Comprehend Pedagogical Progressives

The progressive Era was times in History were local state and federal government took a leap forward in power and activism. In addition, the progressive era, was a time of development of new reforms and changes for America. Progressivism handles a wide range of problems and struggle for America. Such problems were created by unstructed industrialization, urbanization and immigration. As well as, the unfavorable distribution of power and wealth. Progressives believed strongly that problems such as these needed immediate action. Progressives existed in churches, organized labor, local political life, organizations and progressives of high education. Progressives wanted to make America better through inniatives, arranged action, idealism and social scientific research. Progressive had a tendency to expect the best possible outcome of situations. By, the 1920’s, progressives put in effect, changes of all aspects of society and government. Nevertheless, progressives had unhonorable qualities as well. They were biased of class and prejudiced against races.

Kermode bears today are very rare to find. Human Beings are going out to find a Kermode bear you will probably not find one. However, these bears are really rare off the coast of the Princess Royal and Gribbell island.

At Boys State, I learned that I may need to assume a position of power if I am the most qualified. For various reasons, marching was integral to the operation of Boys State. However, almost all the citizens had never marched before. Even though my previous experience as a marching band member conflicted slightly in style, I still had an advantage. When I noticed dozens of my peers struggling to learn marching, I viewed it as my duty and obligation to help them and provide strong leadership to maintain a cohesive marching bloc. I did, however, need to overcome the barrier that was my previous marching experience. I trained in a different leg style, so I needed to speedily learn the nuances of this foreign style. From this, I learned volumes about leadership. I learned that there is a place and time for me to serve as a leader; I learned that occasionally the most qualified leaders aren’t necessarily fully qualified, and to respect their efforts to become qualified; I learned that all leaders must overcome challenges to be successful. This trying experience taught me how and when to assume a position of power for the benefit of the

Similar to my experience with changing leadership theories, my epistemology and organizational lens has also changed over time. Once identifying as an interpretivist, I am now increasingly comfortable with the label of critical theorist. As evidenced by Capper and Green (2013), critical theory is severely lacking in the study of organizational theory. Most texts examined by Capper and Green in a comprehensive organizational theory review were grounded in structuralism or interpretivism, including some that focused on general educational leadership. Deviations from structuralism and interpretivism to critical theory were found primarily when reviewing equity and social justice studies in educational

“As we look ahead into the next century, leaders will be those who empower others” according to Bill Gates, while John Maxwell tells people that “Leadership is influence - nothing more, nothing less.” Neither of them completely capture leadership, but at the same time, neither of them are wrong. To be a leader, one must empower and influence those they lead in order to get the results they want. Neither one mentions that a leader must be confident in themselves and show others that they are confident with the decisions they make for themselves and others. As president of the Italian National Honor Society at my school, it is my job to promote excellence in the course, as well as in the community. Since our society values giving back to the community, we put an emphasis on community service. Many of the other students in the society worried about completing their hours. I showed them that they did not need to worry about getting their service hours by completing all of my required hours for both National and Italian Honor Societies before the end of November.

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

Greenleaf takes a very direct approach in presenting his beliefs about leadership. He speaks in absolutes. Using headings in his writings, he addresses a specific component of leadership and explicitly states what he means in the succeeding paragraphs. Leaving little room for subjection or argumentation, Greenleaf does not pose open-ended questions towards his readers, but rather, speaks with an assertive tone that makes his ideas sound factual. Congruently, many facts are presented throughout Greenleaf’s writing, giving readers a reliable platform on which to found their beliefs. Greenleaf writes:

Leadership many times can be misinterpreted by many individuals. Leadership is an ability that not everyone is meant to have nor develop. In fact, many can be called, “leaders” but that does not imply that their leadership role plays a positive impact on others. At times, some people seek leadership in a form to only obtain power and abuse it for their own self-interest. While there are others that create great influences to following generations. For instance, there are those like Plato and Thomas Jefferson who have established philosophical thoughts that for past centuries, have revolutionized many people’s ideals. Through their principles many people have identified, what they consider can exemplify, true characteristics that make someone have successful leadership qualities. In their own way, they have influenced others, with the purpose to communicate a foundation of important ideals which have helped guide many. Whether it is one or a group of individuals. Many people should consider in practicing and adapting to those philosophical principles, manifested in Plato’s, “The Allegory of the Cave” and Thomas Jefferson's, “The Declaration of Independence” essay who illustrate certain ideals and aspects of leadership in their own unique way.

Discuss the tensions within progressivism between the ideals of social justice and the urge for social control. What concrete achievements are associated with each wing of the movement? What were the driving forces behind them?

Between 1890 and 1920 Americans were living in the era or period called “Progressive Era.” Progressive Era was a period of political reform, economic growth, and social activism in the United States. During the Progressive Era the industrialization increased, divorce rates increased and emigrates from rural region to urban region increased. There was a lot going on during this period; a great many things happened and bad to America societies. Progressivism movements also happened throughout Progressive Era. The simple definition of progressive Era can be the growth of America’s economy and the increase of problems in different societies, Problems like poverty, corruption, child labor, racism, greed, class warfare, high rate of divorce, safety

The Mandate of Heaven is an ancient Chinese notion and idea that heaven actually granted emperors the right to rule based on their capacity to govern properly and fairly. The Mandate of Heaven would transfer to the one who would rule best. The Mandate of Heaven depends on whether an emperor was sufficiently righteous to rule; if he did not fulfill his obligations as emperor, then he lost the Mandate and his right to rule as Emperor. After nearly four centuries of internal division, China was unified again in 581 with the Sui Dynasty being founded by Yang Jian, who established his capital at Chang'an and began to extend his authority throughout China. Like his predecessors, he desired a unifying ideology and turned to Daoism and Buddhism, founding monasteries for both

My father once told me that, “everything we do— be it in academia, at work, social or family life—we are guided by principles, beliefs and values that collectively form our ideology of life.” I believe that every leader, to a certain extent, is shaped through her individual personal experience. Although in some cases, we may not realize to what extent our personal assumptions and beliefs shape our ability to lead or be led.

As educators, we regularly take an action and considering the impact of the action. Then we analysing the results of the action by reflecting upon it and critically evaluate our professional knowledge and the effectiveness of our teaching. Further, we are altering and revising conceptions and planning following reflection. Finally, we are implementing these plans in further actions. In this process, teachers work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice. Many educators are involved with praxis but it often isn’t part of their vocabulary. Without knowing the concept (inquiry as praxis),

Nathaniel Hawthorne wrote in 1850 the book “The Scarlet Letter”. After a depressing season in his life, his emotions sparked a flame that has, since his death, spread across the country. The book's main character, Hester Prynne, is the wearer of the scarlet letter and the novel is written about her and her life after a terrible sin that occurred in in Puritan New England. Although the novel fails to describe in detail characters other than - Hester, Arthur Dimmesdale, Roger Chillingworth and Pearl- minor characters such as Mistress Hibbins, cannot be left out. The role that they play is trivial part of the story of the Scarlet Letter.

Many people want to attain and hold influential positions in society whether it would be in the field of science, politics, education, or in public service. However, many people tend to forget how servitude is one of the main life highways to travel in order to arrive at that successful destination called “Leadership.” Nevertheless, there was one man who knew how powerful the concept of servitude was in order to grasp the reigns of successful leadership. Socrates was a phenomenal philosopher, scholar, teacher, and servant. Socrates leadership style was unique in regards to letting students communicate among one another in an articulate theological reasoning process by questioning and probing at one’s belief system in order to