The wicked problem of learning

Joe Kirby

Sometimes we are so deep in an orthodoxy we cannot see it.

In their new book, Becky Allen, Matthew Evans and Ben White give us ways to question how we see and think about our schools.

They combine a visit to the museum (a history of school improvement policy waves), research from Teacher Tapp surveys, and the lens of complexity and systems theory, with analysis of the perspectives of economics, sociology, psychology, educationalists, headteachers, school leaders and teachers. They share some powerful concepts (like patch-making, creeping managerialism and shadow boxing), vivid metaphors (waves, maps, patches, miracles, hill-climbing, waltzes, helicopters, foxes and hedgehogs feature) and a rousing call to action.

Here are some of their concepts, questions and insights.

What can’t we fully know? Where are we under the illusion of knowledge?

Learning is invisible. The human brain is complex.

Can ‘progress’, or even who’s learning what exactly, be fully known?

View original post 642 more words

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.