Search results for ""author stephen tierney""

In an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of Knowing: Specialism & Strategy The Ways of Doing: Implementation, Networking, Guardianship & Expertise Structuring the book around these eight Basics, readers will be challenged and supported to explore each of the Basics from a theoretical perspective and then provided with real world examples of how they were applied by Stephen in his own career in educational leadership. In writing Leadership: Being, Knowing, Doing, Stephen seeks to help leaders explore their own capabilities and potential. Leadership can be learnt. The three Ways with their constituent Basics represent a mirror to help leaders reflect upon and improve their practice. In turn, current leaders are called upon to accept the responsibility to grow the leaders of the future.

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If the last decade focused on what works, the decade ahead must focus on what matters. In his second book, Tierney argues that the purpose of education must move to the heart of the educational debate. Purpose will significantly influence what schools and the education system as a whole will do next. Why we educate is a question from which all other aspects evolve. A question for all times, it will resonate with those who have experienced the Great Pause. Using four main philosophies of education - personal empowerment, cultural transmission, preparation for work and preparation for citizenship - he provides the underpinning theory and seminal works alongside a powerful critique. Using the impact of these different philosophies on a school's curriculum he challenges the current orthodoxy, allowing the reader to consider alternative views and approaches. Proposing that the telos of education must be a life well lived, he argues for a re-purposing of education, with a preferential option for the poor at its heart. Educative and challenging this will be read by all those interested and involved in education.

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Stephen Tierney has spent thirty years working in schools, twenty nine of those in different leadership positions. In Liminal Leadership, he suggests that the education system is currently at a threshold; and it may be one in which the teaching profession is diminished or augmented. Using an honest and personal account of Stephen's own journey as a framework, Liminal Leadership empowers current and prospective school leaders at all levels to scrutinise, polish and advance their skills to build enriching, aspirational and ultimately fulfilling cultures within which to work.

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Federalism is a very familiar form of government. It characterises the first modern constitution-that of the United States-and has been deployed by constitution-makers to manage large and internally diverse polities at various key stages in the history of the modern state. Despite its pervasiveness in practice, this book argues that federalism has been strangely neglected by constitutional theory. It has tended either to be subsumed within one default account of modern constitutionalism, or it has been treated as an exotic outlier - a sui generis model of the state, rather than a form of constitutional ordering for the state. This neglect is both unsatisfactory in conceptual terms and problematic for constitutional practitioners, obscuring as it does the core meaning, purpose and applicability of federalism as a specific model of constitutionalism with which to organise territorially pluralised and demotically complex states. In fact, the federal contract represents a highly distinctive order of rule which in turn requires a particular, 'territorialised' approach to many of the fundamental concepts with which constitutionalists and political actors operate: constituent power, the nature of sovereignty, subjecthood and citizenship, the relationship between institutions and constitutional authority, patterns of constitutional change and, ultimately, the legitimacy link between constitutionalism and democracy. In rethinking the idea and practice of federalism, this book adopts a root and branch recalibration of the federal contract. It does so by analysing federalism through the conceptual categories that characterise the nature of modern constitutionalism: foundations, authority, subjecthood, purpose, design and dynamics. This approach seeks to explain and in so doing revitalise federalism as a discrete, capacious and adaptable concept of rule that can be deployed imaginatively to facilitate the deep territorial variety that characterises so many states in the 21st century.

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How should political power be divided within and among national peoples? Is the nineteenth-century theory of the sovereign and unitary State still fit for purpose in the twenty-first century? If not, can federalism provide a viable alternative model? This collection looks at federalism from the perspective of constitutional law. Taking the United Kingdom as a case study, Part One tracks the historical evolution of the ‘Union’ and explores the various expressions of federalism that emerged between the eighteenth and twentieth centuries. Part Two then assesses the experience of sovereignty-sharing with other nations in the context of international cooperation. Drawing on the expertise of the foremost commentators in their field, The United Kingdom and the Federal Idea provides a timely and reflective evaluation of how constitutional authority is being re-ordered within and beyond the United Kingdom.

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