FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 54
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
In addition, being mindful about and in learning matters, rather than
being mindless (Langer, 1997). This means focusing more on what is going on around us, to other ways of thinking and acting, engaging in inquiry, listening to what it tells us, probing further to understand better
before rushing to action, exploring promising practices, testing these out
and renecting honestly and openly about them with others. Cycles of inquiry, such as spirals of inquiry (Halbert and Kaser, 2013; 2022) slow down
the learning process to promote deeper and more powerful learning. This
also needs to involve thinking about meta learning (Watkins et al., 1998)
– learning about our own learning – both individually and collectively.
IMPROVISATION – 8YES, AND...9
In changing and uncertain environments, leaders face adaptive challenges, difocult problems to deone for which solutions are not known
(Heifetz and Linsky, 2002). In such situations, routine and technical approaches cannot be the only modus operandi. Learning your way into
the future frequently necessitates new actions rather than established
or habitual ones. This calls for willingness to try something different
and the ability to improvise. When someone suggests an idea or trying something new, the all-too-common response is 8Yes, but...9. This
is really another way of saying 8No9. A popular game in improvisational
comedy, also recommended as valuable for life and work, is 8Yes, and...9
(e.g., Poynton, 2013). Each person in the group has to say 8Yes, and...9
to whatever came before, then add something to it. Key aims are to accept and supplement new ideas, and to stop the blocking that closes
down thinking and creativity. Improvisation in a jazz group is similar.
Each player incorporates not only their own part in the improvisation,
but also the improvisation of others and how their contributions interacts with those of the other players (Newton, 2004). Jazz improvisation
is not whimsical; band members have deep knowledge of their subject,
have spent many hours practising, and have clear values about what is
important. This enables them to extemporise in a new situation, but it
has to work together with what the rest of the band is playing. The term
adaptive expertise (Hatano and Inagaki, 1986) shares some common features – being able to use knowledge to understand and work effectively to problem solve in new situations. Improvisation, adaptive and 8yes,
and9 are all my lexicon.
