Two late-developing nations, Japan and Italy, similarly obsessed with achieving modernity and with joining the ranks of the great powers, have traveled parallel courses with very different national ...identities.
Educational leadership Dimmock, Clive A. J; Walker, Allan
SAGE Publications,
2005, 2005-00-00, 2005-06-03
eBook, Book
This key text in educational leadership focuses on the significance of the context and culture of schools. The book addresses the growing recognition of cultural differences between societies and the ...resultant differences in schooling. It also deals with vital issues relating to multicultural education and the leadership of multicultural schools. Drawing on their first-hand experience, the authors explore the differences evident in classroom teaching and learning, as well as organizational, leadership and management aspects of schools. They show how such differences can make over-reliance on Anglo-American approaches misleading, ineffective and restrictive. Key features of the book include: a methodology to support the emerging field of international and comparative educational leadership and management; in-depth comparative analysis of Anglo-American and Asian schooling and educational management; the leadership of multi-cultural schools. (DIPF/Orig.).
Globalization has become an inescapable fact of contemporary life. Some leaders, in both the East and the West, believe that human rights are culture- bound and that liberal democracy is essentially ...Western, inapplicable to the non-Western world. How can civilized life be preserved and issues of human rights and civil society be addressed if the material forces dominating world affairs are allowed to run blindly, uncontrolled by any cross-cultural consensus on how human values can be given effective expression and direction?In a thoughtful meditation ranging widely over several civilizations and historical eras, Wm. Theodore de Bary argues that the concepts of leadership and public morality in the major Asian traditions offer a valuable perspective on humanizing the globalization process. Turning to the classic ideals of the Buddhist, Hindu, Confucian, and Japanese traditions, he investigates the nature of true leadership and its relation to learning, virtue, and education in human governance; the role in society of the public intellectual; and the responsibilities of those in power in creating and maintaining civil society.De Bary recognizes that throughout history ideals have always come up against messy human complications. Still, he finds in the exploration and affirmation of common values a worthy attempt to grapple with persistent human dilemmas across the globe.
