The Intangibles

June 05, 2015

Last night I received a very special recognition from the Children’s Regional Hospital at Cooper University Medical Center where our program, the Cooper Learning Center is within the Department of Pediatrics.

One thing that was particularly special was that some of the people in attendance were former parents and kids (now grown up) who were there to offer their acknowledgements for what our program and my involvement meant to them. I then thought about the current state of affairs in the field of education.

These days in education and psychology it’s all about the measurable goals, the quantifiable objectives.  The work that you do as a teacher or as a therapist needs to be “evidenced based.”  Your outcomes need to hit a certain percentile of growth to document and justify your work.

I get all of that.  It’s probably good to ground your practice in approaches that are supported by research.  It’s also good  (I think) to measure outcomes.

I can tell you this, though.  The kids in the room last night and the parents who came to offer their own tribute were not there because they hit “outcome measures.”  They were there for something unmeasurable, something intangible.

With all that we know about education and psychology, with all of the research and studies that have done, we can’t get past the intangibles.

It’s still the intangible that impacts kids most.

Think back.  Who is a teacher or mentor that inspired you?  Did they inspire you because you hit your “student growth objectives?”

I doubt it very much.

It’s the intangibles that matter, that make all of the difference in a kid’s life.  I hope in this world of quantifying and measuring we don’t lose sight of that fact.

 

 

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