Abstract
Practitioners and some theorists do not regard philosophical thought as important for the ethical aspect of educational leadership. Although other theorists have held that philosophical thought is of practical value in dealing with the normative matters of educational leadership, they have neither identified the key feature of philosophical thinking nor specified any philosophical ideas for such thinking. Seeking to avoid these difficulties, this inquiry attempts to show the practical value of a philosophical approach to the judgmental affairs of educational leadership. It analyzes philosophical thinking as a kind of questioning and maintains that practitioners are logically committed to certain moral principles, namely, the norms of moral agency. It concludes by explaining that a philosophical approach to judgments in educational leadership is practical reasoning in its fully developed form
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