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Why Mindsets Need to Shift

When first-order change (piecemeal continuous improvement) is required mindsets can motivate people to resist those changes. When second-order change (discontinuous, paradigm-shifting, transformational change) is required the change-resistant power of mindsets increases exponentially.

Changing mindsets can be particularly challenging for educators and policymakers who are successful within the old paradigm. These people, I believe, are some of the most resistant to discontinuous transformational change because that kind of change threatens to undermine and displace everything they know, believe, and do. This level of fierce resistance to change is captured in an observation by Yasuo (1993) who said,

When the rise of a new theory suggests a change of direction in scholarship, history attests to a common pattern of reaction among the established intellectual community. There is often a flat dismissal or at best vehement attack in order to kill and bury that theory, especially if it signals and imminent as well as immanent possibility of shaking the secure and comfortable foundation upon which the existing paradigm of thinking rests (p. ix-x).

Starbuck (1996) also observed that professionals are among the most resistant to new ideas and to evidence that contradicts their current mental models. This kind of resistance has several sources. Professionals must specialize and their specialized niches can lock people in place (Beyer, 1981). Because professionals accrue social status in organizations and, in some cases, earn high incomes, they have much to lose if there are significant changes in their fields of expertise. This state of being “blinds” them from seeing opportunities to create change in their mental models (Armstrong, 1985).

Creating Conditions That Can Shift Mindsets

Gardner (2004) described seven “levers” for changing mindsets (see Figure 2). These levers can be used to create communication strategies for persuading educators to open their minds to consider the four new paradigms for creating and sustaining breakthrough performance for their school system. The four paradigms, which were described earlier, are:

  1. Core work (from group-based teaching and learning to personalized teaching and learning) and support work (from a command and control orientation to a service orientation) (Paradigm Shift 1);
  2. Internal social infrastructure (from a bureaucratic organization design to a democratic organization design and related shifts in organization culture, reward systems, job descriptions, and so on (Paradigm Shift 2);
  3. Relationships with external stakeholders (from a reactive, crisis oriented paradigm to a proactive, opportunity-seizing paradigm) (Paradigm Shift 3); and,
  4. Approach to creating and sustaining change (from piecemeal change to whole-system change (Paradigm Shift 4).

Here’s a summary of each of Gardner’s seven levers. He advises change agents to use all seven levers in concert because none of them can be effective in isolation.

Questions & Answers

explain and give four Example hyperbolic function
Lukman Reply
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
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Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
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Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
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Shirley Reply
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find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
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Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
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hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
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Opoku
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4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
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Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
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A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
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Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
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What is the expressiin for seven less than four times the number of nickels
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how do you translate this in Algebraic Expressions
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why surface tension is zero at critical temperature
Shanjida
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s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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Source:  OpenStax, Paradigms, mental models, and mindsets: triple barriers to transformational change in school systems. OpenStax CNX. Jun 29, 2009 Download for free at http://cnx.org/content/col10723/1.1
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