TY  - JOUR
AB  - Examines the coherentist project for educational administration of professors Colin Evers and Gabriele Lakomski from a critical and pragmatic perspective. It is argued that Evers and Lakomski really have three projects going: the first project seeks to ground coherence as a solution to the problems of educational administration research upon the history of educational administration inquiry philosophies since the Second World War. The second project attempts to justify the worth of coherency as a research philosophy upon purely logical grounds. A third, and most recent, (practical) project draws upon evidence from leadership practice to prove coherentism’s usefulness for school administration. Concludes that, rather than supporting their post‐positivist philosophic underpinnings, Evers and Lakomski’s third project finds them moving toward a raw pragmatism. Also concludes that coherentism is best redescribed from a pragmatic aesthetic perspective, a point of view that provides a potentially more meaningful way of understanding the relationship of coherentist theorizing and leadership action in contemporary schooling.
VL  - 39
IS  - 6
SN  - 0957-8234
DO  - 10.1108/09578230110407896
UR  - https://doi.org/10.1108/09578230110407896
AU  - Maxcy Spencer J.
PY  - 2001
Y1  - 2001/01/01
TI  - Educational leadership and management of knowing: the aesthetics of coherentism
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
SP  - 573
EP  - 588
Y2  - 2024/04/19
ER  -