Ever since Piaget, I guess, educators have embraced and endorsed 'stages' theories of, well, everything. Here we have 'stages of innovative change'. There are, to my mind, two major weaknesses to this approach. First, it presents the series of events as inevitable, as though 'innovative change' (whatever that may be) cannot be derailed. But surely it can, and in many cases, should be. Second, and related, it does not represent the graph of causal factors in which the sequence is embedded. This it leaves unstated what drivers and attractors motivate the change, the causes of friction, the list of who benefits and who is hurt, the cost of the change in people, dollars, and resources, and more.
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