Overview:
Instructional Initiatives in schools are ruled by our beliefs and motivations. Learn how to balance research with advice from practitioners.
“I think the task of philosophy is not to provide answers but to show how the way we perceive a problem can be itself part of the problem” – Slavoj Zizek.
I’ve probably asked my coworkers 1000 times if they’ve seen Tim Burton’s “The Nightmare Before Christmas.” Not just because it’s a great movie but rather because it’s my feeble attempt to help them quickly gain perspective on any number of issues that arise in our work together. It pops into my head because that movie vividly shows what happens when we change our actions without fully understanding why, just like when we try new educational initiatives.
In the movie, Jack Skellington of Halloweentown stumbles on Christmastown and immediately becomes infatuated. After conducting scientific experiments on some choice artifacts (e.g., an ornament), he presents a grand plan to replace Halloween with Christmas to the Halloweentown citizens. They are intrigued by Jack’s excitement but naturally filter everything he says through a Halloween lens. Santa Claus is Santa Claws. Gifts are filled with gruesome surprises. Elves are vicious minions. How can you blame them? That’s all they know!
The problem, of course, is that they don’t understand Christmas. Jack is giddy about the glitz and glamor but lacks an understanding of the actual reason for the season. Further, his attempts to understand using science are futile, considering the holiday is one of faith. But, desperate as he is for a change, he arrogantly proceeds with his plans and causes chaos and mayhem worldwide.
Initiatives in Public Education
In education, it’s worth considering the many factors that shape our beliefs and motivations. I would argue that we are grounded in science and faith. That is, we might be up-to-date on current research in one area of our practice but continue to teach the way we were taught in another area. For example, consider a math teacher incorporating content from the most recent state standards but driving their instruction using low-level question prompts that limit student reasoning, reflection, and growth. Frankly, most of us decided to be teachers before we ever took a methods course.
Second, there’s often research that supports our beliefs. Even education researchers have theoretical frameworks ranging from behaviorism to cognitive sciences. That is, some believe focusing on behaviors and environment is most important. Others believe it’s all about the brain. And, yes, there are social-constructivists that try to marry the two! “While the constructivist sees knowledge as what students construct by themselves based on the experiences they gather from their environment, the social constructivist sees knowledge as what students do in collaboration with other students, teachers, and peers (Akpan et al, p. 50).” Though subtle, the influence of how these differing views of learning influence research cannot be understated. Every study has a theoretical framework behind its design, results, and implications. It’s easy to dismiss this or that research result and lean on our tried and true practices. It’s easy to say this or that doesn’t apply to my classroom.
Initiatives to Resolve Ongoing Issues in Education
Considering that, even if Jack Skellington had fully understood Christmas, the chaos that ensued may still have happened. He was the only one who actually saw Christmastown. He was the only one who even tried to learn about it. The others were born and raised as Halloweeners and took Jack’s new idea simply as a new spin on an old tradition. So, with the best intentions, they placed severed heads into gift boxes.
Fortunately, we work with intelligent, experienced, well-researched teams of teachers and administrators who present us with initiatives intended to resolve ongoing issues like the opportunity gap. Unfortunately, they must share these initiatives with intelligent, experienced colleagues who have grown their craft from a mixture of their own experience, faith, and research. It’s a recipe that’s all too familiar and often leads to, let’s say, misunderstandings.
In some cases, resolution is quick and painless. For example, say the bell schedule gets altered slightly. While this might induce some emotions, it still fits within our general understanding of how school works. In Halloweentown, it’d be analogous to the trick-or-treating start time getting shifted from 5 p.m. to 6 p.m. It’s no big deal.
In other cases, an entire paradigm shift is needed. The kind of shift necessary to turn Halloweeners into Christmateers! That’s not quick and painless. That requires a lot of teaching and learning. That requires a whole new way of thinking!
Initiatives that Require Paradigm Shifts
As our nation continues to grapple with equity issues, major paradigm shifts are needed around behavior and attendance management, grading practices (e.g. traditional, rubrics, standards-based), graduation requirements, universal design for learning, access to and influence of new technologies such as virtual environments or artificial intelligence, and so on. Every one of these initiatives requires deep-seated uprooting of beliefs about the purpose of school, best practices, and learning sciences. We need reflective practitioners willing to see their work as ever-changing in response to new circumstances. We need leaders who can articulate both the symptom and the cause of each major issue in a meaningful way that allows practitioners to dismantle and rebuild, accept, and embrace.
To avoid the pitfalls experienced in The Nightmare Before Christmas, I would make the following recommendations.
Recommendations for Paradigm Shifts
First and foremost, spend ample time on “the why” for any new initiative. It’s exhausting. But it also creates buy-in. Ideally, we want every person involved in the action steps to understand the reasons behind the change.
Second, tread carefully as implementation begins. You might think enough time was spent on “the why,” but don’t be surprised if something that feels analogous to the severed head in the gift box occurs. Even with the best intentions, “the why” is not just something to hear in a presentation. It’s something that must be carried out day by day, especially in novel situations. Mistakes will be made. Lastly, consider the blindspots created by the “Halloween lens.” Jack said “Santa Claus,” but they heard “Santa Claws.” It’s not their fault. It’s all they know! A paradigm shift requires major changes in our thinking, belief systems, and general world understanding. Slovenian philosopher Slavoj Zizek says that our perception of the problem can be part of the problem.
What’s worse is that the “Halloween lens” is often worn by receivers and reinforced by givers with the best intentions, unbeknownst to everyone involved. Consider Jack’s initial speech to the Halloween townsfolk.
Jack thought, “They’ll never understand Christmas”. Then he had a good idea. “Maybe they’ll understand this” He looked at each of them very carefully and he spoke quietly and slowly. “There’s a very old man in Christmastown”, Jack said. “He’s big and round with long, white hair. His clothes are red and he flies through the night sky in a big red sleigh. He shouts loudly and laughs! They call him Santa Claus! He puts presents under Christmas trees inside every house. When the children wake up in the morning, they find them. Then they open them.”
As a Halloweener, this is all very new, so as you’re listening, you’re likely conjuring images of a Nightstalker. Words like sleigh are heard as “slay.” Shouting and laughing would be interpreted as maniacal, and there’s great suspense, wondering what the children find in those sneaky presents. Clearly, in Jack’s rush to obtain compliance, he spoke in simple language that they’d understand and, in doing so, created a terribly inaccurate representation.
Next Steps for Paradigm Shifts
The hard reality is that total compliance will likely not occur for a long time. Every one of us must make a paradigm shift fueled by understanding, experience, and commitment. Over time, belief may slowly come and folks may finally see the initiative clearly and completely without the bias of their “Halloween lens.” In the meantime, it’s really important to not default to overly simplistic explanations, inadvertently reinforce misconceptions, and misinterpret noncompliance as malicious. Trust your people. Have patience. Find new ways to connect with them. And slowly change their minds.
References:
Akpan, Dr. Vera Idaresit et al. “Social Constructivism: Implications On Teaching And Learning.” British Journal of Education Vol.8, Issue 8, September 2020, pp.49-56. Published by ECRTD- UK Print ISSN 2054-6351
Selick, Henry (Director). 1993. The Nightmare Before Christmas. Buena Vista International.
Excellent reading! Simply said my response includes that Communication is my word this year to my Grandchilden Your article confirms why I use it!