Motion leadership towards sustainable development in Canadian secondary schools in Alberta province

Abstract

The United Nations works towards sustainable development for present and future generations and therefore set their target for 2030 to attain seventeen goals, not only to help future generations meet their own needs, but also to help this present generation to be sustainable. In view of all that, one realizes that world leaders released a new, holistic paradigm shift known as systemic thinking. The new paradigm falls back to the ancient old tension between parts and the whole. Nowadays, 21st leaders reject the emphasis on the parts with its linear, rational and competitive edge. At this time in history, the new paradigm embraces a nonlinear, integrative, intuitive and holistic view of life with a moral vision at the tail end. As a result, a strong emphasis on the earth as a living being called world leaders to emphasize the moral calling of humans towards the planet. At it's heart, the calling is spiritual in order to keep the planet sustaining itself at all costs. Therefore, leaders tune themselves in to sense the future- that's to say they continuously solve complex problems fast and secure with simple solutions. Forecasts of the future is derived from sensing, experience and observation of best future possibilities. Presencing means leaders envision the future and then act on what they sense. Sources of leadership vision are foresight that leads to insight and action. Before any of the above will be effective, some preparation has to be done. Preparing the mind, heart and will to open and to resist judgementalism, cynicism and fear lays the groundwork for implementing sustainable development principles. Sensing requires stillness or mindfulness; becoming quiet to wait for the right moment to act. Strong and impulsive reactions to promote the egoistic self should be quenched by asking oneself “Who am I?”, “What is my task?” .This study examined the role of motion leadership towards sustainable development in Canadian secondary schools in Alberta Province. A qualitative investigation at three independent schools in the province of Alberta near the greater Calgary area was done. Data were gathered by means of face-to-face, in-depth interviews. Each interview lasted thirty minutes. Each school’s principal, assistant-principal and a teacher have been interviewed. Data were also gathered through document analysis from the Alberta education websites. The findings revealed that, to a greater or lesser extent, motion leadership is present throughout. Findings showed that openness in the schools are present and that leaders do try to get rid of their blind spots. Participants were in favour of mindfulness sessions at their schools and work towards a borderless migration to spread the sustainable development principles. The study, in the light of the new paragdigm, recommends that firstly, motion leaders need to remain clear on their moral vision, namely to serve the planetary wellbeing through sustainable development principles. Secondly, the study recommends that every motion leader has to help to turn the beam of observation on themselves in order to see that they are part of a holistic system and part of the problem the system might encounter. Thirdly, both parents and the wider community should be intricately involved in learning to become system citizens.