The Stories we Carry

Standing with my sons in front of the fastest hunk of junk in the galaxy

Every one of us carries stories that stay with us long after the final page is turned, the credits have rolled, or the experience has ended. We often think of them simply as memories from childhood, but over time they become something more. They shape the way we see the world, influence the work we choose to pursue, and, in ways we rarely recognize at the time, become part of the people we eventually become.

Returning home from the ASCD/ISTE Annual Conference in Orlando, I found myself thinking about the stories I have carried for nearly fifty years.

It was a privilege to spend the week with educators from across the country and around the world sharing the ideas behind Imagineering Education. Conferences always provide opportunities to exchange ideas, build friendships, and learn from one another, but this experience also gave me time to reflect on where my own educational philosophy began. None of us develops our beliefs about teaching in isolation. They are shaped over a lifetime by the people who influence us, the places that inspire us, the books we read, and the stories that capture our imagination.

During the week, I was able to revisit some of favorite places at Walt Disney World. While doing so, I reflected upon the fact that many of the ideas I now share with educators first took root decades ago. Star Wars introduced me to the timeless power of story and the Hero's Journey. Indiana Jones transformed history into an adventure and taught me that every artifact, every place, and every discovery has a story worth telling. Disney demonstrated that environments can communicate just as powerfully as words and that every detail contributes to an experience people remember for the rest of their lives. As a child, I simply loved those stories. Years later, I realized I had been carrying them with me all along. They shaped the questions I asked, the way I taught, and eventually the philosophy behind Imagineering Education.

That realization influenced the creation of Adventures in Learning with Indiana Jones and Star Wars in the Classroom. It shaped the experiences I designed for my students and challenged me to think differently about the purpose of school. Over time, those ideas continued to grow into a philosophy built on the belief that story, space, experience, and people all work together to create learning environments where curiosity flourishes, creativity is encouraged, and students begin discovering purpose in their own lives.

One of the greatest gifts of the conference came after the presentation had ended. I had the opportunity to continue the conversation with educators who shared the challenges they face, the dreams they have for their schools, and the possibilities they see for creating richer experiences for their students. Those conversations left me encouraged because they reminded me that there are educators everywhere who believe schools can become places where learning captures the imagination, relationships matter, and every student is invited to become an active participant in the story of their own education.

For more than thirty years, I have believed that one of the most important questions we can ask is not only, "What do we want students to know?" but also, "What do we want students to experience?" The knowledge and skills we teach will always be essential, but the experiences surrounding that learning often determine whether students remember it, value it, and apply it throughout their lives. Every school tells a story. Every classroom reflects a set of values. Every interaction contributes to the culture of a building. When those elements are designed with intention, schools become places where students feel connected, challenged, inspired, and eager to return each day.

This trip also became deeply personal as my two sons, now 28 and 27, joined me for the week. We had not experienced the Disney parks together since they were young boys. Walking those familiar paths with them again reminded me that meaningful experiences have a way of connecting generations. The places we explore together, the stories we share, and the memories we create become part of our family's story. Years later, they continue shaping our conversations, strengthening our relationships, and reminding us that the greatest experiences are rarely measured by the time they require but by the influence they continue to have long afterward.

I am incredibly grateful to everyone who attended my session, continued the conversation afterward, or has encouraged this work throughout the years. Thank you for believing that imagination belongs in education and for dedicating yourselves to creating schools where students are known, challenged, inspired, and encouraged to discover their own potential.

As I drove back home at the end of the week, I reflected once more upon the notion that many of the stories that inspired me as a child eventually became the blueprint for my life's work. I suspect all of us carry stories like that. Some come from our families. Others come from teachers, books, films, or places that awaken our imagination. We rarely recognize their significance in the moment, but over time they influence the choices we make, the work we pursue, and the lives we build.

Whether we are parents, teachers, school leaders, or simply people striving to make a difference, we are also helping write the stories that others will carry. That may be one of the greatest responsibilities we have. We rarely know where those stories will lead, but we can choose to create experiences that are worthy of being remembered. Long after we are gone, those experiences may continue inspiring someone else to imagine, to discover, and to begin a journey of their own.