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• W17274328 abstract "This paper discusses the debate on paradigms in educational administration and how this debate cannot be separated from the debate on the nature of the school. It asks questions about the extent to which recent challenges to traditional paradigms succeeded in changing the debate on the school as an organization. It supports arguments that the most serious challenge to any traditional science of education is to produce useful generalizations that explain particular social and organizational phenomena. It also claims that theorists in the field of educational administration always possess an underlying philosophy of the school as an organization. The essay offers an overview of various conceptions of the school community as gemeinschaft (community) and gesellschaft (society), emphasizing the theories of T.B. Greenfield, D.J. Willower, and C.W. Evers and G. Lakomski. The text focuses on the theory-ladeness of observations and societal and cultural influences on schooling. Overviews of organizational studies and the legal and ethical dimensions of the debate are also presented. The paper concludes that schools may be seen as an organizational and societal relationship because they rely on norms, purposes, values, professional socialization, collegiality, and natural independence and because the process of achieving the objectives of education guides schools' regulative activities. (Contains 16 references.) (RJM) Reproductions supplied by EDRS are the best that can be made from the original document. The school as organization: challenges to traditional paradigms Kobus Mentz and Izak Oosthuizen Potchefstroom University Potchefstroom 2520 SOUTH AFRICA Paper presented at the Annual Conference of the American Educational Research Association, April 19-23 1999. Montreal, Canada 2 BEST COPY AVM BLE EA The earlier debate During the 1970's and 1980's, perspectives on the school as an organization focused on views such as those of Greenfield, who argued that organizations should not be removed from the actions, feelings and objectives of people and that human action forms the foundation for the functioning of an organization. Greenfield makes the existence of an organization dependant on that which the participants from the broad community contribute to it. In contrast with the view of Greenfield, Griffiths argued that administration is the process that controls and directs the activities in a social organization such as the school. Griffiths therefore, in part, agreed with the Weberian model of a strict, impersonal hierarchical structure when he argues that managers should not work with individuals in the organization, but with groups or representatives of groups. In his later contributions to the field of educational administration, Griffiths, however, advocated a more thorough examination of the socio-cultural context of the school, as well as the role of women and minorities in the school as an organization. In what is called by the author of this paper challenges to traditional paradigms, authors such as Evers and Lakomski propose a post-positivist stance with regard to educational administration which, inevitably will change traditional views on the school as an organization. Thomas Sergiovanni's (1994) contribution to this debate was that organizations such as schools are created by people, but over time become seperated from people. Sergiovanni uses the terms gemeinschaft and gesellschaft to refer to schools. In gemeinschaft, individuals relate to each other without any tangible goal or benefit for any of the parties in the relationship. In gesellschaft, however, individuals relate to each other in order to reach some goal or to gain some benefit. The modern formal school should reflect gemeinschaft, according to Sergiovanni. Geijsel, Van den Berg & Sleegers (1995:292) describe the school as a learning organisation and construct a model in which transformational leadership is required. This perspective is in agreement with the gemeinschaft theory of Sergiovanni. In this paper, an overview of the traditional viewpoints of Greenfield, Griffiths and Willower will be given as background, together with a historical perspective by Berg & Wallin. Berg & Wallin, some years ago, put the school in an organizational perspective that did not become part of the mainstream debate at the time." @default.
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• W17274328 title "The School as Organization: Challenges to Traditional Paradigms." @default.
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