Tradition and other lies that stop us thinking.
Of all of the oddities that school leaders will encounter in their tenure, the concept of tradition in schools is one of the most unhelpful and divisive. It creates a completely false dichotomy (you are either a 'traditionalist' or 'a modern thinker') that hardens opinions and stifles discussion. Tradition is used to justify all manner of things that cannot stand on their own justificatory feet (beyond the 'it is tradition' argument), and can cast its cloak of mystery over practices and rituals that, in the cold light of day, are unjustifiably daft, or worse - damaging.
One of the strangest aspects of tradition is that it is so resistant to examination. It exists in the lore of schools as that untouchable truth which defies scrutiny - we dance around in almost biblical reverence, terrified of falling foul of the great gods of tradition - alumni and parents.
That is not to say that there is no place for beautiful ceremony, quaint practices, and meaningful rituals in schools. The opposite is true - those are the things that give a school real character and uniqueness. But pity the fool who does these things simply on the basis that they are traditional - for in doing so that person has ceased thinking about their actions, and is thus susceptible to all manner of abuses in the name of tradition. For the dark side of tradition is neither ceremonial or quaint, and it gains life from the reverential status that we give it.
Another oddity of tradition is its stubborn fixedness. Somehow the narrative of the school holds this thing as unchangeable in a world where everything changes all the time. We stubbornly ignore the fact that, at some point in time, this 'tradition' was a new and innovative practice that became entrenched habit - and yet we use the notion of tradition to stifle new and innovative practice. In a world that is crying out for ethical, free-thinking leaders, tradition creates the exact opposite - unthinking followership. We regard the very practice that founded traditions - trying new and non-traditional ways of doing things that then became entrenched - as untraditional (and therefore not worthy).
I love character-filled schools that go beyond the 'mere' curricular basics and have quirky and meaningful rituals - rights of passage that grow individuality and character in every student. I love schools with a great sense of ceremony that are able to honour great occasions and great people through positive symbolism and song. I love energetic schools where students support their teams positively and create a wonderful sense of belonging. I love schools that honour their elders and treat others with respect. I love schools that have unusual nomenclature for odd spaces. I love schools that take time to remember their heroes, and through that celebration makes heroes of us all. I love all these things, and yet I am careful not to call them traditions. For to do any of this unintentionally or without thinking through the implications of the practice, robs it of all of its meaning. Most of all, I love schools that innovate and create new good practices along the way.
Tradition is not dead - it never existed. That which we call tradition is merely that which was a good idea a long time ago, which we have stopped thinking about.