Part 1 The life and work of Christopher Hodgkinson; Chapter 1 Through the looking-glass with Christopher Hodgkinson, Peter Ribbins; Chapter 2 Christopher Hodgkinson, Donald Lang; Chapter 3 The Gentleman with the Lamp, Derek J. Allison; Part 2 Ethical foundations for educational administrators; Chapter 4 Editor's introduction, Eugenie A. Samier; Chapter 5 Aquinas's notion of good in the context of educational leadership, Donald Lang; Chapter 6 Morals and markets, Richard Bates; Chapter 7 A Kantian critique for administrative ethics, Eugenie A. Samier; Chapter 8 The new pragmatism and social science and educational research, Spencer J. Maxcy; Chapter 9 Heidegger's 'question concerning technology', Carol Harris; Chapter 10 Vice and virtue, William Foster; Chapter 11 Thinking through moral values, Helen M. Gunter; Chapter 12 Naturalising ethical judgement: A neuro-computational view, Colin W. Evers; Chapter 13 Greatness and service, Peter Gronn;

Christopher Hodgkinson is one of the most important contributors to the field of educational administration. This collection of essays open up the philosophical foundations of ethical educational administration by reviewing his writings and exploring the ethical theories of major philosophers, as they apply to administration and leadership.
Ethical Foundations of Educational Administration is published in honour of the work of Christopher Hodgkinson. It is divided into two sections. The first comprises biographical essays and a critical evaluation of Professor Hodgkinson's work, focusing on his personal and intellectual contributions to a moral theory of educational administration and leadership. The second section looks at how his moral philosophy can inform administrative practice. The work of a broad range of philosophers is discussed, from the pre-20th century theories of Aquinas, Adam Smith and Kant to the pragmatists Peirce, James and Dewey, Heidegger, MacIntyre, Bourdieu, Churchland and Thagard.
Christopher Hodgkinson's definition of administration as 'philosophy-in-action' is now famous within the field. This collection illustrates the essential truth of that maxim, showing that moral philosophy, approached in the spirit promoted by Hodgkinson has both practical and critical purpose when brought to bear upon educational administration and leadership.