Inquiry in Educational Administration and the Spirit of the Times

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Abstract
A naturalistic perspective on inquiry is presented as a compelling philosophy for educational administration. It is grounded in a view of inquiry as open, growing, self-corrective, and fallible, ending in tentative explanations that are plausible and probable given current knowledge. Ethical inquiry is similar to scientific inquiry. Those facing moral choices can use its methods to explore the likely consequences of alternatives with the aim of attaining valued outcomes while mitigating negative consequences. Initially, it is shown that the influence of philosophical positivism and sociological functionalism on educational administration is greatly exaggerated by some, often those espousing various forms of subjectivism, critical theory, postmodernism, and identity politics. Those views fit the current spirit of the times as reflected in academic disciplines that influence educational administration. Nevertheless, the meaning of concepts with a history ought to reflect that history and not be dictated by ideology.

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