Western Humanistic Educational Management Theory and Its Practical Value Analysis

Western Humanistic Educational Management Theory and Its Practical Value Analysis Western Humanistic Educational Management Theory and Its Practical Value Analysis [Abstract] A representative of Greenfield as the core of Western humanism educational management theory is a theory of far-reaching school. The school not only has important theoretical contribution, but also have practical value can not be ignored, specifically manifested in the school management in the organizational goals, management systems, leadership behavior, the system environment. At the same time, can be observed from the school of humanities to the current management of China’s primary and secondary schools exist in errors and help improve the way in to explore. [Keywords:] educational management; humanism; practical value; management of primary and secondary school humanities Western humanism educational management theory is against the scientific theory of Marxism education management, especially prevalent in the 20th century, 50-60 years of ‘Education Management Theory Movement’ 1 strong criticism of the process of evolving. While domestic Currently, some relevant theoretical literature, but few in number, but from a practical perspective the value of literature is even more rare, which is the management theory of humanistic education as a far-reaching theory of the status of school is extremely disproportionate. Therefore, we need to have a grasp on its main theoretical point of view, based on its practical value to analyze reality, and our primary and secondary schools to reflect on cultural management issues. First, the theory of humanistic education and management of the main points The education and management positions held by humanist thinkers T * B * Greenfield (TB Greenfield), C * Hawkinson (C. Hodgkinson), W * English Grisi (W. English), S * J * Mackesey ( SJMaxcy) as the representatives, of which Greenfield is the leader, its theoretical point of view epitomized in the ‘Greenfield on educational administration - toward a human sciences’ a book. Overall, these people are in the past, the education management theory, especially the behavioral sciences under the influence of ‘the Theory 2 Movement’ strongly criticized on the basis of the gradual formation of a clear-cut school of theoretical viewpoints: organization is not a natural entity, but are man-made to adapt to society and create their own product; the organization’s goals is the people’s will, power, value, reflected; organizational structure is not real good and pre-construction, but rather the product of interaction between members of the Organization; Since the organization is man-made product, so there is no uniform, objective and universal nature of the organization theory; the problems faced by the education and management is not only a question of fact, is more important is the value of the problem, leaving aside the problem of the value can not understand the phenomenon and the nature of education management ; education and management activities, fact and value can not be separated, if they focus on the management of the manager structure, forms, tools, meaning, it will put even more important aims of education behind us, so that the meaning and value of education management will be greatly weakened. [1] Had to specifically point out that, some domestic researchers have become accustomed to the West due to interpersonal 3 theory, as a so-called ‘people-management’ theory, which may be confused with interpersonal theory, or that at least some part of humanistic education management theory. Need to be clarified is that human relations theory, because only in the conventional view on the structure and function under the doctrine under the leadership paradigm of classical and modern organization theory to reflect on hold in the fundamental position of scientism, if it was confused with the humanistic management theory No wonder some scholars say this is a ‘slippery world of big bow to the ground, may be a laughing stock’ [2]. Second, the practice of humanistic education and management on the Value of Having said that criticizing the theory of humanistic education and management of the Theory Movement held at the same time there is an overkill of too many ideas, but in fact in addition to its theoretical contribution of the external practice is not without benefits, especially its value to individuals and their emphasis on the importance. Humanism in the education and management theory, one-sided, extreme 4 point of view to maintain adequate vigilance of the premise, we can learn from organizational goals, management systems, leadership behavior, the system environment, to examine its practical value. (A) organizational objectives In general, management is organized around a certain goal for a variety of specific activities, which the organization has a distinct role in guiding goal. Organizational goals, humanist school emphasis is on the individual’s objectives rather than the organization as a whole or their organization’s goals in various sectors, and even denied the existence of organized objectives. Greenfield once said: ‘Many people do not believe the organization’s goals, they have only’ in the organization what to do and how to do it right ‘knowledge. ‘[3] 152 This view is untenable from a practical point of view, because the members of their organization’s goals or will it be recognized or consensus, just as faculty and staff development goals of the school has its own understanding and consensus the same. For this, Greenfield had to point out that the so-called the organization’s goals are actually have the power to target members of the organization: ‘organizational goals is the most powerful alliances, priorities 5 and intentions. ‘[3] 152 is clear, the principal positions and will have sufficient powers to make it into the goal for the school. In this regard, I had to do a secondary school principal is responsible for the system of research, I found the school faculty development goals does hold such an attitude that ‘it is the leadership of their principals have the final say’’the meaning of’. Such schools in the development objectives of the faculty’s sense of identity and the resulting guide can be imagined. Therefore, the humanistic school of extreme emphasis on personal goals point of view in fact from a reverse angle reveals an important issue, namely, the school organizational goals, such as the establishment of development planning must listen to the views of faculty, reflecting the aspirations of individuals to mobilize the masses participation, and thus fully represent the will of the individual stakeholders; a second thought, even if principals have good planning and vision should also be fully consulted to obtain staff support and consensus to be legalized under the premise. (B) Management System System, the normal operation of the organization with the normative significance of instrumental rationality. However, in humanistic theory of educational administration, where even 6 the existence of the organization have denied, of course, it has not been organizational system to speak of. However, the humanistic schools of thought does not deny the existence of the individual needs of certain rules, but that such rules are not given and settings from an external force, but by individual members of the common recognition and construction, with emphasis on the rules of culture. In fact, this rule is similar to the organization between individuals in the system. Then you can believe that the formation of humanistic school system requires that all of the members of the Organization of the participation of members should be fully integrated into the will, aspirations, values and ideas. In general, the organization’s system has three sources, namely from the organizational culture within the health system, organization or manager, founder of the design system and the system of social authority requirements. [4] in which the organizational culture within the health system may be related to humanistic view of school rules more similar. Because the school’s principal members are intellectuals, and intellectuals of this group in dignity, emotional level, the need for much higher than the general population, so the school system of the building should have a grasp on the premise of this feature 7 effectively implement the system of people and cultural . In particular, the building of the school system the one hand, attention should be paid from members of the Organization of common beliefs and behavior of the majority of the members preferred the formation of the endogenous system, the other hand, in the new system design process should be shared by all members to participate in and reflect all of the values and interests, in addition to the provisions of even the system of social authority should also be in the ‘mission’ on the basis of persuasion is possible to obtain their real identity and obedience. (C) leadership behavior A good principal is a good school - fully demonstrated leadership ability and school principals the importance of leadership behavior. Humanistic education and management theory that, like other members, is also headed by an individual, but also have their own values, beliefs and goals, but also pursue their own interests, but the organization’s leadership will be his position and authority to question them to impose the views of other members. But they think this is wrong and ineffective to impose, it should be emphasized that the personal qualities of the role in the management of 8 informal jobs enjoyed a statutory authority that ‘in certain circumstances, need to find a solution to the problem of proper conduct and the most is suitable for people who do this work without the need to consider these people in the organization’s official position or identity. ‘[3] 158 In fact, this is to emphasize the individual faculty characteristics and capabilities, reflected in the body is the principal that: Principal of a school’s leadership role is his or her personal qualities and abilities of the product rather than the principal duties of this position of authority or power to the inevitable Results. This is our principal leadership behavior has its instructive significance. In fact, the general principles of management discussed in the leadership of the authority, frequently referred to the power of influence and non-power influence, in which non-power influence may be related to humanistic view of school of leadership are interlinked. Therefore, the principal as the school leader, should be aware that non-power influence of their own prestige and work carried out to establish the importance of further leadership process, we need more to show their charisma, leadership, democratic style of work, thereby to create and strengthen each organization that inspires enthusiasm and creativity of the 9 members of a culture so that people in the unity, harmony, warm, pleasant interpersonal relationships in the hard work to achieve organizational goals and individual self-value. In summary, the principal’s leadership behavior should reflect the human spirit and full of cultural implication. Reposted elsewhere in the paper for free download (Iv) system environment Today, people understand the nature of school organization has gone beyond the stage of closure of bureaucratic organization, while the open social system, or loosely integrated system, with more recognition, which means that the external environment emphasizes that schools and society the exchange of information and resources among the and their mutual influence. However, the humanistic theory of education and management of the environment has a unique understanding of: the so-called the school and the external environment is the relationship between the schools outside the organization of individual members and the link between, rather than the whole school and the outside world; teacher behavior arising from each person according to their own values and beliefs on environmental awareness and 10 understanding. Furthermore, humanistic school of thought more should be concerned about the environmental impact of individual teachers, suffered their inner feelings and behavioral responses. Humanism in the school denied the organization as the link between entities and the external environment can not agree with the extreme point of view, it is also should see - a full affirmation of teachers as individuals may be affected by external environmental impact point of view of our school management In particular, the management or teachers have their instructive. Review our management status of teachers, principals or administrators of the position and starting the main point is the school or organization, with the help of the means or method is mainly a policy regulations, incentive mechanisms, assessment appraisal, moving to say the treatment is to keep people, business to keep people , sentiments. Although these management methods without losing the scientific and necessary, but the individual teachers, suffered the external environment and its inner experience and do not get to the bottom is not enough concern, in fact, if the individual attention from teachers of teachers to carry out the management point of view there may be unexpected effect. 11 Thus, teachers need both the management of the manager’s position to stand on the school carried out through formal channels, but also need to focus on individual teachers, suffer from the impact of the external environment and psychological perspectives to the effectiveness of care and understanding them, so results will be better. Third, the management of our school culture and improvement of Misunderstanding Despite the above, we have from the organization’s goals, management systems, leadership behavior, the system environment, four aspects of humanistic education and management theory made practical value inherent in a rough sort. However, we would be difficult to live in a pen because the management of our school culture theoretical knowledge and practical operation can not be overlooked that there are errors or distortions, it is essential to take this issue be further discussed and clarified, so that also help us to better learn from and humanist education management theory to play a practical value. (A) school management, awareness of cultural 12 misunderstanding and to clarify the On the Humanities to manage this formulation, the often heard statement that ‘human management of’’non-rational management of cultural management’’’’’’people-oriented management culture management’, and so on. A unified description of non-knowledge argument of non-uniform and not deep. Of course, to find out what the humanities and management, and the inevitable need to address the scientific management, because in reality a lot of improper argument is precisely because of the understanding of scientific management malpractice caused. School management in reality, people management and scientific management of the human misunderstanding of the relationship between the set of 13