TY  - JOUR
AB  - With the demise of the empiricist theory of knowledge and the
increased prominence of postempiricist and hermeneutical perspectives,
it is clear that various aspects of our social lives – including
educational leadership – should no longer be thought of in terms
of technological or instrumental rationality and technical expertise.
Although the current philosophical ferment allows for different ways to
rethink leadership, this article examines the implications of one school
of thought – philosophical hermeneutics – for the research
on, and especially the practice of, educational leadership. The central
point is that this perspective, when interpreted in terms of how we
think of ourselves as persons, results in a conceptualisation of
leadership as a predominantly practical and moral activity.
VL  - 29
IS  - 1
SN  - 0957-8234
DO  - 10.1108/EUM0000000002467
UR  - https://doi.org/10.1108/EUM0000000002467
AU  - Smith John K.
AU  - Blase Joseph
PY  - 1991
Y1  - 1991/01/01
TI  - From Empiricism to Hermeneutics: Educational Leadership as
a Practical and Moral Activity
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
Y2  - 2024/04/19
ER  -