It is commonplace to speak of education as a right. Yet it has been seldom defended as a natural right. Natural rights are pre-social, while education is social intrinsically. This analysis attempts to show how Aristotle's concept of education can be conceived as a natural and necessary process to fulfill individual autonomy. In this sense it approaches Locke's conception of a natural right. To the degree that it succeeds, the firmest possible basis for education in modern constitutionally premised social order is established. It will stand on a par with life, liberty and property and will be equally resistant to tyrannical inroads of either government or majoritarian politics. Moreover, it will refocus society on its absolute duty to treat its citizens justly, that is, will full regard for their inalienable rights.
We intend to deepen the understanding of leadership in general and educational leadership in particular by an analysis of Chester Barnard’s (1938) concept of executive responsibility. By so doing we believe that we will reveal how an educational leader can foster the environment in which competent teachers can optimize their students’ learning experience. We will contend that Barnard’s (1938) theory of executive leadership and organizational effectiveness would have dealt much better with the dilemmas of Billy Budd than either Rand (1957) or Gomba (2012) and by extension would deal much better with the kind of organization either would suited to their models.
For many scholars, classical Athens did not and could not have avoided the implications of its dependence upon the military, even before it degenerated into imperialism. In a more disturbing way than Sparta or Persia, Athens exemplified the inevitable relationship of military might and antidemocratic principles. It is my negative thesis that this line of reasoning is incorrect, notwithstanding its virtue of appreciating the significance of the military, including its socioeconomic underpinnings, in ancient Athens. It is my positive thesis that hoplites were a cause of the extension of full political participation for a major part of the Athenian citizenry in the face of aristocratic and other traditional obstacles to democratic practices. There is no reason to believe the forces of aristocratic privilege or tyrannical authority would have had to give way to democratic forces had the iron link between aristocracy and military security remained intact. While the hoplite phalanx could not guarantee the development of democracy, neither could economic change no matter how pervasive, nor political philosophy no matter how profound.
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