ABSTRACT
In their own particular place on Earth, living-systems-oriented school leaders hold themselves to account as their schools’ lead learners. They take time to clarify their own sense of purpose as educators and challenge themselves to investigate the implications of current societal and environmental challenges for their work as 21st-century school leaders. This reflection prompts them to consider their role as civic leaders across the social, economic, and ecological systems within which their schools are nested. The potential scope of their responsibilities can seem overwhelming and, so, they engage others in crafting a laser-focused vision for their work, a vision grounded in intimate knowledge of, and CARE for, the place their students call home. In this way, they are able to Cultivate and model Awareness, Responsibility, and Empathy, cultivating the learning capacity of their members, including teachers, students, parents, and the community at large. Members develop a deep awareness of, and sense of responsibility for, their unique social and ecological context. They develop empathy for communities upstream and downstream and for other human and nonhuman inhabitants across the planet. When people are able to connect their daily work to meaningful, purposeful aims, motivation soars. They feel passionate about their contribution to their vision for a healthy, flourishing community.
