From “Yes, but” to “Yes, and…:” Reimagine Possibilities and Obstacles of Educational Change
My encounters in recent weeks’ discussions (virtual meetings, social media interactions, and discussions on our new show #silverliningforlearning) once again focused my attention on a common phenomenon in education. Almost everyone thinks education should change and everyone seems to agree with the general directions of change (While the specifics of the desired change vary, the fundamentals are very similar—personalization, student agency/voice/self-determination, less testing, more authentic learning experiences, and attention to the whole child and cultivate different set of skills and competencies.) Moreover, there are many wonderfully successful examples of the education we aspire to have. Numerous teachers, school leaders, and even students have taken actions to translate their aspirations into realities. Although the totality of the traditional education establishment seems to be intact, there is abundant evidence to show that changes can happen. However, I still meet with many people with the “yes, but” mindset.
The “yes” is an endorsement of the merit and need of the proposed change, a nod to the possibility of change. The “but” lays out reasons for why the change cannot or should not be enacted in their own contexts. It is a list of factors that make their contexts different from others. The specific reasons can be expressed in different ways but generally reflect a concern over potential failure and negative consequences of the change, a lack of conditions that enable the change, and possible oppositions to the change. The reasons can be perceived or actual. Either way, they can be very convincing since no change, especially the more radical changes, can be guaranteed to be successful, positive, and easy to implement. Otherwise, the change would perhaps not be needed. As a result, the “buts” become powerful arguments and convenient rationalization for inaction.
To make the changes we desire, we need to replace the “yes, but” mindset with the “yes, and” mindset. The latter treats the “buts” as challenges to address rather than insurmountable obstacles. When we take CONTINUE READING: Education in the Age of Globalization » Blog Archive » From “Yes, but” to “Yes, and…:” Reimagine Possibilities and Obstacles of Educational Change
