Evolutionary Theory and the "New Sciences": Rekindling our imagination for transformation

Karpiak, Irene E.

doi:10.1080/713695713

Cited by 23 publications

(18 citation statements)

References 8 publications

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“…Moos (2003: 29) also suggests this coleadership perspective in education, arguing that the leader stops leading other people and, rather, 'leads with other people'. Karpiak (2000) furthers this view, describing transformative learning as a shared experience among all the participants. These arguments reveal the emphasis teachers and administrators must place on their abilities to develop closer individual relationships with colleagues while adopting a teaching role that helps the educational community understand more about the process of teaching and learning.…”

Section: Dissipative Structures At the Micro Level The Importance Of mentioning

confidence: 99%

“…Karpiak (2000) argues 'we cannot simply will ourselves to transform to higher stages of development'. She notes that individuals must be oriented towards tasks that inspire transformation, that they must be flexible in their attitudes towards understanding, and that they must resist seeking the easiest paths in the choices they make.…”

Section: Dissipative Structures At the Micro Level The Importance Of mentioning

confidence: 99%

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Dissipative structures in educational change: Prigogine and the academy

Gilstrap

2007

International Journal of Leadership in Education

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This article is an interpretive study of the theory of irreversible and dissipative systems process transformation of Nobel Prize winning physicist Ilya Prigogine and how it relates to the phenomenological study of leadership and organizational change in educational settings. Background analysis on the works of Prigogine is included as a foundation for human inquiry and metaphor generation for open, dissipative systems in educational settings. International case study research by contemporary systems and leadership theorists on dissipative structures theory has also been included to form the interpretive framework for exploring alternative models of leadership theory in far from equilibrium educational settings. Interpretive analysis explores the metaphorical significance, connectedness, and inference of dissipative systems and helps further our knowledge of human-centered transformations in schools and colleges.

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Section: Dissipative Structures At the Micro Level The Importance Of mentioning

confidence: 99%

Section: Dissipative Structures At the Micro Level The Importance Of mentioning

confidence: 99%

Dissipative structures in educational change: Prigogine and the academy

Gilstrap

2007

International Journal of Leadership in Education

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“…The effect is that people are different afterwards, they have changed for the better and are empowered. Karpiak (2000) suggested that the adult education role, therefore, is to provide challenging experiences. Relevant teaching styles involve critical thinking, problem posing (Kotze and Cooper, 2000), creativity and challenging the status quo.…”

Section: Transformative Educationmentioning

confidence: 99%

“…Nevertheless we can see that the transformational relationship between teacher and learner bears strong similarities to the potential relationship between leader and followers. Karpiak (2000) for instance talked about transformative learning as a journey into the unknown but one where the teacher must know something of the landscape: 'that both teacher and learner engage in a shared endeavour and that both are changed through this shared experience'(p. 38). The emphasis on the teacher taking responsibility for his or her own development and 14 change through the teaching process is one that is advocated for the transformative leader (Apps, 1994).…”

Section: Transformative Educationmentioning

confidence: 99%

Education for Transformative Leadership in Southern Africa

Preece

2003

Journal of Transformative Education

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This article argues that education for transformative leadership in a southern African context needs to nurture an understanding of the relationship between spirituality and charisma. This argument is based on a review of some literature pertaining to transformative learning, transformative leadership and African value systems. The article explores the relationship between transformative leadership and transformative learning and education theories, and relates them to a specific southern African context. It proposes three arguments. First, transformative education may facilitate the transformative leadership development process. Second, transformative education and transformative leadership, although offering features that are sympathetic toAfrican indigenous values, must also take account of particular African contexts. The article does not claim to be reporting from empirical research on this issue but, to support its position, draws on recent literature from on ongoing southern Africa leadership development project and some early empirical data from a small, related study in one southern African country. Third, the article suggests that a key difference between transformative learning and transformative leadership perspectives is the transformative leadership focus on charismatic qualities that inspire motivation to change. However, a defining conceptual thread of spirituality runs through the transformative learning and leadership literature that resonates with southern African concept core value systems. It is this thread that provides the overall conceptual link between the different strands of thought. As president, he has managed not only to sustain his popularity among the black population he fought to liberate from white rule but to gain the respect and admiration of the white community which once reviled him. (Meredith 1997: 1-2) We live in a world of rapid change. The perception that a leader must essentially be a manager of productivity, efficiency, control and power is being overtaken. Advocates of new leadership models embrace social transformation and concerns with democracy and social justice. That is: 'Leadership that derives its social authority from the democratic realities it seeks to enhance, rather than from the authority of 2

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“…Transformational leaders need to be "forward-facing" and committed to "renewal" (Bhindi & Duignan, 1996, cited in Preece, 2003, but they must also "look back" to engage with the narratives and histories which tie a community together, and through this activity, create new stories and interpretations (Karpiak, 2000;Preece, 2003). To do this they must know the social, political, spiritual, and geographical landscapes of the people (Karpiak, 2000;Preece, 2003), and "[b]y using the strategies of visioning… transformational leaders… motivat[e] group members to remain attracted to the group, make personal sacrifices and work towards a common goal" (Pillai & Williams, 2004, p. 147).…”

Section: Te Kooti As a Transformational Prophet-leadermentioning

confidence: 99%

Te Umutaoroa, Patuheuheu and Ngāti Haka: Towards a Prophetic Model for Unity and Transformation

Rangiwai¹

2011

tekaharoa

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This article explores the emergence of a prophecy called Te Umutaoroa (earth oven of long cooking), given to Patuheuheu and Ngāti Haka by Te Kooti Arikirangi - a nineteenth century Māori leader whom the government wanted to eliminate. This was a discourse uttered by Te Kooti in 1886 and promised the restoration of all that was taken away from Patuheuheu and Ngāti Haka in the mid 1880s and beyond. This article asserts that Te Kooti was both a prophet and transformational leader. This work is the beginning of a framework for hapū development based on the eight parts or promises contained within Te Kooti’s Te Umutaoroa prophecy. The purpose of this work is to scope out the ‘bones’ of a framework which aims for complete unity between Patuheuheu and Ngāti Haka, and through the united efforts of both hapū, development and positive transformation in the various contexts of the Waiohau community.

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Evolutionary Theory and the "New Sciences": Rekindling our imagination for transformation

Cited by 23 publications

References 8 publications

Dissipative structures in educational change: Prigogine and the academy

Dissipative structures in educational change: Prigogine and the academy

Education for Transformative Leadership in Southern Africa

Te Umutaoroa, Patuheuheu and Ngāti Haka: Towards a Prophetic Model for Unity and Transformation

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