 7n other words, *curriculum theory does possess a loosely defined boundary.&

The referent for the curriculum decision making cycle can be a procedure #technical

rationality&, a particular conception andor model #ideologically closed practices&, or a

type of eclectic artistry #ideologically open practices&. -chwab #4589& proides seminalinsight into curriculum work as forms of eclectic artistry.

Procedure Concetion!Model Eclectic "rtistry

'urriculum decisions are based on judgments about a *good course of action. :oweer,

only those curriculum workers who practice a form of eclectic artistry may be aware of

this fact. 'urriculum workers who undertake a decision making cycle guided by

procedures, conceptions or models may actually hae consciously or tacitly turned theresponsibility to make a judgment concerning a good! course of action oer to others.

'urriculum practices that are criticallyinformed are generally called curriculum praxis.There are many types of praxis referents in the curriculum theori0ing literature.

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!&@

$. Are the judgments based on a *fallibilistic #openminded, 7dontknowforsure&attitude #'herryholmes, 4555, pp. $2$%&@

Second Set o$ Critical %uestions(&isdom #u$te%t of "ragmatism)

&e$erences

'herryholmes, '. :. #4555&. 3eading pragmatism. ?ew Bork+ Teachers 'ollege

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C'( )++,!++,- .ackground (n$ormation

.ackground /,

Four critical questions inform the practical wisdom #prudent& side ofAmerican Pragmatism

#:enderson and Gesson, 7n process&+

4. With reference to a particular curriculum decision, are the decision makers

sensitie to all releant conte%tualmatters@%. With reference to a particular curriculum decision, are the decision makers open to

all releant contingencies@

>. With reference to a particular curriculum decision, are the decision makers workingin an eclectic #noncategorical, openideological& way@

$. With reference to a particular curriculum decision, are the decision makers working

in afalli$le #inquiring& way@

.ackground /0

Gey points from

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&e$erences

:enderson, C. H., D Gesson, G. 3. #7n process&. 'urriculum wisdom in educational decisions+ A

challenge for democratic educators. Epper -addle 3ier, ?C+ 1errill

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T*e Curr(cu#u& Cr!' !s ! /r!&!(c /r!(s

*ho$+h there are di)erse interretations on hat (onstit$tes ($rri($l$ or" as arofessional (raft, it is in a )ery f$ndaental and etyolo+i(al sense, the process ofdeciding on an educational course of action, acting on that decision, and evaluating theresults# *his ro(ess is $s$ally $nderstood to 'e (y(li(al in nat$re# B$rri($l$ ra(ti(es

that are (riti(ally-infored are +enerally (alled curriculum praxis# *here are anytyes of rais referents in the ($rri($l$ theoriin+ literat$re# Pra+atis (an 'e a(riti(al referent for ($rri($l$ or"ers in, at least, to ays#

F(rs Se o' Cr((c!# ues(o"s(Practical Wisdom Subtext of Pragmatism)

Fo$r (riti(al $estions infor the ra(ti(al isdo =r$dent> side of Pra+atis=Bherryholes, 1III; Henderson and Jesson, Cn ro(ess># Practical wisdom/prudencehas any (onnotations, in(l$din+ tho$+htf$lness, sa+a(ity, +ood $d+ent, dis(retion,ta(t, ide-aa"eness, orldly-isdo, and arts of the ra(ti(al#

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"erssensiti)e to all rele)ant contextualatters

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers oen

to all rele)ant contingencies

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers

or"in+ in an eclectic =non-(ate+ori(al, oen-ideolo+i(al> ay


or"in+ in a fallible =in$irin+> ay

Seco"d Se o' Cr((c!# ues(o"s(oral Wisdom Subtext of Pragmatism)

Fo$r (riti(al $estions infor the oral isdo side of Pra+atis =Henderson andJesson, Cn ro(ess># oral wisdomrefers to a do$'le +ood: !s the decision based ongood (prudent) "udgment with reference to goodliving# Cn other ords, one isra+ati( in this sense hen one tho$+htf$lly (onsiders the +ood life (onse$en(esof oneLs a(tions 'efore, d$rin+, and/or after a(tin+# *he (onnotation here is one ofdis(ilined st$dy, hilosohi(al insi+ht, and enli+htenent# My interest is in the oralisdo s$'tet of ra+atis# *h$s, y startin+ oint is insi+htthat deo(ra(y is a moral way of living: We ha)e ad)an(ed far eno$+h to say thatdeo(ra(y is a ay of life# We ha)e yet to realie that it is a ay of ersonal life andone hi(h ro)ides a oral standard for ersonal (ond$(t# =#101>


sensiti)e to the l$rality of st$dentsL dreas of e(ellen(e =*he dreas are,e$daionisti(ally sea"in+, $ni$e and idiosyn(rati( inte+rations of )irt$e andsatisfa(tion#>

re these l$ralisti( deli'erations in(ororatin+ a (on(ern for a ini$ material

"usticeith the re(o+nition that there is a )ital relationshi 'eteen eternal+oods and the internal +oods of dreas of e(ellen(e =Je"es, 1IID>


addressin+ the a(t$al and otential (onfli(ts asso(iated ith the l$ralis of

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dreas of e(ellen(e Cn other ords, are their deli'erations infored 'y(on(erns forprocedural "ustice

@$'stantial (on(etions of $sti(e and fairness are e)idently in)ol)edin the distri'$tion of a'sol$te +oods and in the a)oidan(e of e)ils#*hese (on(etions of s$'stantial distri'$ti)e $sti(e, as oosed to

ro(ed$ral $sti(e, are deri)ed fro arti($lar (on(etions of the +ood#?nder hat (onditions, if any, is it $st that a erson sho$ld 'e$nished 'y loss of life, or 'y the infli(tion of hysi(al ain Cs anassassination alays an $n$st a(t, e)en the assassination of a tyrant*hese, and (o$ntless other $estions, are $estions of s$'stantial

$sti(e, and (on)er+en(e on $ni)ersal a+reeent is not to 'eee(ted# ?ni)ersal a+reeent (an 'e ee(ted, in the nae ofrationality, only on the ethods of fair ar+$ent hi(h ill ar'itrate'eteen the different ansers to these $estions, hen an anser isneeded for $'li( $roses and so(ial arran+eents =Hashire,1IGI, #10G>#

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"erssensiti)e to the (ontet$al rele)an(e of a$thenti( syner+y8to the iortan(e ofa (ooerati)e interdeenden(e in a(hie)in+ dreas of e(ellen(e =Wateran,1IG1; %reene, 1IGG>

Re'ere"ces

Bherryholes, B# H# =1III># 9eadin+ ra+atis# 5e .or": *ea(hers Bolle+e Press## Freedo and ($lt$re# $ffalo, 5.: Proethe$s# =&ri+inal or"

$'lished 1I3I>%reene, M# =1IGG># *he diale(ti( of freedo# 5e .or": *ea(hers Bolle+e Press#Hashire, @# =1IGI># Cnno(en(e and eerien(e# Ba'rid+e, M: Har)ard ?ni)ersity

Press#Henderson, # %#, Jesson, J# 9# =Cn ro(ess># B$rri($l$ isdo in ed$(ational

de(isions: (hallen+e for deo(rati( ed$(ators# ?er @addle 9i)er, 5:Merrill/Prenti(e Hall#

Je"es, # =1IID># Moral isdo and +ood li)es# Ctha(a, 5.: Bornell ?ni)ersity Press#Wateran, # @# =1IG1># Cndi)id$alis and interdeenden(e# eri(an Psy(holo+ist 36,

762-773#


or"in+ in an in$uiringay


sensiti)e to all rele)ant contextualatters

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers oento all rele)ant contingencies


or"in+ in an eclectic,oenly ideolo+i(al ay

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers sensiti)e to

thepluralityof st$dentsL ersonal dreas of e(ellen(e =*he dreas are $ni$e andidiosyn(rati( inte+rations of )irt$e and satisfa(tion#>

re these l$ralisti( deli'erations in(ororatin+ a (on(ern for a ini$ material "ustice

ith the re(o+nition that there is a )ital relationshi 'eteen the eternal +oods

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=MasloLs se($rity needs> and the internal +oods =MasloLs +roth needs> of ersonaldreas of e(ellen(e

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers addressin+

the a(t$al and otential (onfli(ts asso(iated ith the l$ralis of dreas of e(ellen(eCn other ords, are their deli'erations infored 'y (on(erns forprocedural "ustice

With referen(e to a arti($lar ($rri($l$ de(ision, are the de(ision a"ers sensiti)e to

the )al$e of authentic collaborationin the a(hie)eent of ersonal dreas ofe(ellen(e

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Tr!"s'or&!()e Curr(cu#u& Le!ders*(p

*ransforati)e ($rri($l$ leadershi is defined as a (olla'orati)e effort to 'ase ($rri($l$de(isions on orally ise $d+ents# Ct is a (ole set of (aref$lly or(hestrated refora(ti)ities fo($sin+ on deeenin+ ($rri($l$ or" in l$ralisti( so(ieties ith deo(rati( ideals#Ct (an also 'e (on(ei)ed as a set of reflective($rri($l$ ra(ti(es fo($sin+ on the +eneral

ro'le of transforin+ ed$(ational (o$rses of a(tion into instan(es of deo(rati( li)in+/'ein+#Bonse$ently, transforati)e ($rri($l$ leadershi addresses ed$(ational (han+e on $ltilefronts# Ct is )isionary ro'le sol)in+ fo($sin+ on ersonal, interersonal and so(io-oliti(al(onse$en(es#

Practical Wisdom SubtextPra(ti(al isdo refers to the notion of +ood $d+ent in a r$dent sense# &ne isra+ati( in this sense hen one tho$+htf$lly (onsiders the (onse$en(es of oneLs a(tions'efore, d$rin+, and/or after a(tin+# *he referen(e here is to foresi+ht, dis(retion, and

$di(io$s 'eha)ior#oral Wisdom Subtext

Moral isdo refers to a do$'le +ood: !s the decision based on %good& (prudent) "udgmentwith reference to %good& democratic living# Moral isdo is, in effe(t, a deeenin+ of

ra(ti(al isdo; and, th$s, one is ra+ati( in a oral isdo sense hen onetho$+htf$lly (onsiders the deo(rati( +ood life (onse$en(es of oneLs a(tions 'efore,d$rin+, and/or after a(tin+#

?nderstandin+ ($rri($l$ or" as:

holistic enactment: Bonstr$(tin+ ed$(ational $roses, a(tin+ on these $roses, ande)al$atin+ the res$lts of oneLs a(tions are treated as (losely inte+rated and (ontin$o$sly (y(li(aldiensions of ($rri($l$ or"# *his ena(tent ay 'e (onstrained, in )ario$s ays and to)aryin+ de+rees, 'y an ileentation oli(y en)ironent# ddressin+ this ena(tin+-ileentin+ diale(ti( s$rfa(es the (ole relationshi 'eteen ana+eent and leadershi ined$(ation#

multi-intelligent activity: B$rri($l$ or" is (on(ei)ed as sohisti(ated ro'le sol)in+infored 'y a $lti-diensional refle(ti)e in$iry8'y an in$iry artistry#

critically-informed practice' $rri($l$ or" is (on(ei)ed as an ean(iatory ed$(ational$nderta"in+ insired 'y )isions of deo(rati( orality

*hin"in+ %$ide

@iilar to loo et al#Ls *aonoy, a refle(ti)e in$iry or in$iry artistry +$ide has 'een(reated to infor this ($rri($l$ or"# Ct ro)ides +$idan(e on ho to refle(t on the ro'le ofho 'est to ed$(ate in a so(iety ith deo(rati( ideals#

?nderstandin+ *ransforation

Personal: *ransforati)e ($rri($l$ leadershi is a (han+e fro ithin# Bhallen+in+ oneself toen+a+e in ise $d+ents is a hi+hly ersonal atter# Ct is erhas 'est )ieed as a (allin+8as a (hallen+e to (reate an a$thenti( rofessional life8and as the ($lti)ation of (hara(ter and)irt$e#

Interpersonal: *ransforati)e ($rri($l$ leadershi ost li"ely in)ol)es (han+es in oerrelations 'eteen ($rri($l$ sta"eholders# *he fo($s is on oer ith relations that rese(tthe oer ithin of tea(hers and their st$dents# @ily stated, this leadershi fa(ilitates aarti($lar $nderstandin+ of rofessional eoerent#

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Cultural: *ransforati)e ($rri($l$ leadershi is a deely hilosohi(al, +ood life orientationdire(ted toard ele)atin+ the nor of rofessional e(ellen(e in a lo(al or" ($lt$re# *his, ostli"ely, re$ires (han+es in lo(al instit$tional str$(t$res/oli(ies in a (ontet of healthy, re(iro(al(o$ni(ation 'eteen all aroriate ($rri($l$ sta"eholders# *he deo(rati( end-in-)ie(an only 'e a(t$alied thro$+h deo(rati( ethods# *he $ltiate fo($s of transforati)e($rri($l$ leadershi is on (han+in+ the ($lt$re of a so(iety#

?nderstandin+ eadershi

Collaborative: eadershi is interreted as a hi+hly (olla'orati)e ro(ess# *he fo($s is($rri($l$ or"ers tryin+ to insire and fa(ilitate one anotherLs efforts, in a sirit of a$thenti(syner+y, to a(hie)e a hi+h le)el of rofessional e(ellen(e#

Inspirational: *his leadershi effort $st also 'e $nderstood as inspiringthro$+h odelin+,(oa(hin+ and entorin+# e(a$se oral isdo is a atter of ersonal-rofessional )irt$e,those ho ser)e as its ad)o(ates $st (learly al" the tal"# *his is the only ay that this(han+e fro ithin (an 'e a$thenti(ally addressed#

&'sta(les to *ransforati)e B$rri($l$ eadershi

Adult Maturity: *here is a host of h$an de)eloental (hallen+es asso(iated ith theena(tent of the ra(ti(al and oral isdo s$'tets of ra+atis# Bolle(ti)ely, these(hallen+es (an 'e (alled the ro'le of ad$lt at$rity in ostodern ties#

Institutional: *his (ole refor effort re$ires tie and reso$r(e (oitents and the(reation of s$orti)e instit$tional str$(t$res# %i)en the fa(t that transforati)e ($rri($l$leadershi, de)eloentally sea"in+, $st ne(essarily 'e+in ith a sall +ro$ of )ol$nteers,'$d+etin+ aroriate tie and reso$r(es ay not 'e aor o'sta(les8at least at the onset ofthe refor ro(ess# Cn ters of the ro(ess of instit$tionaliation, the lon+-ter +oal is tointe+rate the oral isdo (hallen+e into all ($rri($l$ de(isions# *his ill in)ol)e or+aniationde)eloent a(ti)ities#

Political: B$rri($l$ or"ers ha)e a diffi($lt tie addressin+ the lar+e-s(ale oliti(al (ontet intheir so(ieties# *hey sily donLt ha)e the le)era+e they need# Cn +eneral, transforati)e($rri($l$ leadershi $st 'e ena(ted 'i-($lt$rally# *he ro(ess of '$ildin+ a ne or" ($lt$re$st 'e done in a (ontet of addressin+ state-andated standardied assessents#*ransforati)e ($rri($l$ leadershi does, $ltiately, oint in the dire(tion of ne andaroriate fors of oli(y leadershi# *ransforati)e ($rri($l$ leaders are no different thanany other tyes of ed$(ational leaders# s$orti)e oli(y en)ironent (an (ertainly assist theirefforts# t the lo(al le)el, oliti(al ro'les are still $ite diffi($lt and (ole '$t a little oreana+ea'le and are 'est addressed thro$+h the (olla'orati)e efforts of adinistrati)e leadersor"in+ ith tea(her leaders, st$dent leaders, arent leaders and lo(al (o$nity leaders#

Trans$ormati7e Curriculum 8eadershi- "ction Planning

(*he focus is on deepening professional "udgments through six interrelated leadership activities,which are enacted in a specific implementation policy environment *hese six tas+s will, most

li+ely, be the six chapters in the *hird dition of *ransforati)e B$rri($l$ eadershi#)

1# rti($late the end$rin+ $nderstandin+s/)al$es of the democratic good lifethat yo$ antst$dents to ($lti)ate in the (ontet of se(ifi( tea(hin+-learnin+ a(ti)ities#

a# Bonsider Henderson and HathorneLs 3@ s(affoldin+, hi(h is adated fro ohn

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and so(ial learnin+# =*his 3@ aroa(h to ($rri($l$ de(ision-a"in+ o)erlas andetends Wi++ins and M(*i+heLs si fa(ets of $nderstandin+#>

'# Bonsider the 3@ ali(ation of Wi++ins and M(*i+heLs 'a("ard desi+n de(isiona"in+, hi(h fo($ses attention on the deth and 'readth of s$'e(t atterlearnin+ =# 100-101>#

2# Cf yo$ and/or yo$r eers are eerien(in+ diffi($lty en)isionin+ the democratic good lifein the(ontet of se(ifi( tea(hin+-learnin+ a(ti)ities, lanprofessional developmenta(ti)ities ithreferen(e to one or 'oth of the folloin+ to $estions# s yo$ onder these $estions,(onsider se(ifi( rofessional learnin+ ali(ations of the DB s(affoldin+ and its in$iryartistry refineent#

a# Cf C =and/or y eers> a ha)in+ tro$'le or"in+ ith Wi++ins and M(*i+heLs'a("ard desi+n odel, hat (an C =e> do to iro)e the deth and 'readth of ys$'e(t atter eertise

'# Cf C =and/or y eers> a ha)in+ tro$'le or"in+ ith Henderson and HathorneLs3@ s(affoldin+, hat (an C =e> do to iro)e y a'ility to in$ire into thedemocratic good lifethat ser)es as the oral referent for s$'e(t atter, self, andso(ial learnin+

3# Plan ho yo$ and yo$r eers ill e)al$ate 'oth the $ality of the st$dent and rofessional

learnin+# Ho ill yo$ "no if yo$r efforts to ($lti)ate end$rin+ st$dent and rofessional$nderstandin+s/)al$es are s$((essf$l

a# *hin" a'o$t forati)e e)al$ation ra(ti(es#'# *hin" a'o$t s$ati)e e)al$ation ra(ti(es#

4# Plan ho yo$ ill in(ororate leadershi a(ti)ities 1-3 into se(ifi( $nit/(o$rse desi+ns andena(tents =WM and HH lan+$a+e># Cn @oellLs lan+$a+e, these are se(ifi( ali(ations of ana$thored curriculum development-enactment-evaluation(y(le#

D# Plan ays to initiate (han+es in yo$r or" ($lt$re so that leadershi a(ti)ities 1-4 re(ei)e theroer s$ort# *his or" in)ol)es se(ifi( ali(ations of organization developmentro(essesas o$tlined in HH# *he dis($ssion of ed$(ational (han+e in the @oell tet =arti($larly theor" of Mi(hael F$llan> (an also infor this art of yo$r leadershi lannin+#

6# Plan ays to ed$(ate the (o$nity8arents and other (ons$ers of yo$r ed$(ationalser)i(es8on the iortan(e of yo$r leadershi a(ti)ities#

Le!ders*(p Ac(o" /#!" Cr(er(o"

*he lan is a comprehensive fi)e-year =or lon+er> roe(tion of the folloin+ ($rri($l$ leadershi" f$ndaentals that are inte+ral, interrelated (oonents ofsystei( refor: end$rin+ st$dent $nderstandin+s/)al$es, rofessional de)eloent,forati)e and s$ati)e e)al$ation, ($rri($l$ desi+nin+ and instr$(tional lannin+=($rri($l$ de)eloent>, ($rri($l$ ena(tent, or+aniation de)eloent, and (o$nityed$(ation#

Ru$r(c 'or *e A$o)e Cr(er(o"

A-Le)e# With referen(e to the si (ate+ories of leadershi a(ti)ities, a )ery (orehensi)e lanfor a se(ifi( ($rri($l$ de(ision-a"in+ (ontet# Ct is a )ery lon+-ter, )isionaryleadershi aroa(h that reresents a (reati)e resonse to the three (o$rse tets#

4-Le)e#*he lan addresses all si leadershi (ate+ories '$t it is not arti($larly ia+inati)e#*here is little indi(ation of a (reati)e resonse to the three (o$rse tets#

C-Le)e#de$ate '$t soehat sotty lan# Has the indi)id$al=s> (aref$lly st$died the tetsD-Le)e# ea" and )ery in(olete lan# Has the indi)id$al=s> e)en read the tets

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TC8 Temlate- (llustrations

n eale of a dee or end$rin+ st$dent $nderstandin+ of a arti($lar s$'e(t atter in a(ontet of se(ifi( democratic self and so(ial learnin+NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

n eale of a rofessional learnin+ a(ti)ity fo($sin+ on de)eloin+ an in-deth $nderstandin+of a arti($lar s$'e(t atterNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

n eale of a rofessional learnin+ a(ti)ity fo($sin+ on de)eloin+ a rele)ant rofessionalin$iry (aa(ityNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN


n eale of the e)iden(e that ill ena'le yo$ to infer that NNNNNNNNNNNNNNNNNNNNNNNst$dentlearnin+ is o(($rrin+ or has o(($rredNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN


n eale of the e)iden(e that ill ena'le yo$ to infer that NNNNNNNNNNNNNNNNNNNNrofessionallearnin+ is o(($rrin+ or has o(($rredNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN


n eale of a 'rief $nit desi+n for deo(rati( 3S st$dent learnin+, hi(h in(l$des a stateentof end$rin+ $nderstandin+s, a deterination of e)iden(e of learnin+, and se(ifi( instr$(tionallansNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

n eale of an organization developmentro(ess that '$ilds and s$stains deo(rati( 3Sst$dent learnin+ ith its interrelated rofessional learnin+NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN


n eale of a (o$nity ed$(ational a(ti)ity that infors all rele)ant sta"eholders on theon+oin+ and interrelated st$dent learnin+, rofessional learnin+, and or+aniation de)eloenta(ti)itiesNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN


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T*e Se)e" Modes o' I"5u(r

.o$ ill noti(e that e ha)e (hosen to or+anie ea(h of these doains aro$ndhyotheti(al ro'les (oon to any ed$(ators# Folloin+ the stateent of a ro'le sit$ation,e o$tline the (onto$rs of the ode of in$iry, in(l$din+ reresentati)e (on(ets and eelarys(holars# We s$++est the "inds of $estions that i+ht 'e addressed in relation to the se(ifi(

ro'le osed to introd$(e the doain, and e note the liitations of the arti($lar for of in$iry#Cn this ay, e hoe to deonstrate the ro'le-sol)in+ otential of these )ario$s fors of in$iryintera(tin+ in layf$l syner+y ith ea(h other# B$rri($l$ isdo re$ires a $ltidiensionalindf$lness, and it is to these $ltile diensions that e no t$rn#

Tec*"e# .fter three years of wor+ by various panels and commissions, your state has finallyadopted a new ramewor+ for urriculum and .ssessment *he ramewor+ includes learningstandards, drawn mostly from national standards in the disciplines, ethical guidelines for thecreation of opportunities to learn, and sample performance-based assessments that are lin+ed tothe standards 0ou have been as+ed to serve on a school committee that will determine how tobest implement the new standards 0our tas+ is to come up with a professional development planthat will assist the teachers in your school in learning new curriculum design s+ills that will bringyour school curriculum into alignment with the new educational policy document 1ow will techn2,as a form of in$uiry, assist you in ma+ing good decisions about this issue#

We 'e+in ith te(hnO, $s$ally defined as s"ill or (raft, ese(ially as it relates to the

(reation of a rod$(t, for it is the ode of in$iry that ost (hara(teries the or" of ed$(ators#*e(hnO is the aterial atri and the ra(ti(al a(ti)ity in and 'y hi(h e (arry o$t o$r (raft, 'e ittea(hin+, or ottery, or a$to e(hani(s# rtists and artisans all $st attain a hi+h le)el ofte(hni$e in order to rod$(e rod$(ts that are are(iated 'y others# *e(hnO is also $sed todenote alied s(ien(e that is (on(erned ith rod$(tion, in (ontrast ith epist2m2, hi(h denotesan en+a+eent ith $re s(ientifi( "noled+e for its on sa"e =ristotle, 1I62># Cn this sense, theor" of a s$r+eon or an en+ineer also re$ires te(hnO#

*ea(hin+ in)ol)es a lot of (raft "noled+e a'o$t techni$es, strate+ies, and ethods# *ea(hers$st thin" a'o$t ho to desi+n a (lassroo to fa(ilitate learnin+ a(ti)ities# *hey need to "no ho toor+anie s$'e(t atter in ays that (onne(t ith hat st$dents already "no and ho they learn# *heyneed to ha)e a reertoire of instr$(tional ethods at their disosal, and ha)e a or"in+ "noled+e of theeffe(ti)eness of different aroa(hes s$(h as dire(t instr$(tion, (ooerati)e learnin+, and indi)id$aliedlearnin+ lans# *hey need to $nderstand ho to desi+n aroriate assessents that a(t$ally re)ealst$dent learnin+# *hey need to "no ho to adat and odify lessons so that st$dents ith )aried learnin+styles and intelli+en(es (an 'e rea(hed# nd, erhas hardest of all for any 'e+innin+ tea(hers, they

need to "no soethin+ a'o$t +ro$ dynai(s and ho to ana+e a (lassroo f$ll of a(ti)e yo$n+ eole#*e(hnO is ost asso(iated ith instr$ental, ho-to thin"in+# s a for of in$iry, it identifies

ro'les-to-'e sol)ed, hyothesies sol$tions, a"es lans 'ased on these hyotheses, ileentssol$tions, and refle(ts $on the o$t(oe# Cn 3eflective *eaching, Henderson =2001> defines (raft refle(tionas a tea(herLs thin"in+ d$rin+ re($rrin+ (y(les of instr$(tional st$dy, ali(ation, o'ser)ation, and refle(tion=# 17># .o$ ill re(o+nie here the 'asi( (oonents of ed$(ational a(tion-resear(h, a for of (lassroo-'ased in$iry that any tea(hers ra(ti(e#

9alh *ylerLs 1I4I tet, 4asic Principles of urriculum and !nstruction, hi(h e des(ri'ed inBhater &ne, is an eelary tet in this +enre# Ct se(ifies, in a systeati( ay, ho to +o a'o$t lannin+and e)al$atin+ learnin+ eerien(es# Cn ore (onteorary ($rri($l$ or" te(hnO is eelified inWi++ins and M(*i+heLs 5nderstanding by 6esign =1IIG>, a 'l$erint for the (raft of desi+nin+ standards-'ased ($rri($l$# Cn the field of leadershi st$dies, te(hnO is reresented 'y the s"ills-oriented or" of Barl%li("an in his re(ent 'oo" 7eadership for 7earning =2002>, in hi(h he ela'orates on str$(t$res for(lassroo assistan(e, s$(h as eer (oa(hin+ and (riti(al friends, and on res(ri'ed fors for assistin+tea(hers in the (lassroo# *here are literally h$ndreds of tets a)aila'le on the te(hnO of tea(hin+,learnin+, and leadershi; in fa(t, the +reater art of the rofessional literat$re deals ith te(hni$e andethod# *he sso(iation for @$er)ision and B$rri($l$

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Ad$(ators are often so (a$+ht $ in the refineent of (raft "noled+e, the day-to-day '$siness oftea(hin+, and the ress$res of the rofession that e often fail to (ontin$o$sly as" the ore eanin+f$lhy $estions# Bon(ern ith te(hnO, ith the details of ethod, ro(ess and te(hni$e (an (a$se $s tofail to see the forest for the trees# We ay for+et to (ontin$o$sly re-eaine the f$ndaental ais ofed$(ation, or o$r on )al$es and 'eliefs a'o$t ho (hildren learn and hat is orth "noin+# We ayne+le(t to ste 'a(" and )ie the lar+er i(t$re, or to ste aside, shift o$r erse(ti)e, and try to see thin+sfro a different an+le, or to +ae inard, introse(ti)ely, toard a ore rofo$nd so$r(e of "noled+e#

*hese (on(erns hi+hli+ht the liitations of te(hnO, and oint $s toard other ar(hetyal ays of "noin+ ino$r in$iry a#Cf an ed$(ator is only interested in tea(hin+ their s$'e(t atter ell, then a($aintan(e ith te(hnO

ay ro)ide an ade$ate fraeor" for their (ontin$o$s rofessional de)eloent# @$(h ed$(ators ay'e fine te(hni(ians, '$t they are notli"ely to lead their st$dents toards an are(iation of deo(ra(y as a oral ay of li)in+# Witho$t theinterlay of other odes of in$iry, s$(h ed$(ators are not li"ely to eet o$r ($rri($l$ isdo (hallen+e#

nd so e t$rn topoesis, a ore ersonalied, aestheti( diension of the (raft of tea(hin+#

/o(s(s8 or many years, the teachers in the elementary wing of your school have wor+ed to develop aliterature-based approach to reading instruction 0ou have attended conferences together, carried outaction research on your experiments, and continued to build your literature collections 8ow, pressured bynew federal mandates to implement %scientifically-proven& reading instruction for all children, your principalhas as+ed you to reconsider your commitment to whole language instruction, and to adopt a federallysanctioned phonics instruction program *his structured program, along with the basal reading series that

accompanies it, will standardize reading instruction in the school, and promises to ensure that all childrenwill have the same s+ill sets when they leave the elementary school

i"e te(hnO, oiOsis is also (on(erned ith a"in+, '$t in this (ase it is the so$lf$l, eressi)ease(t of (reation rather than ere s"ill or te(hni$e that is indi(ated# PoiOsiss$++ests an aestheti( ro(ess (poi2sis//poetry)8the 'rin+in+ to+ether of str$(t$re, (ontent, and for to(reate 'ea$ty and eanin+# *he aestheti( is re(eti)e, lo)in+, assionate, holisti(; it in)ol)es s$rrender,(ares deely, in(l$des iediately felt relations of order and f$lfillent, and is (on(erned ith theinte+ration of the arts# *hro$+h s$(h a"in+, the eressi)e self, in all of its (oleity, is re)ealed# Cn, he 'rilliantly elores the nat$re of ordinary eerien(e as a rofo$ndlyaestheti( e)ent, and er(etion, (reation, a(ti)ity, dis(riination, refle(tion, and ($lination as inter-relatedand intera(ti)e (oonents of holisti(, +estalt-li"e eerien(es# n en+a+eent ith oiOsis is anen+a+eent ith the ta(it diensions of eerien(e8the eotional, the er(eti)e, the int$iti)e, and the(reati)e# Q the art of storytellin+# # Mi(hael Bonnellyand ean Blandinin =1IGG> hi+hli+ht the iortan(e of tea(hersL li)ed eerien(e in the or" of ($rri($l$lannin+ and in ed$(ational in$iry# Pat Barini =2001>, drain+ $on years of eerien(e o'ser)in+ ho(hildren learn at the Prose(t @(hool in P$tney, Keront, ill$strates the iortan(e of (hildrenLs eressi)ea(ti)ity in their (onstr$(tion of "noled+e a'o$t the orld# @he is (on(erned that the instr$ental lan+$a+eof standards, s(ores, and (lassifi(ations so (oon no in ed$(ational dis(o$rse, diinishes $s and o$rst$dents:

Rthere is an a((oanyin+ ne$terin+ and flattenin+ of ho e are h$anly8too$rsel)es, toard others, and of others toard $s# *ransarent, e lose o$r fa(es#*he (hildren lose theirs# We erase the# *he oer to aniate lea"s aay =# 6I>#

PoiOsis is the eney of standardiation, to the etent that standardiation deh$anies $s# @tories =andaintin+s and son+s and dan(es> add tet$re and ri(hness and deth to o$r h$anity# PoiOsis reinds $sof the (entrality of h$anness/h$aneness in the ed$(ational eerien(e, as oosed to a fo($s on tests(ores and narro, redi(ta'le learnin+ o$t(oes#

Fa(ed ith the dilea of e(han+in+ yo$r hole lan+$a+e ro+ra for a readin+ ro+ra thatroises standardied, (onsistent res$lts, yo$ i+ht as" the folloin+ $estions ith oesis in ind: Willthe ore silified s"ills-'ased aroa(h to readin+ en+ender the sense of onder, leas$re and ae that

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(hildren eerien(e hen they read fine literat$re Will the 'asal readers foster the $lti-layered, (oleeanin+ a"in+ that the literat$re does Will C 'e as ersonally in)ested in the eda+o+i(al en(o$nter ashen C ha)e (hosen 'oo"s that C lo)e, ith se(ifi( (hildren in ind Will these ne or"'oo"s and s"illsheets foster the "inds of eressi)e etension a(ti)ities8$ral a"in+, o$rnal ritin+, drain+, aintin+,oetry ritin+, and (reati)e draati(s8that the literat$re sti$lates

Ma"in+ ise $d+ents a'o$t ($rri($lar iss$es s$(h as these is an iortant ase(t of rofessional+roth# $d+ent, says # 9elated to (riti(al in$iry is (riti(al eda+o+y, aned$(ational o)eent that is (on(erned ith so(ial in$sti(e and see"s to transfor ine$ita'le,$ndeo(rati(, or oressi)e instit$tions and so(ial relations =$r'$les and er", 1III, # 47># We are

$sin+ the ter rais, then, to si+nify a(tion that is +ro$nded in a serio$s eaination of the root (a$ses ofin$sti(e, and that is oriented toard h$an li'eration and e$ity#

*here are a n$'er of iortant (on(ets +erane to this ode of in$iry that ill$inate thedynai(s of oer, doination, and oression# *he (on(et of hegemony, for eale, hels $s$nderstand ho (ertain sets of ideas, )al$es and 'eliefs (oe to doinate the (ons(io$sness of a so(iety#*he (on(et of resistancedeonstrates ays that eole resist doinant fors of "noled+e and (ontrol,o)er(oe oression, and (onstr$(t alternati)e so(ial eanin+s# For eale, atriar(hy, a syste ofso(ial (ontrol 'y ales, as lar+ely ta"en for +ranted in the ?nited @tates $ntil a re)italied oenLso)eent in the 1I60Ls en+a+ed in resistan(e in the for of (ons(io$sness raisin+ and oliti(al a(tion#@iilarly, the Bi)il 9i+hts o)eent of the sae era reresented resistan(e to the he+eony of hileri)ile+e# 5o, altho$+h e are still a ays fro +en$ine +ender and ra(ial e$ality, the he+eonies ofatriar(hy and hite ri)ile+e are, if not (oletely o)er(oe, s$'e(ts of $'li( dis(o$rse, le+islation, andso(ial (han+e#

Cn ed$(ation, (on(ets s$(h as cultural capital=si+nifyin+ the hysi(al and ental reso$r(es that(hildren +ain 'y 'ein+ e'ers of ri)ile+ed +ro$s> and the hidden curriculum8the $neressederet$ation of doinant ($lt$re thro$+h instit$tional ra(ti(es =Win", 2000, # D4>8 hel $s $nderstandhy s(hoolin+ tends to reproduce =another (on(et fro (riti(al eda+o+y> eistin+ so(ial (lass str$(t$resand oer arran+eents#

With rais in ind, e (annot ta"e the o'e(ti)es (onditions of a sit$ation at fa(e )al$e, '$t $st'e+in to di+ into the root (a$ses of any er(ei)ed ro'le# Writers fro the (riti(al theory tradition, s$(h asPa$lo Freire, Baren $"e, Henry %iro$, Peter Ma(laren, ennifer %ore, arry Janol, and Mi(hael le'est address the fors of analysis and a(tion e'odied in rais# *hey reind ed$(ators of the iortan(eof (ontin$o$sly eainin+ the str$(t$ral (onstraints e'edded in o$r or", and insire $s to dili+ently$rs$e ersonal and so(ial $sti(e#

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roa(hin+ the toi( of hi+h sta"es, standardied testin+ fro a rais erse(ti)e raises a n$'er ofiortant iss$es that are seldo addressed in $'li( dis(o$rse a'o$t the toi(# First, a (riti(al theoristo$ld oint o$t that there is nothin+ nat$ral or %od-+i)en a'o$t testin+ as a ay to assess st$dent learnin+#*hey o$ld oint o$t that testin+ is a h$an-de)ised a(ti)ity, desi+ned to a(hie)e se(ifi( ends# *ests arenot, as lfie John oints o$t, a for(e of nat$re, '$t a for(e of oliti(s, and oliti(al de(isions (an 'e$estioned, (hallen+ed, and $ltiately re)ersed =2000, # D0># Ad$(ators +ro$nded in the ideas of (riti(aleda+o+y i+ht as" the folloin+ $estions that ha)e to do ith the so(ial, oliti(al and e(onoi(

(onse$en(es of tests: What ends are ser)ed 'y testin+ Will it o)e o$r so(ial orld toard ore e$ityand so(ial $sti(e What are soe of the otential $nintended (onse$en(es of hi+h sta"es testin+ Cs the(reation of a (oetiti)e (lassroo atoshere ost (ond$(i)e to learnin+ @ho$ld s(hools 'e in the'$siness of siftin+, sortin+, and (lassifyin+ (hildren What "inds of "noled+e do test eas$re, and arethese tr$ly the 'est indi(ators of +en$ine learnin+ Why do test s(ores so often (orrelate ith failyin(oe What se(tor of so(iety stands to 'enefit the ost fro in(reasin+ the n$'ers of tests ta"en in adistri(t What se(tor of so(iety stands to +ain the ost fro ri)atiin+ ed$(ation =Cf yo$r ansers to thelast to $estions as the (ororate se(tor, then yo$ are 'e+innin+ to $nderstand the lin"s that (riti(altheorists dra 'eteen e(onoi(s and ed$(ation>#

Many of the liitations of (riti(al theory and (riti(al eda+o+y ha)e 'een addressed internally, thro$+h adiale(ti( of (riti$e and assiilation of ne ideas# Fro its early Marist roots, for eale, hen there asa sile (orrelation dran 'eteen s(hoolin+ and the e(onoy =see, for eale, oles and %intis,1I76>, to the later or" 'y %iro$ and others on resistan(e and eoerent, (riti(al theory has attetedto +ro and (han+e in resonse to internal (riti(iss# *he lan+$a+e of (riti(al theory tends to 'e hi+hlyse(ialied, a ro'le that has 'een iti+ated soehat 'y translations of its theoreti(al erse(ti)es into

e)eryday lan+$a+e =see Win", 2000># *he )oi(es of oen ha)e 'een less a$di'le in (riti(al eda+o+ythan those of =ese(ially hite> en, altho$+h there has 'een iortant or" done to de)elo a feinist(riti(al eda+o+y =$"e, Weiler># &ne of the ore intri+$in+ (riti$es of (riti(al eda+o+y (oes fro B##oers =2001>, ho (lais that (riti(al eda+o+y is so rooted in its on odernist ass$tions a'o$tro+ress and rationality that it fails to ta"e iss$es of the en)ironent and e(o-$sti(e into a((o$nt# *hese(lais8that (riti(al eda+o+y does not ade$ately a((o$nt for differen(e and that it is not self-(riti(aleno$+h of its on odernist ass$tions8are addressed ore f$lly in the ode of in$iry e t$rn to net8dialogos#

D(!#oos 0ou are a fourth grade teacher in a school characterized by its diversityStudents in your class come from a variety of cultural bac+grounds, including, but notlimited to, .frican-.merican, aribbean, uropean-.merican, 7atina/7atino, and8ative 8orth .merican !t is the beginning of the school year, and you are thin+ing ahead to :ctober, whenthe usual %olumbus 6ay& celebrations ta+e place :ver the summer, you have read and studied alternativenarratives about hristopher olumbus and this traditional .merican holiday and you are troubled by the

unproblematic way it is usually celebrated in your school 1ow can dialogos enrich your understanding ofthis problem and point you toward a solution that will deepen and enhance democracy#

*he sirit of dia-logos=%r: diaQ thro$+h, a(ross; logos- idea, ord, see(h, reason,st$dy> e'odies a (oitent to $ltierse(ti)al in$iry, literally rea(hin+ a(ross differen(es anddialo+$in+ ith di)erse others to (onstr$(t "noled+e#

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ostodern sensi'ility e'odied in dialo+os, hoe)er, shatters s$(h odernist del$sions as reason,ro+ress and tr$th 'y deonstratin+ ho "noled+e and oer, oeratin+ $nder the a$si(es of thesei(ons of odernis, ha)e a(ted in (on(ert to ri)ile+e (ertain ays of "noin+ o)er others# Cn the odern,Western, ind$strialied orld, e ha)e (oe to )al$e reason, te(hnolo+y, ro+ress, (ons$tion, ands(ien(e as (onstit$ti)e of a s$erior orld)ie# @tein+ o$tside that orld)ie hoe)er, fro anindi+eno$s erse(ti)e, or e)en fro the oint of )ie of a odern en)ironentalist, it is easy to see hote(hnolo+y, ro+ress, (ons$tion and estern s(ien(e are at least artially resonsi'le for the raa(io$s

destr$(tion of the earthLs 'io-systes and for diinishin+ the ossi'ilities for a s$staina'le, li)a'le f$t$re#*he a'ility to shift erse(ti)e in this ay, to $nderstand thin+s fro a different oint of )ie, a"es itdiffi($lt to a((et that one arti($lar orld)ie is s$erior to others# *otaliin+ stories, or orld)ies thatretend to a false $ni)ersalis, are in(reasin+ly s$se(t:

*he nineteenth and tentieth (ent$ries ha)e +i)en $s as $(h terror as e (an ta"e# Weha)e aid a hi+h eno$+h ri(e for the nostal+ia of the hole and the one, for there(on(iliation of the (on(et and the sensi'le, of the transarent and the (o$ni(a'leeerien(eRlet $s a+e ar on totality =yotard, $oted in Pinar et al, 1IID, # 470>#9et$rnin+ to o$r ro'le-stateent, the iss$e of ho to deal ith Bol$'$s # P$ttin+aside, for o$r $roses, $estions of de)eloentally aroriate ($rri($l$ =ise $d+ent is (learlyiortant hen (onsiderin+ ho to aroa(h sensiti)e toi(s ith yo$n+ (hildren>, a dialo+os insired set of$estions i+ht 'e+in ith these: Why is Bol$'$s ortrayed as heroi( rather than 'r$tal and 'ar'ari(

Ho as this histori( ($lt$ral en(o$nter eerien(ed 'y the indi+eno$s eole hose land, ealth, andla'or ere stolen 'y Bol$'$s Ho are the en ho sailed $nder the leadershi of Bol$'$s ortrayedin (hildrenLs 'oo"s Why do o$r tet'oo"s ostly fail to ention the for(ed la'or syste that Bol$'$sinstalled in Hisaniola Hi+hli+htin+ the ay that differin+ erse(ti)es re)eal different realities, oeen, inies My *ea(her *old Me, notes that Bol$'$sLs (on$est of Haiti (an 'e seen as an aain+ feat of(o$ra+e and ia+ination 'y the first of any 'ra)e eire '$ilders# Ct (an also 'e $nderstood as a 'loodyatro(ity that left a le+a(y of +eno(ide and sla)ery that end$res in soe de+ree to this day =# 70># Weo$ld 'e 'etter off, says oeen, and ore honest histori(ally, if e ere to treat the heroi( stories ofelorers and settlers as a eetin+ of three ($lt$res =A$roe, fri(a, 5ati)e eri(a> rather than a dis(o)ery'y one#

*he fe iss$es raised here deonstrate hat an enoro$s tas" it ill 'e to o)e 'eyond(olonied history and A$ro(entri( lan+$a+e# ?nderstandin+ the iortan(e of dialo+os, e o)e toard ane'ra(e of radi(al differen(e8interersonally, eisteolo+i(ally, and ($lt$rally# We s$send o$rtenden(ies to $d+e, to (onfer eanin+, and to 'rin+ (los$re to $n(oforta'le ideas and sit$ations#6ialogosre$ires that e "ee o$r ersonal and rofessional 'eliefs 'ra("eted thro$+h $lti-erse(ti)al

dialo+$e and (riti(al self-eaination#, and that e reain oen to ne ossi'ilities, to re(onstr$(tions ofeanin+, to dynai( transforations#

While dee deo(ra(y is ell ser)ed 'y the ($lti)ation of dialo+i(al sensi'ilities, other s"ills and(aa(ities need to 'e 'ro$+ht into lay to o)e the deo(rati( roe(t forard# When eer(isin+ ise

$d+ent, e $st ne+otiate o$r differen(es in $'li( sa(es, (oe to soe sort of (onsens$s a'o$t hat(onstit$tes the +ood life, and 'rin+ 'oth "noled+e and )irt$e to 'ear on de(isions a'o$t hat a(tion to ta"ein a +i)en sit$ation# &ne liitation of dialo+os is that the fo($s on identity, hether in a(adee or in oliti(s,hile )ital, (an a"e it diffi($lt to (oe to soe shared )ision of the +ood life, or a (oon sense of$rose and )al$e# nd so, e t$rn tophronesis, a ode of in$iry that 'rin+s $s (loser to the ro'le ofho e (olla'orati)ely arri)e at ise ed$(ational $d+ents#

/*ro"es(s# 0ou are part of a team of three upper level elementary teachers who share teachingresponsibilities for sixty-five they use foul and inappropriate language, and they seem intent on disrupting theclassroom at every opportunity .ll of you agree that you are losing control of the classes, but you have notbeen able to agree upon a solution 0our proposals vary widely' one of your colleagues wants to bring inthe principal, a male authority figure, to %get tough& with these boys *he other wants to institute a systemof assertive discipline, with clear and inevitable conse$uences for infractions of the class rules 0ou haveyour doubts about the ultimate effectiveness of these methods, and are convinced there must be a betterway 1ow can phronesis help you understand this situation and act effectively#

*he d$alisti( nat$re of "noled+e and a(tion has a lon+ history in Western tho$+ht# rti($latedost for(ef$lly 'y Plato, ho (on(ei)ed of hilosoher-"in+s ho sent their li)es in (ontelation anddire(ted the a(tions of others, this d$alis finds ($rrent eression in the searation of theory andra(ti(e# Cn ed$(ation, "noled+e is rod$(ed in $ni)ersities and thin" tan"s; it is ee($ted in (lassroos

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'y tea(hers# *his is )ery aarent in ne federal andates for tea(hers to $se s(ientifi(ally ro)enethods of instr$(tion, hi(h are to 'e de)eloed 'y eerts $sin+ lar+e s(ale, (lini(al trials as in edi(ine#1

*he idea of hronesis attets to $na(" this theory/ra(ti(e distin(tion and o)e toards a reinte+ration of"noled+e and ra(ti(e# Ct is soeties translated as ra(ti(al isdo or ra(ti(al $d+ent#

Bo$lter and Weins =2002> ar+$e that hronesis is 'est $nderstood as e'odied $d+ent lin"in+"noled+e, )irt$e, and reason =# 1D># Cn (ontrast ith epist2m2, hi(h ais riarily at "noled+e, theehasis of hronesis is ostly onperceiving ore in a arti($lar sit$ation and findin+ a helf$l (o$rse of

a(tion on the 'asis of stren+thened aareness =i'id#> *here is an int$iti)e diension to hronesis, the($lti)ation of resonsi)eness to eoleLs needs, desires, and interests: for

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reason, it is ne(essary to ($lti)ate the ia+ination: $d+in+ a(tors (an attet to ia+ine the)ario$s rele)ant erse(ti)es on a atter 'ased on their on ast eerien(es and their a((ess toother eerien(es thro$+h, for eale, readin+ literat$re and at(hin+ fils =Bo$lter and Wiens,# 1G># Ma"in+ ise $d+ents (alls $s to a((o$nt for en+a+in+ all rele)ant )ieoints, ese(iallythose that i+ht ha)e 'een rendered in)isi'le or ar+inalied# *his is the resonsi'ility of thoseho o$ld en+a+e in hronesis#

# *heir oort$nities to'e(oe f$n(tional (itiens in a deo(ra(y ill 'e se)erely (oroised# We ha)e a oralo'li+ation to o'ser)e these (hildren and the (lassroo dynai(s (aref$lly and o'e(ti)ely, loo"in+for the ossi'ly $nre(o+nied stren+ths of these (hildren, and inter)enin+ in a ay that is desi+nedto foster their +en$ine eoerent, so that they (an loosen $ their needs to assert doinan(eo)er ea(h other, the tea(hers, the other (hildren, and the (lassroo sit$ation#1Phronesis (anreind $s to 'e(oe ore aare of the any diensions of sit$ations, to rese(t the "noled+e+enerated in ra(ti(al settin+s, to eaine the oral diensions of o$r tea(hin+, and to or"to+ether (ooerati)ely to sol)e ro'les#

/o#(s8 0ou are a principal at a large middle school, in a district governed by a school board that has recentlybecome dominated by a ma"ority of religious conservatives *hey have expressed the concerns of an activeand vocal sector of the community about declining morals and ob"ectionable behavior on the part of thestudents *he board has moved to institute a character education program in the middle school, preferablyone based on the value system of the ma"ority members, and which will reflect a hristian orientation *heywish to display the *en ommandments in a visible place in the school, and believe that the curriculumshould reflect traditional family values *hey have given you a month to come up with a plan What can youlearn through your immersion in this in$uiry domain#

$'li( is, in art, defined 'y the relationshi 'eteen its ethical (oitents and itspoliticalasso(iations# *he an(ient %ree"s had a ord for this (onne(tion# *hey (alled anethi(al-oliti(al asso(iation apolis=Henderson, 2001, # 41>#Philosohers sin(e Plato, @o(rates, and ristotle in the estern intelle(t$al tradition fro hi(h

$(h of o$r oliti(al hilosohy is deri)ed, ha)e (on(erned thesel)es ith the relationshi 'eteen ethi(sand oliti(s# Cf e $nderstand ethi(s as the st$dy of ho oral standards infl$en(e o$r 'eha)ior, andoliti(s as the ethods 'y hi(h e +o)ern o$r indi)id$al and (olle(ti)e 'eha)ior, the intiate (onne(tion'eteen these (on(ets sho$ld 'e (lear# Css$es of ri+ht and ron+, $st and $n$st, fair and $nfair, $nderlie$(h of the le+islation that e li)e 'y, at least hyotheti(ally# =Ct $st 'e noted, hoe)er, that in a (aitalistdeo(ra(y, $(h le+islation eists to ser)e the se(ial interests of eole and or+aniations that (an affordto infl$en(e the +o)ernent Q '$t that is a di+ression#> P$'li( oral in$iry, the (entral toi( of the in$irydoain that e ha)e naed olis, has to do ith the essential $estions of hat (onstit$tes a +ood(itien, and ho e (oe to (olle(ti)ely define hat hilosohers (all the +ood life#

4This problemsituation was inspired by Garen Hallas chapter *JIad Ioys in the 'lassroom, in The

/anguages of /earning, 455$.

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ltho$+h there are intense (onfli(ts o)er ethi(al/oliti(al iss$es 'e(a$se e li)e in a l$ralisti(so(iety ith any (onfli(tin+ )al$es, eole at any different oints on the oliti(al se(tr$ a+ree thatdeo(ra(y as has at its (ore one (entral ethi(al thee: the $ni$eness and orth of e)ery indi)id$al#Blaiin+ the $ni)ersality of h$an orth does not ean that e ha)e alays li)ed $ to this )al$e; rather itis a hi+h and deandin+ standard 'y hi(h =odern deo(ra(y> (an 'e le+itiately (hallen+ed anddis(ilined and to hi(h it $st 'e $nrelentin+ly ed$(ated =Hoffert, 2001, # 2I>#

*he olis of the ?nited @tates, $st li"e the olis of the an(ient %ree"s, falls far short of its $toian

deo(rati( ideals# *his (o$ntry as a oliti(al entity ori+inated at a tie in hi(h the )ery land of the 9e$'li(as 'ein+ stolen fro the indi+eno$s eole ho li)ed $on it, at a tie hen the Fathers of the deo(ra(ythesel)es oned sla)es, and at a tie hen oen ere se(ond (lass (itiens itho$t a((ess to the$'li( shere# &ne ay to read the history of the ?nited @tates, s$++ests Alia'eth Minni(h, is as a historyof aspirational democracy=1II7># *he str$++les for 'asi( h$an ri+hts, and the str$++les for re(o+nition,ha)e (hara(teried the de)eloent of this (o$ntry# A)en today, the str$++le (ontin$es in any differentfors: ii+rants str$++le for 'asi( ho$sin+, health, and or"la(e ri+hts, +ay and les'ian (itiens str$++lefor e$al artnershi ri+hts, and or"ers str$++le for ri+hts to or"la(e safety and o' se($rity# We i+htth$s (hara(terie o$rpolis as hierar(hi(al in its ori+in, ith hite, ale, heterose$al, Bhristian, roertyonin+ (itiens at the so$r(e, and the on+oin+ narrati)e one of str$++le o)er in(l$sion, re(o+nition,affiration, and ri+hts 'y oen, eole of (olor, or"in+ (lass eole, +ays and les'ians, inority reli+io$s+ro$s, and other oliti(ally ar+inalied entities# Cn other ords, deo(ra(y is a or"-in-ro+ress#

&$r s(hools too, refle(t these str$++les, and ed$(ational history (an, in art, 'e read as a siilarstory of the str$++le for in(l$sion, re(o+nition, affiration, and ri+hts# *hin" of s$(h ro+ressi)e ed$(ationalad)an(es as $lti($lt$ral ($rri($la, the de)eloent of oenLs history, and the disa'ility ri+hts o)eent#

Alia'eth Minni(h is orth $otin+ at len+th here:C ant to say, then, that ro+ressi)e ed$(ation, ra+atis, feinis, and$lti($lt$ral/di)ersity (riti$es all ha)e at their aniatin+ (ore a (on)i(tion, insired 'ydeo(rati( ideals and a+itated 'y (onsistent fail$res of those ideals, that old, deelyentren(hed, hierar(hi(ally ran"ed di)isions aon+ h$an "inds, li)es, and a'ilities $st'e (riti$ed and disantled# *hat is a tas" that o)es $s into all sheres, fro thehilosohi(al thro$+h the ed$(ational to the oliti(al and into the oral# Cn all these areas8and erhas ese(ially in eisteolo+y, hi(h in soe (ases ro)ides a i)ot oint foror a (oon thread aon+ the8s$(h (riti$e ais to re)eal the $t$al ili(ations ofle+itiated "noled+e and ays of "noin+ and of in$sti(es systei(ally as ell asinterersonally infli(ted on (ate+ori(ally defined and de)al$ed +ro$s# Ct does so'e(a$se, as any ro+ressi)es ha)e said, it is $n$st di)isions of h$ans that s$')ert notonly deo(ra(yLs asirational ideals '$t also the ossi'ility of the $n'iased, oen in$irythat h$an 'etterent and the ed$(ation $on hi(h it deends re$ires =# 1GG>#

Minni(h here (at$res one of , e (hallen+ed ed$(ators to the tas" ofpublic intellectual leadership $'li(intelle(t$al, e noted, ($lti)ates an oen, in(l$si)e $'li( aro$nd a (oellin+ oral $rose andthen esta'lishes an inforati)e, eansi)e, and re(iro(al or"in+ relationshi ith this $'li( =#4># *his or" is erhas the ($lination of o$r ($rri($l$ isdo (hallen+e, a (hallen+in+$nderta"in+ re$irin+ the =ed$(atorLs> 'est so(ial, intelle(t$al, and (reati)e a'ilities =# 4>#

Ad$(ators and riters s$(h as nn ie'eran, , esta'lishin+(o)enants, or a+reed $on rin(iles 'eteen s(hools and (o$nities =%li("an>, $'li( ad)o(a(y fordeo(rati( s(hools and (lassroos =Meier>, and $'li( (ons(io$sness raisin+ a'o$t hi+h sta"es testin+=John># ll of their (on(erns re)ol)e aro$nd the (ore iss$es of deo(ra(y: e$ity, (o$nity, li'erty, andfairness# *hey all eet the three (hallen+es e set o$t for $'li( intelle(t$al leadershi: they ha)e identifiedand n$rt$red a $'li( for their or"; they insire this $'li(, o)in+ the to eerien(e the (oellin+$'li( oral nat$re of the deo(rati( ro'le $nder (onsideration; and they ha)e fo$nd ays to or"(olla'orati)ely ith this $'li( on the resol$tion of the ro'le $nder st$dy =Henderson Jesson, 2001, #10>#

Cn this in$iry doain of ethi(al/oliti(al (onsiderations, e $nderstand that the st$dy of so(ial anded$(ational ro'les ne(essarily e)o"es in-deth (onsideration of the )al$es and ethi(al (onsiderationsinherent in a sit$ation# Ad$(ational leaders need to 'e(oe s"illed fa(ilitators of ethi(al (on)ersations, ith

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the intention of helin+ to de)elo the disosition to $estion and (larify oneLs )al$es and )al$e hierar(hy asan on+oin+ ro(ess# Cn a (ole, l$ralist deo(ra(y, (oetin+ interests $st 'e ei+hed a+ainst ea(hother# Bitiens ho la(" the s"ills to eaine their on )al$es and 'eliefs ill 'e redisosed to a"in+ha'it$al, do+ati( de(isions rather than rational, (oassionate ones#

*he ro'le sit$ation that introd$(ed this se(tion reresents a fairly (oon sit$ation in(onteorary s(hoolin+# )o(al inority, orried a'o$t the se($lar infl$en(es on their (hildren,ha)e 'e(oe oliti(ally a(ti)e in lo(al s(hool oliti(s, and hoe to infl$en(e the sele(tion of the

(hara(ter ed$(ation ($rri($l$# .o$ ha)e 'een (alled $on to eer(ise ise ($rri($l$ $d+enta'o$t a toi( that is orally (ole# dee $nderstandin+ of the ethos of olis i+ht sar" thefolloin+ sorts of $estions as yo$ en+a+e in deli'erations: What deely held 'eliefs $nderlie thedesires of the )o(al inority What are soe of the (ontrastin+ 'eliefs in the (o$nity Whatare soe of the stren+ths and ea"nesses of the )ario$s ositions Cf C ere to dra a Kenndia+ra, hat o$ld the o)erlain+ areas of interest loo" li"e Ho (an C '$ild (onsens$saro$nd these Ho do C distin+$ish 'eteen ri)ate and $'li( orality ith referen(e to alle'ers of so(iety Ho i+ht C define and s$ort, for eale, faily )al$es itho$tar+inaliin+ or (ondenin+ any so(ial +ro$ Cs y $nderstandin+ of this iss$e infored 'y theBonstit$tion and 'y state la Ho (an C foster re(iro(al dialo+$e 'eteen all e'ers of the(o$nity, and allo for the lay of di)erse erse(ti)es What does a re)ie of the ed$(ationalliterat$re on (hara(ter de)eloent re)eal a'o$t ost effe(ti)e ra(ti(es in this area &f these,hi(h ra(ti(es see 'est s$ited to lead st$dents toards an en+a+eent ith dee deo(ra(y,(hara(teried 'y rese(t, honesty, (olla'oration, and solidarity Cs there a ay to ali+n the interestsof y (o$nity as a hole ith the 'est rofessional $d+ent of the tea(hin+ staff and yself

@ol)in+ ro'les fra$+ht ith )al$e (onfli(ts is no easy tas" in a l$ralisti( so(iety# eadershi inan a+e of (risis is a da$ntin+ (hallen+e# Ct is no s$rrise that the t$rno)er rate is so hi+h for rin(ials andother s(hool leaders, and that there is a +roin+ shorta+e of $alified (andidates for these ositions#1An+a+in+ in the or" of $'li( oral in$iry re$ires a hi+h le)el of eathy, interersonal s"ill, (o$ra+e,and rin(iled a(tion# Ct re$ires a sohisti(ated for of intelli+en(e, and a +ro$nded sense of ethi(s# We'elie)e that these are enhan(ed and etended 'y en+a+eent ith o$r final ode of in$iry, theoria#

T*e9re(" 0ou have been invited to chair a committee that will respond to the wishes of your community todesign and lead a charter school *his is an exhilarating and daunting assignment 0ou have been invitedto ?thin+ outside the box& and with your staff, design a school that is learner-centered, future-oriented, andcommunity-based 0our colleagues possess an enormous amount of %practical wisdom&> they are s+illedand thoughtful teachers, who understand the world from a critical perspective, and have developed a highlevel of collaborative s+ill 0our group clearly possesses a sense of the polis, who have placed their trust inyou 1ow can you benefit from an engagement with our remaining mode of in$uiry, the@rein#

*he@reinis o')io$sly related to the ord theory, hi(h has a (oli(ated relationshi to ed$(ation#

s *hoas =1II7> notes, there is no (onsens$s on either the eanin+ or the )al$e of theory in ed$(ation,and readers of ed$(ational tets are $s$ally o'li+ed to +$ess hat the riter eans hen they $se theord# *hoas rooses a (ontin$$ of $sa+e for the ord theory ith ra(ti(e at one end and ele+antstateents of tr$th at the other# Cn 'eteen these etrees are ositioned ro+ressi)ely ore foral$sa+es, 'e+innin+ ith ersonal theory, to (riti(al refle(tion on (raft, to the de)eloent of h$n(hes andhyotheses =or their re)erse, +ro$nded theory>, to the notion of theory as de)eloin+ elanation =e:$ltile intelli+en(es theory>, to foral s(ientifi( theory =e: ASMBT># %rad$ate st$dents are re$ired to(arry o$t their resear(h ithin the (ontet of a theoreti(al erse(ti)e; tea(hers are ee(ted to ha)e atheoreti(al $stifi(ation for their ra(ti(es# *heory (an 'e a $sef$l +$ide in the (onstr$(tion of "noled+e,and it (an ro)ide a (ontainer for data, helin+ $s to $nderstand and interret inforation ando'ser)ations# s *hoas oints o$t, hoe)er, drain+ $on Feyera'end and Fo$(a$lt, it (an also liit and(onstrain tho$+ht 'y for(in+ the $ser to (lea)e to the str$(t$re of esta'lished and rese(ta'leethodolo+ies, literat$res, r$les, and ro(ed$res =# G7># He oints o$t the real har that s$(hdeenden(y (an do ith his (o+ent eales of ho ed$(ators (ontin$e to rely $on Pia+etiande)eloent theories lon+ after they ha)e 'een fo$nd to 'e ista"en# *heory is oerf$l and resilient, andeasily 'e(oes hat Fo$(a$lt (alls a totaliin+ dis(o$rse#

We a("noled+e the dan+ers of an o)er-relian(e on theory, and (on($r ith

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%i)en hat e ha)e $st said, hy then do e in(l$de the@rein in o$r in$iry a Why not $stad)o(ate for the lo(al, the arti($lar and the (ontet$al8an anar(histi( aroa(h to the (onstr$(tion of"noled+e We ant to re(at$re the ristotelian sense of the ar(hetyal diension of the@reinas a(ontelati)e ode of in$iry, one that 'rin+s to 'ear the oer of the intelle(t on all sit$ations# We 'elie)ethat there is a role for s$(h a )isionary intelli+en(e, one that is (hara(teried 'y the resen(e of 'oth reasonand int$ition# Mindf$l of the )ario$s ase(ts of a sit$ation, '$t $n(onstrained 'y (on)entional isdo orha'it$al thin"in+, theUrein allos $s to se($late, to ia+ine, and to en)ision ossi'ilities# n indeendent

eisteolo+i(al stan(e that $estions all ass$tions and aroa(hes ro'le sol)in+ and the e)al$ationof e)iden(e ith an oen ind dis(ilined in s(ientifi(ally so$nd ethods is essential to a deo(rati( fraeof ind#

Cn the field of ($rri($l$ or", theUrein is ell reresented 'y i Ma(donaldLs essay, *heory as aPrayerf$l (t, =1II6> in ed$(ational hilosohy 'y Maine %reeneLs

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'e(a$se of the ress$res of the rofession, '$t if it is in (on)ersation ith oesis, its ro(ed$ralis isodified 'y the (ontin$o$s refle(tion $on eanin+#

Feed'a(" loo"s are a res$lt of this dynai( 'alan(e: hen one art of the syste is terri'ly o$t of'alan(e, inforation +ets fed 'a(" into the syste# When (onfli(t arises in the olis, one ay need to loo"to dialo+os to tease o$t hat is at the (ore of radi(ally different $nderstandin+s of a sit$ation# nd theotential for syner+y, hen all of these odes of in$iry are oerati)e in an indi)id$al or in a syste or anor+aniation, sho$ld 'e aarent# Cn the reainder of this tet, yo$ ill ha)e an oort$nity to read

narrati)es of ra(ti(e of ed$(ators and ed$(ational leaders ho ha)e dis(o)ered the syner+y of or"in+ inthis layf$l, intera(ti)e ode#nother $sef$l etahor to eloy i+ht 'e the holo+ra, hi(h is a se(ial tye of hoto+rahi( slide

that has a $ni$e ay of storin+ inforation a'o$t o'e(ts that are hoto+rahed# Jen Wil'er des(ri'es aholo+ra li"e this:

Rea(h indi)id$al art of the i(t$re (ontains the hole i(t$re in (ondensed for# *heart is in the hole and the hole is in ea(h art8a tye of $nity-in-di)ersity and di)ersity-in-$nity# *he "ey oint is sily that theparthas a((ess to the hole =1IG2, # 2>#

*hin" a'o$t this holo+rahi( ia+e in relation to o$r in$iry a# Aa(h of these ays ofthin"in+ a'o$t ro'les-to-'e-sol)ed are sily arts f a lar+er, ore syntheti( $nderstandin+,not ne(essarily a finality or a finished hole, '$t an e)er-eandin+ reality# $st as the hole is(onstit$ted of its arts, so ea(h art is (onstit$ted 'y the hole# Cf e eaine any one of thedeely, e 'e+in to see the (onne(tions and relationshis to e)erythin+ else that are ili(it inea(h#

Cn this (hater, e roosed searate ro'le sit$ations for ea(h ode of in$iry# n

eer(ise that yo$ i+ht find helf$l is to narrate yo$r on ro'le-sit$ation, and then aroa(h itfro ea(h of the se)en odes of in$iry in this a# s" yo$rself the "inds of $estions that arerele)ant to ea(h erse(ti)e# *ry to ha)e a (on)ersation ith soeone ho yo$ "no holds aerse(ti)e related to one of the doains that yo$ do not feel ell +ro$nded in# When yo$(on)erse ith di)erse others a'o$t yo$r ro'le-sit$ation, try to see the stren+th in theirerse(ti)e and the flas in yo$r on# @ee if yo$ (an 'ra("et yo$r ha'its and ($stos, s$sendyo$r ta"en-for-+ranted ass$tions, and entertain $ltile ossi'le sol$tions# *hen $d+e foryo$rself hether yo$r $nderstandin+ of the sit$ation has 'een enhan(ed 'y the ro(ess ofen+a+eent ith o$r holo+rahi(, in$iry/artistry a# Cf yo$ feel that it has, then yo$ ha)e 'e+$nto eerien(e a ($rri($l$ isdo tradition#

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Mi(hael indLs re)ie, *heir Bo$ntry V*is of *he, in the 5e .or" *ies oo" 9e)ie,$ly 7, 2002 =#11>:

Cn

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7n *A "efense of the 'onstitutions of

Hoernment of the Enited -tates of America,

which influenced :amilton, 1adison and Cay as

they wrote The Federalist, Cohn Adams had this

to say about constitution making in America+ K7t

will neer be pretended that any personsL

employed in that serice had any interiews with

the gods!.

!According to "=-ou0a Min his Why We FightN,

the American 3eolution signaled a genuine

break with premodern tradition+ KAs the

American founders knew, America is a new kind

of society that produces a new kind of human

being. That human beingLconfident, self

reliant, tolerant, generous, futureorientedLis aast improement oer the wretched, serile,

fatalistic and intolerant human being that

traditional societies hae always produced!.K

1ichael /inds reiew, *Their 'ountry JTis

of Them, in the ?ew Bork Times Iook3eiew, Culy 8, %22%, p.44.

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5Trans$ormati7e Curriculum 8eadershi6- " Multi9Dimensional

Decision9Making Process :;enderson and ;a

Dimensio

n

Decision9Making Process

Building aPlatform

'reating a curriculum platform4that proides a coherent standpoint for

facilitating a balanced *2S education. The referent for this education is*deep subject matter learning integrated with democratic self and social

learning. The intent is to position curriculum work as a democratic isdom

challenge#:enderson and Gesson, in press&.

BuildingInquiryCapacity

"etermining how to build the necessary *inquiry capacity to practice

democratic curriculum wisdom. The referent for this decisionmaking is an

in*uir+ artistr+ map based on pragmatic interpretations of isionary, craft,

critical, multiperspectie, and autobiographical inquiries.

CreativeDesigning

'reating unit designs informed by the platform decisionmaking. This is the

enactment of a visionar+ designprocess that begins with student learningassessment before moing to instructional planning.

ReectiveTeaching

Teaching the unit from an action inquiry standpoint, c.f. -chons #459>&

reflectioninpractice and reflectiononpractice.

ComprehensiveEvaluation

)nacting a holisticformatie and summatie #process and product& ealuation

of the preceding dimensions.

Building aWorCulture

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:enderson, C. H., D Gesson, G. 3. #in press&. 'urriculum wisdom+ )ducational decisions in democratic

societies. Epper -addle 3ier, ?C+ 1errill&. The reflectie practitioner+ :ow professionals think in action. ?ew Bork+ Iasic

Iooks.

Walker, ". F. #4584&. A naturalistic model for curriculum deelopment. -chool 3eiew, 92 , O4PO.

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