“Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not.”
Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not.
Because of the elasticity of circulasticity, “innovation” stretches the core environment, but is eventually brought back to the central traditional core and becomes more of an “improvement” than a change catalyst.
In my opinion, true innovation in education will only happen when a newstructure is created: one that nurtures critical thinkers, supports risk-takers and encourages ongoing transformation, and that places a high value on creative and insightful learning / teaching in classrooms.
As Martin Hays wrote in his analysis of organizational wisdom, “Organizational wisdom transcends organizational learning in its commitment to doing the right things over doing things right.”
At the current time, educational organizations are mired in structures that have significant “blind spots” for innovation or creativity. These blind spots are the structures themselves, since they were designed along an industrial model that favours uniformity and compliance and has no explicit place or mechanism for including creativity and innovation. Hence they simply don’t allow for innovation to be replicated or made systemic.
Again, the industrial model spoils our work…
As John Kotter eloquently describes in his book Buy-In: Saving your good idea from getting shot down, there are four main change impediments that people use: 1) Fear Mongering, 2) Death by Delay, 3) Confusion, 4) Ridicule. In education, these four elements can be translated into: 1) Need Research, 2) Need Results, 3) Need Support, 4) Need Financing. The irony is that even if all four parts of this requirement are met, it still doesn’t serve to create innovative practices.
Where everything seems to bog down is in the implementation component.
What we need is a work environment that openly values creativity, risk-taking and courage; its lack remains the single greatest impediment to innovation in education.
And so, innovation, as traditionally defined, remains more of an elusive objective in education than an emerging reality. We debate the issue; we define the issue; and we design the issue. But moving the innovation agenda forward is an entirely different issue.
“The quality of a question is not judged by its complexity but by the complexity of the thinking that it provokes.”
True transformation will ultimately have to begin with a courageous act from an individual or individuals to enact the deep structural changes that are so needed.
Posted from Diigo. The rest of my favorite links are here.