My Research interest revised

 

Late October:


October 10, 2021:

Keywords

Crisis, School leadership, Self-efficacy, Collective efficacy, Collective leadership, Integral theory

My interest: exploring how the conditions of a community are optimized in times of crisis. My assumption is that collective efficacy mediates optimization. My interest is how leadership influences. My hope-in-contribution is exposing how Integral Theory might shape how come to understand the construct of Leadership in Praxis in times of crisis.  

October 6, 2021:

This is the world of One Taste, with no inside and no outside, no subject and no object, no in here versus other there, without means, without path and without goal. And this, As Ramana said, is the Final Truth. - Ken Wilber

Wilber opens his book, One Taste: Daily Reflections on Integral Spirituality with,

You could not discover the limits of the soul, even if you traveled every path in order to do so; such is the depth of its meaning. - Heraclitus

I read this just before my run. I often read before a run. A read that is not necessarily included in my morning's stack-- a read that is more happenchance. A means to incite curiosity rather than to satisfy curiosity.  A means to see what becomes. Ideas that nest themselves into my subconsciousness only to find their way forward and make their escape as muscle memory takes over with each step. It's a beautiful thing- that literal and figurative space. For me, it's space created intentionally.

I continue to want to explore the process of a Literature Review. The purpose of a literature review is to examine what others have learned about approaching ideas and the ideas themselves. In my reads, I came across U Theory by Otto Scharmer. This was a theory I applied to my own leadership quite a few years ago. Over time, it's influence slowly faded. I reread some of Scharmer's work as this theory continues to have relevance in practice in the field. Rereading it, I can't help but be reminded of Wilber's quadrants. It is for this reason that I believe Scharmer's work should be included in my literature review-- to draw attention to the relevance of Wilber's four quadrants to my upcoming study. 

Late September 2021:

"Every man takes the limits of his own field of vision for the limits of the world" - Arthur Schopenhauer

In spite of the current boundaries of our pandemic, the thinking is a line that I've drawn over years through repeated reflection and active participation;  the focus familiar, the frame changed: the consequence of such transforms the context of the application. That is not to say that what I know now I knew then, only that at the root of my interest rests a point of keen and sincere interest of whole to parts and parts to whole.

The following is the initial opening to my very draft Literature Review. 

“The Coronavirus pandemic has brought unprecedented change to our lives and educational landscape...161 countries around the world have closed educational facilities at all levels of their education system” (Roache, Rowe-Holder, & Muschette, 2020, p. 103).

Around the world, schools are compelled to rethink practice and invite innovation as they deal with the implications of a pandemic. Hybrid learning environments have become the new grammar of schooling, all while characteristics associated with high quality, highly effective learning organizations continue to be expected. Sustaining such characteristics within this new context requires full-fledged adaptation.  Faculty assume instructional responsibilities that are unanticipated, unfamiliar, and, often, unscripted. Leaders assume leadership responsibilities that are equally unanticipated, unfamiliar, and, often, unscripted. Success of each is attributed to an institution’s capacity to adapt through its resources, systems, and structures. The degree of success is often dependent on the individuals of the system: the self-efficacy of each individual, faculty or leader, and the collective-efficacy of the teaching and learning community. Scholarly and practical interest exists in understanding how these institutional- and individual-level attributions are experienced within and influenced by a hybrid learning environment.

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