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Haskew, arguing that “the administration” can provide more creative leadership when it treats its role as serious trusteeship. The foreword emphasizes that Haskew’s observations grow out of long administrative experience, combining concrete authenticity with a focus on how large-scale organization shapes schools. It highlights the administrator as a professional trustee capable of purifying the public will and inspiring hope, while requiring deep knowledge of cultural dynamics, institutions, ideologies, and 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\n.H34  \n\n| ll₁  \u003Cbr>s000873   |\n| --- |\n\nVVT-LCRAWN  \nhttps://archive.org/details/renewalofadminis0000unse  \n# Renewal of\n\nthe Administrationfor Education  \nWITHDRAWN  \n45  \n2805H34   \nRenewal ofthe Administrationfor Education  \n# The 1965 Kappa Delta Pi Lecture\n\nby Laurence D.Haskew  \nRENEWAL OF THE ADMINISTRATION OFEDUCATION.Copyright ◎1965 by KappaDelta Pi,an Honor Society in Education.  \nLibrary of Congress catalog card number:65-16732  \nPrinted in the United States of America.  \n# Foreword\n\nA  \ns DR.LAURENCE D.HASKEw himself notes,the KappaDelta Pi Lectures deal with seminal ideas.It would be strange in-deed if an educator who has devoted much of his life to admin-istration did not perceive the roots of major problems and theseeds of their solution in the role and character of the personswho \"monitor the flow of authority and money.\"  \nNow serving as vice-chancellor of the University of Texas,Dr.Haskew was formerly dean of the College of Education atthe Austin institution.He has achieved renown as a publicspeaker on the nature and import of education in the UnitedStates.His observations on the ways of administrations andadministrators;their achievements and foibles;their hopes,fears,and countless ploys,issue from a fullness of experience.These observations,as expressed in these pages,convey an un-usual sense of concreteness and authenticity.The style of thewriting also reflects some of the richness and informality of hisplatform presentation.  \nPrecise abstractions are difficult to distil out of wide,rich,anddiscerning experience.It does,however,yield one hard-wontruth,namely,that in human affairs only half-truths are self-evident.The reader will,therefore,look in vain in this book forbroad,unqualified generalizations.However,there is a genuinelypositive thesis,namely,that \"the administration\"by taking therole of trusteeship seriously can exercise much more creativeleadership than is commonly supposed.  \nThe administrator as a \"professional trustee,\"according toDr.Haskew,can be a creator as well as a creature,a purifier ofthe public will as well as a representative of it.If this is so,thenthe concern many educators feel about the impact of large-scaleorganization on the enterprise of schooling can be tinged withhope.For one thing,school administrators,or at least the leadersamong them,realize the import of imposing the forms and stand-ards of mass production on processes that do not issue incommodities or immediately marketable services.Not only thelogistics of school keeping are affected,but the personality traitsneeded to survive in complex bureaucracies are of the sort nottraditionally associated with schoolmasters.  \nTo realize the meanings of these changes—let alone creatingresponses to them—entails a knowledge of cultural structure anddynamics,of ideologies and institutions,of wisdom and scienceso extensive that Plato's assignment of education to the philos-opher kings seems less of an exaggeration with the passing ofeach decade.What having so much greatness thrust upon itmeans for the professional preparation of school administratorsseems fairly clear,even though only hints and outlines are pre-sented in this lecture.  \nWhether or not school administrators can learn the trustee-ship role fast enough or well enough to cope with the emergingproblems before we are submerged by them is,of course,impossible to predict,but if \"the administration\"has the \"uniqueautonomy of making a move,\"as Dr.Haskew maintains,then itsresponsibility for initiating its own rendezvous with destiny hasbeen made dramatically clear by the I965 Kappa Delta PiLecturer.  \nHARRY S.BROUDY,EditorKappa Delta Pi Publications","cbCaik9fMsUKgTtI","https://ap.wps.com/l/cbCaik9fMsUKgTtI","pdf",3079665,88,"English","# Foreword\n## Administration as trusteeship\n## Creative leadership and organizational change\n## Professional preparation of administrators\n## Responsibility and emerging problems","[{\"question\":\"What central idea does the foreword attribute to Dr. Haskew’s lecture?\",\"answer\":\"“The administration,” when treated as trusteeship, can exercise more creative leadership than commonly supposed.\"},{\"question\":\"How does the foreword describe the administrator’s role?\",\"answer\":\"The administrator can be a creator as well as a creature and a purifier of the public will, acting as a professional trustee.\"},{\"question\":\"Why do the foreword’s changes in large-scale organization matter for schooling?\",\"answer\":\"They affect both school logistics and the personality traits administrators need to survive in complex bureaucracies, shifting expectations for school leadership.\"}]","Renewal of the Administrationfor Education - The 1965 Kappa Delta Pi Lecture | PDF",1790714577,222]