An increasingly popular argument proposes that the problems inpublic schooling may be solved through stronger, more morallyimaginative leadership. School administrators ought to set forth avision growing out of this moral responsibility, and may be trained toutilise moral imagination in directing teachers and students towardscertain moral visions. A critique of the argument is presented andalternative and conflicting meanings of moralimagination surveyed. Four models of moral imagination arelocated as discovery as moral authority as faculty of mind, and assuper science. It is argued that each of these conceptions has inherentdifficulties. The logical relationship of these views is explored. Thenotion of school leadership is traced in the literature asit has been attached to moral imagination. The work of W.Greenfield is examined and a philosophy of school administration, withcertain assumptions, regarding values and authority, that reveal keydifficulties for the unfettered use of moral imaginationin school administration, is found. It is concluded that moralimagination ought to be replaced with criticalimagination, coupled with democratic valuedeliberation and by so doing a richer leadership will result,leading to the empowerment of teachers and a fuller serving of thepublic good.
Journal of Educational Administration – Emerald Publishing
Published: Mar 1, 1991