Gary Ackerman Brief CV_web

Thoughts on “Education for Misinformation”

I’ve been kicking around the concept of “red herrings” for a few years, at least since I started to recognize them. I attribute this skill to the habits I developed while a doctoral student, but we all know how “reliable” such stories are about ourselves. For me, red herrings always appeared in our school structures, […]

Gary Ackerman Brief CV_web

Students’ Experiences Matter

Teaching is an inherently wicked problem. (This idea has been addressed multiple times in this blog– search for “wicked.”) In 1973, scholars Rittel and Webber defined wicked problems as those that are ill-defined and that are judged only from the perspective of the individual who experienced the solution. A defining characteristic of wicked problems is […]

Gary Ackerman Brief CV_web

Diversity of Solutions to Wicked Problems

When Rittel and Webber (1973) first defined wicked problems, they concluded that leaders cannot reasonably identify a single solution to a given social problem. They observed “that diverse values are held by different groups of individuals—[so] what satisfies one may be abhorrent to another, [and] what comprise problem-solution for one is problem-generation for another,” and […]

Gary Ackerman Brief CV_web

Descriptions of Courses Never Taught

School Technology: A Wicked Problem Description: Schools are becoming technology-rich places, but that technology does not always translate into meaningful experiences for students. This course approaches school technology as a problem that is too poorly understood with blurred boundaries and inaccurate assumptions. Leaders will be introduced to strategies that recognize multiple perspectives on technology, teaching, […]

Gary Ackerman Brief CV_web

Because Education is Wicked

This brief post continues the theme of: Wicked Problems Transparent Taming of Wicked Problems Solving Wicked Problems Wicked Solutions Matter Because education is a wicked technology, it is anticipated that curriculum and instruction designed for 21st century classrooms will be assessed and evaluated using terms such as good or bad, working or dysfunctional, acceptable or […]

Gary Ackerman Brief CV_web

Hermeneutic and Naturalistic Approaches to Research and Planning

Hermeneutic researchers fall into the hermeneutic cycle (see figure 1) in which an artifact is interpreted in light of the culture and then the culture is reinterpreted in light of the emerging understanding of the artifact. This cycle between the whole of the culture being reconstructed and the parts of the culture embodied in the […]

Gary Ackerman Brief CV_web

Wicked Solutions Matter

The idea of wicked problems has been addressed in previous posts on this blog: Wicked Problems Transparent Taming of Wicked Problems Solving Wicked Problems In my definition of wicked problems, I pointed out that “Every Solution Matters,” specifically I wrote: Wicked problems are social, so when planners design and implement a solution, it affects the […]