EMU Leadership: An egalitarian magnanimous undemocratic way for schools

Abstract

This paper suggests that the nature of leadership as a significant human characteristic, derived from both philosophical and psychological theorizing, can appropriately be seen as egalitarian (in Macmurray's sense) and magnanimous (in Aristotle's sense), whilst remaining undemocratic. Empirical research carried out in schools supports the idea that, in particular circumstances, this model of leadership may indeed already be recognized in schools. In addition, there are brief references to the psychology of leadership, to the ways in which learning in schools might be theorized, and to the nature of schools as communities. Finally, implications for 'followers' as well as leaders, and for spiritual development in schools, are explored.