清华国学研究院与文化素质教育

20世纪初,在四大导师的带领下,清华国学研究院融会中西学术和教育理念,研究中国固有文化,培养出一批活跃在学术与教育界的知名学者,为中国传统文化的研究与传播做出了重要贡献。国学研究院形成的重视中国传统文化的创新性研究、治学与做人并重等传统,在今天仍具有重要的研究价值和现实意义。     

Societal Culture and School Leadership Charting the Way Ahead

This paper discusses four issues emerging from the papers that make up the special edition. These are considered key issues as researchers further investigate the influence of societal culture on educational administration and leadership. The four selected issues target the definition of societal culture; possible relationships between organizational culture, personality and societal culture; the interface between school leadership, educational policy and societal culture; and some of the limitations of Hofstede's framework for guiding the study of cultural influence in educational administration. Each of the issues revolves around the concept of societal culture and its application as an explanatory and analytic device in the field of educational administration and leadership.     

中国文化与学校道德领导

中国文化历来重视领导价值，并以道德背景作为储备领导的条件。近年来，“道德领导”这一领导模式在英语国家引起了广泛关注。中国文化传统对学校领导实践的影响为领导理论、尤其是教育领导理论提供了一个本土视角。     

Societal culture and teachers’ responses to curriculum reform: experiences from China

Educational change is intrinsically bound to the cultural characteristics of the society. However, the relationship between educational change and societal culture is rarely explored, especially in the context of mainland China. Following a 3-year qualitative research project, the present study explored the influence of societal culture on teachers’ responses to the national curriculum reform of upper secondary education in mainland China. The results generated three themes highly relevant to teachers’ responses to curriculum reform in Chinese culture, namely teachers’ obedience, teachers’ facework and teachers’ collaboration. These teachers’ responses reflected some Confucian ethics rooted in Chinese culture and explained the absence of radical teacher resistance to the national curriculum reform. It was suggested that a culturally sensitive approach to change leadership may have been more fruitful for facilitating the aims of curriculum reform in mainland China.     

Insights into Educational Administration: The Need for a Cross-Cultural Comparative Perspective

This article summarizes the case for adopting a cross-cultural comparative approach to the study of educational administration and leadership. In the first section, we state the main arguments for strengthening a societal cultural approach to educational administration and leadership. The second and third sections outline why culture is a useful concept for analysis and comparison in educational administration, and briefly review the concept of culture itself. The fourth section outlines an influential approach for investigating the influence of culture, that of Hofstede, and suggests that his framework provides a worthwhile starting point for educational researchers. The final section notes a number of important issues which researchers need to consider when exploring the influence of societal culture on educational administration. In summary, we suggest that a cross-cultural comparative approach to educational administration and leadership can expose the value of theory and practice from different cultural perspectives which may then, in turn, inform and influence existing dominant paradigms.     

The Characteristics of Hong Kong School Principals' Leadership: The Influence of Societal Culture

This paper aims to identify the characteristics of principal leadership in Hong Kong. More specifically, it analyzes and integrates a number of studies to identify the consistency of principal leadership across the years and samples using a number of different leadership conceptions. These conceptions include both traditional and alternate approaches to educational leadership. The paper shows how societal culture and context combine with the principals' personal attributes to shape their school leadership. Findings indicate considerable diversity among Hong Kong principals even though they operate within the same social system. The paper stresses the importance of understanding culture and context if worthwhile leadership development programmes are to be developed.     

Making Use of Foucault in a Study of Specific Parrhesiastic Scholars

In this article, I describe how I made use of Foucault theoretically and methodologically in a study of five specific parrhesiastic scholars. Such scholars challenge hegemony in educational policies and practices, and advocate for educational reform and societal structures that move toward equity instead of marginalization. The article begins by exploring Foucault's notion of specific intellectuals through the experiences of the scholars. It then moves to an explanation of why the five scholars selected for this study should be considered specific parrhesiastic scholars. An account of how I made use of Foucault in this study follows. My interpretation of Foucault's work into a research methodology for this project has been a process of identifying illustrations of technologies of the self and technologies of power in text, dialogue, and narrative—qualitative data, which I analyzed using a framework that merged these technologies into the analytical categories of (1) application of logos, (2) engagement with politeia, and (3) practice of techne toubiou.     

家长式领导、领导与下属交换关系对员工敬业的影响

为了了解家长式领导、领导与下属交换关系对员工敬业的影响,采用《家长式领导问卷》《领导与下属交换关系》和《中国员工敬业量表》对281名被试进行了测试。结果显示：家长式领导中的德行领导和仁慈领导对员工敬业有正向的作用,LMX在德行领导和仁慈领导作用于敬业的过程中起中介作用;权威领导对员工敬业有负向的作用。该结果对于建构中国文化背景下员工敬业影响机制的有关理论具有积极价值。     

技术创新、教育领导力与学习变革——“21世纪学习”国际论坛概述

以计算机和互联网为代表的信息通讯技术已经深刻地改变了人们的生活方式和交流方式,也因此,21世纪给世界各地传统学校和传统教育体制带来的是机遇与挑战并存的发展前景。在这样的背景下,杭州师范大学、美国肯恩大学和浙江大学教育学院联合举办了第11届西博会“21世纪学习”国际论坛,论坛邀请了21位国际教育技术专家和6位国内教育技术专家,共做了26场报告。报告的主题包括五大方面：（1）信息通讯技术（ICT）在中小学校中的应用;（2）虚拟现实技术在课堂上的应用;（3）电子化学习;（4）移动学习;（5）ICT相关的教师培训。所有报告或多或少都涉及到了技术创新、教育领导力以及学习变革等话题。     

道德领导对于提升校长领导力的可行性思考

萨乔万尼道德领导理论自提出以来,受到国内学者的高度关注,并得到了广泛传播,人们将其视为我国教育管理的＂解毒药＂。道德领导成为人们心中理想的领导模式,它对于提升校长领导力具有极大的作用。但是,因其本身的理想色彩,在当前社会道德正处于转型过渡时期的中国,它只能成为我国校长领导的补充,而不可能成为主体模式。     

Moral Leadership in the 21st Century: Everyone Is Watching—Especially the Students

Educational leaders continually must be vigilant about their actions as they speak volumes about the values that the leader supports. It is impossible for an educational leader to take an action without generating some comment about how things should be done—which by definition is moral action. What's more, everyone is watching—especially the students.

This article explores leadership relationships, interrelationships, and interdependence—and how administrative “moral leadership” rests with the institution's leader. First, it examines the concept of systems thinking to determine how relationships, support structures, and decisions made by school leaders impact the entire school—especially the students and the community at large. Second, it explores and furthers our understanding of moral leadership models by synthesizing concepts in the literature and offers a new paradigm of moral leadership for educational leaders in the 21st century.     

民办高校廉洁文化建设长效机制探析

我国民办高校廉洁文化建设存在廉洁文化意识淡薄、工作力度不大、缺少有效监管、社会腐败文化对民办高校的影响日深等问题,为此,要通过树立明德重教的廉洁文化理念、建立廉洁文化建设领导体制、构筑廉洁文化建设制度保障体系、完善廉洁文化教育机制、构建民办高校监督约束机制、健全廉洁文化理论研究机制等做法,建立起民办高校廉洁文化建设的长效机制.     

中国传统荣辱观的价值意蕴

在我国的传统文化中,关于荣辱观的理论和实践,有着丰富的思想资源。中国古代学者,特别是儒家思想家认为,树立正确的荣辱观,即所谓“知耻”,无论是对治国还是育人,无论是对改善社会风气,还是提高人的品格,都有着极为重要的价值,特别在“立人”、“治教”与“治世”上发挥出“大节”、“大端”的作用。认真分析中国传统荣辱观,可以为今天的道德教育和社会治理提供借鉴。     

重构自主性作为教育目的:中西耻感取向的积极意义

长时间来,西方罪感文化承接道德自律意义,东方耻感文化则被视为他律。论文尝试消弭此一刻板印象。而自伦敦学派以降,自主性也成为核心的教育目的。论文首先检视伦敦学派对自主性的提出及近年所受的批评,企图说明理性自主观,无须放弃,但须吸纳情感、意志、认同等元素,重构后的自主概念,将更易于与耻感接轨。接着从人类学者雷德菲德大小传统之概念架构,分别从代表大传统的儒家典籍中,诠释耻感在其中扮演自律的积极意义;小传统中,面子(脸)文化,也同步加以反思。论文也从两位西方学者对羞耻的分析,即威廉斯发掘前苏格拉底的希腊传统,以及舍勒对抗来自弗洛伊德泛性的释放本能欲望说,重温耻感在现代生活的积极意义。论文暂时的结论是无论东西方,耻感或面子文化,容或有他律道德的负面意义,但其所设定的外在他人等,若经转化,将能修正西方理性自主近年受到之批评,同时能发掘出道德自律的积极意义。     

Critical perspectives in educational leadership: a new ‘theory turn’?

In this article, I argue that we are witnessing a new phase or ‘theory turn’ in the field of educational leadership. These more critical perspectives in the field of educational leadership have typically been marginalised by the larger body of orthodox approaches due to a perceived lack of focus on best practice and ‘what works’ discourses, and especially in recent years with the rise of the school effectiveness and improvement movement. However, critical perspectives in educational leadership constitute an essential and vibrant part of educational leadership scholarship and discourse. Drawing on Michel Foucault's notion of discourse, through this article, I examine how critical perspectives have been constituted historically, with some of the main themes of research. This foregrounding also highlights a number of limitations with more orthodox and hegemonic leadership discourses. I identify a number of key writers in the field and situate them in the current theory turn, that is, an emphasis of theoretically informed research that have been prolific over the last 5–10 years.     

Advocating a Post-structuralist Politics for Educational Leadership

Abstract

Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simply a list of traits, characteristics or behaviours to be implemented. Rather, we argue that leaders are performatively constituted through everyday practices and discourses. The aim is to interrupt prevailing discourses that often re-inscribe certain forms of meaning and understanding in educational leadership. This disruption subsequently provides possibility for putting forward otherwise silenced ideas about what leadership is and how leadership ‘identity’ (subjectivity) is formed, thus expanding the methodological tools scholars can use to talk about leadership.     

“Above must be above,and below must be below”: enactment of relational school leadership in Vietnam

Over the past 20 years, relational theories of leadership have gained increased traction in the global discourse in educational leadership. This is observable in the increased frequency with which scholars have begun to construct leadership within the sociocultural and institutional systems of different societies. This study addressed the question, “How is effective school leadership constructed in the multi-faceted education context of modern day Vietnam?” We employed a multi-site case study research design to collect qualitative data from several stakeholder groups in three Vietnamese schools. Analysis centered on describing and synthesizing how principal leadership was constructed in these settings. This study “contextualized school leadership” by describing how leadership themes of managing relationships, preserving harmony, and teacher empowerment were shaped by institutional, political and socio-cultural forces in Vietnamese society. The findings support the importance of contextualizing leadership in order to understand differences in how “effective school leadership” is constructed and understood across different societies.     

Situating Educational Leaders as Prophetic Critics in Black Popular Culture

This article situates educational leaders as prophetic critics in Black popular culture. These leaders merge cultural criticism with moral and political judgment, analyzing urban youths’ lived experiences and representational practices as well as analyzing counter-narrative texts in Black popular culture that have implications for urban education. As new world bricoleurs, these educational leaders use a multi-vocal, polyphonic approach in Black popular culture to disrupt a Western culture of homogeneity that is less culturally responsive to the dynamic struggles Black youth face in urban communities. In addition, as critical organic catalysts, they locate life-pressing public concerns within subcultural communities of resistance as relevant knowledge to organize a radical democratic politics in educational leadership.     

Money versus the soul: neoliberal economics in the education modernisation reform in post-soviet Russia

ABSTRACT

Drawing on the case of Russia’s post-Soviet education reform, the paper explores the interaction between borrowed reformatory solutions and culture codes in the process of neoliberal educational modernisation. Through the examination of the concept of ‘commercial service’ the article shows how bottom-up societal resistance is maintained and normalised in the real-life language of the reform debate among policy-makers, teachers, parents and the general public. Building on policy-as-discourse studies, the analysis unpacks specific conceptual frames behind societal interpretation of educational commercialisation. The article finds that the public debate is stalled by an extreme polarisation and a seeming intractability of such conceptual categories as ‘money’, ‘commerce’, ‘moral upbringing’, and ‘the soul.’ It further argues that instead of mediating borrowed and domestic social meanings, the official reform narrative serves to strengthen the polarisation of opinions, while leaving under-conceptualised a number of important links between market values of competitive individualism, material profit and entrepreneurship and domestic values of egalitarianism, collegiality, moral education and non-materialist values. The article concludes with a discussion of the role of the state in transmitting borrowed policy ideas to the public and the interplay between grassroots resistance and national education policies.     

校长和他的学校——校长道德领导研究

结合我国传统德治思想和西方道德领导理论,以质性研究的方法论范式,实地考察了北京市一所公立中学及其校长。在用扎根理论对调查资料进行分析后,从个人和组织两个维度,揭示了该校校长在道德领导方面的具体表征。校长道德领导的个人方面,主要涉及到自身修为和以德服人两方面。校长道德领导的组织方面,校长主要扮演着学校愿景的表达者、学校变革的推动者、学校文化的缔造者等角色。校长道德领导是校长个人道德和组织道德的融合,是校长与学校相互成就的过程。文化领导、阶段性的英雄式领导、合理的科层领导以及专业道德领导是校长道德领导的具体表现方式。