An Approach of Organizational Cognition in School Management Studies : On Concerning the Perspective

Abstract

Recently social scientists of various fields have focused on studying the relationship between individual cognition and organizational cognition, social contexts. The key concepts to understand the new trends of theories are paradigm, organizational culture, and script, which are characteristic of having some stratified structures. The basic organization's views of these perspectives are that an organization should be regarded as a social group sharing some interpretive schemes, and as a pattern of symbolic relationships and meanings sustained through the continued processes of human interaction. Some of the most important points of these perspectives are that these views would enable us to understand the process of organizational change, or to explain the difficulties of the innovations better than ever before. This is because organizational behaviors would depend upon social cognitions, shared paradigms better than upon organizational structures as a complex of variables in objective dimensions. These theories of organizational cognition bring forth some necessity of rearrangement to both paradigms of researchers' and practitioners' in school management. These theories, on the one hand, require researchers to approach to practitioners' views by way of exploring the practitioners' paradigms in their contexts. On the other hand, these require practitioners to inquire their routine works by way of reflecting their own paradigms.