Historically, leadership has evolved from leader to people centered; this leap has paved the way for emerging, organic leadership. Mohandas Karamchand Gandhi (later Mahatma Ghandi) was one of the few leaders at the time who exercised his power with the people, not over the people and others lead by his example (Ghandi, 1927). Through his leadership of the Indian National Congress he led India to independence and inspired like movements of freedom universally (Ghandi, 1927). His practice of nonviolence, noncooperation, pacifism and protests greatly influenced outstanding leaders of the time such as Martin Luther King Jnr. and nonviolent protests were evident around the world (Crawford, 1999). It was the political and social climate in South Africa and India at the time prompted Ghandi to emerge as a figurehead for his community. His vast knowledge and judgment on discrimination and law provided him with a social conscious and the support of his followers (Gandhi, 1927). In 1869, he was born into the Bania caste in India where at the time civil unrest was commonplace. From his grandfather, he came from three generations of Prime Ministers in the Kathiawad States (Ghandi, 1927). Ghandi was encouraged to take risks as a child and challenge the status quo, however he was submissive and easily influenced by the actions and words of others (Ghandi, 1927). He describes himself as a “mediocre student” (p. 2) and refers to himself constantly as a “coward” (p. 9) as he speaks of being easily influenced by his brothers and friends (Gandhi, 1927). If Horner’s (1997) initial description of leadership, as being a “birth rite” and an ongoing process of grooming were an indicator of outstanding leadership, Ghandi would by no means be a candidate...
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Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Mohandas Gandhi’s existence in this world inevitably changed it forever. There is no denying this. A man that came from beginnings that would have made change unfathomable, not only stood above the standards of his society, but also joined many others in his quest for a more equal and peaceful system. Not only, did he make an impact in his situation, but he set the standard for generations to come on what the process looks without war and fighting to bring about a massive change in laws and treatment of people. His methods were not only effective for himself, but those that would model his behavior for future endeavors.
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According to Indian social activist Mahatma Gandhi, selfless service is the foundation for creating change throughout the world. “Action is one’s duty”, and one’s duty is actuated by “the spirit of service” (9) which one must take on in order to understand humility and selflessness, strengthen himself, and become an advocate for ahimsa, nonviolence (9). Like so many other social activists, Gandhi had a vision for the future: a vision of peace, independence, and equality for all. To Gandhi, nonviolence is essential if one ever wishes to see this change that he envisioned for the world. Gandhi fought relentlessly for India’s independence from Britain, but he did not fight in the way many people today think of when they hear the word “fight”. Gandhi fought without fists but with courage, heart, empathy, and, most importantly, with love – love for self, love for others, and love for his country. Gandhi confirms that one who loves himself, others, and his country enough to sacrifice himself and devote himself to ahimsa has the power to change the world. If an individual wants to make a difference he should follow the ways in which Mahatma Gandhi lived his life; Gandhi led a life of nonviolence in his everyday life, in the form of civil disobedience, and as a foundation for independence. As Gandhi did, when one reaches a full understanding of nonviolence and acts upon it, he alone can make a difference.
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The objective that I have for this paper is to present the integration and synthesis of at least three grounded theories and conceptual principles of the educational leadership field. Then, according with guidelines, I will compare and contrast those theories by using different authors’ perspectives, to critically analyze the body of knowledge achieved by those principles and explain how those theories in educational leadership add knowledge through the implementation of their premises and the interaction among them in the area of education. Subsequently, I will be selecting one of the theories examined previously and provide details on how the theory may or may not contribute to the understanding of the educational leadership. As part of this process I will include a discussion with disagreements or unanswered questions of the selected postulation.
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Some historians view history as a chain of events caused or involving certain extraordinary people. This viewpoint can be supported by examining the impact that leaders have had on their society throughout history. These exceptional individuals led their people in a new direction whether or good or bad. Two leaders who changed the society in which they lived were Napoleon Bonaparte and Mohandas Gandhi. Napoleon was able to lead his country out of civil war and economic crisis into prosperity and glory through warfare. However greedy and power hungry he was, still, should not overshadow the fact that he rejuvenated his country to its former prominence. Gandhi was able to win India’s independence from Great Brittan through non-violent and peaceful tactics. The actions of these two individuals changed their respective societies and world history.
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For this paper I want to characterize Gandhi’s leadership styles, analyze them and try to put into context the relevance of his leadership.
Ever wonder what to do when you are in a situation that most people react in violence? Ever think that violence is the only way out? Mahatma Gandhi is a very inspirational role model who not only reacted to violence without violence but overcame it and (for the most part) succeeded in life without violence. He was a victim of bullying and segregation and looked past the odds and was inspirational for many people.