Humanistic Knowledge Traditions That Can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist and European Approaches

Abstract

The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.

Citation

Samier, E.A. and Hammad, W. (2021), "Humanistic Knowledge Traditions That Can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist and European Approaches", Samier, E.A., Elkaleh, E.S. and Hammad, W. (Ed.) Internationalisation of Educational Administration and Leadership Curriculum (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 27-46. https://doi.org/10.1108/978-1-83909-864-220211003