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The article frames the situation as a “wicked problem” where traditional solutions fail, making it necessary to create a “new story.” It introduces the “Story Model” as a transdisciplinary curriculum and collaborative problem-solving approach for learners from K to 16, enabling educators and students to engage in pattern-informed, values-based action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-education-can-shape-a-new-story-in-a-post-pandemic-world-a-journal-of-educational-research-and-practice-2020-vol-29-2/594961/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-education-can-shape-a-new-story-in-a-post-pandemic-world-a-journal-of-educational-research-and-practice-2020-vol-29-2/594961.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article describe as “wicked,” and why does that matter for solutions?","Question",{"text":112,"@type":113},"It describes COVID-19-related social and economic disruption and exposed disparities as a “wicked problem.” The article argues that its complexity makes it difficult to find workable solutions through traditional procedures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the “Story Model” help educators and students create a “new story”?",{"text":117,"@type":113},"The model supports transdisciplinary, collaborative problem-solving that accommodates messiness and multilayered complexity. 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Drake * and Joanne L. Reid Brock University  \nAbstract  \nGlobally, nations are grappling with massive social and economic disruptions and the disparities exposed by the COVID-19 pandemic. The world is in the middle of a wicked problem—one so complex that it is difficult to find a solution. The “Story Model” was developed as a transdisciplinary curriculum model and a collaborative problem-solving model for K to 16. The model can address wicked problems in ways that traditional problem-solving procedures cannot because it allows for messiness, multilayered complexity, and a big picture perspective. With a deeper understanding of the interdependent and interconnected patterns occurring both locally and globally, educators and students alike can contribute actively to shaping a new story that reflects their values, beliefs, and actions.  \nKeywords: Story Model, wicked problem solving, transdisciplinary curriculum, post-pandemic, new story  \n* [sdrake@brocku.ca](sdrake@brocku.ca)  \nCOVID-19 has turned the world upside down. Globally, nations are grappling with the massive social and economic disruptions created and the disparities exposed by the pandemic. Dramatic antiracist protests have made clear that the status quo cannot continue. Governments struggle to resolve seemingly irreconcilable tensions: protecting the health of individuals versus reviving the health of the economy , and enforcing order versus expressing dissent. As uncertainty and apprehension continue, the world is in the middle of a wicked problem—one so complex that it is difficult to find a solution. The old story isn’t working anymore. It is time to create a new story. Education has a role to play in that creation.  \nThe “Story Model” was developed as a transdisciplinary curriculum model and a collaborative problem-solving model (Drake et al. , 1992) . Teachers from K to 16 and beyond have applied this framework; at this time, it is most often applied in higher education. The model can address wicked problems such as the pandemic in ways that traditional problem-solving procedures cannot because it allows for multilayered complexity and a big picture perspective. With a deeper understanding of the interdependent and interconnected patterns occurring both locally and globally, educators and students alike can contribute actively to shaping a new story that reflects their values, beliefs, and actions.  \nThe Story Model Framework  \nNarrative is a way that humans interpret the world; hence, the concept of story informs the model (see Figure 1) . At the heart of the model is the change process—the shifting dynamic from the past to the present and into the future.  \nFigure 1  \nThe Story Model Framework  \nNote. Adapted from Developing an Integrated Curriculum Using the Story Model (Drake et al. , 1992) .  \nThe concentric frames around the model refer to ways of knowing that affect individual meaning-making. Being aware of multiple perspectives helps explain why different people interpret the impact of this virus differently. The issue of face masks can help illustrate each frame. The most basic lens is the personal. Age and personal experience influence reactions to wearing a mask. For some, it is self-protection and protecting others as  \nrecommended/mandated by health authorities. For others, the refusal to wear one is an assertion of their human right to personal freedom. The second lens is the cultural layer. What values and beliefs permeate our cultural stories and practices? In the East , wearing a mask is along-accepted behaviour and therefore easier to enforce. In North America, wearing masks is anew behaviour open to resistance. The third lens is global. Although globalization has been a dominant force for many years, COVID-19 has ","cbCaik057Ndp7Ine","https://ap.wps.com/l/cbCaik057Ndp7Ine","pdf",293619,"English","# Abstract\n# Story Model Framework\n## Frames and lenses for meaning-making\n# Dialectic Dance: Creating a Collaborative Response\n## Past values and lessons informing present research","[{\"question\":\"What problem does the article describe as “wicked,” and why does that matter for solutions?\",\"answer\":\"It describes COVID-19-related social and economic disruption and exposed disparities as a “wicked problem.” The article argues that its complexity makes it difficult to find workable solutions through traditional procedures.\"},{\"question\":\"How does the “Story Model” help educators and students create a “new story”?\",\"answer\":\"The model supports transdisciplinary, collaborative problem-solving that accommodates messiness and multilayered complexity. It encourages deeper understanding of interdependent patterns so participants can actively shape actions that reflect their values and beliefs.\"},{\"question\":\"What are the key lenses used in the Story Model framework?\",\"answer\":\"The framework highlights a personal lens (individual age and experience), a cultural lens (values and beliefs shaping practice), and a global lens (interconnectedness and international experience). An outer universal lens emphasizes shared human experiences like fear, empathy, and bravery.\"}]","How Education Can Shape a New Story in a Post-Pandemic World - A journal of educational research and practice 2020 Vol. 29 (2) | PDF",1792080172,18]