So, did I really say that context-driven testing is dead? No, that was some other guy (Scott Barber) who’s using the buzz to launch a different idea. It’s effective marketing, and Scott has interesting ideas. But that’s his assertion, not mine.

What I wrote a few days ago was this:

If there ever was one context-driven school, there is not one now.

A “school” provides an organizing social structure for a body of attitudes and knowledge. Schools are often led by one or a few highly visible people.

Over the past few years, several people have gained visibility in the testing community who express ideas and values that sound context-driven to me. Some call themselves context-driven, some don’t. My impression is that some are being told they are not welcome. Others are uncomfortable with a perceived orthodoxy. They like the approach but not the school. They like the ideas, but not the politics.

The context-driven school appeared for years to operate with unified leadership. This appearance was a strength. But it was never quite true: Brian and Bret left early (but they left quietly). I’ve repeatedly raised concerns about the context-driven rhetoric, but relatively quietly. James and I haven’t collaborated successfully for years–this is old news–but for most of that time, our public disagreements were pretty quiet.

I think it is time to go beyond the past illusion of unity, to welcome a new generation of leadership. Not just a new generation of followers. A new generation of leaders. And to embrace their diversity.

There is not one school. There might be none. There might be several. I’m not sure what our real status is today. There will be an evolution and I look forward to seeing the result.

For now, I continue to be enthusiastic about the approach. I still endorse the principles. But what I understand to be the meanings and implications of the principles might not be exactly the same as what you understand. I think that’s OK.

In terms of the politics of The One School, my perception is of an exclusionary tone that has become more emphatic over time. I think this can make good marketing–entertaining presentations, lots of excitement. But does it serve its community? What is the impact on the people who are actually doing the testing: looking for work; looking for advancement in their own careers; striving to increase their skills and professionalism?

For many people, the impact is minimal–they follow their own way.

But for people who align themselves with the school, I think there are risks.

I wasn’t able to travel to CAST last year (health problem), so I watched sessions on video. Watching remotely let me look at things with a different perspective. One of the striking themes in what I saw was a mistrust of test automation. Hey, I agree that regression test automation is a poor bases for an effective comprehensive testing strategy, but the mistrust went beyond that. Manual (session-based, of course) exploratory testing had become a Best Practice.

In the field of software development, I think that people who don’t know much about how to develop software are on a path to lower pay and less job security. Testing-process consultants can be very successful without staying current in these areas of knowledge and skill. But the people they consult to? Not so much.

It was not the details that concerned me. It was the tone. I felt as though I was watching the closing of minds.

I have been concerned about this ever since people in our community (not just our critics–us!) started drawing an analogy between context-driven testing and religion.

As James put it in 2008, “I have my own testing religion (the Context-Driven School).” I objected to it back then, and since then. This is deeply inconsistent with what I signed up for when we declared a school.

An analogy to religion often carries baggage: Divine sources of knowledge; Knowledge of The Truth; Public disagreement with The Truth is Heresy; An attitude that alternative views are irrelevant; An attitude that alternative views are morally wrong.

Here’s an illustration from James’ most recent post:

“One of the things that concerns Cem is the polarization of the craft. He doesn’t like it, anymore. I suppose he wants more listening to people who have different views about whether there are best practices or not. To me, that’s unwise. It empties the concept of much of its power. And frankly, it makes a mockery of what we have stood for. To me, that would be like a Newtonian physicist in the 1690′s wistfully wishing to “share ideas” with the Aristotelians. There’s no point. The Aristotelians were on a completely different path.

This illustrates exactly what troubles me. In my view, there are legitimate differences in the testing community. I think that each of the major factions in the testing community has some very smart people, of high integrity, who are worth paying attention to. I’ve learned a lot from people who would never associate themselves with context-driven testing.

Let me illustrate that with some notes on my last week (Feb 27 to March 2):

  • My students and I reviewed Raza Abbas Syed’s M.Sc. thesis in Computer Science: Investigating Intermittent Software Failures. The supervisor of this work was Dr. Laurie Williams. If she identified herself with any school of software testing, it would probably be Agile, not Context-Driven. But, not surprisingly, the work presented some useful data and suggested interesting ideas. I learned things from it. Should I really stop paying attention to Laurie Williams?
  • Yesterday, Dr. Keith Gallagher gave a guest lecture in my programmer-testing course on program slicing (see Gallagher & Lyle 1991and Gallagher & Binkley, 1996). This is a cluster of testing/maintenance techniques that haven’t achieved widespread adoption. The tools needed to support that adoption don’t exist yet. Creating them will be very difficult. This is classic Analytical School stuff. But his lecture made me want to learn more about it because it presents a glimpse of an interesting future.
  • This evening, I’m reading Kasurinen, Taipale & Smolander’s paper, Software Test Automation in Practice: Empirical Observations. One of my students and I will work through it tomorrow. I’m not sure how these folks would classify themselves (or if they would). Probably if they had to self-classify, it would be Analytical School. Comparing myself to a modern Newtonian physicist and them to outdated Aristoteleans strikes me as one part arrogant and five parts wrong.

I think it’s a Bad Idea to alienate, ignore, or marginalize people who do hard work on interesting problems.

James says later in his post,

“We must have the stomach to keep moving along with our program regardless of the huddled masses who Don’t Get It.

I respect the right of any individual to seek his or her own level of ignorance.

But I see it as a disservice to the craft when thought-leaders encourage narrow-mindedness in the people who look to them for guidance.

When I was an undergraduate, I studied mainly math and philosophy. Of the philosophy, I studied mainly Indian philosophy, about 5 semesters’ worth. My step-grandmother was a Buddhist. Friends of mine had consistent views. I was motivated to take the ideas seriously.

One of the profound ideas in those courses was a rejection of the law of the excluded middle. According to that law, if A is a proposition, then A must be true or Not-A must be true (but not both). Some of the Indian texts rejected that. They demanded that the reader consider {A and Not-A} and {neither A nor Not-A}. In terms of the logic of mathematics, this makes no sense (and it is not a view I associate with Indian logicians). But in terms of human affairs, I think the rejection of the law of the excluded middle is a powerful cognitive tool.

I have thought that for about 40 years. I brought that with me in my part of the crafting of the context-driven principles. Something can be the right thing for your context and its opposite can be the right thing for my context.

I think we need to look more sympathetically at more contexts and more solutions. To ask more about what is right with alternative ideas and what we can learn from them. And to develop batteries of skills to work with them. For that, I think we need to get past the politics of The One School of context-driven testing.