Everyone needs to make decisions throughout their lives, so we think we know how to do it. We do it every day: what to wear to school/work/social events; what to do in our free or free time; when to spend or save money; what purchases are necessary or frivolous. We make decisions about objects (cars, clothing, books, internet sites, etc.), situations (how to behave in various social settings), and abstractions or untouchables (care, love, or concern for others and their perceptions or feelings toward us).
The problem with decision making is that no one explicitly teaches us how to make “good” or proper decisions. This is because decisions often involve recognition of options or choices for a series of actions that lead to a specific goal. Most of the decisions are routine: when, where and how to buy food, repair the car, take care of clothes, etc. We lull ourselves to safety in our decision-making process.
We challenge ourselves with decision making when stress increases. The researchers found that people perceive fewer choices or options available and that we tend to use traditional or habitual choices to make our decisions. Unfortunately, this means that novel solutions to problems will not be perceived, recognized, or understood when decision makers are in crisis or under stress.
Education reform approaches are perfect examples of perceiving limited options for decision-making. No Child Left Behind (NCLB) and its replacement directives have an extremely narrow focus: all children must learn the same content at the same pace through the use of “scientifically researched” materials. Gone are the discretionary powers of observation that the teacher has. Gone are the experimental approaches or innovative materials or methods. No more information related to centuries of knowledge about child development and readiness skills. Gone is what worked in the past. Now teachers must use what some university (or publisher-sponsored) study has shown to be effective.
Educators must go through teacher preparation programs. Including a college degree and vocational training, that equates to at least 4-5 years of college. Also, most states require teachers to earn a master’s degree (1-2 years to complete) within a certain period of time. This means that educators know a lot, but are not allowed to use what they have learned in their classrooms unless it comes packaged in “scientifically researched” materials.
The conclusion is that the knowledge and wisdom of the teachers is ignored; however, they are responsible for decisions made by others, usually not educators. Decision makers rely on traditional approaches, not innovation or creative options. By narrowing their views on the problems, they exclude options that could work much better, more easily, and for much less money than they currently demand.