Patterns of thinking in educational administration

Abstract

Argues that theory in educational administration is not theoretical but, rather, descriptions of ideological perspectives. This argument is tied to patterns of thinking which are revealed in the theory debate and in the descriptive statements of theory. It is proposed that these patterns of thinking possess an identifiable, psychological mechanism called a personal construct and this may provide a way for theorists in educational administration to avoid continuing the theory debate as if there were opposing paradigms. The proposition that theory in educational administration constitutes the theorists′ personal perspectives, based on ethical choices, is followed with some suggestions as to how theorizing may proceed and, in so doing, avoid relying on a moral philosophy when attempting to understand administrative behaviour.

Citation

Lane, T. (1995), "Patterns of thinking in educational administration", Journal of Educational Administration, Vol. 33 No. 1, pp. 63-78. https://doi.org/10.1108/09578239510077061