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Managerial rationalisation and the ethical disenchantment of education A Weberian perspective on moral theory in modern educational organisations

Managerial rationalisation and the ethical disenchantment of education A Weberian perspective on... This paper explores the moral and ethical dimension of indeterminacy in educational administration within the context of the managerialisation of education. Drawing on Max Weber's seminal work on rationalisation, disenchantment, and the ethic of responsibility and the ethic of conviction, the author discusses the conflict between accountability and educational autonomy. While this conflict constitutes a key dilemma of educational leadership, educational theorists all too often attempt to resolve the conflict in favour of accountability over commitment consistent with managerial principles. By contrast, it is argued that mature educational leadership is characterised by an appreciation that conflicting ethical orientations are irreconcilable and that sound educational policy and practice must reflect practical realities and demands without sacrificing educational ideals. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Managerial rationalisation and the ethical disenchantment of education A Weberian perspective on moral theory in modern educational organisations

Journal of Educational Administration , Volume 40 (6): 15 – Dec 1, 2002

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References (40)

Publisher
Emerald Publishing
Copyright
Copyright © 2002 MCB UP Ltd. All rights reserved.
ISSN
0957-8234
DOI
10.1108/09578230210446063
Publisher site
See Article on Publisher Site

Abstract

This paper explores the moral and ethical dimension of indeterminacy in educational administration within the context of the managerialisation of education. Drawing on Max Weber's seminal work on rationalisation, disenchantment, and the ethic of responsibility and the ethic of conviction, the author discusses the conflict between accountability and educational autonomy. While this conflict constitutes a key dilemma of educational leadership, educational theorists all too often attempt to resolve the conflict in favour of accountability over commitment consistent with managerial principles. By contrast, it is argued that mature educational leadership is characterised by an appreciation that conflicting ethical orientations are irreconcilable and that sound educational policy and practice must reflect practical realities and demands without sacrificing educational ideals.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Dec 1, 2002

Keywords: Education; Management; Leadership; Bureaucracy; Universities

There are no references for this article.