handle on context. I believe that the commitment we made to begin with personal stories of excellence set us on the right track, but we may need other tools to help us better understand those stories. On the other hand, this work may not sit well with those who are equally committed to viewing education as a type of rational system that is primarily known and explained through a set of scientific tools and methods. To say that there is middle ground is not a negative thing. It is an acknowledgement of the fact that, while we will never get it totally right, a multi-facted perspective is the best way to come closer to the teachers we aspire to be, and the system that we aspire to have. About Stephen Hurley Stephen Hurley has been involved in public education for over 27 years, serving as a classroom teacher, school-based resource, curriculum consultant and teacher educator. He is most passionate about issues and conversations around school change and innovation, and welcomes all voices to the conversation. You can contact Hurley at stephen.hurley@sympatico.ca