Editor’s note: This is the first article in a series that will outline some foundational principles for successful adoption of innovative education reforms. The next post will explain the role of patience in effective innovation.
When was the last time you heard a corporation, university, government agency, or school champion the idea that innovation is overrated? I’m guessing that you might have an easier time trying to locate the Loch Ness monster. Even if you could find some company or school that actually believed innovation was overrated, odds are they’d never openly admit it.
In today’s world, being innovative is equated with success and progress. As a result, everyone wants to be innovative. But what does that really mean? I’m reminded of the classic scene from The Princess Bride where Inigo Montoya turns to his boss, Vizzini, who has just used the word “inconceivable” for the umpteenth time and says, “You keep using that word. I do not think it means what you think it means.”
The purpose of this series of blog posts is to make the case that creating great policy ideas, even identifying disruptive education innovations, is not enough if we really want to bring about real...