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I’ve talked before about the power of ritual, but while powerful, it also seemed piecemeal. That is, there were lots of hints, but not a coherent theory. That has now changed. I recently found a paper by Nicholas Hobson & colleagues (Schroeder, Risen, Xylagatas, & Inzlicht; warning, PDF) titled  The Psychology of Rituals  that creates an integrated framework. And while my take simplifies it down, I found it interesting.

At core, what the model suggests is that there are two components that are linked together. The first element are things that involve the senses. The second element are the semantics we’re looking to create allegiance and adherence too. And there are important elements about this relationship.

There are a number of elements that are on tap for involving the senses. Certain movements, sounds, and words said or to be spoken can be used. There can also be food, drink, smells, and more. Objects also. Timing is an element; at the micro level of things in order, and at the macro level of the triggers for the ritual.

Semantics come, of course, from your needs. It can be about things you want people to believe, or a set of values you want people to subscribe to. Or, of course, both. From the design purpose, I’d suggest it’s about agreeing to be a member of a community of practice; to undertake certain actions when appropriate, and to uphold certain values.

Interestingly, according to their model, the relationship between the two is effectively arbitrary. That is, there is no intrinsic relationship between what you’re signifying, and how you do so. Rituals are about the practices. Which means you could in theory do just about  anything to make the relationship.

The other thing is that the ritual has to be invariable in its aspects. You define it, and so do it. Note that the execution can vary considerably; from several times a day to upon certain triggering conditions. So, for instance, having completed a course, or before engaging in certain activities.

While such a definition gives us lots of freedom, it also doesn’t necessarily serve as a guide for design. Still, thinking about it in this way does suggest the utility in developing deeply held beliefs and appropriately practiced behaviors. At least, that’s how I see it. You?

I was having a conversation with a colleague, sparked by dropping enrollments in unis. Not surprisingly, we ended up talking about flaws in higher education. He suggested that they don’t get it, and I agreed. He was thinking that they get the tech, but not the learning. I think it’s more complex. There are those that get some parts of the learning right. Just not enough, and not all of it right. Thinking further, post-convo, it occurs to me that there is a layer beneath the surface that matters. So I want to consider what is wrong with higher education.

And, let’s be clear, I’m  not talking about the problems with tuition and administration. Yes, tuition’s risen faster than the cost of living. And yes, there’s little commercial pressure to keep universities free from the persistent creep of increasing administration. I saw an interesting article talking about how universities without a solid financial foundation,  and ones without a good value proposition, will perish. It’s the latter I’m talking about.

I previously mentioned the three pillars I think create a valid learning offer:

• a  killer learning experience,
• being a partner in your success
• and developing you as an individual.

I suggest that all three are doable, but it occurred to me that there’s a bit more to unpack.

The ‘being a partner in your success’ bit is most frequently seen. Here, it’s about looking for signs of trouble and being proactive about reaching out and assisting. It’s not ‘sink or swim’, but recognizing there can be troubles and helping learners cope. The Predictive Analytics work that Ellen Wagner did is the type of opportunity we have here.

The ‘developing you as an individual’ is really building your more general skills: communicating, working with others, a positive attitude, knowing how to search, etc. And, of course, knowing how to continue to learn. Given the rate of change, most of what you learn as the core of a degree may well be out of date in short order!  But you can’t address these skills on their own, they’re specifically about how you do domain things.  And that’s a layer I’ve yet to see.

And the ‘killer learning experience’ is a second area where I think folks still aren’t doing well. My short (and admittedly cheeky) statement about education is that they’re wrong on two things, the curriculum and pedagogy, other than that they’re fine. Most universities aren’t doing a good job of curriculum, focusing on knowledge instead of skills. And some are moving in a good direction. Startups are addressing this area as well.

The other problem is the pedagogy. There’re two elements here: the learning design, and engagement. Too often, it’s still the ‘information dump and knowledge test’. But even when that’s right, making it truly meaningful for the learners is sadly neglected. Even professors who care often forget to put the ‘why’ into the syllabus.

In short, what is wrong with higher education is the ability to successfully execute on  all these points. (It’s true for other education, too, but…) I’ve seen efforts that address one, or two (and plenty that get none right). However, as of yet, I have not seen anyone doing it the way it could be done.  It’s doable, but not without some serious attention to not only the elements, but their successful integration. And it’s important enough that we should be doing it. At least, that’s what I think. So, what do  you think?

On twitter the other day, I was asked how I could on one hand rail against myths, and on the other work with orgs who either sell or promote DiSC and MBTI. The problem, it appears, was a perception that I’m deeply involved with orgs that perpetuate the problem. I thought I’d try to clarify all this, and make sense of myths, publishers and confusion.

The dialog started as a reaction to an article I pointed to on twitter. This article made what I thought was a pretty good case against tools like MBTI and DiSC. And that matters. The arguments raised in the article were legitimate, and even didn’t go far enough. For instance, MBTI is based on Jungian archetypes, which Jung just made up!   So, one question raised is why ask practitioners to change, why aren’t we challenging the businesses?

For one response, I don’t call out the practitioners. I sympathize!   In the myths book, I deliberately addressed the appeal before pointing out it’s wrong (and, importantly, point to better alternatives). Instead, I rail against the tools. That, to me, is where the problem lies, and implicitly indicts the vendors. Now, the org that now owns DiSC was my first publisher. However, they bought it after I was locked into a contract with them. And when I heard, I complained about the choice to them. But they didn’t consult me on it ;).   And yes, they published my first 3.5 books. I dissociated from them on other reasons, but I’m no longer engaged.

Was there any relationship between DiSC and what I wrote? I was able to complain about learning styles in my fourth book with them. It’s a huge company, with many different divisions. There’s no provision to not say things that are contrary to their business interests. They publish and sell what they can sell. They can publish what’s right, and sell stuff that’s not. That’s their confusion, I reckon, not mine.

I’m now publishing with another org, who had, in the past, had learning styles in their competency model. When I found out, I asked and was told it was not in the latest version of the model. They also do make money selling exhibit space to folks with these tools. Note that the folks I work with may not agree, but also have to work in their part of the org and have little contact with the other entity (that makes much money). Yet, to their credit, they asked me to write the myths book. In fact, after I gave a myths talk to launch the the book, an anonymous audience member complained that they shouldn’t have speakers that disparage vendor products. And, they’ve continued to have me write and speak. Again, I suggest that’s their issue, not mine. I’m not responsible for that relationship between myths, publishers, and confusion.

And, yes, there are voices that cry out  for the tools. For instance a TD article claimed that such tools are popular. (Under the guise of saying they’re effective.) Which is problematic. Asking folks for their assessments of tools they’ve invested in introduces a clear source of bias. We know that people’s judgments of effectiveness may not match reality. So it’s a problem. But not one I’m in a position to change (though I quietly try).   It does muddy the water. Which, to me, speaks even more to talk about how to review science and what science already says.

I try to be a consistent voice for science in our practice. My publisher gave me a forum to speak that to an audience that needs to hear the message. There are others who echo that voice (see Mythbusters here). I’d welcome having the opportunity to address those who are making the decisions to buy these tools. I don’t have reliable access (I welcome any assistance ;). Instead, now they can give the book to those leaders to bolster the resistance.

So, are my publisher activities part of the business end, or the education end? Do you really concern yourselves with my previous relationship or current publisher? I note that it’s pretty much a hands-off relationship: “if you propose a valuable offering, we’ll publish it.”

I‘m saying “here‘s what Quinnovation has to say” and the orgs are endorsing it. Not the other way around. Is that accurate? Do you see that as a conflict? I’m perfectly willing to be wrong, and if so I welcome ideas how to be more clear about what and how it’s wrong.

I think I’m fighting a good fight, for the right reasons, and pretty much in the right way. But it’s not my perspective that matters. So I ask you, am I off the mark here? Am I helping or hurting the issues in myths, publishers, and confusion?