Chapter 7 Institutional Moral Architecture: From Schools to Prisons

Abstract

In the final quarter of the twentieth century, organizational management had been rocked by a theory more powerful than anything since the days of Taylor's theory of scientific management. The new theory was called Total Quality Management (TQM). TQM has largely been eclipsed by other management fads since such as Sigma 6 but none had such an explosive effect on business, schools, and government agencies as TQM (Juran, 1995). The gurus of TQM included J. M. Juran (2003), P. B. Crosby (1995), and even the sage of organizational theory, Peter Drucker (2008). No one, however, stood as tall among this class of gurus as did the notable W. E. Deming (1982). TQM has often been criticized over the years for failing in practice. Deming and his followers retort that it is because organizations seldom incorporated the entire 13 point program. The part so often left out were points that implicitly reflected moral commitments Deming thought organizations ought to have. What Deming relegated to matters of team spirit and other psychological commitments are accommodated in the most scientific sense by recent developments in biology and economics showing that there is an instinct driving evolution among herd animals such as humans to cooperate. This focus on instinct is captured in the most practical sense for organizational analysis in the present author's work on moral architecture. The concept of moral architecture will be sketched as a means for understanding and strengthening, schools, law enforcement agencies and prisons, and other correctional facilities.

Citation

Wagner, P. (2011), "Chapter 7 Institutional Moral Architecture: From Schools to Prisons", Normore, A. and Fitch, B. (Ed.) Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence (Advances in Educational Administration, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 123-144. https://doi.org/10.1108/S1479-3660(2011)0000012010

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