How does Resgleski know what teaching in my district is like?

I have to chuckle as I give this article it's first glance through. While Resgleski is talkng about teachers role as data transmitters I find myself contemplating a battle of sorts I regularly find myself in in my district when in communication with the other elementary general music teachers (there are 11 of us) He states on p. 97 "Because no one questions whether technique could be taught in more efficient and interesting ways, the reality of the paradigm and the inevitability of its use is insured."

It seems as though many of my colleagues only question techniques when they are difficult, and when they can find ways of making them easier- then they might change. Of course, this is not all, but since the teacher closest to my age is 19 years older than I am, I often feel as though my perspective on questioning current techniques is looked down upon. I.e., "These methods have been working for years. Why do we need to change them?" Does anyone else encounter this battle? I mean, I'm not asking people's ages, but it seems like we are younger people in this class. How do you approach processing these types of changes in paradigms? This is one of those big, difficult questions for me, and I'd love to hear your thoughts on this one.