scholarly journals Neuroleadership: A Conceptual Analysis and Educational Implications

2020 ◽  
Vol 9 (1) ◽  
pp. 63-82
Author(s):  
Ahmet Gocen
Keyword(s):  
Educational Leadership ◽  
Conceptual Analysis ◽  
Social Cognitive ◽  
Educational Leaders ◽  
Making Sense ◽  
Educational Processes ◽  
Social Cognitive Neuroscience ◽  
Educational Implications ◽  
Managerial Implications ◽  
Do So

Interpreting findings in neuroscience by field experts and educators regarding educational processes and transferring them to a practical context is gaining importance. From this aspect, neuroleadership studies with the development of social cognitive neuroscience started to serve as a guide for making sense of educational leaders’ behaviors at the biological level. In this study, the term of neuroleadership is analyzed conceptually and its implications for the educational leadership field are explored. To do so, a systematic literature analysis method was employed. Forty-four studies (published between January 2010 and May 2020) were examined as they relate to neuroleadership and its educational and managerial implications. In the light of these studies, the analysis of basic concepts related to neuroleadership has been made, and the neuro-educational leadership implications are listed. In those studies, it is seen that neuroleadership is generally conceptualized as “applying the findings of neuroscience to the leadership area.” In addition, the educational and managerial implications of neuroleadership, some of which are multi-tasking, emotion management, optimum learning, psychological basis, are explained under the themes. The findings of this study can help schools take advantage of the opportunities offered by neuroscience and coordinate educational processes with evidence-based approaches.

The Uses of Spirit: Notes on Derrida, Spiritual Politics, and Educational Leadership

2005 ◽  
Vol 15 (6) ◽  
pp. 639-655 ◽  
Author(s):  
Dennis Carlson
Keyword(s):  
Educational Leadership ◽  
Educational Leaders ◽  
Critical Reading ◽  
The West ◽  
Do So

This article focuses on a critical reading of two texts by Derrida: Of Spirit: Heidegger and the Question (1989) and Memoirs of the Blind (1993). In these two texts, Derrida explores some of the dominant tropes and metaphors of a language of spirit in two distinctively different, but interrelated, genealogies in the West: one in philosophy and one in religion. Derrida's interest was to show how the same language can be, and has been, made to serve very different purposes. In this article, the author argues that a language of “spirit” can serve as a powerful tool in democratic educational leadership by providing an ethical grounding and a heading for change. At the same time, educational leaders who invoke a language of spirit should do so with a keen sense of the undemocratic uses to which such language has been linked—linkages to systems of racial class, gender, sexual, and other oppression.

Conclusions

2017 ◽  
Author(s):  
Geoff Moore
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Virtue Ethics ◽  
Organizational Ethics ◽  
Stakeholder Approach ◽  
Individual Level ◽  
Managerial Implications ◽  
The Individual ◽  
Corporate Social ◽  
Do So

The purpose of the concluding chapter is to review and draw some conclusions from all that has been covered in previous chapters. To do so, it first summarizes the MacIntyrean virtue ethics approach, particularly at the individual level. It then reconsiders the organizational and managerial implications, drawing out some of the themes which have emerged from the various studies which have been explored particularly in Chapters 8 and 9. In doing so, the chapter considers a question which has been implicit in the discussions to this point: how feasible is all of this, particularly for organizations? In the light of that, it revisits the earlier critique of current approaches to organizational ethics (Corporate Social Responsibility and the stakeholder approach), before concluding.

scholarly journals What Can Sport Expertise Teach Us About Educational Leadership?

2008 ◽  
Vol 1 (2) ◽  
pp. 87-98
Author(s):  
A. E. Ted Wall
Keyword(s):  
Educational Leadership ◽  
Educational Leaders ◽  
Educational Settings ◽  
Graduate Courses ◽  
Cognitive Approach ◽  
Approach To Learning ◽  
Sport Expertise ◽  
Fast Pace

Interest in the development of leadership expertise in educational settings has significantly increased in the last decade. The heightened expectations and demands placed on educational leaders have resulted in the establishment of a variety of programs to help them cope with the fast pace of change. This paper describes a model of educational leadership expertise based on a cognitive approach to learning that has been used with participants in my graduate courses on educational leadership for over 10 years. The article suggests that this approach contributes to leadership effectiviness.

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