Lately, I’ve been reading and thinking about organizational culture in the context of my own school system and in the context of other schools with which I work. My reflections on this topic are shaped by a mixture of my own experiences and random readings and coursework, but are most heavily influenced by the work of Andy Hargreaves and the leadership/teaching of Lloyd Den Boer.
I’ve worked in leadership in three different Christian school settings, evaluated and consulted for many others, and served on several boards for not-for-profit organizations. I have seen thriving organizational cultures in which those involved flourish personally while also enabling those around them—colleagues and students alike—to flourish as well. These thriving cultures I would like to call authentically collegial communities. These are the kinds of school cultures where faculty and staff work together to enhance student learning because they believe it is the right thing to do, but also because they feel a strong desire to do so. They are also the places where faculty and staff work well together, not only despite their differences, but often because their differences come together to create strength. The leadership in authentically collegial communities serves to facilitate and support authentic collaboration, to highlight needs, and to inspire toward a direction—hopefully the fulfillment of the school’s vision and mission.
Back in 1968, Neil Postman and Charles Weingartner published a book called Teaching as a Subversive Activity. It shook schooling to its roots; in some ways it advocated chopping off the roots. Remember its location in history. The late 1960s and early 1970s in North America were a hippie heyday: Woodstock, “Don’t trust anyone over 30,” “Let it all hang out, “Have it your way,” and burn the flag.
This book blasted traditional education: lectures killed the human spirit; storing up facts was trivial; logical thinking was deadening; students’ being inactive in seats dulled minds; teachers were teaching what one could see in the rear-view mirror and not preparing students for the future…which is where they would live! The writers compared schools to prisons and factories.
This is part two of a guest blog written by CSI partner Dr. Richard Edlin, the director of Edserv International in Warrawong, Australia. What follows are discussion points for Christian schools raised by the imagination perspective presented in the earlier blog. Each point merits further discussion and critique by stakeholders in Christian school communities.
- There is such a thing as a Christian imagination. Imagination is not inherently evil; it is a part of the very character of God that he has graciously gifted to humanity. The responsibility of Christian school communities, as they nurture children with the challenge of the lordship of Christ over all creation, is to explore every subject— including the way imagination contributes to every key learning area— from a biblically faithful worldview or metanarrative perspective.