Leading a Community of Learners

Abstract

This article attempts to provide a foundational understanding of school learning as moral activity as well as intellectual activity. It first develops a distinction between general ethics and professional ethics, and provides an initial explanation of the moral good involved in learning. The moral good of learning is then connected to the fundamental moral agenda of learners, namely, to find, own and engage their true, authentic selves. The article takes up the distortion of the learning process in schools due to a misguided epistemology of knowledge inherited from the Enlightenment and suggests an epistemology more in tune with the sociology of knowledge and contemporary physics. This enables a clearer foundational connection of learning with authentic human development. There follows a description of what teaching for that kind of learning might look like. The article concludes with some implications for leadership of such learning.

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