Exploring Hope

Résumé du livre

The purpose of this study was to explore, describe, and synthesize the extant multidimensional aspects of hope to determine what might be legitimate and necessary considerations for contemporary educational leaders. This explorational study surveyed conceptions of hope from various disciplines. Within the etymological study, antonyms and synonyms of the concept of hope were presented to enhance the lexical meaning. The various ways hope has been conceived throughout history were investigated as well as its perceived value by various thinkers. A description of the facets of hope and selected models were discussed to further develop the concept. Understandings of hope from the disciplines of theology, psychology, medicine, and the humanities were probed. The concept of hope was placed within the context of the present-day social setting that is characterized by increased fragmentation and isolation. The method for defining and describing the contexts of schools and educational leaders was to review scholarly research and writings -- primarily from the perspective of Postman, Sarason, and Sergiovanni -- that address present societal conditions and educational issues. By juxtaposing the concept of hope with the interpretation of the purposes of education as expressed by the educational scholars, the researcher sought to determine if the multi-faceted construct of hope is a legitimate area of study and practice within educational contexts. Hope is a multi-dimentional, dynamic condition that enables individuals, through the help and caring of others, to move forward to a goal that is personally significant. From the review of the literature, it was discovered that hope is not only an intrinsic mind set or dimension of the soul, but a real, live occurrence that can be measured. Hope is considered a dynamic life force, an emotion, a virtue, and a condition existing in various degrees that undergirds purposeful action toward better goals or a promising future. It is rooted in relationships and is considered necessary for life. Together, Postman, Sarason, and Sergiovanni shared the opinion that schools need to focus on the intellectual, social, and moral needs of students through the development of inclusive and participatory governance, a curriculum that focuses on the humanities and sciences, and by building an inclusive, caring community where shared values ansd ideals are evident. They posited that when educators believe that all students can learn and take responsibility for their learning, increased motivation and active, purposeful learning result. By intentionally fostering hope in schools, students, teachers, and learders are affirmed and enabled in their purposes. Hope provides the mental energy and motivation for students and teachers to participate in active learning. Hopefulness strengthens the individual's sense of self-efficacy which enables risk-taking, provides confidence to explore new frontiers, and initiates behaviour which causes individuals to actively participate in the attainment of educational goals. Hope, as a constructive force, encourages people in their endeavours, goals, aspirations, and personhood. The researcher concluded that hope should be given explicit place and pre-eminence in and throughout education.