Can collective approaches to asking questions lead to better policy and data analysis—and, ultimately, to more resilient democracies?
In the latest Stanford Social Innovation Review (SSIR), our HTI Fellow Alex Fischer argues with co-authors stefaan Verhulst and Hannah Chafetz that achieving social progress calls for a shift toward more participatory, iterative questioning to shape policy priorities and data collection and analysis approaches.
The article uses the example of HTI’s Thrive: Finishing School Well program, where adaptive collective learning helps pinpoint what supports students’ success. By continually refining the questions being asked and measured in programs, we can ensure policies respond to emerging needs and at the same time, strengthen democratic practices for adaptability and community-led impact.