National FORUM of Applied Education Research Journal 22 (3) 2009
National Implications for Educational Leaders In Implementing the Ways of Knowing Through the Realms of Meaning in the Improvement of Academic Achievement
Rebecca Duong
PhD Student in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Prairie View, Texas Curriculum Assistant Principal Aldine Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor PhD Program in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Member of the Texas A&M University System Prairie View, Texas Visiting Lecturer (2005) Oxford Round Table University of Oxford, Oxford, England Distinguished Alumnus (2004) Central Washington University College of Education and Professional Studies
ABSTRACT Each day, educational leaders are faced with decisions that are potentially not morally acceptable or legal to the school community. Making ethical and unethical decisions is the fundamental nature of every person’s life. This is especially true in the area of education. Thus, the impact it has on academic achievement are remarkable. With the application of the book, Ways of Knowing through the Realms of Meaning (Kritsonis, 2007),the implementation of strategies will be made that explores the beliefs, standards, philosophical frameworks, and processes for improving academic achievement. Each realm in the book delves into a deeper analysis of human understanding and behavior. This analysis of a person’s beliefs, logic, intuition and organizational understanding provides an understanding of the types of issues educational leaders may confront and how it may impact the academic achievement of students. ________________________________________________________________________
Introduction The six realms of meaning cover the range of possible meanings and comprise the basic competencies that general education should develop in every person. A complete person should be skilled in the use of speech, symbol, and gesture (symbolics), factually well informed (empirics), capable of creating and appreciating objects of esthetic significance (esthetics), endowed with a rich and disciplined life in relation to self and others (synnoetics), able to make wise decisions and to judge between right and wrong (ethics), and possess an integral outlook (synoptics). These are the aims of general education for the development of complete persons.
Purpose of the Article The purpose of this article is to discuss philosophical strategies for implementing the realms of meaning as a process for selecting curriculum for the development of the complete person. The process of this development can be challenged when school leaders are faced with a multitude of challenges especially in regards to academic achievement. Decisions are made each day which may range from daily routines and schedules to complex curriculum programs. Such choices are based on the person’s experience, rules already established, or past practices. As a result, all decisions can have an impact on state, district, and school policies. In Kritsonis’ book, he discusses the six fundamental patterns of meaning within the modes of human understanding. Each realm can be correlated to the values or principles related to an individual’s inner conflict in terms of making decisions to improve academic achievement of students within the educational organization.
Ways of Knowing through the Reams of Meaning The first strategy is to provide training and on-going professional development in areas of organizational curriculum understanding through the realm of synnoetics. Synnoetics refers to an individual’s perception and insight in oneself and others as existing in relation to one another (Kritsonis, 2007). This realm encompasses the ideals of an ongoing commitment towards seeking human association with the concern for others as well as seeking the well being of others (Kritsonis). One such example would be to request and attend on-going professional development for the sole purpose of searching for insight and training into ever-ending issues pertaining to students and academics. Professional development can also be analyzed within the relation of “IThou,” which is identified as your self being as free to be independent but also codependent on others in the community (Kritsonis, 2007). The realm of symbolics correlates with the second strategy. Symbolics is a term referring to “ordinary language” used in everyday speech and writing (Kritsonis, 2007). When one develops strong interpersonal skills with students, parents and colleagues, then the school community forms meaningful relationships built on trust with a foundation of a common goal or vision. Educators are able to open the lines of communication, which
constructs language as a form of communicating knowledge within a common world (Kritsonis). Relationships that provide staff members, students, and the community a high value of daily practices of routines and procedures help encourage the growth and development of academic achievement. Through the realms of ethics and esthetics, evaluation of self in regards to your beliefs and character is the third and fourth strategy. Ethics is the moral knowledge of what a person should do (Kritsonis, 2007). The belief is everyone has the logic to make the right choices and decisions, and if one fails, he/she gains a sense of guilt from within himself (Kritsonis). A school community’s policies and principles cannot be ethical, only individuals can make decisions that take into consideration the policies that apply to a certain situation or circumstance. The realm of ethics relates to moral conduct as a universal responsibility of all educators, to acknowledge and protect the rights of students, parents and colleagues by choosing the “right action” (Kritsonis, 2007). The lessons taught about rights and responsibilities must begin with students learning and talking about their rights. It is important students identify first with their own needs and desires, which are based on the individual’s moral principles (Kritsonis). These beliefs and choices of what is right and wrong lay the foundation for our civilization and culture (Kritsonis, 2007). Spending quality time and listening to another person are certain social standards of proper conduct in society (Kritsonis). In self evaluation, esthetics is concern with each individual object (Kritsonis). In order to self reflect, choices can be determined to be good or bad, better or worse, depending on how much caring is demonstrated from all members. Within esthetics, these choices are immediate reactions to concrete observations of care shown to another individual (Kritsonis). They perceive these dilemmas as an introspective process, involving ethical knowledge of changing feelings and behavior to create a harmonious climate (Kritsonis). School communities should also create an environment of care. This fifth strategy focuses on the responsibility of individuals to build care and compassion within the community through the realm of synoptics (Beu, 2000). The emphasis is the building of relationships, the realm of synoptics correlates in terms that all realms are combined into a unified perspective (Kritsonis, 2007). In this aspect, a school environment of care values all member’s individual feelings and emotions into one synopsis or single vision (Kritsonis). The sixth strategy is a commitment to developing a school community focused on academic achievement of all students. The realm of empirics can be developed within this focus. Academic principles as well as generalizations can be inferred from data that is observed and studied (Kritsonis, 2007). This ideal atmosphere or environment that cultivates the motivation to learn can be envisioned throughout the school community. Educators need to demonstrate through their own actions that learning is a lifelong process and ensure involvement of all stakeholders. The focus should include encouraging instructional programs that offer various teaching practices. In addition, the need to understand academic standards as well as analyze views pertaining to educational issues will help educators change their roles and practice accordingly. This principle reinforces another realm, synnoetics which is relevant in terms of a belief or conviction that “I am responsible for my own actions and thoughts” (Kritsonis). In turn, preparation for new practices and roles should also be considered.
Understanding the organizational plan of curriculum implementation is the last strategy. This knowledge leads to educators who can formulate valid general descriptions of factual information, referring to the realm of empirics (Kritsonis, 2007). The plan plays a key role in coordinating the successful implementation of content programs. By identifying the essential elements of a high-quality curriculum program, educators are able to verify generalizations already evaluated. Empirics state that these generalizations are the result of observations made at an earlier time (Kritsonis). Thus, observations are the crucial phase in providing effective strategies for teaching, learning, and assessing. Through these observations, educators should provide instructional feedback and suggestions.
Concluding Remarks In conclusion, a school community can attain academic achievement if the realms of meaning are integrated into the foundation of teaching and learning. The realms of symbolics, empirics, esthetics, synnoetics, ethics and synoptics are fundamental in the overall well-being of an individual. Educational leaders have the responsibility of guiding themselves as well as others to develop all six realms to become a productive human (Kritsonis, 2007). All realms are interrelated and contribute to the core of curriculum alignment at a school community (Kritsonis, 2007). When educators, students and parents continually grow, improve, and challenge themselves and others, than the school community will continuously be defined with significant success.
References Beu, D. (2000). Accountability as it influences ethical behavior. Retrieved September 23, from http://proquest.umi.com.ezproxy.tamu.edu Kalinich, K. M. (2005, May). From angst To art: Ethical issues educational leaders confront and the resources they use to solve them. Retrieved September 23, 2007, from http://proquest.umi.com.ezproxy.tamu.edu Kritsonis, W. A. (2007). Ways of knowing through the realms of meaning. Houston, TX: National FORUM Press. Martin, J. (2004, December). The relationship between principals, ethics, and campus ratings. Retrieved September 23, 2007, from http://proquest.umi.com.ezproxy.tamu.edu Nix, C. D. (2002, August). School leadership: An ethical dilemma. Retrieved September 23, 2007, from http://proquest.umi.com.ezproxy.tamu.edu