Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

Abstract

Both in the United States and globally, we—scholars, policymakers, administrators, and practitioners alike—are positioned to make immensely consequential decisions with regard to providing the kinds of resources needed for learning and for teaching. This requires that the metaphorical, if not the physical, table at which we sit to make these decisions be enlarged and that we ensure that the voices of those who bring powerful experiences and scholarship are able to contribute in meaningful ways. It also requires that we broaden our perspectives about what evidence is necessary to make informed, sustainable decisions. We must also learn lessons from those teachers, schools, and school districts that seem to have successfully pivoted to serve students and their families effectively. Why? Because we need to understand better what contextual knowledge and practices were and are in place that facilitate the kind of pivoting that supports the learning of all students and enhances the well-being of families and communities.

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