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The
Strategic Context of Education
David Pearce Snyder (snyderfam1@aol.com), Gregg Edwards (GE@aa-ss.org) & Chris Folsom
As is true for the leadership of any other business or profession, the superintendents, deans, principals, union officials, and board members who lead education should be familiar with the reliably-forecastable realities that will be prominent features of their institutions' future operating environment. In fact, the relevance of the future to education transcends its relevance to other enterprises, since education is about the future. The primary purpose of schooling is to prepare people - collectively and individually - to deal with the daily tasks and the longer-term imperatives and opportunities that they will encounter in their future lives. Thus, significant projected changes in education's future operating environment would require school leaders to plan not only for changes in how much education will be needed and how education will be delivered, but also for changes in the content of education itself. PDF (43 pages, 298KB)
Creativity:
Does It Have A "Shelf Life"?
Anne Durrum Robinson (anniecreate@hotmail.com)
For some inexplicable reason I have lately been privy* to several discussions on the shelf life of various products and substances. It seems that, no matter how careful the owners or overseers of such things may be, the product or substance eventually reaches its shelf-life limits. And then it is no longer dependable. I have also read and heard about what might be considered the "shelf life of creative thinking". Many of the authorities are not too encouraging regarding the mental bounty of our later years. Some have even gone so far as to state that our creative peak is reached in mid-twenties and that the years after that have a distinct down-hill slant. Possibly from a defensive standpoint, at 89 I don't subscribe to that latter theory. PDF (3 pages, 78KB)
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