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]
Retrieved from http://www.ucan-cja.blogspot.com/
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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