POSTMODERNISM AND THE WAYS OF KNOWING THROUGH THE REALMS OF MEANING: NEW ANSWERS TO LINGERING PROBLEMS by Tyrus L. Doctor & William Allan Kritsonis

Tyrus L. Doctor & William Allan Kritsonis, PhD -students. We must teach them to be empathetic and
Faculty Mentor caring of others, as Kritsonis further states in saying
Introductionthat students must be able to relate with others and
 with oneself in acceptance and love, to act with
Nationwide school communities are faced with thedeliberate responsibility, and to coordinate these
extreme and gut wrenching task of successfullymeanings into an integrated vision and commitment
meeting state and federal accountability guidelines.(2007).
Upon the passing of the No Child Left Behind Act, theIt is imperative that educational leaders of effective
onus of reaching these goals lies in the hands ofschools create a postmodern safe and orderly
district superintendents, principals, teachers andenvironment.  It is not a surprise that students who
students.  This has put extreme pressure onare in  a safe and conducive environment will be
superintendents and principals to ensure that theirmore successful both academically and socially.
students perform at an exemplary level. Incorporating each of these will in turn provide the type
An educator’s main goal shall be to provideof school culture necessary for academic success.
students with the best education possible, while 
providing them with the skills needed to be successful 
in their future endeavors. In an effort to achieveSynoptics in Student Management
students’ success and reach state and federal 
accountability standards, it is imperative that educators1. Many educators scream with conviction that
have a detailed plan to achieve these goals. To“every child can learn” when among their
assume that these goals may be reached withouteducational counterparts. Do they, however, really
Postmodernistic forethought and planning would provebelieve that every child  can  learn?    Do they 
to be catastrophic to the entire school community.have  these  same convictions  when in  their 
Thus, it is the obligation of educational leaders toown  home,
implement a “Postmodern” organizational plan community, or classroom? Do they exhibit the
that will assist in the success of our schools and, mostmentality that every child can learn among their
of all, the success of our students.students, despite their diverse backgrounds whether
 low socio-economic, cultural or linguistically?
 It is important as instructional leaders for us to ensure
Purpose of the Articlethat students and staff members alike understand that
 their past circumstances do not have to dictate their
The purpose of this article is to express thefuture, which Kritsonis further supports in asserting that
significance of postmodernism using the six realms of“The appropriate mode of discourse for history is
meaning found in the Ways of Knowing Through thethe past tense” (2007, p. 41). Yes, every child can
Realms of Meaning (2007) by Dr. William A. Kritsonis. learn, and will learn under postmodern leadership.
Upon reading The Ways of Knowing Through the“The sixth realm, synoptics, refers to meanings that
Realms of Meaning, it becomes apparent that each ofare comprehensively integrative. This realm includes
the Realms explained in this text may be applied tohistory, religion, and philosophy” (Kritsonis, 2007, p.
each postmodern educational entity.  Postmodernism484). The postmodern strategic plan will exhibit a
will provide students with an educational experienceclimate of expectation in which the staff believes and
comprised of strong academic skills, effectivedemonstrates that all students can attain mastery of
teachers and opportunities for growth.essential academic skills. This is a postmodern
 philosophy among effective schools.
 The school climate will also be affected by the way
Symbolics in Instructional Managementadministrators carry out their postmodern
 administrative duties. According to Kritsonis, “a
The postmodern principal of an effective schoolprimary role of school principals is to be a child
serves as an exceptional educational leader, who is aadvocate, manager, instructional leader, disciplinarian,
highly valuable and consistent communicator withhuman relations facilitator, educator, conflict manager,
parents, students, and staff. The ability for a principal tocollective bargaining agent, staff developer, change
articulate well with each stakeholder is imperative foragent or innovator, and community relations liaison”
the overall success of the school. This type of(Kritsonis, 2002, p. 252). To maintain a postmodern
postmodern leadership ability allows principals toenvironment and climate that is conducive to learning,
develop relationships with students, parents, and staffprincipals must not dismiss the importance of each of
in nontraditional ways, which Blankstein asserts bythese roles. To neglect one of these primary roles will
stating that “Relationships are at the core ofhave a catastrophic affect on the school climate and
successful learning communities (2004).  Thiseffectiveness of the school.
postmodern notion unites the knower and the known,In a postmodern school, you must continuously monitor
abolishes objectivity and subjectivity, and erases thestudents’ progress by utilizing different methods of
line between fact and fiction leaders and followersassessment. The school’s ability to make
(English, 2003).improvement plans is directly tied to the quality of its
1. “The first realm, symbolics, comprises ordinarydata. Without clear, quantifiable information, leaders will
language, mathematics and various types offind it very difficult to create focused improvement
nondiscursive symbolic forms, such as gestures, rituals,plans (Blankstein, 2004). Blankstein further asserts that
rhythmic patterns,  and the  like” (Kritsonis, 2007,the value of any instructional practice should be judged
p. 11).   As stated in Ways of Knowing Through theaccording to its results.
Realms of Meaning (Kritsonis, 2007), there is an1. Based upon this collection and disaggregation of the
ordinary language that is utilized in communicationsdata, they will use the date to target intervention and
among with people. This form of language is “theprevention strategies for the needs of their school
forms of discourse employed in everyday speech and(Blankstein, 2004).  Educational leaders must utilize the
writing” (Kritsonis, 2007, p. 111). It is clear  anddata that is collected; to allow it to sit on a shelf and
concise, which  allows  others  to have a lucid collect dust will not assist in the success of a
understanding of what is ex-postmodern school.
 pected of them or what they should take away2. One facet of accountability is the capability of
from any conversations you may have. The use oftacking results (as indicated in data trends) to those
ordinary language by educational leaders’ wouldwho manage (make decisions about the work) to
assist in developing a clear line of communication.those  who do the  work” (p. 165).  This 
Communication between all stakeholders that isinformation is essential to
unambiguous and distinct is imperative to the success the development, continuance, or termination of
of the school.programs or strategies that are used within a school. 
Principals also provide opportunities for others to share 
in leadership roles in that the principal and staff mustEsthetics in Positive Community Relations
work collaboratively to articulate and stress the 
importance of learning, establishing high expectations“The third realm, esthetics, contains the various arts,
for students, teachers, and principals (Californiasuch as music, the visual arts, the arts of movement,
Center).  Likewise, English validates suchand literature. Meanings in this realm are concerned
communication by asserting that “Such leadershipwith the contemplative perceptions of particular
[transformation] occurs when one or more personssignificant things as unique objectifications of ideated
engage with others in such a way that leaders andsubjectivities” (Kritsonis, 2007, p. 275). Esthetics is
followers raise one another to higher levels ofbased on one’s senses or feelings, which makes
motivation and mortality” (2003, p. 42).  Withhaving a positive community relationship a postmodern
educators under extreme scrutiny and higheressential to student success.  “Postmodernity
accountability standards, the determination that everydoes expand the idea of leadership to broader
child will succeed could be a postmodern thoughtperspective than has usually been the case. But
because while we recognize the enormity of this task,English suspect that it will be stoutly resisted as
we also know it can be accomplished. There is not“irrational” or “subjective” (English, 2003,
one person (Principal) who can handle this job alone.p.26).
Thus, it is important for instructional leaders to developPrincipals who have established Postmodern Relations
postmodern leaders within their school. Developingwill endure the benefits of such a partnership. They will
these leaders will be beneficial to the success of thenotice and increase in student achievement and
entire school community. One thing that superior schoolmotivation and thus academic success. In an effective
administrators have in common is that they “trustpostmodern school, parents are provided with a clear
and have confidence in both the capabilities and theunderstanding of the school’s mission and are
motivation of subordinates and believe that they wantprovided with a strategic plan to support the mission. 
to accept responsibility and work hard” (Kritsonis,The age old proverb, “It takes a village to raise a
2007, p. 152). Blankstein concurs with this idea in statingchild”, plays an intricate part in the education of our
that when you invest power in other people; itstudents. The education of our students is a shared
inevitably comes back to you (2004).responsibility and should be treated as such. Educators
 must not view children as simply students.  If
 educators view children in this way, “they are likely
Empirics in School Organizational Moralto see the family as separate from the school. That is,
 the family is expected to do its job and leave the
Bardwick’s question, “What is the business ofeducation of children to the schools. If educators view
our business?” (as cited in Blankstein, 2004, pg. 65).students as children, they are likely to see both the
It is an important question that should be asked by anyfamily and the community as partners…” (Epstein,
postmodern institution before addressing students’2009, p. 20).  To establish this partnership would be to
needs.  Having a clear and focused mission is vital tohonor and acknowledge that we share common
student success. Without such a mission, one cannotinterests and goals.
know which direction to go to address the entire 
school community and its stakeholders.  English 
supports the importance of this business by statingSynnoetics in Organizational Improvement
that by “Moving into a postmodern view of theories 
of educational administration, the dominant scientificIn a highly effective school, postmodern teachers
modality has to be decentered, pushed aside”allocate an ample amount of time to relevant
(2003, p. 140).  The concept that “Mission andinstruction.  This allows students to have an increase
purpose give guidance to what people work towardin their opportunities for learning because relevance
on a daily and weekly basis” (Deal & Peterson,make rigor possible for most.
1996, p. 12) serves to promote the notion of establishingAlthough direct instruction plays an essential role in the
a focus for all stakeholders.success of student learning experience, students’
The strategic plan must have a postmodern schoolmotivation to complete the task assigned is as
mission that is clearly stated. It shall include postmodernimportant.  Those who have taught know and
campus level goals, expectations and standards.  It isunderstand that keeping a child motivated is not
important to have the school’s mission clearlyalways an easy task. With an increase in
stated, but we must also ensure that others areenvironmental issues such as poverty, abuse, and
knowledgeable and understand the postmoderndomestic violence (to name a few) violating the lives
mission.of many of our youth, it is of no surprise that they are
“The second realm empirics, includes the sciencesnot always motivated.  It is our duty and obligation as
of the physical world, of living things, and of man”educators, however, to ensure that we make every
(Kritsonis, 2007, p. 12).  By implementing thisattempt to increase students’ motivation.
postmodern realm, educational leaders will ensure thatIt is in the fourth realm that engagement is required.
they provide each stakeholder with the information“The fourth realm, synnoetics, embraces what
necessary for the implementation of their postmodernMichael Polanyi calls “ ‘personal knowledge’
goals and mission. Kritsonis further states that “The” and Martin Buber the “ ‘I-Thou’ ”
essence of physical science is the discovery andrelation” (Kritsonis, 2007, p. 394).
formulation of general patterns among quantities 
derived from the process of physical 
measurement” (p. 178).  In establishing a clear and 
focused mission it is important that what is determined 
to be necessary  must be measurable.  To have a 
goal that  canConcluding Remarks
 not be measured would be irrelevant and 
unnecessary. Blankstein’s (2004) idea thatIn conclusion, in an effort to increase student
effective missions are measurable and define learningachievement and effectiveness of schools, the
coincides with Kritsonis’ statement that “Preciseutilization of the six realms in relation with postmodern
calculations depend on precise data” (Kritsonis,thinking will provide a framework that will assist in the
2007, p. 188). The ability to measure a school’sachievement of those goals. Remarkably, the Ways of
success and its mission depends on concise data;Knowing Through the Realms of Meaning (Kritsonis,
otherwise, your school and the success of your2007) may be applied to any aspect of education. 
students will be catastrophically affected.It is the obligation of each educational leader to provide
 students with the tools needed to succeed; this may
 not be done on a whim. We must plan to reach our
Ethics in Safe School Environmentgoals, thus we must have a postmodern strategic
 plan.  Blankstein states,
In recent decades we have noticed an increase in the 
amount of instances of school violence: “Since theThe research is abundantly clear: Nothing motivates a
1992-1993 school year, 270 violent deaths havechild more than when learning is valued by schools and
occurred in schools within the nation. However thefamily/community working together in
number of deaths in 1999-2000 was almost onepartnership…These forms of involvement does not
quarter the number that occurred in 1992-1993 (Kelly,happen by accident or even by invitation. They happen
2009). School violence has moved from just a coupleby explicit strategic intervention. (2004, p.167)
of kids having a fist fight on the playground to one or 
more students armed with weapons killing teachers 
and fellow students. This has caused extremeREFERENCES
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