‘If the music changes so does the dance.’ School leadership, as well a terjemahan - ‘If the music changes so does the dance.’ School leadership, as well a Bahasa Indonesia Bagaimana mengatakan

‘If the music changes so does the d

‘If the music changes so does the dance.’ School leadership, as well as the leadership of churches and other organizations, is hearing a different beat as modernity collapses into postmodernity. Modernity took the Western story to rational and scientific methods. This science has shaped organizational life via technique, hierarchy and paperwork to control and predict the environment. Postmodernity emerges asserting ambiguity and community and challenging reason as the surest guide, an assault against the idea of all encompassing authority whether ideological or governing. Hence we move from the relationship of authority to the authority of relationship. The most appropriate leadership model to address this changed music is community building, inviting people to a common and faithful vision.

Some Implications for Schools Generally
One rarely leaps off one trapeze unless you know the other one’s coming at you. That applies as well to school leadership. Schools and their leadership seem to find it particularly difficult to digest the implications of all that is happening, and to adjust their structures accordingly. Generations of pyramid-style authority structures do not disappear overnight. However, change will follow because postmodernists are generally more suspicious of authority. They want power bases to be broad, lines of authority short, and they expect a high degree of accountability. Networks and communities of common vision suit their modus vivendi admirably. Postmodernists are increasingly impatient with unwieldy, inflexible organizations that are not designed to listen and respond to the grass roots. A corollary is implied: they are increasingly suspicious of people at the top of those hierarchies who define understanding for everyone. They want to be involved in decisions that affect them. Further, they more readily lament a loss of community and are increasingly prepared to work toward shaping a community.


The Independent School Experience and Challenge
Postmodernity presents independent schools with a real challenge as over 80 per cent of independent schools are premised on some kind of religious worldview. (Independent schools in the North American context refers essentially to non-government schools.) Such worldviews typically assume a strong commitment to some grand story or metanarrative , e.g., Scripture presents some universal truths for all including, for many at least, a mandate to proselytize. On the other hand, postmodernity seems to embrace a strength of these religious schools as they of necessity typically operate as communities of common values. Parents must make a choice annually for such schools and pay the fees required which are always above those which are associated with sending their children to receive an education offered by the state.
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'Jika musik berubah jadi tidak tarian.' Kepemimpinan sekolah, serta kepemimpinan gereja dan organisasi lainnya, mendengar mengalahkan berbeda seperti modernitas runtuh ke postmodernitas. Modernitas membawa kisah Barat ke metode yang masuk akal dan ilmiah. Ilmu ini telah membentuk organisasi hidup melalui teknik, hirarki dan dokumen untuk mengontrol dan memperkirakan lingkungan. Postmodernitas muncul menyatakan ambiguitas dan masyarakat dan menantang alasan sebagai panduan paling pasti, serangan terhadap ide dari semua meliputi otoritas Apakah ideologi atau mengatur. Oleh karena itu kita bergerak dari hubungan otoritas kepada otoritas hubungan. Model kepemimpinan yang paling tepat untuk mengatasi musik berubah ini adalah masyarakat membangun, mengundang orang untuk visi Umum dan setia.Beberapa implikasi bagi sekolah umumnyaSalah satu jarang melompat dari satu trapeze kecuali Anda tahu yang lain datang pada Anda. Yang berlaku serta untuk kepemimpinan sekolah. Sekolah dan kepemimpinan mereka tampaknya merasa sangat sulit untuk mencerna implikasi dari semua yang terjadi, dan untuk menyesuaikan struktur mereka sesuai. Generasi piramida bergaya otoritas struktur tidak lenyap dalam semalam. Namun, perubahan akan mengikuti karena posmodernis umumnya lebih curiga terhadap otoritas. Mereka ingin basis kekuatan harus luas, garis otoritas pendek, dan mereka mengharapkan tingkat tinggi akuntabilitas. Jaringan dan masyarakat umum visi cocok mereka modus vivendi mengagumkan. Posmodernis semakin tidak sabar dengan berat, tidak fleksibel organisasi yang tidak dirancang untuk mendengarkan dan menanggapi akar rumput. Akibat wajar yang tersirat: mereka semakin curiga terhadap orang-orang di atas mereka hierarki yang menentukan pemahaman bagi semua orang. Mereka ingin terlibat dalam keputusan-keputusan yang mempengaruhi mereka. Selanjutnya, mereka lebih mudah meratapi hilangnya masyarakat dan semakin siap untuk bekerja ke arah membentuk sebuah komunitas.Pengalaman sekolah independen dan tantanganPostmodernity presents independent schools with a real challenge as over 80 per cent of independent schools are premised on some kind of religious worldview. (Independent schools in the North American context refers essentially to non-government schools.) Such worldviews typically assume a strong commitment to some grand story or metanarrative , e.g., Scripture presents some universal truths for all including, for many at least, a mandate to proselytize. On the other hand, postmodernity seems to embrace a strength of these religious schools as they of necessity typically operate as communities of common values. Parents must make a choice annually for such schools and pay the fees required which are always above those which are associated with sending their children to receive an education offered by the state.
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