Department of Educational Management, To.C., Islamic Azad University, Tonekabon, Iran
Abstract: (27 Views)
This paper critically examines the development of educational management and leadership theories, focusing on the naturalistic perspectives of Evers and Lakomski. Educational leadership, as a relatively young discipline, is influenced by classical management paradigms and, from the perspective of these two thinkers, requires redefinition based on the principles of natural science and epistemological coherence. Evers and Lakomski, emphasizing the connection of educational management with the natural sciences, propose a post-positivist approach in which theories are evaluated based on criteria such as consistency, simplicity, and internal coherence. The main arguments of the article revolve around three axes: individualism versus structuralism, centralized mind and self-organization, and distributed cognition and centralized decision-making. Evers and Lakomski, defending “naturalistic coherence,” argue that educational management theories should be aligned with the natural sciences and have scientific criteria such as empiricism and internal coherence. However, this approach faces criticisms such as reductionism, lack of practical applicability, and neglect of practical narratives.
In summary, the article points out that although the naturalistic approach of Evers and Lakomski is a step towards making educational management more scientific, it needs to be adjusted and combined with social and critical perspectives. The main criticism of them is that their theory is considered idealistic and distant from the objective realities in educational settings. Despite these limitations, their contribution to the revival of epistemological debates in educational leadership is significant.
In summary, the article points out that although the naturalistic approach of Evers and Lakomski is a step towards making educational management more scientific, it needs to be adjusted and combined with social and critical perspectives. The main criticism of them is that their theory is considered idealistic and distant from the objective realities in educational settings. Despite these limitations, their contribution to the revival of epistemological debates in educational leadership is significant.
Keywords: Evers and Lakomski, educational management and leadership, theory development, naturalistic coherence
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