The rise and fall of edu fads: just ebb and flow of well intentioned chatter and action and what it means to be human?

Hands up if you were ever guilty of applying learning styles in your lesson planning? Or if you thought the idea of right brain left brain thinking was appealing? Or if growth mindset science has helped steer your edu action? Or if you’ve seen the light through the curtain into the chamber of mindfulness?

Now hands up if you’ve then felt a twinge of disappointment when you’ve read critical evaluations, debunking polemics or scathing rants against any of these or any other neatly packaged ideas? 
I’m going to say that these and other such edu fads emerge through well intentioned thinking, conversation and action of teaching professionals who want to make an impact on their students, in their practice and in their schools and classrooms. I’m going to say that they become popular through obvious publishing channels such as books, papers, blogs, social media, conferences, and then find their way into practice and policy through a variety of routes. And I’m going to say their emergence demonstrates patterns of marketing such as early adoption of innovation loving practitioners, copy cat followers and disciples, then making it into the popularity of mainstream, before eventually even conservative types decide to follow suit, at which time the phenomena starts to dwindle in popularity while in the background another new fad emerges. 
So how to spot a fad? I guess an edu fad might be anything in teaching and learning practice that extends beyond a teacher, a variant of a blackboard and chalk, student slates, and testing. 
Do we mind? Edu critics thrive and become popular on the back of spotting the fads and ranting about them. For the rest of us perhaps they may in part be what keeps us going. We are only flesh and blood in need of motivation after all. 
Perhaps our interest in and adoption of edu fads is like edutainment, buying a new item of fashionable clothing or reinvigorating our interest in life through the uptake of a new hobby or pursuing and examining a religious belief. Perhaps it’s like going on holiday in search of a refreshing change and coming back fresher and motivated to start a new. Perhaps this is symptomatic of our materialistic consumerism and pseudo fetishism, translated from a primitive urge to deify and worship to find spiritual satisfaction within a group or on an individual level. There are certainly those who like to convert and those who like to join. 
So is there any harm in getting swept up in the wave of a new fad? On the downside there’s money involved that might be spent more wisely elsewhere. Rather than investing money, time, energy and opportunity on a fad, perhaps we could be just doing things well stripped bare of unnecessary bells and whistles. But would we be us and human if we did that? Can we all do that?
I mean, the same would be true of housing decor and clothing. We would save a lot of time, money, energy and opportunity if we all never went shopping again and just did away with worldly materialism. But would we enjoy life? Do most of us find some sort of satisfaction in the material fripperies? If we didn’t have them and our world was more ascetic would we be the same? 
Perhaps we don’t need fads to learn, but perhaps we look for them because we’re human. 

2 thoughts on “The rise and fall of edu fads: just ebb and flow of well intentioned chatter and action and what it means to be human?

  1. I suspect the worst thing we can do in education is maintain the status quo and so whilst new fads must always be critically examined, I would hate to slump into a morass of cynicism and inertia…. I remember reading something about Braingym and introducing it to my students, in reality I suspect it did not make the slightest bit of difference to their learning but what it did was out fresh impetus into my teaching and gave me a fresh injection of enthusiasm. I am sure that if we ignore all these fads and never make changes, life would be more settled and cost us less energy but…. how boring would that be! I change the colour of my hallway from time to time (currently bright yellow) just so it makes me reexamine things in (literally) a different light…. we should do the same with our teaching!

    Liked by 1 person

    1. Well that’s an honest reply 🙂
      I’ve slept on this since I posted (it was good to think on), and I have since reasoned that our efforts and energies should probably go where the most impact is made. Otherwise what of our accountability to the tax payer, fee payer, parents and future adults we are teaching?


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