Principle One: An ounce of practice is worth a ton of theory

There are countless commentaries and research papers, some very good, some superficial, on the reasons for the failure of the system. The primary aim of this book is not to add to them. Rather its goal is to prompt discussion and action about a new vision to offer a more hopeful solution.

To understand anything about community development in general you must first have experienced it, long-term, in micro-detail, in at least one real local community. You are guaranteed to have a much more profound contribution to bring to the boardroom or the cabinet room table as a result of having first sat in a wide and diverse collection of front rooms and kitchen tables in family homes.

An example from the world of education.

Recently a government minister – no doubt inspired by a group of special advisors - suggested that parents who fail to ensure their children attend school regularly could have their child benefit payments stopped. He argued that because it is often the case that absenteeism leads to involvement in antisocial behaviour, we need to get back to an ‘absolute rigorous focus on school attendance’, and that such penalties would help restore what he called ‘an ethic of responsibility’.

It reminded me of the story of Sammy, a 13-year-old who would often fail to attend school and even when she did arrive would normally be late, turn up not wearing the correct uniform, and then prove to be distracted and inattentive in class. Sammy was constantly given detentions, which made her angry and uncooperative, and led to more detentions and very poor relationships with the school staff. Then a new and highly experienced headteacher arrived at the school and, being told of Sammy’s track-record, he made a decision.

The new head invited Sammy to spend a break time with him. As the two of them talked, he discovered that almost two years before, Sammy’s mother – a single parent following the death of her husband – had suffered a breakdown in her mental health, but was unable to get the professional support that she needed to cope. Instead, her mother (Sammy’s grandmother) shouldered the responsibility of helping her with Sammy and two younger siblings.

But now the grandmother was ill herself, and unable to give any help in the mornings. So instead, each school day Sammy would get her two younger siblings up, get them showered and dressed, make them breakfast, prepare them a packed lunch and walk them to their primary school, all before going on to school herself. However, sometimes she was so worried about her mum, she would feel that she had to go home instead, to get her up and look after her.

The detentions were stopped. Sammy was given personalised support with her learning. The school talked with the local social services and adult mental health team to ensure that Sammy’s mum began to receive the care that she needed. That summer Sammy was awarded the school prize for resilience. She is now at university, and her mum is doing much better and is back in full-time employment.

Over the years, I’ve listened to many academics who preach on the importance of study and theory, which can then be applied to subsequent practice. The problem is, all that produces is what is known as shallow learning. What is known as deep learning grows out of experience or, put differently, practice on which we then reflect and build relevant theory. That experience-based theory is then put into practice, and the cycle begins again; the more experience, the more reflection, the deeper the learning.

Deep learning moves us from superficial ‘knowledge’ and introduces us to authentic personal wisdom. It brings to those who develop it a vitality, a dynamism, and a depth and breadth of multi-facetted understanding that desk-top, academic learning lacks.

Or put differently, an ounce of practice is worth a ton of theory!