Wicked Problems and Social Messes: School Reopenings–COVID-19 Edition

 

covid

from USA Today

In designing solutions to wicked problems like how to best educate our children in a time of COVID, we can’t just rely on opinions. We can’t even rely on the facts. They are not inert. They shift in different contexts. But here’s one thing we can rely on. If we don’t approach the design with the users in mind, that is, if we don’t try to understand, at a deep and empathetic level, what our children and teachers will be encountering, we will not design the best solutions. We will only design something that, perhaps, efficiently relieves a host of pains we’ve been suffering but in turn creates pains in other areas. Unless we build empathy for the users of the system we’re trying to re-create, all this is just bluster and posturing.
 
To whit…how many parents and board members have actually walked in the potential shoes their children/teachers will wear? How many have tried to follow the rules of social distancing , cleanliness, mask-wearing for hours and hours with the mind of an 8, 11, 16 year-old? All the while working to learn new information, but in the back of their mind, wondering, after Justin sneezes, or Susan wipes her eyes, or Tom takes his mask off, wondering…did I just get exposed? This district’s superintendent did it and it was an eye-opening experience. A little empathy goes a long way to understanding the successes and limitations of any solution. 
fear
Cognitive science makes it clear, but our experience makes it self evident–we cannot learn well if our emotional state is one of heightened anxiety and fear. Sure, our teachers would do their best to create communities of learners that are inclusive, safe, and trusting, but even then, the variables of interactions that occur outside the classroom mean that those safe little bubbles of communal learning would still be fraught with worry. And no amount of statistical spinning would allay those fears.
 
We know that since the rise of the two-income family, Public Education’s purpose is not solely to educate and promote learning. At the point that two parents are in the workforce, public ed is also a way to provide daycare. It has supported the rise of the American Economy to the top of the world. Now that we’re doing a cost-benefit analysis of the risks involved with opening up vs. those involved in remaining closed I suppose we have to be rather brazen and ask ourselves: What’s the cost of a human life? Or, how much of my child’s quality of life am I willing to risk?
 
Sure incremental risks enter our lives every day, and we bear them. But most of those risks are known. So much with COVID 19 is uncertain. Just recently we’ve seen studies like this that point to long-term risks to the heart from those suffering with infection: https://jamanetwork.com/journals/jamacardiology/fullarticle/2768916. And the data changes all the time.  As much as I’d like to “Partner with Uncertainty and Confusion” as Maragret Wheatley suggests, I think I’d rather do it from a distance in this case.  But to be clear…such a partnering must be done by everyone.
 
Yet I know there are those who would just grab the seat next to uncertainty and push it to the side.  Social media is full of these people.  They have a right to be angry, a right to be upset at the decisions their district boards have made.  Their lives may be far more dependent on a return to normal than my own.

Thus, the argument is between those who would be prudent, and those whose livelihoods depend upon finding a way for the village to care for their child(ren). No one is wrong in that argument. As in all multi-faceted, wicked problems, any proposed solution can have a negative impact on another facet of the problem. There are no “right” solutions to this problem for all.  There are only actions that result in better states for some.  Perhaps we should “think about our actions as interventions. We must “shift the goal of action on significant problems from “solution” to “intervention.” Instead of seeking the answer that totally eliminates a problem, one should recognize that actions occur in an ongoing process, and further actions will always be needed.”  

In a related and, perhaps, more relatable description, Russel Ackoff refers to these problems as “Social Messes.”  Yes. In. Deed!
 
In a world that has grown to expect quick answers and easy solutions through technology, this pandemic has caused us to face our own limitations, and it has forced us to slow down. Normal isn’t coming back anytime soon. Either we do what humans have always done to make us the top of the heap–adapt–or we try to claw back towards “normal” against a force we can’t even see.
 
Strategically, if I’m trying to ensure my survival and the survival of my family and the race itself, I’m betting on my ability to adapt.  In the end, I think this is the manner in which many school boards have voted. And that gives me hope.

Only Connect at Project Wayfinder: Purpose, Meaning, and Human-Centered Education

Wayfinder Canoe

Polynesian Voyaging Society “Voyaging Canoe.”  http://www.projectwayfinder.com/why-wayfinding/

(Following is a blog post introducing a series I’m posting at plusus.org based upon my attendance at Project Wayfinder’s Summer Teacher Institute.  I’ll be posting once a day about my experiences at Proj. Wayfinder and links I find to design and design thinking as well as to education in general.)

In a few days I will be among 50 educators from around the world attending the Project Wayfinder Teacher Institute at Brown University.  Based upon the navigational techniques of ancient Polynesian sailors, Project Wayfinder’s vision is “that all people have access to tools to create lives of meaning and purpose.”

Founded by Patrick Cook-Deegan and designed through his work as a fellow at Stanford’s d.school, Project Wayfinder seeks to meet a glaring need in education:  We are turning out students who may know a great deal but lack any purpose with which to apply their knowledge. In doing so, we are denying a generation(s?) of adolescents access to a life in which they can flourish in ways beyond mere self-fulfilment or pursuit of happiness.

Indeed, if a recent survey from the National Institutes of Mental Health is correct, approximately 31.9% of adolescents age 13–18 have suffered from any type of anxiety disorder.  As Project Wayfinder points out, “while school is in session, high school students are the single most stressed out population in the US(http://www.projectwayfinder.com/our-vision/).

As an educational design consultancy, PlusUs is dedicated to a human-centered approach to our practice.  In addition to providing a full range of design solutions, we strive to keep the learners and their needs at the center of all we do. Regardless of whether we’re working with you to design a new informational mailer or to create curricular materials, we are always thinking about the learners our work will ultimately affect.

Thus, our attendance at Project Wayfinder will assist us in better understanding the needs of today’s learners.  It will also help us position our designs more firmly within a value system that recognizes the importance of meaning and purpose to a healthy, fulfilling life.

Starting on Monday, July 16, I’ll be blogging about my experience at Project Wayfinder’s Teacher Institute both here and at Form & Faculty.

Redesigning Education: Designing for Deeper Learning

 

 

What counts and what matters in learning?  Contrary to centuries of practice, it is not really the grades.

Since April of 2017 I have been reading about and, now, practicing gradeless-ness in my high school 9th and 10th grade English classes.  Sure, I know that such a practice is not new, at least not in independent schools, but what I did not know was how widespread the practice had become in public-school classrooms around the nation.  The Facebook group, “Teachers Throwing Out Grades“, and more recently, the group “Teachers Going Gradeless” have been incredibly active in promoting this movement, and its history is as old as our system of public schooling itself.  While seemingly counterintuitive, given most Americans’ experiences in public school, going gradeless is a key aspect of the move to deeper learning….

Visit my work at plusus.org to continue reading.

Redesigning Education: Iterating towards Mastery

maker-words

I recently listened to a podcast with Scott Looney, Headmaster of the Hawken School in Cleveland, Ohio, and also the founder of the Mastery Transcript Consortium.  Mr. Looney discusses not only the project-based work he has introduced at Hawken, but focuses a good deal of his time on the history and philosophy around the Mastery Transcript Consortium–a group of independent and public schools devoted to shifting the high-school transcript away from meaningless letter grades, Grade Point Averages, and Carnegie Units (HS credits) to something more representative of the skills and knowledge students possess and the actual work  they can do….

Post is continued at:  http://plusus.org/redesigning-education-iterating-towards-mastery/

Why Design: Reading and Writing the World.

 

 

I was/am an English major.

The confusion in verb tense stems from a shift in how I act within the world. For years I buried my head in books. Fictional worlds allowed me to explore a myriad of human experiences I would never have had the chance to understand outside the covers of books. I spent years in college honing my skills at reading these worlds, divining the author’s deeper motives (if such is even possible) and understanding the intentionality at the heart of writing.


Head over to www.plusus.org/our-thoughts/ to read the rest.