The book I'm referring to is actually in the photo in the message I first put out. You obviously have decided to antagonise and don't really want to discuss this rationally which is a shame. Hope you have a great weekend.

It's also interesting that 'my assumptions' are in part based on several lengthy discussions with my mum who is in her 80s are believed she sees this pattern regularly.

It's not old people bashing. I said an aging population, that isn't just the old per se. There are people 'my age', but plenty of older people as well who I engage with who do look back in this way (and many who don't). Perhaps read Gardini's work before disregarding the thesis out of hand.

Thing is you can claim an exam is the best way of assessing children because they assess the quality and degree of retrieval - job done 🫤

Is it because the models of learning that have become popular are a simplistic input/output system, where retrieval becomes the sole measure of quality of output?

This is particularly true where organizations try to do too much change - hyperchange, leading to a lack of energy and revisiting. Why normalisation process theory has real potential as we found out in a recent change project with local schools.

Our book will very much grow out of this really crucial observation. Hence it's working title: 'Leadership, organisation and the sustainability of teacher work '.

Yep, possibly. I'm coming at it from a processual perspective, all actions emerge from past events. I think this was why I put the idea of the Formal Org being static - it's slow moving & change is hard (though nominally lots of it!) But would be worthwhile thinking how to make it more explicit

And the next step is to integrate humans more explicitly as @draimeequicks.bsky.social keeps pointing out my models often lack this 🤔