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Reilly  \nPepperdine University  \nAbstract: To enter a future that waits to be born, educational leaders must continually assess their own ethical stance as well as that of the organizations they serve. Three frames form a model for examining the ethics of both individual and organization, with internal monologue and engaged conversation as the means for reflection and action.  \nIntroduction  \nEthics, too, are nothing but reverence for life. This is what gives me the fundamental principle of morality, namely, that good consists in maintaining, promoting, and enhancing life, and that destroying, injuring, and limiting life are evil.—Albert Schweitzer  \nNews headlinesin the United States present nearly weekly examples of“ethical lapses” of judgment on the part ofK-12 and university staff, teachers or professors, administrators, and boards. These lapses range from inappropriate relationships between the educatorsand the students they serve to falsification of test scores in an era of high stakes accountability. Reinhartzand Beach (2004) asserted that,“With greater  \nVolume 18, Fall 2006 163  \nscrutiny given to the actions of leaders, especially those who hold the public trust, ethical behavior has become an area of greater focus”(p. 47). While these breaches serve to remind us that unethical and illegal behaviors happen even in the school yard in the presence of children, they can also serve to distract us from the larger matters to which we must attend. Those larger matters to which we must not become inured are those of the moral imperative to produce leaders for our schools who have both“the paradoxical blend of personal humility and professional will”(Collins as cited in Fullan, 2003, p. 10). Both within us and within those whom we serve must be that moral compass, which Fullan described as that inner voice which visits recursively the purpose for doing the work that we do.  \nEthical schools and ethical leadership require ethical leaders. Bolman and Deal (2003) argued that “ethics must rest in ‘soul,’ a sense of identity that definesan individual or organization’score beliefs and values”(p. 395). What is it that restsin the soul? I suggest two hallmarksof ethical leaders:  \nWisdom. Oneof my friends often remarks that his mother’s dumb children are not around any longer. Possessing street smarts, however, is not the same as being wise. Borne of a combination of an internal moral compass and life experiences that test our mettle is wisdom. Wisdom, suggested Bolman and Deal (2001), comes from the heart. In the deepest recesses of our beings lies the inner voice that tells us what is true and helps us to connect our heads with our hearts and our spirits with our work.  \nEmbracing and Adhering to the Vision. Do you do things right or do the right thing? When the path of least resistance or the path most frequented is not the path aligned with the organization’s vision, which takes precedence? Discuss and examine the detail, but do not lose sight of the landscape. If in the admonition of Beckner (2004), we are “seeing things whole,”then we recognize that that which is constitutive of that landscape is important, but it is not the raison d’être (p. 148). Higher test scores as a goal of schooling, just as increased profit as a goal ofa corporation, lack heart and lack soul.  \nThey are not the fundamental purpose of schooling.  \nWisdom and embracing and adhering to the vision are attributes by which we may assess each challenge and success that comes our way.  \nReflections on the Authors’ Contributions  \nWe can discover this meaning in life in three different ways:  \nby doing a deed, by experiencing a value, and by suffering.  \n—Victor Frankl  \n164 Educational Leadership and Administration  \nThe messages embedded within each of the articles of this year’s journal are ones of deeds, of values, and of suffering. The authors’research, their analyses ","cbCaibbq08hTijpL","https://ap.wps.com/l/cbCaibbq08hTijpL","pdf",24384,"English","# Introduction\n## Ethical schools and ethical leadership\n## Wisdom and vision\n## Reflections on the Authors’ Contributions","[{\"question\":\"What ethical challenge does the article emphasize for educational leaders?\",\"answer\":\"Leaders must continually assess both their own ethical stance and the ethics of the organizations they serve, rather than getting distracted by smaller breaches.\"},{\"question\":\"How does the paper suggest examining ethics for individuals and organizations?\",\"answer\":\"It presents three frames as a model, using internal monologue and engaged conversation to support reflection and action.\"},{\"question\":\"What attributes does the article propose for evaluating ethical leaders?\",\"answer\":\"It highlights wisdom and embracing and adhering to the organization’s vision, stressing that goals without heart and soul lack the fundamental purpose of schooling.\"}]","The Future Entering - Reflections on and Challenges to Ethical Leadership | PDF",18]