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  cultural leadership through educational excellence
gary e. davis
February 7, 2019
 
  cultivation of humanity

‘Humanity’ first related to being humane, so the later populational sense deserves to be heard or read as echoing its sense in the plea “Where’s your humanity?”

So, we idealize that everyone has a good answer, because one’s high caring is prominently alive worldwide—“in your dreams.”

I have a dream: progress as effecting whatever leads to and supports good lives. There, cultivating humanity is about enabling, sustaining, and advancing good*.

In that region of happy gardening, promotion of creativity, artistry, collaborative innovation through building and broadening regional sophistication of Our humanity, sophisticating regionality enables countless bright potentials.

The landscape of ecohabitation (“globality” as lived) cherishes prosperity in terms of shared flourishing and general enjoyment of global public goods. In that garden (made primordial—like an atmosphere, not a ground), communitarian ethics implies a planetary scale of Commons. “Morality” is about humanistic union.
And discursive vitality is great entertainment.

The hallmark of one’s humanity is intrinsic potential for individuation. Like a garden’s surprising artistry, we love the unique, the individual, yet more: the confluence, the hybridization of singularities in some unexpected bricolage that can be awing. Again, “the Point of humanity is good* gardening...of as much creative happiness as possible, brought into as much confluence as possible, for the sake of whatever may flourishingly result.”


enablative leadership at a regional level

Instituting visions—real ones (not the canned platitudes of businessman)—is less about influencing others than responsively enabling mutual engagement in systematic creativity and innovation. I coin the adjective ‘enablative’: Enabling is being enablative.

Of course, leadership is exemplicative and directive by default, but by design it’s enablative (mentor-ic). Charisma isn’t centripetal (being the anchor—or paternalist); it’s centrifugal, inspiring initiative and engagement that’s collaborative.

Leadership isn’t management—though it treasures management through the exemplary balance of good administration: a Janus-faced mediation of leadership and management. Management ensures systematic efficacy oriented by long-term values, secured by stability, and showing good promise of durable progress.


educational leadership at site level

I’m going to say little, but this is a bit ironic because I have many years of experience with details of this.

I would like to discuss how best practices can be evinced and constellated into progressively well-formed projects and programs; how collaborative creativity can be turned into innovative trending, and what is creative leadership for educational excellence.

But I’m leaving that for another day (like a practitioner of anything might prefer to think about research). That will later involve applying appropriative thinking
to actual organizations, in very demonstrative terms of administrator/teacher interactions and “dramactional” thinking, which I haven’t yet presented in any detail, though the following sections will provide some good prefacing.


teaching for educational excellence


astute thinking

 

next—> university excellence

 

 

 
  Be fair. © 2019, gary e. davis