We are living on the tail end of an old story… a story that extolled the virtues of data, metrics, analytics as tools for assessing the value of our work, our schools, and, distressingly, our students.
Such stories become stories as they are repeated and gradually accepted as truth.
Old stories die hard because of how deeply ingrained they have become through repetition and our tendency toward confirmation bias – i.e., our tendency to assign greater validity to information that confirms our beliefs.
Inaccurate tales become stories because they are unchallenged and some may even have resonance with our experiences. They grow in acceptance due to laziness and/or ineffective challenges.
The “old story”, the story of our people, extols the virtue of hard work, doing well in school, getting into a good college, obtaining a college degree, getting a good job with the accompanying secure future. That story included the myth that such opportunity was equally open to all Americans, as well as a healthy portion of blame aimed at those whose experiences contradicted the validity of that story.
Now, not only the poor and people of color are challenged to find the validity of that story. Far more of us are confronted on a regular basis with a challenge to it. Many have watched their children work hard, do well in school, be successful in good colleges and find no jobs. They have watched the security of pensions disappear. They have watched the promise of progress and development rape the land and threaten our continued existence. Many have recognized the death throes of the old story.
The story of accountability has been told and retold so frequently that it has become a part of the fabric of the old story. A chapter in that story must be devoted to human arrogance. This arrogance is filled with irony… an irony that names the flagship legislation No Child Left Behind, while designed to leave millions of poor children behind and labeled, along with their schools, as failing.
Our old story is replete with experiences in which we found ourselves trying to “fix” a problem with a new, better idea. We have many memories of failed initiatives, new ideas, new programs… each touted as being “the answer”. Sometimes we were on the “receiving” end of such solutions. At other times we may have been the force behind the fix. What most of us recall is the durability of the problem and the frustration of the never-ending treadmill of solutions. Rarely, if ever, did we explore the accuracy of the problem description/definition. In the old story we just kept trying to do things right(er)… rarely able/willing to question if we were seeking to do the right thing.
More and more people in all walks of life, in many different professions, are growing in awareness that the old story is a fable. Accountability, as we have seen it, doesn’t improve learning. It damages personal connection, empathy, and relationships. It adds to separation. It hinders connectedness. Equitable access to learning doesn’t exist for all, perhaps not even for many.
We are living in a time of “interbeing”… a time between stories… sometimes torn between the convenience and comfort of our old story and the fear of the unknown that accompanies the writing of new stories. Writing a new story need not be a continuation of our time of the separation that was/is inherent in the old story. Our new story can be a story of connection not separation, of sustainability not accountability, of empathy not blame, relationship building not alienation. Our new story can be a story not so much about making a specific change happen but of creating the space where change can happen… for our students, for our colleagues, for our friends, for our families.
My thanks to Charles Eisenstein for the gift of his thinking and his language of stories. His generosity allows for the free use of his works and his gifts. My thanks also to Russell Ackoff whose writings highlighting the differences between “Doing things Right” and “Doing the Right Thing” continue to add clarity to my reflections and Jan Resseger whose tireless work in pursuit of equitable access to learning for all children is nothing short of inspirational.