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Decisions can have routine or serious consequences. At times, even
small and seemingly inconsequential choices have major outcomes;
events, unexpected reactions of others or unanticipated results
happen. All decisions have consequences - not deciding is also a
decision. Leadership requires decision-making that moves beyond
personal issues to determining the operation and results of
organizations and the lives of others.
Decisions can have routine or serious consequences. At times, even
small and seemingly inconsequential choices have major outcomes;
events, unexpected reactions of others or unanticipated results
happen. All decisions have consequences - not deciding is also a
decision. Leadership requires decision-making that moves beyond
personal issues to determining the operation and results of
organizations and the lives of others.
The United States has undergone several major transformations
economically, politically, and socially. Today, the impact of
artificial intelligence will bring another transformation affecting
citizens' private lives as well as employment, communication,
politics, and almost every other aspect of life. The question
artificial intelligence raises is: what kind of education will
students need in confronting the obvious and projected impact of
technology? Transformations affect obvious aspects of life, but
also raise significant issues that challenge values, ethics and
standards. The purpose of this book is to define the role of
education and its goals, content, and approaches that will assist
citizens in addressing the challenges the artificial intelligence
movement brings to the life of citizens. Positive aspects of the
transformation include communication, productivity, and other
issues. However, there are hazards and downsides to artificial
intelligence that must be addressed through an educated society.
Education's role encompasses assisting individuals to address the
positive and negative aspects of any creative intervention.
Thinking coupled with insight into principles, ethics, and the
meaning of life are critical. Education prepares individuals for
changing times in order to protect their freedoms and democracy and
find a life of purpose and meaning.
The United States has undergone several major transformations
economically, politically, and socially. Today, the impact of
artificial intelligence will bring another transformation affecting
citizens' private lives as well as employment, communication,
politics, and almost every other aspect of life. The question
artificial intelligence raises is: what kind of education will
students need in confronting the obvious and projected impact of
technology? Transformations affect obvious aspects of life, but
also raise significant issues that challenge values, ethics and
standards. The purpose of this book is to define the role of
education and its goals, content, and approaches that will assist
citizens in addressing the challenges the artificial intelligence
movement brings to the life of citizens. Positive aspects of the
transformation include communication, productivity, and other
issues. However, there are hazards and downsides to artificial
intelligence that must be addressed through an educated society.
Education's role encompasses assisting individuals to address the
positive and negative aspects of any creative intervention.
Thinking coupled with insight into principles, ethics, and the
meaning of life are critical. Education prepares individuals for
changing times in order to protect their freedoms and democracy and
find a life of purpose and meaning.
Society today is fragmented. There are frequent examples of harsh
and abrasive discourse in social, employment, personal, and
political settings. Name-calling, conceit, and vulgarity are
frequently used in social media, and other forms of social
interaction and discussion. Communication is a critical issue in
today's society. We live in a technological time with the means to
easily contact people. However, the quality and effectiveness of
communication is problematic: real connections with others require
understanding and insight into them and their thinking. That is the
purpose of true communication. Individuals must understand the
content and intent of communication. The missing link in quality
and effective communication is listening. Everyone wants to be
heard, but they fail to realize that all parties must listen.
Listening is an essential skill and is more than simply hearing.
Communication is essential in all facets of life because it
concerns not only the physical process of talking and listening,
but also emotional and psychological concerns and ethics. The
nature of the conversation brings expectations and either opens or
closes doors to further communication.
All children have hopes and dreams. Their innocent optimism from
their early years to working their way through school is inspiring.
The responsibilities of educators and parents are to help children
be 'response-able' in facing the challenges of life. A victim
mentality eliminates any hope of successfully meeting their
aspirations and dreams. Children face obstacles -- some are
daunting and others the normal ups and downs of childhood. Parents
and others have an obligation to help children grow into maturity
and learn that they can act in positive ways in good as well as in
hard times. To reject the ability to live a life they have imagined
results in a life lost, along with its potential and possibilities.
To be successful, children cannot adopt a victim mentality. When
confronted with challenges, character matters -- responding
effectively to address life's challenges. Schools must teach
character development in an environment that holds children
responsible and accountable. We all have only one life to live and
we are able to respond to achieve an imagined life.
All children have hopes and dreams. Their innocent optimism from
their early years to working their way through school is inspiring.
The responsibilities of educators and parents are to help children
be 'response-able' in facing the challenges of life. A victim
mentality eliminates any hope of successfully meeting their
aspirations and dreams. Children face obstacles -- some are
daunting and others the normal ups and downs of childhood. Parents
and others have an obligation to help children grow into maturity
and learn that they can act in positive ways in good as well as in
hard times. To reject the ability to live a life they have imagined
results in a life lost, along with its potential and possibilities.
To be successful, children cannot adopt a victim mentality. When
confronted with challenges, character matters -- responding
effectively to address life's challenges. Schools must teach
character development in an environment that holds children
responsible and accountable. We all have only one life to live and
we are able to respond to achieve an imagined life.
American public education has been on a merry-go-round of change
for the past 40 years. We made something that is complex by its
very nature into a strangled enterprise that is becoming even more
knotty and complicated. A fog of reform is created obscuring issues
and deflecting our focus from the real mission of schools. We need
to emphasize ideals and principles in providing an education for
our children in a caring and creative way. This book is about the
fog of reform and getting back the ideal of a place called school.
The sections describe a new metaphor and approach to change and
examine the forces and ideals that can bring about the schools
children need. Principles and values transform organizations, not
mandates and fear. Recipes for making schools into caring places
for children do not exist. Great schools must be created
one-by-one. Numbers don't create change; people and passion do.
Unless we focus on the moral imperative of educating children, we
will fail them and possibly slide into an ethical quagmire.
American public education has been on a merry-go-round of change
for the past 40 years. We made something that is complex by its
very nature into a strangled enterprise that is becoming even more
knotty and complicated. A fog of reform is created obscuring issues
and deflecting our focus from the real mission of schools. We need
to emphasize ideals and principles in providing an education for
our children in a caring and creative way. This book is about the
fog of reform and getting back the ideal of a place called school.
The sections describe a new metaphor and approach to change and
examine the forces and ideals that can bring about the schools
children need. Principles and values transform organizations, not
mandates and fear. Recipes for making schools into caring places
for children do not exist. Great schools must be created
one-by-one. Numbers don't create change; people and passion do.
Unless we focus on the moral imperative of educating children, we
will fail them and possibly slide into an ethical quagmire.
Public schools have been placed in a straitjacket over the past 30
years through over-regulation as a result of the growing power of
the federal government over public education, expanding court
decisions, state government legislation, school board policies and
procedures, and the media's influence on public opinion. The
straitjacket of centralized control and coercive approaches to the
problems that public education is facing is not the solution, but
actually is part of the problem. And where achievement is lower
than desired this book brings attention to the root cause - lack of
student preparation so that more resources can be put into catching
these kids up, rather than into more tests, more curriculum
development, and more administrative staff needed to comply with
all of this complexity and growing regulations. We must break out
of our straitjacket and give schools more flexibility in finding
creative and innovative ways to address the needs of students,
changing times, and professional expectations - not shackle them
through regulatory mandates, closed thinking, and defective
accountability processes.
Public schools have been placed in a straitjacket over the past 30
years through overregulation as a result of the growing power of
the federal government over public education, expanding court
decisions, state government legislation, school board policies and
procedures, and the media's influence on public opinion. The
straitjacket of centralized control and coercive approaches to the
problems that public education is facing is not the solution, but
actually is part of the problem. And where achievement is lower
than desired this book brings attention to the root cause lack of
student preparation so that more resources can be put into catching
these kids up, rather than into more tests, more curriculum
development, and more administrative staff needed to comply with
all of this complexity and growing regulations. We must break out
of our straitjacket and give schools more flexibility in finding
creative and innovative ways to address the needs of students,
changing times, and professional expectations not shackle them
through regulatory mandates, closed thinking, and defective
accountability processes.
In this book, Patterson, Goens, and Reed draw upon resilience
research and best practices to answer the question: 'How can
leaders move ahead in the face of adversity?' This book benefits
leaders who have confronted adversity in the past, struggle with
adversity right now, or will likely encounter setbacks in the
future. Leaders find concrete, how-to strategies for strengthening
leadership skills in turbulent times in every chapter. Resilient
Leadership for Turbulent Times aims to help leaders thrive in the
face of adversity with the inclusion of the Leader Resilience
Profile' (LRP)_an instrument developed by Patterson and others to
measure a leader's resilience in twelve categories. Readers are
invited to complete the LRP and then apply the strategies outlined
in each chapter to strengthen their leader resilience.
As public schools face hard times, disenchantment and the continual
barrage of criticism call for more successful schools. The "soft"
sides of leadership-trust, imagination, creativity, respect, and
dignity-are the critical intangibles that connects people in deep
and rewarding relationships to improve the climate for children and
their ability to learn. Leaders who connect with people and build
exciting relationships are needed, as teachers and other educators
feel the loss of public support and esteem. Soft leadership begins
with an introspective inquiry into leadership and the obligation
leaders have to people, purpose, and relationships. Through the use
of poetry and philosophical principles, Soft Leadership for Hard
Times provides practitioners with a clear understanding of
relationships that touch people and connect them to their calling
and purpose. It addresses the need for leadership that does not
take a re-engineering and a metrical approach to creating exciting
places for teachers and students. This book will be of interest to
superintendents, principals, and students of leadership.
In 2004, George Goens lost his daughter during the birth of his
second grandchild. How does your heart and soul respond to the
simultaneous crash of life and death? The convergence of two very
disparate events - one celebrating the beginning of life, one
grieving the loss of another - with distinctly different emotions
colliding into a confused muddle. Joy and sorrow. Hope and despair.
Happiness and grief. In "The Promise of Living," Goens wrestles
with his conflicting emotions over the shocking and devastating
loss of his daughter and the birth of his grandson. He examines his
beliefs, his relationships, his perceptions, his values, his fears,
and his dreams of the future. He came to realize that while living
in a community with family and friends, everyone must ultimately
face loss alone in the quiet of their own hearts and souls.
""Life's only script consists of birth and death. We fill in what
comes between. Life is not a mechanical exercise that follows an
orderly path. Whimsy and mystery, serendipity and surprise fill our
lives. The cliched story of a main character succumbing to tragedy,
falling into a funk, having an epiphany, and seeing the light and
then proceeding back into normalcy doesn't really happen. Not for
me anyway. Things don't settle back into 'before' and we don't find
a substitute for what is gone and absent. Finding peace takes time
and is a creative process of small steps, plateaus, and setbacks.""
George Goens Woven throughout the book is Goens' poetry, in equal
measures stirring, contemplative, and inspiring. In spite of
heart-wrenching circumstances, Goens and his family find a way to
heal through acceptance and forgiveness, and he honors the life of
his daughter by living his own to its full potential. Readers who
have experienced their own devastating loss will find comfort and
inspiration in his story.
Each individual is a unique person. In reality, education today
should help students answer two fundamental life questions: Who am
I? and Why am I here? Understanding who they are as individuals and
what motivates them leads to a life of purpose and happiness.
Without coming to grips with these questions, life can be vacant
and void of meaning. A ‘good life’ is predicated, in part, on
understanding these questions. These questions are fundamental and
affect all aspects of life. Everyone must come to terms with them
throughout each phase of life. They provide the foundation for
introspection and understanding necessary to pursue a life of
meaning. What kind of education do students need to begin to think
about who they are and how they can find significance in their
lives? Both are essential to enable a life of happiness, freedom,
and success. To deal with inevitable change, each individual must
have a sense of self and purpose.
The United States is undergoing serious splintering that threatens,
not only relationships, but also politics and society as a whole.
Divisions are emphasized. Disagreements turn into name-calling and
castigating. Issues are sharply painted in right or wrong, ethical
and unethical, intelligent or unenlightened colors. The country's
motto is E Pluribus Unum, out of many, one. Philosophy and
principle, not force or fear, unite the country through ideals that
celebrate the sovereignty and authority of all citizens. Education
has an essential role. An educated citizenry is essential to
understand issues and engage in a rational and civil conversation
about how to address them. Education must explore civil dialogue to
bring people together and engage constructively about democratic
principles and values. This book explores principles and
expectations for a democratic society, and how differences can be
approached civilly to explore and define solutions. Citizens must
engage in respectful conversations to build greater understanding.
Differences are inevitable in democratic republic by its very
nature. Civility is essential for citizens to engage in
self-government.
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