Overview:
Instructional Initiatives in schools are guided by our beliefs and motivations. Discover how to strike a balance between research and advice from practitioners.
“I believe the task of philosophy is not to offer answers but to demonstrate how our perception of a problem can itself be part of the problem” – Slavoj Zizek.
I have probably asked my colleagues a thousand times if they have watched Tim Burton’s “The Nightmare Before Christmas.” Not just because it’s a great movie, but because it’s my way of helping them quickly gain perspective on various issues that arise in our work together. The movie comes to mind because it vividly illustrates what happens when we change our actions without fully understanding why, much like when we implement new educational initiatives.
In the film, Jack Skellington from Halloweentown stumbles upon Christmastown and becomes enamored. He conducts scientific experiments on Christmas artifacts, such as ornaments, and proposes replacing Halloween with Christmas to the Halloweentown residents. They are intrigued by Jack’s excitement but interpret everything through a Halloween lens. Santa Claus becomes Santa Claws, gifts contain gruesome surprises, and elves are seen as vicious minions. It’s understandable, as that’s all they know!
The issue is that they lack an understanding of Christmas. Jack is captivated by the glitz and glamour but doesn’t grasp the true meaning of the holiday. Despite his futile attempts to comprehend using science, Christmas is ultimately a matter of faith. Nonetheless, driven by his desire for change, Jack proceeds with his plans arrogantly, leading to chaos worldwide.
Initiatives in Public Education
In education, it’s important to consider the multitude of factors that shape our beliefs and motivations. We may be rooted in both science and faith. While we might incorporate the latest research in one aspect of our practice, we may continue teaching in a traditional manner in other areas. Many of us decided to become teachers before receiving formal training in teaching methods.
Furthermore, there is often research supporting our beliefs. Education researchers have various theoretical frameworks, including behaviorism, cognitive sciences, and social constructivism. Each of these views of learning influences research outcomes and implications. It’s easy to dismiss certain research results and rely on familiar practices that align with our beliefs.
Initiatives to Resolve Ongoing Issues in Education
As we tackle ongoing issues like the opportunity gap in education, it’s evident that major paradigm shifts are necessary in areas such as behavior and attendance management, grading practices, graduation requirements, and access to new technologies. These initiatives require a fundamental change in our beliefs about schooling, best practices, and learning sciences. We need reflective practitioners willing to adapt their approach in response to new challenges and leaders who can articulate the root causes of issues to facilitate meaningful change.
To avoid the missteps seen in The Nightmare Before Christmas, I recommend the following:
Recommendations for Paradigm Shifts
Firstly, invest adequate time in understanding the rationale behind any new initiative. While it may be tiring, it fosters buy-in from all stakeholders. Everyone involved should comprehend the reasons driving the change. Secondly, proceed cautiously during implementation. Even if you believe sufficient time was spent on explaining the “why,” unexpected issues may arise. Mistakes are inevitable, especially in unfamiliar situations. Lastly, be mindful of the biases created by our existing beliefs. A paradigm shift requires a significant change in our thinking and understanding of the world.
Next Steps for Paradigm Shifts
Realize that complete compliance may take time. Each of us must undergo a paradigm shift fueled by understanding, experience, and commitment. Over time, individuals may begin to see initiatives clearly without the bias of their pre-existing beliefs. In the meantime, avoid oversimplifying explanations, unintentionally reinforcing misconceptions, or misinterpreting noncompliance. Have patience, trust your colleagues, and seek new ways to connect with them to gradually change their perspectives.
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.