“正念型”领导:西方教育管理的新理论  

Mindful Leadership: A New Style of Western School Leadership

作　　者：罗建河[1] LUO Jianhe(College of Education Science in Nanchang University, Jiangxi Nanchang 330031)

机构地区：[1]南昌大学教育学院,江西南昌330031

出　　处：《比较教育研究》2018年第5期83-88,共6页International and Comparative Education

基　　金：江西省教育科学"十三五"规划项目校长的‘管理理论’:学校管理活动的实然逻辑"(项目编号:16ZD001)的研究成果

摘　　要："正念"是一种静思的实践,即常说的"活在当下",不受过去经历和对未来想象的困扰。以"正念"理念和实践为核心的"正念型"领导,通过静思实践、存而不论、富于同情等服务于领导者和学校组织成员。传统领导理论将教育领导者描述为积极地忙于各项事务的人;"正念型"领导者则表现得像暂停的人、倾听的人以及全神贯注地观察着学校的人。"正念型"领导以一种"存在"的方式,而不是"做"的方式,缓解着学校领导者的冲突和焦虑。"关注当下""经验的感受性""对问题的倾向性""培植同情心""智慧地回应"是"正念型"领导的组织原则。"正念"可以帮助学校领导者更好地履行信息角色、人际角色、决策角色和道德领导角色。Mindfulness is a practice of meditation in which the focus or attention is on the present moment. Mindful education leadership serves the leader and the people in the schools through the practice of being fully present, with qualities of emotional and social intelligence such as listening, not judging self or others, while having compassion for self and others in the organization. Previous leadership theories often portrayed educational leaders as actively doing and producing; mindfulness constructs result in a different type of spacious presence, where these leaders may present in the state of pausing, listening, and attentively observing what is happening in the school or school district. In this way mindful leadership may relieve conflict and angst among school leaders. Principles of mindful leadership include： attention to the present, receptivity to experience, proclivity to question, cultivation of compassion, and respond with wisdom. Mindfulness can help school leaders in playing their major roles.

关 键 词：正念型领导 关注当下 正念 高可靠性组织 教育领导 

分 类 号：G40-01[文化科学—教育学原理]