Tuesday, December 31, 2019

Idealism and the Power of Intentionality


Often the behaviors exhibited by students, customers, clients, or stakeholders are the result of feeling lost.  Outside of the zone of proximal development (Vygotsky, 1933), uncertainty creates a conflict cycle and thereby ineffective learning.  Borne from not knowing how to ask the better question, the result can be frustration, anxiety, or tension
       Platonic Idealism embraces the search for truth and therefore the dialectical approach to problems is crucial to this school of philosophy. Formative assessment proponents recognize the communication loop as essential when assessing FOR learning. Advocates of Invitational Theory and Practices know others are better served by intentionally inviting and modeling questions that promotes dialogue. 
“The research on the effects of Invitational Education Theory in the educational administrative process is relatively new as compared to other theories pertaining to leadership” (Egley, 2003, p.57).  Burns and Martin (2010) believed their literature review, which included analysis of Aldridge, (2003); Jennings,(2003); Penner, (1981); Shapiro, (1990); and Stillion & Siegel, (2005) reinforces their premise that “contemporary leaders in education must face a new day requiring skills and knowledge beyond what needed to be exhibited by previous leaders” (p. 30).  Purkey and Siegel blended leadership qualities, values, and principles to develop the invitational leadership theory and model that invited success from all interested stakeholders (Burns & Martin, 2010).  “This model shifts from emphasizing control and dominance to one that focuses on connectedness, cooperation, and communication” (Purkey & Siegel, 2013, p.1).  “Invitational leadership was created based upon four basic assumptions exemplifying invitational leaders: optimism, respect, trust, and intentionality” (Burns & Martin, 2010, p.31).  It is now recognized that intentionality, care, optimism, respect, and trust (ICORT) exemplify the invitational leader’s mindfulness.  Combined with the four basic assumptions are five powerful factors: people, places, policies, programs, and processes, which Purkey and Siegel call the “five P’s” (p. 104), which have separate and combined influence on Invitational Leadership.  The combination of these five P’s and an exhibition of ICORT provide limitless opportunities for the Invitational Leader because the result can positively impact the total culture of nearly every organization.
An implication for future practice can be derived from the invitational leadership’s assumption of intentionality.  Citing Stillion and Siegel’s recommendation for all leaders becoming “well-versed in the issue of intentionality” (2005, p. 9), it is reasonable to advance the definition presented by Day, et. al., (2001), whereby intentionality is “a decision to purposely act in a certain way, to achieve and carry out a set goal” (p.34).  Showing contempt only destroys motivation and incites division.  Let a mindset elevated by intentionality, care, optimism, respect, and trust (ICORT) guide all your educational and leadership endeavors. May the new year provide many opportunities for perfect clarity while encouraging human potential.


To Cite:
Anderson, C.J. (December 31, 2019) Idealism and the Power of Intentionality [Web log post]

References
Burns, G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and Female
Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost

Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach
            to teaching, learning, and democratic practice (3rd ed.). Belmont, CA: Wadsworth
            Publishing Company. Retrieved from:           http://invitationaleducation.net/featuredbooks.html

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed)
            International Alliance for Invitational Education. Retrieved from:

Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How
            to defuse difficult situations. Thousand Oaks, CA: Corwin Press. ISBN:
            9787452212104

Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach            to
professional and personal success. Atlanta, GA: Humanics. Retrieved from:

Schmidt, J. J. (2004). Diversity and invitational theory and practice. Journal of Invitational
        Theory & Practice, 10, 27-46.

Schmidt, J. J. (2007). Elements of diversity in invitational practice and research. Journal of
        Invitational Theory & Practice, 13, 16-23.


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