Wheatley’s reading reminds me of the story of the pearl.....
In the past, it was believed that at some time in the course of the oyster’s development, a foreign substance such as a grain of sand gets into the little muscle and irritates the oyster. In response, the oyster covers that irritant with a secretion. The longer the irritation is there, the more the oyster coats it. Pearl oysters vary in size and can be quite rough and ugly. Yet what is happening inside is a combination of rainbows, moonlight, and bits of flame. Once the oyster accepts the irritation as part of itself, the pearl begins to develop. The worst storms, gales, even hurricanes will not dislodge it. As time goes by and this oyster is finally pulled up from the bed where it has been for many years, it is opened only to reveal a beautiful pearl.
Today researchers have found that oysters make pearls in response to a mantle injury. Sometimes a wound will heal in such a way that a cyst or pocket forms which fills with calcium carbonate from the mantle’s secretor cells. These excretions in response to the injury are what become the pearl.
Without an irritant or injury, there would be NO beautiful pearls. Often times in education we have to hit the bottom to see we are in need of change. We become overwhelmed, struggle to balance it all and yet in the end we are able to evidence the beautiful pearls that have come from the tough times!
“Dissipative structures demonstrate that disorder can be a source of new order, and that growth appears from disequilibrium, not balance. The things we fear most in organizations- disruptions, confusion, chaos-need not be interpreted as signs that we are about to be destroyed. Instead, these conditions are necessary to awaken creativity….order out of chaos” (Wheatley, p.21)
As for education, how do we move beyond what we know?
Rather than remaining like “bewildered shamans, performing rituals passed down to us, hoping they will perform miracles” (p. 28)
5 comments:
I don't think it's possible in K-12 education to move to dis-equilibrium model. Even though it would do great things for learning, the mandate of standardized accountability will not let that happen. The other problem is the teacher training program. Many very learned instructors have lost touch with what is happening in schools, so the same things are ritually passed down.
I agree with Shawn's comments regarding teacher education programs. While I'm sure there is some change over time (with technology, etc.), it is not substantial enough to make much of a difference.
It is hard to make changes on the K-12 level because there is always the chance that something will go wrong, which in turn, could have negative repercussions on the learning process. I don't think one should fear the unknown, however, before enacting change, all due diligence must be done in terms of research, discussion, etc.
Shawn, I have to disagree with you about disequilibrium and public education. The new Teacher Evaluation System is based on disequilibrium. We're challenging teachers to stretch themselves -- in spite of state and federal accountability mandates. Even the TPAI was based on the theory of disequilibrium. Dr. Norman Sprinthall expounded on this topic as the basis for teacher growth.
Amy, that is a great picture of order and beauty arising out of what appeared to be a disruption. It really captures what Wheatley says about using problems to create something new and better instead of avoiding them at all costs.
I guess I am torn... If we can't make the massive changes, then why to we work so hard to try? If the outcome is the same due to the "limitations" then why do we waste the passion on nothing more than a "dream"?
I refer back to Ron Clark, Freedom Writers, Joe Clark, Coach Carter, etc.
They did it....what was different?
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