2.1.
Figure 2.1: A simple polarity.
Inhaling brings needed oxygen, but breathing in for too long causes a problem: too much carbon dioxide. Exhaling releases that carbon dioxide, but eventually a new problem will arise: too little oxygen. We can’t choose either inhaling or exhaling. Each accurately describes something we need, yet neither is complete without the other. They’re interdependent. In fact, you can’t exhale unless you’ve inhaled, nor inhale unless you’ve exhaled.
Polarities are thus part of our lives literally from our first breath. Unlike breathing, however, learning to handle real-life polarities well can take some time. Barry Johnson (2012) coined the term polarity as he developed organizational tools for working with these systems:
Polarities are interdependent pairs that can support each other in pursuit of a common purpose. They can also undermine each other if seen as an either/or problem to solve. Polarities at their essence are unavoidable, unsolvable, unstoppable, and indestructible. Most importantly, they can be leveraged for a greater good. (p. 4)
In each of chapters 4–15 (the lens-focused chapters), you’ll see a diagram similar to figure 2.1 that captures the main interdependencies for each lens. These diagrams illustrate how each side or pole of the Twelve Lenses of Leadership holds only a partial solution for leaders. In fact, if you want to guarantee that you’ll fail to reach a leadership goal, build it solidly on the positive results one pole has to offer while excluding the values of the other. This balance is what makes the lenses very different from a list of school principal responsibilities. The lenses acknowledge that over-focus on a crucial role can lead to ignoring something equally crucial. It isn’t one or the other; it’s both!
In the next two sections, we look at some polarities for both–and thinking, and the fact that some dilemmas can’t be solved once and for all. No, this isn’t a fixed mindset, but an acknowledgement that when working with systems, ignoring some elements results in predictable patterns. For example, what happens if you hold your breath and never exhale? How will that work in the long term? Inhaling and exhaling are interdependent. Over time, both are required. Ignore either and problems ensue. Similarly, for these dilemmas that involve interdependent pairs of values, we need to leverage both sides, just as we learn to leverage the value of inhaling and exhaling when we are exercising, singing, meditating, or otherwise paying attention to how we breathe to maximize a bigger goal or purpose.
Polarities for Both–And Thinking
We all know that either–or thinking can lead to problems—we need and thinking as well. Consider the tensions that arise when we need to honor traditions and implement necessary changes, or use standardized assessments and customize how we check for understanding, or think short-term and long-term. In each case, both sides are right. A more appropriate phrasing might be that both sides are accurate, but each is also incomplete. Using the concepts and tools of polarity thinking can help leaders discern when we are dealing with perpetual dilemmas rather than problems that are solvable once and for all.
I’ve written extensively on techniques for seeing, mapping, and leveraging polarities. In this book, the polarities in each lens serve as tools for recognizing and addressing common tensions school leaders face. Using them allows you to recognize when either–or thinking simply isn’t appropriate. You’ll be better able to see systems and address their complexities instead of falling into the trap of looking for a single solution to unsolvable, ongoing interdependencies that need constant rebalancing.
FURTHER DEVELOPMENT
You can start seeing and working with polarities immediately, and you can take a two-year master class to develop the expertise necessary to use the tools for systems thinking. Barry Johnson (2012), founder of Polarity Partnerships (www.polaritypartnerships.com), and his colleagues have generously shared their research and tools with me for use in education. Unleashing the Positive Power of Differences: Polarity Thinking in Our Schools (Kise, 2014) analyzes key polarities in education, has step-by-step information on seeing, mapping, assessing, and leveraging them, and provides tools for using polarity thinking with leaders, staff, and students.
An Example of Problem–Solution Thinking When Both–And Is Necessary
Let’s look at a well-known solution often advocated in education circles: encouraging a growth mindset. Lauren Resnick (1999) draws attention to how a fixed mindset regarding intelligence—you either are or aren’t smart—limits student learning. Carol Dweck (2006) extends the research base and popularizes the idea of a growth mindset. Jonathon Saphier (2005) paints a clear picture of the difference the two mindsets make in a classroom (table 2.1).
Table 2.1: Comparing Atmospheres of Fixed and Growth Mindset Classrooms
| Ability-Based Atmosphere | Effort-Creates-Ability Atmosphere |
| Mistakes are a sign of weakness. | Mistakes help one learn. |
| Speed counts. Faster is smarter. | Care, perseverance, and craftsmanship count. |
| Good students do it by themselves. | Good students need help and a lot of feedback. |
| Inborn intelligence is the main determinant of success. | Effort and effective strategies are the main determinants of success. |
| Only the bright few can achieve at a high level. | Everyone is capable of high achievement. |
Source: Saphier, 2005; Saphier & D’Auria, 1993.
Soon, schools were solving the problem of fixed mindsets with strategies for promoting a growth mindset. The result? By 2015, Dweck (2015) was publishing articles clarifying that there was more to it than praising students for effort:
Recently, someone asked what keeps me up at night. It’s the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement. In other words, if you want to make students feel good, even if they’re not learning, just praise their effort! Want to hide learning gaps from them? Just tell them, “Everyone is smart!” The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.
In effect, when educators see a fixed mindset, they treat it as a problem for which the solution is a growth mindset that they can create by teaching students that effort creates ability. They praise their effort rather than saying, “You’re so smart.”
However, while having a fixed mindset is a real problem, a growth mindset is only one of two interdependent sets of values. Readiness to learn specific content and processes is absolutely key, or effort will get you nowhere. Ask yourself, for example, “Am I ready right now to
