Ethical Leadership Insights from King Lear

This study relied on examining the relevant literature, and researchers’ opinion on ethical leadership in education and its relation to education management ethics, as management ethics is defined as a behavior rules of the school principals in management activities in day to day bases, taking into consideration that school teachers and principals are obliged to obey to the rules and regulation with regards to culture and tradition of what’s good and what’s bad in line with ethics principles, considering schools’ principals are honest and fair in their behavior, and everyone in the school should be treated equally. Ethical leadership is characterized with ethics values in the management function as to decision making, behavioral ethics, communication, coordination, leading, planning and organizing, thus the ethical values that ethical leadership have in playing a leadership role also play a great role in the institutions, and the values that education principals have are determined by determining educational policies and philosophy, trying to implement these policies through oriented programs, selecting, developing and evaluating staff, rational use of resources, creating a healthy school culture. Article visualizations:

The meaning of creating aesthetic value has been defined as an activity as an end in itself in the sense of not serving any other interest or human need. In this respect, art seems free of social value judgements and practical concerns. In parallel, an artist’s conflict with social values is accepted as normal in the name of the freedom of artistic expression. The risk of moralism causes a separation between ethics and aesthetic values. The discussion surrounding "moralism" and "artistic autonomy" revolves around the argument for a clear separation between art and ethics, or their integration with one another. Whereas moralism reduces aesthetic value to ethical value, autonomism claims autonomy of aesthetic and ethical values because of the legacy of ethical criticisms. In this respect, this article dwells on the limits of art’s moral agency by placing it outside the extreme divide between moralism and autonomism. For this aim, the claim that every artwork cannot necessarily be subjected to ethical judgement or agency, because not all artworks consist of propositional knowledge, will be eliminated. Second, considering the fact that nonpropositional artwork is immanent to the social networks that they emerge from and their mutual effects on these networks, it will be asserted that artwork as a fabrication of reality can be seen as responsible for its actions. The relationship between art and ethics when the subject matter is "living beings" will be assessed through a bioethical lens by analyzing notable examples of bioart. Does art have a responsibility to treat living beings? The use of biotechnology by artistic aims and the forms of how bioengineered life becomes an artistic medium can be seen as either a break from traditional art and an artistic revolution or an intervention to “natural” processes and destroy the perception of the nature-human relationship. To emphasize the moral responsibility of new media art involving biotechnologies, it is recommended to concentrate on their connection to the broader social-material field and their impact, in addition to the physical characteristics of these artworks or the medium through which they are presented. By examining the impact of these artwork on biotechnological networks and societal relationships, it is possible to trace their ethical and political effects and differentiate the boundaries of their moral agency within the realm of bioart.

J. Baird Callicott suggests in Land that the environmental community would be well served to focus on the aesthetic value of natural ecosystems as a source of intrinsic value in nature. But Callicott's own Humean and biological account of aesthetic value is inadequate as a basis for understanding the aesthetic appreciation of nature. This paper argues that John Dewey provides a holistic and transactional account of aesthetic value that is easily tailored to fit the ecocentric requirements of a rich environmental aesthetics.1. IntroductionJ. Baird Callicott's work, In Defense of the Land Ethic: Essays in Environmental Philosophy, and his subsequent philosophical essays on ethical obligations to the environment have had a significant impact on philosophers and their approaches to the environment. His work has turned philosophers' attention to Aldo Leopold's seminal work, The Sand County Almanac. He has made a compelling case for attributing intrinsic value to ecosystems. Finally, along with Holmes Rolston III, Callicott has been a central figure in developing an ecocentric philosophical approach to the environment. His writings have become essential readings within ecocentrism.Despite this, critics of Callicott's approach have raised significant concerns about his land ethic. This paper will outline Callicott's holistic and Humean approach to environmental ethics and discuss criticisms of this approach raised by Rolston and Hugh McDonald. Because, for Callicott, the land ethic is critically and explicitly associated with aesthetics, this paper then turns to analyze Callicott's analysis of beauty as discussed in his article, Land Aesthetic,1 arguing that Callicott's analysis falls victim to similar criticisms raised of his land ethic. These criticisms have the most force when addressing Callicott's discussion of intrinsic value and in particular the criteria of beauty, stability and integrity taken from Leopold's work. Finally, this paper presents and develops a reading of the aesthetics of John Dewey that complements and frames Callicott's land aesthetic. Dewey's approach, like Callicott's, is holistic and non-dualistic, but he avoids the dangers of homocentrism in aesthetic experience. Dewey emphasizes that experience is not a subjective term. As such, a Deweyan approach can preserve an ecocentric account of the aesthetic value of land without making aesthetic experience derivative of ecological or evolutionary knowledge.Dewey shares with Callicott an appreciation of the close relationship between ethical and aesthetic values. He comments favorably on Greek philosophers' appreciation of this relationship, writing, Greek emphasis upon Kalokagathos, the Aristotelian identification of virtue with the proportionate mean, are indications of an acute estimate of grace, rhythm and harmony as dominant traits of good conduct. Callicott also connects aesthetic value and ethical value. In the introduction to Land Aesthetic, Callicott argues that private landowners may prefer a land aesthetic to a land ethic because it emphasizes assets and rewards. Yet is also fosters conservation. He argues that ethical values, which he characterizes as a set of duties and obligations to an environment, are not appealing because they primarily emphasize prohibitions. Aesthetic values, values of harmony, diversity and beauty are more compelling and rewarding to landowners. But these aesthetic values also solicit ethically appropriate conservation of ecosystems.2. Callicott's Land EthicBecause of these close connections between aesthetic and ethical value, and because Callicott's (and Leopold's) land aesthetic is, at least in part, a means to achieving ethically appropriate conservation of ecosystems, a brief outline of Callicott's land ethic is necessary before focusing on his land aesthetic. Callicott has made a strong case that an environmental ethics must be based upon the intrinsic value of environments. …

It may be the case that the most challenging moral problem of the twenty-first century will be the relationship between the individual moral agent and the practices and institutions in which the moral agent is embedded. In this paper, we continue the efforts that one of us, Joan Liaschenko, first called for in 1993, that of using feminist ethics as a lens for viewing the relationship between individual nurses as moral agents and the highly complex institutions in which they do the work of nursing. Feminist ethics, with its emphasis on the inextricable relationship between ethics and politics, provides a useful lens to understand the work of nurses in context. Using Margaret Urban Walker's and Hilde Lindemann's concepts of identity, relationships, values, and moral agency, we argue that health care institutions can be moral communities and profoundly affect the work and identity and, therefore, the moral agency of all who work within those structures, including nurses. Nurses are not only shaped by these organizations but also have the power to shape them. Because moral agency is intimately connected to one's identity, moral identity work is essential for nurses to exercise their moral agency and to foster moral community in health care organizations. We first provide a brief history of nursing's morally problematic relationship with institutions and examine the impact institutional master narratives and corporatism exert today on nurses' moral identities and agency. We close by emphasizing the significance of ongoing dialogue in creating and sustaining moral communities, repairing moral identities, and strengthening moral agency.

Ambrosiaster belongs to the Roman school of exegesis. He deserves the atten­tion because of the relations between him and Marius Victorinus, his predecessor, as well as Pelagius and Augustine, his successors. The purpose of the article was to present Ambrosiaster’s anthropology on the basis of his writings. The conclu­sions have been presented in three parts: the elements of human nature, the ratio­nality of knowledge and the scope of free will. The first part shows the process in which the elements of nature are integrated. The spirit plays the decisive role synchronizing both the body and the soul. This dynamic and ongoing process is inspired by the presence of the Holy Spirit. The second part reveals two conditions for gaining knowledge: accepting the limita­tions of the mind and expanding and developing the principle of analogy. The last part presents two ways the free will is practised: by increasing how much one owns, which may be associated with lust, or by strengthening one’s inner strength. The role of the cultural and the ecclesial environment constitutes important infor­mation for the reconstruction of the views of Ambrosiaster. This raises the ques­tion whether – alongside Antioch and Alexandria – one could also talk about the Roman school of exegesis (Marius Victorinus, Ambrosiaster, Pelagius).

After reviewing a series of texts of the play directed at the boys by the writer Hussein Ali Harf, the researcher noted the aesthetic and pedagogical values dictated by these theatrical texts and to shed scientific light on them. The research consisted of four chapters. Chapter I contained a presentation of the research problem, which revolved around answering the following question: (What are the aesthetic and pedagogical values in the texts of Hussein Ali Harf for boys). The present research aims to reveal the aesthetic and educational values in the texts of the boys' theatre. Chapter II contains the theoretical framework, with three investigations, the first research: Aesthetic Values, Research II: Educational Values, Research III: Aesthetic and Educational Values in Boys' Theatre Texts and Chapter II concluded with Theoretical Framework Indicators Chapter 3 contains the research curriculum and procedures, since the current research aims to reveal the aesthetic and educational values in the texts of Hussein Ali Harf. The researcher has adopted the analytical descriptive curriculum as a methodological framework for building his research procedures as it is the most suitable scientific curriculum for achieving the research goal.

The political and moral ethics of leadership, both in the Islamic context and outside of Islam, are greatly influenced by the attitudes and actions of those in power. A government that is just and based on ethical values ​​is important to learn from real experience and is based on the principles of justice in order to create peace. However, there is a knowledge gap regarding the application of ethical values ​​in leadership which can cause government instability. This research uses qualitative methods with a case study approach to analyze the application of political and moral ethics in leadership. The research results show that leaders who instill ethical and moral values ​​succeed in creating an atmosphere of happiness for their people, while leaders who ignore these values ​​experience a collapse in power. In addition, this research found that applying ethical values ​​in leadership can prevent chaos and increase government stability. The implications of this research show the importance of strengthening ethical and moral values ​​in leadership education to create a just and peaceful government.

Several studies have suggested that the implementation of ethical leadership can lead to improved job satisfaction, enhanced emotional commitment, and prevent employees from burnout. This article investigates the concept of ethical leadership and its repercussions on the field of education through a uniting perspective. This study proposes a review of the ethical leadership literature focusing on three paradigms: ethics of care, justice, and critique which we are linking to the concept of heartful education as helping tools for administrators, faculty, students, and families alike. The goals of this article are to (a) obtain a concept of ethical educational leadership; (b) to explore a relationship between ethical educational leadership and heartful education; (c) to adopt a uniting view on ethical educational leadership; (d) to investigate the roles of educational leaders through the ethics or care, justice, and critique; (e) to review previous ethical educational leadership studies (f) to obtain a series of conclusions on the implementation of this type of leadership on the field of education.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsTimothy C. CaboniTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.John M. BraxtonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Molly Black DeusterhausTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Meaghan E. MundyTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Shederick A. McClendonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Stephanie D. LeeTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.

This study explores the state of professional ethics in teaching through a qualitative analysis of interviews conducted with five secondary school leaders, including headmasters, a headmistress, and a rector from diverse secondary schools. These institutions varied in size, staffing levels, and educational mandates, offering a broad contextual understanding of ethical leadership in Tanzanian secondary education. The research aimed to investigate how professional ethics are understood, practiced, and enforced at the school leadership level. Thematic analysis of the interview data revealed five interrelated themes: awareness of professional ethics, the importance of respect, ethical use of authority, responsible use of educational resources, and honesty in assessment and evaluation. While participants noted a general awareness of ethical codes among teachers, the practical enforcement of these standards varied significantly across institutions. Respect emerged as a foundational ethical value, fostering positive relationships, professional collaboration, and learner motivation. Ethical leadership was viewed as crucial in promoting fairness, transparency, and trust particularly through the appropriate exercise of authority and equitable use of institutional resources. Honesty in assessment and evaluation was emphasized as essential for maintaining the credibility and fairness of academic processes. The findings underscore the central role of school leadership in modeling, enforcing, and sustaining ethical practices within educational settings. The insights into lived experiences provided by this study contribute valuable understanding of how professional ethics shape institutional culture, teacher conduct, and overall educational integrity. These findings offer important implications for policy development, leadership training, and the integration of ethics into professional development programs for educators in Tanzania and similar educational contexts.

The purpose of this theoretical paper is to report formative evaluation of a constructivist theory of educative leadership for quality learning pioneered three decades ago and to propose a revised theory mindful of recent research. The methodology comprises a review of the findings of practical research originally commissioned by three state school systems in Australia and more recent international research into initial teacher education, professional development and school leadership, as well as meta-analyses of the impact of teaching and learning strategies on student achievement. The findings identify the moral philosophies and potential practical contributions of relevant theories of school leadership. Discussion then develops a fresh methodology for educative leaders intending to improve the quality of learning in unique educational settings. A non-foundational epistemology of pragmatic holism is recommended to develop a web-of-belief with internal and external coherence and an appropriate ethical framework. A theoretical implication drawn is that ethical and educative leadership for quality learning can legitimately incorporate a range of ethics. A practical implication is that pragmatic holism is suitable for follow-up research and practice in school leadership because it has the capacity to accommodate appropriate ethical perspectives to assist with situational analysis and decision-making.

Background: The significance of ethical and serving nursing leadership is the greatest contributing factors to attain good and quality assured care for patients. Prioritizing an ethical attitude and value base within the different levels of healthcare organizations opens up for well-being among patients, nurses, and nurse leaders. Polarization and many restructurings have changed the value base of healthcare organizations and the nursing culture so that serving and ethical values have been deprioritised rather than reinforced. Objective: To deepen the understanding of serving and ethical nursing leadership and to examine how nurse leaders through their ethos can pave the way toward the evident – the good, the truthful and the beautiful serving in the context of nursing administrations.Methodology: Qualitative, descriptive and hermeneutic approach with inductive elements. The material consists of deep interviews with six nurse leaders. The hermeneutic reading act and interpretation of the interview texts are inspired by Hans-Georg Gadamer’s philosophical thought.Result: Ethical leadership that serves the guest of honour of the healthcare organization, the patient, and the caring culture are made visible in the context of nursing administration through “The good, the truthful and the beautiful” timeless movement directed toward health, healing and the meaning of life. Ethos gives to nursing leadership a value base and fundamental attitude, and is linked to the responsibility of nursing administrations, dignity and holiness.Implications for nursing management: Ethical and serving nurse leaders are attractive and legitimate role models for today’s nursing administrations. Nurse leaders’ direct influence, ethos and serving are factors that are closely connected with the ethical climate of the healthcare organization.

Background and Aims: Educational leadership is critical for shaping the direction and effectiveness of schools, ensuring that educational practices are consistent with goals and standards. It improves teaching and learning, promotes a positive school culture, and helps students succeed by guiding and motivating all stakeholders. This paper aims to explore the Components and Indicators of Educational Leadership. Methodology: The methodology entails a systematic review of existing literature to identify and categorize key components and indicators of effective educational leadership. This method provides a thorough understanding of how these factors interact to influence leadership effectiveness and educational outcomes. Result: the finding found that (1) The components of educational leadership—vision and mission development, instructional leadership, organizational management, professional development, community engagement, assessment and evaluation, and ethical leadership—all contribute to effective school management and student success. Each component is critical in providing guidance, improving teaching practices, managing resources, fostering growth, gaining community support, driving improvements, and maintaining ethical standards. Together, they foster a supportive and dynamic learning environment. (2) The indicators of effective educational leadership—goal achievement, teacher and staff satisfaction, student engagement and success, community involvement, effective communication, innovation and improvement, resource management, and professional growth—form a comprehensive framework for evaluating leadership impact. These indicators show how well leaders meet educational goals, create a positive and productive environment, and drive continuous improvement. By evaluating these areas, educational leaders can assess their effectiveness, make informed decisions, and ensure that their strategies are consistent with the overarching mission of improving educational outcomes and fostering a thriving school community. Conclusion: The findings show that educational leadership components and indicators are critical for promoting effective school management and student success. While the components guide the creation of a supportive and dynamic learning environment, the indicators serve as a framework for assessing leadership effectiveness and driving continuous improvement.

Purpose This is a step-by-step guide for teaching Ethics and Ethical Leadership utilizing the Harvard Everest Leadership and Teams Simulation, V.3. The suggested approach is focused on facilitating a discussion and coaching students to recognize and solve problems by applying moral theory explicitly and deliberately. Applying this approach can also help them develop a habit of analyzing one’s own and others' behavior using ethical lenses and principles of authentic leadership. It offers practical debrief steps and specific discussion questions that can be used as a standalone resource or alongside the Harvard teaching note accompanying the simulation. Design/methodology/approach This innovative approach enables teaching and coaching students on the ethical aspects of their leadership and decision-making based on this hands-on experience with the Harvard Everest Leadership and Teams Simulation. This approach enriches the original HBR teaching suggestions by enabling students to recognize moral dilemmas, confront typical rationalizations and practice ethical actions and decision-making in real time. Findings In-class discussion and student reflection assignments provide evidence of the method's effectiveness in translating values into impactful insights and enhanced likelihood of ethical behaviors in real-life scenarios. Students’ end-of-class feedback and course evaluations often cite the benefits of using the Everest simulation as a backdrop for raising self-awareness and practicing ethical decision-making. Practical implications The approach discussed in the paper can serve as a flexible framework for analyzing and debriefing the HBR Everest simulation and other simulations, “survival scenario” exercises and activities designed to teach and facilitate practicing ethical leadership, authentic leadership and ethical decision making. It is adaptable and can be effectively applied across various disciplines centered around ethical leadership, teamwork, communication and decision-making in higher education and business. Originality/value Harvard Everest Leadership and Teams Simulation is among the most popular ones in business education and is used by teachers worldwide (Roberto & Edmondson, 2017). While a comprehensive teaching note on communication and group dynamics is available through Harvard Business Publishing, it still needs to address the ethical issues students face during the simulation. This paper provides a roadmap for instructors who want to improve the student experience with ethical decision-making and ethical leadership.

Ethical Leadership