Please use this identifier to cite or link to this item:
Abstract Practical ethics of education reform demand so that stakeholders have to challenge cultural hegemony. Such ethics help to reconstruct social relationship facilitating stakeholders’ demand for autonomy empowerment, community caring, and evolutionary self-control which, in their turn, would encourage the interaction of rational games in confrontation and competition. Of course, educational reforms would bring out positive and negative effects. To deal with, leadership policy has to ensure more positive effects of the rational games’ rationality. Our review points out that practical ethics of educational reforms is needed to facilitate (1) the interaction of rational games through progressive purpose; (2) the interest growth by macropolicy leadership; and (3) the humanized cultivation by micro-policy leadership. It also suggests that: (1) leaders ought to extend more opportunities of participation, to cohere consensus, and to facilitate acquisition and contribution for stakeholders; (2) school leaders ought to be more pragmatical in setting orientation and in building the success of learning community. Only so they would be able to implement education reform effectively.
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.