Dr. William Allan Kritsonis, Educational Philosophy

1. Philosophy
P10100982
1
Providing Leadership Strategies with Six
Realms of Meaning as it Relates to Education
from a Philosophical Prospective
P1010092
ABSTRACT
The purpose of this article is to examine how leadership strategies and the Six Realms of
Meaning authored by Dr. William Kritsonis can be implemented from an educational
philosophical prospective in education. The following six realms of meaning will be
embedded as follows: Symbolics, Empirics, Esthetics, Synnoetics, Ethics, and Synoptics.
Educational leaders see the phenomenon of the universal and contextual manifestation
which will involve the terms metaphysics, epistemology, axiology, and ontology appropriate
to postmodernistic perspectives.
1

2. Philosophy
P10100982
2
Introduction
Leadership is traditionally thought of as a top down activity where followers follow. The
postmodernistic and philosophical view of leadership focuses on the leader as leading through
influence, not position, power or leverage. Leadership must be based on goodwill, action
oriented and a building relationship that will be relational and interactional. As a general cultural
phenomenon, it has such features as the challenging of convention, the mixing of styles,
tolerance of ambiguity, the emphasis on diversity, acceptance of innovation and change, and
stress on the contractedness’ of reality. Postmodernism is often seen by its proponents as
bringing an end to metaphysics, ontology, epistemology, and so forth, on the ground that these
types of discourse assume a fixed, universal reality and method of inquiry.
Purpose of the Article
The purpose of this article is to examine how leadership strategies and the Six Realms of
Meaning concepts can be implemented in education as it focuses on an educational prospective
to students learning. It will also explore “Ways of Knowing Through the Realms of Meaning” by
Dr. William A. Kritsonis (2007) and postmodern leadership challenges. The emphasis will be on
exploring postmodern views with the use of Symbolics, Empirics, Esthetics, Synnoetics, Ethics,
and Synoptics. The concentration will be on how the educational institute students can benefit
from fostering this hierarchy of modern change and structure of learning with a higher level of
learning and leadership parallelism.
The Leadership Challenge
Leaders and Leadership are important because they serve as anchors which provides
guidance in time of change and exhibits patterns which appear systematically, task oriented,
2

3. Philosophy
P10100982
3
relations oriented and fundamental of leader behavior. Leadership is both a science and can be
viewed as an art which uniquely in education can be a combination of empirics and esthetics.
The leader can collectively implement science in a theoretical formulation which can be through
observation and experimentation. The systematic and intimate portrayal context of esthetics
which is embedded with art is a metaphor rendered with consistent movements, visuals and
literature that will theorize leadership to a greater paradoxical doctrine.
Implementing the Realms with Leadership Strategies
The first realm, symbolics, comprises ordinary language, mathematics and various types
of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like. These
meanings are contained in arbitrary symbolic structures, with socially accepted rules of
formation and transformation (Kritsonis, 2007, p.11).Ordinary language uses communication,
everyday speech, writing and knowledge. In the postmodernism world leaders can initiate true
language which is more concerned with power because this theory embraces both the structure of
language, and its ability to describe things in order to communicate and influence others
(English, 2003, p. 15). In symbolic the leader in education can openly tap in and articulate
decision making that uses autocratic style and strategies.
Empirically, the second realm, includes the science of physical world, of living things,
and of man. It provides factual descriptions, generalizations, and theoretical formulations and
explanations that are based upon observation and experimentation in the world of matter, life,
mind and society (Kritsonis, 2007, pg. 12). Science is concerned with matters of fact, different
abstractions and assessments. In postmodernism science is simply a language game, a set of rules
governed by linguistic habits that use non-scientific metanarratives to justify and legitimize
larger social context (English, 2003, pg 13). Postmodernist prospective is that science in
3

4. Philosophy
P10100982
4
education has to be real especially finding the theoretical framework which grasps students to
fully comprehend in-depth science and its real meaning. Therefore, leaders should be able to use
lessons which are strategically planned to incorporate the models of postmodernist and empirics
to replace the metaphor dominant in education to vocally train those teachers to be effective
individuals that will allow demands to take precedence over actions that requires improving the
educational productivity of students.
The third realm, esthetics contains the various arts, such as music, the visual arts, the arts
of movement, and literature (Kritsonis 2007, p.12). In this realm, meanings “are concerned with
the contemplative perception of particular significant things as unique objectifications of ideated
subjectivities” (Kritsonis 2007, p. 12). Teaching music offers many classes of satisfaction to
students as well as adults. Usually a teacher can work with learners of all cultures & ages
experience the thrill of sharing thoughts and feelings with others and seeing others learn is so
important in esthetics. Esthetics can help educators and administrators expose children who are
not able to grasp things easily; but, with the use of visual art, movements and music then the
patterns of sounds or art will be
Synnoetics the fourth realm examines and embraces what Michael Polanyi calls
“personal knowledge” and Martin Buber the “I-Thou” relation” (Kritsonis 2007, p. 12).
Synnoetics signifies “relational insight” or direct awareness.” Personal or relational knowledge is
concrete, direct, and existential (Kritsonis 2007, p. 12). In examining the knowledge strategies of
leaders and teachers in schools need to acquire and use information for decision making in
various areas of school development. Emphasis on personal knowledge strategies of school
leaders and teachers are highly correlated to the perception of positive knowledge for safer
environments in the school systems. It is quantifiable and supremely to state that personal
4

5. Philosophy
P10100982
5
strategies also tend to influence the knowledge culture within schools. School leaders can center
personal strategies that can maneuver the way students and staff seeks and tolerates new
knowledge and how ideas are valued and used.
Educational leaders should establish higher levels of personal knowledge strategies which
will also likely result in a stronger belief in the quality process of decision making in schools.
The knowledge strategies are not an exhaustive list but school leaders need to cultivate
competent knowledge strategies amongst their staff members to consolidate the knowledge
culture in schools. According to (English, 2003, pg 28), the state’s role in education has evolved
slowly since the nineteenth century. At the time state involvement in education focused on
creating local districts, academic requirements and compulsory education. It is evidently a
pattern that leaders should critically identify the need to actively create a school environment that
enables teachers to actively and intensively utilize the information to create new knowledge and
enhance the knowledge and information culture in their schools.
Ethics the fifth realm of meaning “includes moral meanings that express obligation rather
than fact, perceptual form, or wariness of relation” (Kritsonis, 2007, p. 13). Ethics “is a code of
values to guide man’s choices and actions, the choices and actions that determine the purpose
and the course of life” (Rand, 1964, p. 13). Right and wrong are deliberate actions and moral
choices made by an individual have “both personal and impersonal elements” (Kritsonis, 2007,
p. 438). According to Kritsonis he states “ethics is everyone’s business”, I must state I am in
agreement with him. English looks at the educational leader who promotes the success of all
students by facilitating the development and stewardship of a vision (English 2003, pg. 103).
Rand alludes to ethics as a code which is based on and derived from a metaphysics that is from a
5

6. Philosophy
P10100982
6
theory about the fundamental nature of the universe in which man lives and acts. (Rand 1964, p.
55).
Synoptics the sixth realm of meaning which refers to meanings that is comprehensively
integrative. This realm includes history, religion, and philosophy (Kritsonis, 2007, p. 130). In the
synoptic realm history, religion, and philosophy can be an overall learning plan for student
academic achievement and success. Educational leaders must expand learning for students in the
synoptic realm, as this will challenge their students to read and study more in-depth philosophy,
religion, and history as it affect their world. Bloom’ taxonomy can also be used by leaders as a
foundation of the principle in focusing on the fundamental disciplines in education. The
postmodernist approach towards the educational leaders focuses on insisting that education is
absolutely necessary in order to remain innovative and competitive in this increasingly global
economy.
Concluding Remarks
In conclusion, it is important to understand how leadership strategies and the “Six Realms
of Meaning” can be conceptualized and implemented into the educational systems; also how it
focuses on students’ matriculation from a multidimensional perspective. The concept of
exploring “Ways of Knowing Through the Realms of Meaning” authored by Dr. William A.
Kritsonis (2007) and postmodern leadership challenges is a structure of learning environment
that should be integrating in a post modernistic and theoretical dimension.
6

7. Philosophy
P10100982
7
Reference
English, F. (2003). The postmodern challenge to the theory and practice of educational
administration. Springfield, IL: Charles C. Thomas – Publisher, LTD.
Kritsonis, W. A. (2007). Ways of knowing through the realms of meaning. Houston, Texas
National Forum Journal
Rand, A. (1964). The virtues of selfishness. New York: Penguin Putnam.
7

8. Philosophy
P10100982
8
The Inescapable Dilemma of Ayn Rand and a
Pragmatic look at Atlas Shrugged in Today’s
World
P1010092
ABSTRACT
Ayn Rand's libertarian classic entitled the “Atlas Shrugged” proclaims her to be the
prophet and hero of the teachings which will rid us of recession. This sudden popularity is
odd and controls the markets in a less market regulation. Her intriguing thoughts during
the twenty first century revolutionize the way we think of the economy in a recession
period. This paper will explore the following six views as to how the economy was viewed in
the 50’s and in the 21st
century: 1. Who is Ayn Rand 2.Why Atlas Shrugged 3. Objectivism
4.Existence and morality 5. The Business World 6.The Woman strikes last as a leader 6.
John Galt.
8

9. Philosophy
P10100982
9
Introduction
Our economy is currently faced with an economic land slide which is synonymous to the
great depression of the sixties. American families are bracing for job loss, home foreclosures and
a very dim future. As the situation escalates, states legislators and our president struggle
desperately to seek answer to eliminate the problem. We need to jump start our economy to help
working families who are bearing the brunt of the economic crisis. Ayn Rand’s alludes to
multiple facets of her philosophy which compounds with human life, individualism, and the
economical world into prospective. Ayn Rand can be associated as a drawing room capitalist, a
theorist of subject where her pragmatic experience is opposite generalized and observation to all
forms of socialism.
Purpose of the Article
The purpose of this article is to discuss some challenges and opportunities that
humankind faces and how it relates to Ayn Rand philosophical view. This is seen through the
eyes in Atlas Shrugged (1957) and the ideas that impact people’s lives with the contributions of
John Galt and Galt’s Gulch. Ethics, moral principles that are viewed as a theoretical abstraction
that has helped to make a distinction in relation to Ayn Rand Atlas Shrugged and society in the
21st
century. The main focus will be to address the following topics: Who is Ayn Rand, Why
Atlas Shrugged, Objectivism and Epistemology, Existence and Morality, The Business World,
and the philosophical terms of metaphysics, epistemology, axiology, and ontology.
Who is Ayn Rand.
Rand’s philosophy stemmed from her upbringing under a Communist regime. The daily
horrors that she had witnessed, including mass starvation and death, would forever change the
way she saw the world. Ethics for Rand partly consists in articulating, understanding, and
9

10. Philosophy
P10100982
10
applying abstract principles. Rand also believes there is room for objectivity in ethics, so the
results of discursive processes would be entirely beside the ethical point.
Why Atlas Shrugged
Rand’s description of a socialist state taken over by “looters,” people who cannot create
or produce ,but who seize power under the rubric of “fairness” is so spot on accurate of today’s
administration that it is so scary. If you should ask any successful businessman or
businesswoman who was randomly chosen to name the book that has most inspired them, you
will undoubtedly hear one title repeated over and over: Atlas Shrugged Ayn Rand's epic novel.
In Atlas Shrugged the great achievers were mainly businessmen, who, like businessmen
today, live in a world that damns, shackles, and drains them. These achievers refuse to accept
any form of treatment and they fight back. They go on strike, refusing to work in a society that at
once depends on their achievements, but brands them immoral for seeking to profit from those
achievements.
Objectivism and Epistemology
Objectivism is the systematic philosophy pioneered by Ayn Rand (1964) in the 20th
century that encompasses positions on metaphysics, epistemology, ethics, politics, and
aesthetics. “Objectivism” maintains that human beings cannot act automatically to further their
own survival. Overtime without pay because you weren’t paid by time and you weren’t paid by
work, only need (Rand, 1957, p. 609). In Atlas Shrugged (1957) the argument elicits that traits
like independence and individual achievement, which currently drive the world, are actually
virtues, and world view to central rational moral conduct. Objectivism holds us accountable that
all knowledge comes ultimately through the rational interpretation of any given evidence of the
senses by an individual for that particular individual.
10

11. Philosophy
P10100982
11
In our society today in comparison to the past, most philosophers will agree that the
ultimate standard that underlines objectivism, axiology and arbitrary postulate our emotional
commitment. As individuals we must agree that objectivism is a subjective issue and that in our
modern society we must challenge the ethical histories which exist. In metaphysics the view that
reality is so often dependent on human consciousness integrates one philosophical view of the
objectivist ethics.
Existence and Morality
The principle presented by Rand (1954) as a direct consequence of the metaphysical
axiom that "Existence is Identity," and knowledge is identification the philosophical view of
man’s life is the standard of morality, but looks at one’s life as a purpose (Rand, 1957, p. 928).
Existence exists and the act of grasping that statement implies two corollary axioms: that
something exist which one perceives and that one exists possessing consciousness, consciousness
being the faculty of perceiving that which exists. (Rand 1957, p. 929) In our society individuals
as well as philosophers distinguishes interesting notions; existence is at one familiar and rather
elusive’ work for various reasons. Every so often we vividly see ourselves as none existing, but
the logic is to abdicate the minds from the realm of why we exist. It is probably now reasonably
clear that the question of existence is inextricably intertwined with the question of ‘exists and
epistemology’.
Morality can be view as a code of values along axiology which is link as the guiding of
man’s choices and actions. The choices and actions that determine our purpose and the course of
life perpetuate how we detect discovering and defining what is life; Atlas Shrugged is the
morality of being rational within self-interest. In this nation of self centered ideology where the
upcoming generations “morality” is taken to refer a crucial role in formulating ethical theories
11

12. Philosophy
P10100982
12
without any boundaries. A society might have a morality that is primarily concerned with
practices not related to whether other persons are harmed, but rather with what they regard as
necessary for purity or sanctity.
The Business World
Who are the exploiter and the exploited? In today’s business world the enthusiasts’ of
alternative business prepositions has increase in this millennium. Today bids, mergers,
acquisitions and disposals involving European, U.S. and Asian companies are reported on a daily
basis; while some are moving quickly into bankruptcy if deemed necessary. This is the 21st
century that we are in perhaps in (Rand 1957), Atlas Shrugged had similar experiences during
that era. In these post Enron days of corporate scandal, some of the millions of CEO’s are
reaching out to (Rand, 1957, Atlas Shrugged) that have been around since over 45 years. Like
Taggart, Rearden and Stadler in (Rand 1957) CEO’s in our society today strive to be real-life
achievers who do far more to lift the world's standard of living.
“Money is the material shape of the principle that men who wish to deal with one another
must deal by trade and give value for value” (Rand, 1957, p. 410).In order to better utilize
resources many companies around the world are capitalizing. It is always a belief that many
people think that money is the root of all evil? Have you ever asked what the root of money is?
Money is a tool of exchange, which can't exist unless there are goods produced and men able to
produce them. Money is the material shape of the principle that men who wish to deal with one
another must deal by trade and give value for value. Money is not the tool of the moochers, who
claim your product by tears or of the looters, who take it from you by force.
12

13. Philosophy
P10100982
13
Concluding Remarks
In conclusion, Ayn Rand (1957) enlightened ferocious defense to society is reinforced
by the boundaries of objectivist and the significance of an economy which has gone through
the realms of changes.
References
Jones, Del, USA Today, Retrieved March 24, 2009 from
http://www.usatoday.com/money/companies/management
Kritsonis, W. A. (2005). Ways of knowing through the realms of meaning. Houston, Texas
National Forum Journal
Rand, A. (1957). Atlas Shrugged. (pp. 410, 611, 609, 928, 929) New York: Penguin Putnam.
Rand, A. (1964). The virtues of selfishness. New York: Penguin Putnam.
13

14. Philosophy
P10100982
14
The Impact of Ayn Rand Cynicism Legacy
and Ethics in Educational Leadership
P1010092
ABSTRACT
Ayn Rand was a major intellectual giant in the discipline of philosophy. During the 1930’s
her thoughts and perception revolutionize the way we think and act out our moral conduct.
Her philosophy is presented in the Aristotelian tradition with emphasis on metaphysical,
naturalism, empirical reasoning in epistemology and self realization of our ethical values.
This article will explore the following six philosophical thoughts: 1. Ethical Theory
2.Reason and Ethics 3. Objectivist Ethics 4.Ethics at work 5. Ethics of Emergency
6.Collectivized Ethics and 6. Aristotle view on Ethics.
14

15. Philosophy
P10100982
15
Introduction
Leader's moral duty expresses the proposing ethical dilemmas that articulate and
mundane policies and structures that generalize precedents and connectedness that may have
hidden ethical implications. Educational leaders are faced with a unique set of ethical demands
and virtues that are most important and influential when articulating the vision or ideological
goals. In our society today, there are some persons who have no regards for their ethical and
moral standards. Intrinsically, would it be perceived ethical to employ a friend as a departmental
administrative assistant who has the lowest score on a pre - interview test? If your friend’s child
is enrolled in your department and has failed a particular class would you give that student a
passing grade? When is it a good time as an educational leader for you to behave in an ethical
manner? According to Ayn Rand’s perception of ethics, it can be rationalized as one’s self
interest that is based on her view points to liberate the virtues of ethics.
Purpose of the Article
The purpose of this article is to discuss ethics and how it relates to Ayn Rand
philosophical view and its impact on educational leadership and the impact on peoples lives .
Ethics can be seen as a moral principle as it encompasses one’s value which relates to human
conduct. The focus will be to reveal the different aspects of how educational leaders view ethics
in the past and in the present. In order to address these issues the following topics will be
explored: Ethical Theory, Reason and Ethics, Objectivist Ethics, Ethics at Work, Ethics of
Emergencies, Collectivized Ethics and Aristotle views on Ethics.
Ethical Theory
15

16. Philosophy
P10100982
16
One of the most universal questions in educational leadership is what relationship
factor exist between ethics as it relates to educational leadership. These contributing status quo
branches include meta-ethics, normative ethics, applied ethics, moral psychology, and
descriptive ethics and how each relates to the moral dimension of leadership. Ethics is a code of
values that rationally guide one’s choices and his/her actions. It is an objective, metaphysical
necessity for a man’s survival. Educational leadership prepositions that proper ethics gives
practical guidance to help people think and direct their lives. It also aids one to define and attain
his/her values, goals, and happiness. Everyone needs ethics because it is a virtue for survival.
The telos of ethics is ones’ own survival and happiness. The realm of ethics includes those
matters that are potentially under a man’s control. A man’s uncoerced volition is necessary to
have an objective theory of morality. In essence, when an educational leader discovers ethics
hypercritically it can be only through a volitional process of reason.
Ayn Rand's (1964) book entitled The Virtue of Selfishness matches an equally
provocative thesis about ethics. Ethics has always been seen as self interest and praising acts that
are selfless in intent and calling a moral or immoral act that are motivated by self interest. Rand's
ethic of self interest can be viewed as an integral to her advocacy of classical liberalism. Rand’s
ethics identifies the good and bad according to the rational standard of value of an individual.
Rand’s “Objectivist Ethics” focuses on what is, in reality, good or best for each unique
individual human being (Rand, 1964). Such an ethics is rational, objective, and personal.
Accordingly, an individual’s goal should be to become the best possible person in the context of
who and what he/she is and of what is possible for that person. Rand further postulates that
objective and contextual knowledge, including ethical knowledge, can be obtained through
rational means.
16

17. Philosophy
P10100982
17
Reason and Ethics
Reason is man’s only proper judge of values and his only method to guide him to make a
mental judgment. We live our lives as humans and our capacity for reason is what enables us to
survive and flourish. We were not born knowing what is good for us; that is learned. On the other
hand, we are born knowing how to achieve what is good or bad for us as an individual. There is
still an issue of primacy; namely, is reason and should reason be the ultimate judge of moral
actions? Many would surely say that it ought to be, but too frequently it is not. Emotion and
desire overtake the moral agent in far too many cases where calm reason would have been more
appropriate.
Rand (1964), advocates rational self interest: one's interests are not whatever one happens
to feel like; rather it is by reason that one identifies what is to one's interest and what is not. By
the use of reason one takes into account all of the factors they can identify such as the
consequences of potential courses of action, and adopts principled policies of action.
Independence and integrity are also core virtues for Rand's account of self interest. Given that
one must think and act by one's own efforts, being committed to the policy of independent action
is a virtue. Given that one must both identify what is to one's interests and act to achieve them, a
policy of being committed to acting on the basis of one's beliefs is the virtue of integrity.
According to Rand (1964), policy of believing one thing and doing another is of course the vice
of hypocrisy and self-destruction.
Objectivist Ethics
The Objectivist ethics is a subset of the Objectivist philosophy formulated by Ayn Rand
(1964). Rand, 1964, p. 33) defined "ethics" as "a code of values to guide man's choices and
17

18. Philosophy
P10100982
18
actions that determine the purpose and the course of life." She refers to the Objectivist ethics in
particular as "selfishness," as reflected in the title of her primary book on ethics, “The Virtue of
Selfishness”. Rand did not use the term in a negative connotations that it usually has, but to refer
to a form of rational egoism. “Objectivism” is a philosophy developed by Ayn Rand (1964) in
the 20th century that encompasses positions on metaphysics, epistemology, ethics, politics, and
aesthetics. The Objectivist ethics proudly advocates and upholds rational selfishness which
means the values required for man’s survival qua man (Rand, 1964, p. 34). “Objectivism”
maintains that human beings cannot act automatically to further their own survival. For man, the
conceptual faculty is his tool for any form of survival. The Objectivist ethics holds man’s life as
the standard of value and his own life as the ethical purpose of every individual man (Rand,
1964, p. 27).
According to Kritsonis (2005), the ethical language is used to alter feelings and behavior,
so as to produce more harmonious satisfaction of desires and interest. Objectivist ethics is “the
morality of life and that the ethical theory has brought the world to its present state”. (Rand,
1964, p. 37). In our society today in comparison to the past, most philosophers will agree that
the ultimate standard of ethics is whim; meaning arbitrary postulate or emotional commitment.
As individuals we must agree that ethics is a subjective issue and that in our modern society we
must challenge the ethical histories which exist. In metaphysics, the view that reality is so often
dependent on human consciousness integrates one philosophical view of the objectivist ethics.
18

19. Philosophy
P10100982
19
Ethics at Work
The philosophical view of human regarding ethics can often be seen as contradicting.
More so, in our society individuals’ work for various reasons. Every so often we vividly see
ourselves in positions within work environments that are quite comprehensive and empirical.
Ayn Rand (1964) contends that the emotions in order to pay off in the coin of happiness must be
programmed correctly. The moral and necessity of being ethical in our work is irrational and
incoherent. In addressing the philosophical ethics in ones’ daily work life, the ambiguous
swindle of altruists becomes induce and daring. For example, at a particular HBCU university
there was a job vacancy in a department. The job was advertised by the Human Resource
Department and five persons applied for the job. All of the five applicants were interviewed for
the job. Prior, to the applicants selection for the interview one of the requirement was to
complete a skills typing test. The interview process was completed, but the selection committee
members were brief about one of the participants. The person selected for the job had the lowest
score on the skills typing test.
The empirical results indicated that the person selected for the job had very close
relationship with the hiring department head. The morality of this is when this becomes ethical
or unethical. The question to ask is when does ethics becomes real ethics in the work place.
There is more dichotomizations and exhortation, but bad metaphysics doctrinates what Ayn
Rand initialize ethics to be within us humans.
Ethics of Emergencies
Emergencies are unchangeable and not unexpected events within limited time and
creates conditions under which human survival is impossible. In an emergency the primary goal
is to combat the disaster and escape the danger to rectify normal conditions under which human
19

20. Philosophy
P10100982
20
survival is feasible. “If a man accepts the ethics of altruism, he suffers in proportion to the degree
of his acceptance” (Rand, 1964, sp. 49).
For example, Phil is on Spring break with his family in the Cayman Island. Phil and his
Dad decided to take a swim in the sea which is calm. Moments after they are far out at sea they
suddenly realized that they are surrounded by several black head sharks. Phil who is an
Olympian swimmer can swim much faster than his dad; his dad tells him to swim to shore to
save his life. Moments later the sharks began to attack Phil dad, the life guards tried to rescue
him but he was killed by the sharks prior to getting any assistance.
The psychological result from such incident implicates that as individuals the subject of
asking when it is ethical to save another person life in the case of an emergency becomes a
reality. The results of altruism may be observed in the fact that a great many people approach
the subject of ethics by asking such questions as: “Should one risk one’s life to help a man
drowning” (Rand, 1964, p. 49). In our daily lives people tend to help those who are in need,
however, it is important to differentiate when helping becomes unselfish or profoundly egoistic.
The rational welfare of helping my son or daughter from drowning is no different from another
person who helps his/her wife from drowning but panics then spends the rest of his or her life in
loneliness. The altruist ethics is based on metaphysics that man by his very nature is helpless and
doomed; emergencies, disasters and catastrophes are the norm to combat ones primary goal in an
emergency (Rand, 1964).
Collectivized Ethics
The notion of collectivism presupposes that one is required to live for the benefit of a
collective whole, such as a society. Under this system, certain policies are decreed as beneficial
for the majority and are to be carried out at the expense of other individuals. It is by this principle
20

21. Philosophy
P10100982
21
that public projects are instituted within a society, such as public health-care systems, welfare
programs, and public parks. The ends of these projects are the benefits they provide to the
majority; the means by which these projects are carried out are those produced by individuals
through money, labor, and other means. Rand (1964) opposes the idea of collectivized ethics
because it devalues individuals.
The defense for advocates of indefinite global economic growth is that it is needed to
eradicate collectivized ethics in our society. This argument is at best disingenuous by any
reasonable assessment in terms of indulging in altruistic politics. Ethics are implemented in
the psyche of a man as he learns to observe the events around him. Most of the times, ethics
are planted in man's mind as a result of learned behavior. He is taught that to lie is wrong as a
tenet of life. If he lies and is caught, then the punishment received is faulty and inconsistent.
Collectivized ethics will also imply that the ethical perspectives of such a member is vivid
and rancorously (Rand, 1964).
Aristotle Views on Ethics
Aristotle conceives of ethical theory as a field distinct from the theoretical sciences
(“Richard Kant, Stanford Encyclopedia of Philosophy”, n.d.). Aristotle views ethics as an
order to improve peoples’ lives, and therefore its principal concern is the nature of human
well-being. Aristotle follows Socrates and Plato in taking the virtues to be central to a well-
lived life.
Aristotle concept towards metaphysics is built around the progressive narrowing of
the word being until its primary meaning was discovered. His first description required the
one acting choose an action knowingly, out of a stable equilibrium of the soul, and for its own
21

22. Philosophy
P10100982
22
sake. The knowing in question turned out to perceive things as they are, as a result of the
habituation that clears our sight.
Rand was greatly influenced by Aristotle work; Rand's greatest influence was
Aristotle, especially Organon ("Logic"); she considered Aristotle the greatest philosopher. In
particular, her philosophy reflects an Aristotelian epistemology and metaphysics both
Aristotle and Rand argued that "there exists an objective reality that is independent of mind
and that is capable of being known. Although Rand was ultimately critical of Aristotle's
ethics, others have noted her egoistic ethics "is of the eudaemonistic type, close to Aristotle's
own. The greatest distinction is that Rand epistemology did however conflict with Aristotle's
at least on some level.
Ayn Rand work is often praised for her reflection on the philosophy of her
predecessor. She agreed with most aspects of his ethics accept for one crucial concept, the
fact the he did not specifically plot an “ought to” list for individuals; thus, Aristotle does not
tell his readers what is “morally right.” Rand expounds upon this by formulating a “scientific
process” for individuals to achieve eudaimonia. Rand discredits Aristotle’s position that the
ultimate life and ultimate happiness are only reachable by a select few by explaining that her
method is equally attainable by all (Rand 1964).
Concluding Remarks
In conclusion, Ayn Rand philosophy of ethics gives defining and attaining values. Her
philosophy is that ethics and morals are judged in relation to achieving specific ends with the
final end being an individual’s life or flourishing. The act of deciding necessitates the
investigation of how our action pertains to what is ethical for one’s own life.
22

23. Philosophy
P10100982
23
References
Ayn Rand encyclopedia of philosophy. Retrieved February 16, 2009 from
http://www.iep.utm.edu/r/rand.htm
Kraut, Richard, Aristotle’s Ethics, Retrieved February 16, 2009 from
http://plato.stanford.edu/entries/aristole-ethics/
Kritsonis, W. A. (2005). Ways of knowing through the realms of meaning. Houston, Texas
National Forum Journal
Rand, A. (1964). The virtues of selfishness. New York: Penguin Putnam.
Liberalism vs Objectivism. Retrieved February 16, 2009 from
http://www.ojectivistcenter.org/cth-32-2119_qa.aspx
23

24. Philosophy
P10100982
24
Providing Postmodernism Strategies As It
Relates To Leadership & Change in the
Jamaican Educational System
P1010092
ABSTRACT
The purpose of this article is to make suggestions on implementing Fenwick W. English
recommendations for Postmodernism for school administrators. Postmodernism isn’t
about replacing one version of truth or science with another. It is about challenging and
opening up the central premise that sets borders (English 2003, p. 3). Utilizing the post-
modernistic approach towards education in Jamaica is the beginning to how the integrated
education system can be interlocked.
Introduction
Postmodernism is the prevailing factors that theorizes within educational administration
which is theoretical, that is, it proffers no theory to center any specific practice, but rather it is
open to consider all claims and the theories define and supported (English 2003, p. 3).
Postmodernism is not just a philosophical movement it has such features as the challenging of
convention, the mixing of styles, tolerance of ambiguity, the emphasis on diversity, acceptance
of innovation and change, and stress of contractedness. Postmodernism is the discourse
24

25. Philosophy
P10100982
25
providing a broader focus for administrators and institution. The difference and similarity
erupting from processes of institutions and the accelerating circulation that focuses on learning
and the increasingly dense and frequent cross-cultural interactions, and the unavoidable
intersections of knowledge.
Purpose of the Article
The purpose of this article is to provide postmodernism strategies which can be
implemented by administrators in the Jamaican educational school system. Postmodernist have
developed a special kind of vocabulary where words and phrases represent peculiar references
which mark discourse (English 2003, p. 6). As English had demonstrated, it is distinctly evident
that the rich body of literature developed in Jamaican language patois is an example of their
usage in sentences. Therefore, the focus will be to address the following topics: Discipline for
students, Safety of students, Motivating students, Classroom structure for students, School
Culture, Building Classroom Communities, Improving student learning, Conflict Resolution, and
Student Retention.
Discipline for Students
It is my belief that in Jamaica some schools are under administered and under led. The
department of education administrators should be accountable for the conditions and be engaged
in strategies in having the educational system knowledge base and embodied in a paradox
postmodern enshrined. The most rudimentary requirements for improving discipline for students
with the offset of school administrators structuring and conceptualizing postmodernism
denominates the principles of discipline.
25

26. Philosophy
P10100982
26
The understanding and discourse on student discipline in Jamaican schools focuses on
standards and the control of students. The importance of education in a postmodernist’s world
places emphasis on the teacher /student relationship as well as the feelings about school and its
importance. Trust is a critical aspect for student discipline because this helps to achieve learning
and organize behavior. The incipient behavior of students challenges authority to nipping the
behavior in the bud. Some instances, students will react to the behavior of other students, but
control with a moral basis is very critical. Modernism has depersonalized and dehumanized
schools and the leaders who inhabit them by robbing them of any voice or morality or moral
values (English, 2003, p. 28).
Student discipline continues to be a major concern of the general public in Jamaica with
the students in public as well as private schools. The problem of student discipline is especially
acute in an age of accountability and it does have an impact on the learning administered through
the nation’s schools. As English indicate” educational administration will have to push the
decentered human and morality back from the margins into a more dynamic view that leaders are
storytellers (English, 2003, p. 29). Therefore, the underlying effect to curve discipline within the
Jamaican schools lies with the ministry of education administrators and the transformation of a
multi paradigmatic approach in a wide variety of breakthroughs to conceptualize change within a
postmodern era.
Safety of Students
As soon as children enter the school grounds their safety and security is one of the
administrators’ priorities. The Ministry of Education Department must be committed to ensuring
a safe and happy environment for each child attending school. This safe learning environment
has to be maintained by a range of strategies designed to prevent violence and promote positive
26

27. Philosophy
P10100982
27
relationships including: programs on conflict resolution, peer support, anti-racism programs,
anti-discrimination and harassment programs, student leadership and mediation training
programs.
The postmodern school must be free from bullying and harassment. A national movement
to get parents/caregivers involved and urged them to immediately report cases of bullying or
harassment to the school administrators is legendary. All schools must create and have
discipline policies which outline the consequences for those who bully or harass in any hidden
form or fashion. The attitude of establishing interchangeability of humans in our schools should
call for a collaborative need that contains on-site security systems and procedures.
The case of becoming vulnerable and congruent is somewhat a discourse for school
administrators in Jamaica. It will be important for the students to be safe in their environment
and in order to formulate the patterns as administrators we need to conduct criminal record
checks on all permanent and casual teachers who seek employment with the Ministry of
Education. The ability to negotiate and make the necessary arrangements with other agencies and
the education systems to prevent pedophiles from getting teaching jobs in our schools is relevant.
Motivating Students
In general some students seem naturally enthusiastic about learning, but many need or
expect their teachers to inspire, challenge, and stimulate them: Effective learning in the
classroom depends on the teacher's ability to maintain the interest that brought students to
school. Whatever level of motivation the students bring to the classroom will be transformed, for
better or worse, by what happens in that classroom. The Ministry of Education administrators
have to advocate for teachers to engage all students by providing positive reinforcements that are
frequent, simple, and easy to implement.
27

28. Philosophy
P10100982
28
Motivation clearly is a part of a web of factors determining behavior and involving many
processes. In considering motivation we must take into account the motives or feelings in that
person that are important for learning in school. These include anxiety, curiosity, the need to
achieve, motives of self-expression and self-enhancement, and physiological drives such as
hunger and thirst. Raising awareness of the issues of hunger, poverty and their impact on the
Jamaican students is a primary goal for the commitment to improving the quality of life in this
country educational system.
It will be inherited to reconsider that the empirical content demonstrated in the Jamaican
school systems that there is no single way for motivating all of students. Motivation for these
students is usually separated in two different categories; intrinsic motivation and extrinsic
motivation. These are related to the goal orientation of the student because the intrinsic
motivation is determined by an interest in learning and mastery, curiosity and preference for
challenge that will lead to the student mastery goal orientation.
The postmodernism principle of the extrinisic motivation is determined by the external
rewards, money, teacher/parent approval and this will eventually lead to a performance goal
orientation for these students. The school administrator as the expert is empowered to do the
things which are moral and liberating and these two types of motivation will therefore influence
the type of learning and the strategies that the student will use.
Classroom Structure for Students
Many administrators, teachers and staff are operating schools in the same manner they
did when they started in the system years ago. Modernism in schools according to (English
28

29. Philosophy
P10100982
29
2003) can be viewed through a bureaucratic leadership. The theoretical concept was created by
Frederick Taylor and his development of the scientific management workplace.
The classroom structure in postmodernism undermines modernism for a valuable
resource based on how the physical environment is organized to facilitate student success
in learning. The educational administrator must understand that the classroom structure is vital
and it is a powerful factor when setting up the environment for success by letting students know
what is expected and what to do next. Classroom structure and curriculum takes into account the
developmental stage of students also the concept of the self-contained classroom continues to
influence the schedule and classroom organization. To propose the intuition that at the beginning
of each school year it is expected that students will work together in small and large groups to
achieve many learning objectives throughout the school year. In short the concept that
educational administrator should start off right away on the first day of school building
classroom structure in these effective schools.
School Culture
Jamaican culture signifies a rich combination of various traditions that have settled the
island and the first Taino settlers. Language and culture vary enormously in the human realm and
give compound, multiple meanings to the same phenomena (English, 2003, p. 13). Mitigating
postmodern schools become more autonomous, they create new identities and establish unique
school cultures. Postmodernism express the infuriating fact that the school’s culture is
inextricably linked to classroom culture. School culture is the behind the scenes context that
reflects the values, beliefs, norms, traditions, and rituals that build up over time as students in
schools will work together. School culture is critical to understanding the dynamics behind any
thriving community, and the deep structure of school life that holds the key to the main
29

30. Philosophy
P10100982
30
catastrophic educational success. The postmodernity concept will analyze what kind of culture
pervades your school. Many of which will sub rationalize whether the schools culture of students
feeling like they are a family. One positive way to balance school culture, and then strive to
improve it, is through the breakthroughs which are incorporated in improving the objectivity of
modernizing the educational system.
Building Classroom Communities
Postmodernity does expand the idea of a community. It does open up the whole area of
leadership to a broader perspective than has usually been the case (English, 2003, p. 26). Moving
into a postmodern view every classroom, like every community, has its own distinct culture,
values, and rules. In Jamaica children belong to many different communities whether it is a
residential area or even in the ghetto. Once students enter into this knowledge base hierarchy no
matter where they came from the building is pictured as a community in the classroom. The
teachers should create a common and predictable cultural experience that will help these students
feel connected to others no matter what the circumstances are. An important strategy which
education administrators should note is that a community is built around the shared interests,
values, and goals of its members.
The postmodernist with theorize that the culture of your classroom community changes
each year as children change and even in some cases you will change. In essence one year, you
have may have a group of students who loves singing reggae songs, and you will make singing
an important part of your classroom life. Another year, the students may be concerned about the
welfare of those students who come to school without any shoe. The it that isn’t an it,
postmodernism rejects the underpinnings of modernism (English 2003, p. 11). The issue of
students without shoes becomes the focus of a long-term study. The reason to change within a
30

31. Philosophy
P10100982
31
dominance period will tell from one year to the next what dominant interests or events will
emerge and how students will define their classroom community and the content within.
Improving Student Learning
Different learning environments can be created in the classroom to help students learn
better. Students need to be given opportunities to continually improve their skills and
demonstrate knowledge; this can be accomplished through regular teacher feedback and
encouragement. The educational administrative body will have to capitalize on student learning
responds by proposing ambitious and extraordinary plans. They will systemized advances in
research on learning and incorporate it into educational practices.
Conflict Resolution
Conflict resolution can be embraced as a key component to quality education. It is the
responsibilities of the educational administrators to enforce conflict resolution programs that can
help schools promote both the individual behavioral change necessary for responsible citizenship
and the systemic change necessary for a safe learning environment. The postmodern prospective
is critical and imbedded in conflict resolution skills which are essential to the life in schools, and
the Jamaican communities.
Student Retention
The complex issue of student retention is a principal component of the access, retention
postmodernism view that will gradually lead to the graduation mosaic and a few other issues in
higher education generate as much interest, argument, and inquiry from inside and outside the
academy.
Some steps that can be taken towards student retention includes; calling students on the
telephone if they are absent; make an appointment with them to discuss attendance, make-up
31

32. Philosophy
P10100982
32
work; get feedback periodically from students, socialize with students as your "style" permits by
attending their clubs or social activities, by having lunch with them, by walking with them
between classes, conduct a personal interview with all students sometime during the semester,
provide positive reinforcement whenever possible; give students a respectful answer to any
question they might ask, listen intently to students' comments and opinions.
Using a lateral thinking technique will add to ideas rather than dismissing them, students
feel that their ideas, comments, and opinions are worthwhile. Be honest about your feelings,
opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit
that you don't know all the answers. If a student tells you something in confidence, respect that
confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.
The epistemological shift will enhances student’s intellectual and personal growth and
strengthens student’s connection with the Jamaican school system.
Concluding Remarks
In conclusion, the postmodern strategies demonstrated throughout this paper can be
adopted by educators in the Jamaica educational system. The focus of changing and introducing
vulnerable and philosophical support for the educational system in Jamaica which will help
students with unthinkable breakthroughs.
The daunting effect to translating and formulating the schools into a postmodern
establishment can help the vision and techniques used in constructing encroached knowledge
base structures. As indicated by Kritsonis he states that meanings are contained in arbitrary
symbolic structures, with socially accepted rules of formation and transformation (Kritsonis,
2007, p.11). Therefore, incorporating this power knowledge principle and the empirical effects
will help the dominated educational movement in this country.
32

33. Philosophy
P10100982
33
.References
English, F. (2003). The postmodern challenge to the theory and practice of educational
administration. Springfield, IL: Charles C. Thomas – Publisher, LTD.
Kritsonis, W. A. (2007). Ways of knowing through the realms of meaning. Houston, Texas
National Forum Journal
33