For thirty years the “theory movement” in educational administration pursued a logical positivistic paradigm and a goal of developing a “science” of administration. Since Kuhn (1962), that model has been challenged, but not until Weick (1976) did much appear in the literature of educational administration that took note of that challenge. Still, little “radical” revision has taken place. This article suggests possible revision in both theory and practice of education based on post-positivistic thought.
Creativity is a necessary sequel to being. Furthermore, the word courage in my title refers to the particular kind of courage essential for the creative act. This is rarely acknowledged … and even more rarely written about. (Rollo May from The Courage To Create, 1975)
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