Tag: complexity

I spent all day Saturday at the Comparative Education Society of Hong Kong 2013 Conference at the Chinese University of Hong Kong. The theme was “Educational Reform and Social Change: East-West Dialogue.” I had originally planned to present some of my research findings, but changed titles to present instead on “Situation in Resilience in the Context of Educational Reform: Lessons for Planners and Curriculum.”

I’ve been intrigued by the idea of adaptive cycles, and thought I could argue that the the rise and fall Michelle Rhee‘s reforms in the DC school district could be seen in that context. This starts by seeing the conditions of school failure and concurrent entrenchment of old regime actors as being an educational system in “late K” – unable to adapt to increasing demands for higher performance, and the costs of maintaining the system extremely high (externalized to student learning, morale throughout the system, paying for entrenched but ineffective teachers and administrators). This created the conditions for a release stage with the election of a mayor who ran on a platform of comprehensive reforms of the school district.

During a short reorganization phase, old actors were politically marginalized while new school district chancellor Rhee set in motion sweeping, radical reforms. She made it to a growth stage, pushing ever more radical (in comparison to the prior regime) reforms and firing hundreds of teachers.  But popularity for the reforms plummeted and the system went back into a release phase, where the old regime actors took over the system again when the mayor lost re-election. A few years later, we’re either in the conservation or growth stage of a hybrid system with some of Rhee’s reforms still in place.

America Complexity Education Politics Resilience

Capacity Complexity Development Economics Uncategorized

I had a late night debate with several friends over the merits of gun control and realized, in the process, that it’s an almost perfect test case for adaptive co-management…



I watched a Satish Kumar lecture yesterday and walked away distinctly unimpressed. I’ll start with where we agree, move on to where I was repulsed, and then conclude with some lighter territory of where I just disagree.

The Convention on Modern Liberty: Satish Kumar
Satish Kumar

Where we would agree – and by we, I mean most education researchers and educationists – is that “education” is a bigger concept than just teaching, though it is often stripped to that essential characteristic. He discusses how the latin root of education is educare, which means to bring out. He then takes an (unacknowledged) page from Freire and slams the “banking” view of learning. OK, fair points so far.

People and institutions often lose sight of the bigger picture, sometimes even teaching gets reduced to schooling and focuses on all the institutional roles schools and universities play.  I was in a Philip Altbach seminar a few weeks ago and a faculty member noted that his entire analysis of the role of world-class “center” universities focused on their role as research producers – where did he think the role of teaching and learning fit in? Altbach replied that teaching was difficult to measure but that they were trying new metrics but was interrupted, with a bout of collective laughter, when the questioner repeated “teaching and learning.”

Education philosophy