CREAM RISING TO THE TOP: A WEBERIAN ANALYSIS OF THE CHARISMATIC HISTORY OF THE FRENCH GRANDES ECOLES Sarah Leah Stewart B.A., Simon Fraser University, 1988 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS In the Department of Education 0 Sarah Leah Stewart 2005 SIMON FRASER UNIVERSITY Summer 2005 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME Sarah Leah Stewart DEGREE Master of Arts TITLE Cream Rising to the Top: A Weberian Analysis of the Charismatic History of the French Grandes Ecoles EXAMINING COMMITTEE: Chair Roz Stooke Eugenie Samier, Associate Professor Senior Supervisor Allan MacKinnon, Associate Professor Member Morley Lipsett, Adjunct Professor, School of Communications, SFU Member Dr. Yaroslav Senyshyn, Associate Professor, Faculty of Education,SFU Examiner Date July 21, 2005 SIMON FRASER UNIVERSITY PARTIAL COPYRIGHT LICENCE The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. 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Bennett Library Simon Fraser University Burnaby, BC, Canada ABSTRACT This thesis focuses on political charisma in France as it became formalised into the administration and organisational structure of the Grandes ~colesthrough a process Max Weber refers to as the institutionalisation of charisma. When the institutionalisation of charisma is accompanied by routinisation, it begins to take on what Weber calls traditional and bureaucratic elements and produces a hybrid form. The thesis follows Weber's theoretical approach, drawing on aesthetic and cultural aspects supported by case studies and historical materials. A thematic analysis is provided of the elements of the problems of charisma, with examples to show how cases are to be treated under socio-economic, cultural, and causal factors. This thesis investigates Charlemagne, Louis XN, and Napoleon who contributed to the French educational system via the institutionalisation and routinisation of their personal charisma and that of their administrations. DEDICATION For Jordan, Oliver, Julia, and Mikayla for their unconditional love and patience and frozen dinners (albeit home-made ones) that they tolerated throughout this endeavour. For my parents for being so surprised that I have been able to do this, and for my brother Lyle, for all of his commas and semi-colons with whom I share this degree. ACKNOWLEDGEMENTS Thank you to Dr. Eugenie Samier for believing in me even when I was convinced that she was thinking of someone else. Her support, encouragement, motivation and assistance made this a most enjoyable experience. To Dr. Linda LaRoque for her supportive disposition and her ability to make me think in ways that I never knew I was capable. To Dr. Allan MacKinnon for his calmness and ability to put me at ease. To Dr. Morley Lipsett for his unwavering belief in me and my work while at the same time acknowledging my fears with an all-knowing grin. TABLE OF CONTENTS Approval .............................................................................................................................ii ... Abstract .............................................................................................................................zzz Dedication ..........................................................................................................................iv Acknowledgements ..............................................................................................................v Table of Contents ...............................................................................................................vi List of Tables ...................................................................................................................vzzz... Chapter I .............................................................................................................................1 Introduction: Purpose and Objectives .....................................................................................2 Approach and Methodology .....................................................................................................8 1. Charisma Theory .................................................................................................................13 2 . Cultural Analysis .................................................................................................................21 3. Aesthetic Analysis ................................................................................................................24 Chapter 2 ...........................................................................................................................31 Charlemagne: Changing Traditional Practices ....................................................................31 Throne of Charlemagne ........................................................................................................32 Chapter 3 ...........................................................................................................................52 Louis XIV: Powerful. Dynamic and Dramatic .....................................................................52 Throne of Louis XIV ...............................................................................................................53 Chapter 4 ...........................................................................................................................69 Napoleon: Inspirer of Armies. Strategist and Tactician ......................................................69 Throne of Napoleon .................................................................................................................70 Chapter 5 ...........................................................................................................................90 We Three Kings: The Enculturation of the Quasi-charismatic Role into the French Education System as Contributed by Three Historical Leaders ........................................90 Chapter 6 ......................................................................................................................... 108 Cream Rising to the Top .......................................................................................................108 Bibliography ....................................................................................................................128 Aesthetic and Cultural Analysis Sources .............................................................................128 Biographical and Historical Sources.................................................................................... 130 Leadership Sources................................................................................................................ 132 Organisation Theory and Politics......................................................................................... 134 Miscellaneous Sources ...........................................................................................................134 LIST OF TABLES Table 1.1 Characteristics of Charisma Page 20 Table 2.1 Characteristics of the Charisma of King Charlemagne Page 50 Table 3.1 Characteristics of the Charisma of King Louis XIV Page 66 Table 4.1 Characteristics of the Charisma of Napoleon Bonaparte Page 87 Chapter I 'An Historical Study', frontispiece to Titmarsh (W. M. Thackery), The Paris Sketchbook, 1840, British Library, London. Introduction: Purpose and Objectives The purpose of this thesis is to examine the institutionalisation of charisma as it affects educational administration using cultural and aesthetic organisational theory. In order to investigate how charisma is used within this context, I explore how institutions, specifically the grandes Ccoles of France, are set up to maintain charisma within the educational system and French organisational structures. I identify the role of educational social institutions and their contribution to the formation and success of charisma, and how charisma contributes to France's leadership both in government and in industry through the evolution of its education institutions resulting in the grandes Ccoles. This evolution causes the "cream"