stephen efs systems thinking
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EfS Systems ThinkingTRANSCRIPT
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Learning, Sustainability and
Change- a systemic
approachDr Stephen Sterling
c Stephen Sterling
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Part 1
Re-thinking our
thinking…
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‘To live in the third millenium we shall need new thinking joined with new ways of
perceiving and visioning ourselves, others, nature and the world around us.’
- Ervin Lazlo 1997
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The new conditions
Conditions of postmodern society:
• unsustainability• uncertainty and insecurity• complexity• interdependence• globalisation • stress
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Towards a whole systems perspective….
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Systemic understanding
‘To understand things systemically literally means to put them into a context, to establish the nature of their relationships.’
- Fritjof CapraThe Web of Life, 1996
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Nesting system levels
Sustainability Education
EducationSociety
Biosphere
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Systems thinking and sustainable development
Both are about:• Thinking in a more holistic and integrative
way• Recognising and managing complexity• Making systems more sustainable• Situation improvement rather than simple
problem-solving
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Systems thinking involves a shift of attention…
FROM….• Parts• Things • Static states• Linear cause-effect
• Control mechanisms
TOWARDS…• Wholes
• Process and relation• Dynamics • Multiple influences and
feedback• Self-organisation and
emergence
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Spot the difference!
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Thinking - in boxes
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Thinking - like a web
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Part 2
Re-thinking education
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Levels of educational thinking
Practice
Provision
Policy
Purpose
Paradigm
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BIG QUESTION…
• WHAT IS EDUCATIONFOR?!
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Purposes of education
• Vocational - preparing for economic life
• Socialisation - reproduction of culture, promotion of citizenship
• Liberal - developing individual’s potential
• Transformative - education for change, for a better world
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‘Crisis of education…’
‘The fact that we see (social and environmental decay) as disconnected events or fail to see them at all is....evidence of a considerable failure that we have yet to acknowledge as an educational failure. It is a failure to educate people to think broadly, to percieve systems and patterns, and to live as whole persons’.
-David Orr Earth in Mind, 1995
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Is education part of the solution…?
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…or part of the problem?
'Sustainability is about the terms and conditions of human survival, and yet we still educate at all levels as if no such crisis existed.
The content of our curriculum and the processes of education, with a few notable exceptions, has not changed.’
- Prof David Orr Ecoliteracy, 1992.
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The ability to respond…
SUSTAIN – ABILITY
RESPONSE – ABILITY
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Part 3
Systemic change and learning
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Key statement:
Making a difference through education
requires
making a difference in education
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Two sorts of change
Piecemeal change• changing parts of a
system• no consideration of
system as a whole• often imposed
• often short-lived
Systemic change• change with effect on
whole system in mind• change with emergence
in mind• by purposeful,
collaborative design• often long-lived
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Significant change depends on...
a) A deeper critique - of current trends
b) A broader vision - of necessary alternatives
c) An effective strategy - of systemic change
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Levels of learning and changeFirst order change Effectiveness/
efficiency ‘Doing things better’
Second order change
Examining assumptions
‘Doing better things’
Third order change
Paradigm change ‘Seeing things differently’
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Part 4
Re-orientation and strategies…
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Hidden dimensions – the education ‘iceberg’
Practice
Policy
Purpose
Paradigm
Provision
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‘Sustainable Education’
Does sustainability require:
‘Re-Visioning Learning and Change?
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Choose your metaphor….
• Mechanistic view of education
• Reductionist view of knowledge
• Deficit view of learner
• Transmissive model of pedagogy
• Ecological (relational) view of education
• Holistic view of knowledge
• Appreciative view of learner
• Transactional or transformative view of pedagogy
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‘Where we are’ (dominant ideas)
• Purpose - education as preparation for economic life
• Policy - education as product (courses/qualifications)
• Practice - education as instruction
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‘Where we are’ (dominant ideas)
• Purpose - education as preparation for economic life
• Policy - education as product (courses/qualifications)
• Practice - education as instruction
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‘Where we need to go’ (newer ideas)
• Purpose - education for sustainable society, economy and ecology
• Policy - education as process of individual and social capacity
building• Practice - education as participative
learning
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From control to participation
FROM: • Overspecialisation and
fragmentation • Single issue
management• Top-down policy
making• Disciplinarity• Goal oriented planning
TOWARDS:
• More integrated structures
• Integrated decision-making
• Participative approaches• Inter and trans
disciplinarity• Adaptive management
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Shifts in curriculum, content and process
FROM:• Curriculum as top-
down ‘product’• Fixed knowledge• Abstract knowledge• Teaching/instruction• Few learning styles• Passive learning
TOWARDS:• Curriculum as
experience/situated learning• Provisional knowledge• Real world knowledge• Participative learning• Multiple learning styles• Reflective/active learning
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Shifts in structures and policy
FROM:• Disciplinarity• Specialisation• External assessment
• Teaching system• Formal education
TOWARDS:• Inter and transdisciplinarity• Broadness and flexibility• Continous internal
assessment and reflection• Learning system• (As part of) life-long
education
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Towards sustainable institutions
FROM:
• Incoherence and fragmentation
• Large scale• Loss of connectivity• Closed community• Teaching organisation• Microcosm of
unsustainable society
TOWARDS:• Systemic coherence
and synergy• Human scale• High connectivity• Open community• Learning organisation• Microcosm of
sustainable society
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Dimensions of change
ETHOS
PEDAGOGY, RESEARCH,LEARNING, INQUIRY
COMMUNITY LINKS
CURRICULUM
RESOURCEMANAGEMENT
PHYSICALSTRUCTURES
MANAGEMENTSTYLE
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Biodiversity
Zero waste
Community awareness
Healthy learning environment
Efficient urban infrastructure
Ownership and pride
Community employment
Innovative solutions
Regional Council
Dept of ConservationMinistry for
EnvironmentLocal Iwi
Community groups
Cultural diversity
Sustainable business
University
City Council
Other schools
Ministry of Education
Employment skills
Relationships to Create a Sustainable School
Enviroschools, Hamilton, NZ
SCHOOL
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Part 5
Learning
responses…
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Learning responses to the challenge of sustainability
• No response - no change• Accommodation - green ‘gloss’
• Reformation - serious reform• Transformation - whole system
redesign
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Different levels of engagement
• Education about sustainability: content and/or estate emphasis. Fairly easily accommodated into existing system. Learning about change.
• Education for sustainability: values and skills emphasis. Greening of institutions. Deeper questioning and reform of purpose, policy and practice. Learning for change.
• Sustainable education: Capacity building and action emphasis. Sustainable institutions/communities. Learning as change.
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Part 6
Keys to systemic change
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Learning points from AFANet
• Sustainability is imprecise.• Integrating sustainability requires the re-
thinking of institutional purposes.• Sustainability is complex and multifaceted.• Teaching it requires the transformation of
mental models.• Programming sustainability requires a
rethinking of teaching and learning.• There is no universal blueprint for educational
change towards sustainability.
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Ingredients of systemic change
• Ensuring feedback• Encouraging reflection• High levels of
connectivity and communication
• Inclusion• Shared ethos• Identifying ‘champions’
• Alliances outside system
• Exemplars• Leadership• Channels to spread
innovation• Appreciative culture• Resources/support AND…?
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Conclusion
Ways forward…
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Work towards transformative learning...e.g.…
"Once you experience such an educational course, you are
changed forever."Ferdinando Massamormile
Italian Course Participant
Schumacher College
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Design fulfilling learning environments…e.g.
reflective learning for individuals and the institution cooperation and shared purpose the enjoyment of learning service and creating opportunity for service treading lightly and living simply the intrinsic value of work of all kinds celebrating diversity recognising limitations a good experience for everyone
- Schumacher College values
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Define necessary competencies e.g…
• looking at problems in a global context• working co-operatively and responsibly• accepting cultural differences• thinking in a critical and systemic way• solving conflicts in a non-violent way• changing life-styles to protect the
environment• defending human rights• participating in politics (Cogan and Derricott,
2000)
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Interdependence – of society, economy and the natural environmentCitizenship and stewardship – rights and responsibilities, participation, and co-operationNeeds and rights of future generationsDiversity – cultural, social, economic and biologicalQuality of life, equity and justiceSustainable change – development and carrying capacityUncertainty, and precaution in action
- Sustainable Development Education Panel, England, 1998
Decide what’s important in curriculum content..e.g….
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Recognise systemic thinking e..g..WWF Linkingthinking Project
Aim: to influence both policy and practice towards the recognition and inclusion of systems approaches...
...so that young people, their teachers and others might be better equipped to understand and address issues of complexity and sustainability.
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Implement strategies...e.g…
Regarding what we do now:• What is of value that we need to keep?• What might need modification?• What do we probably need to abandon?• What new ideas, principles,
methodologies, working methods, or policies are needed?
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‘Vision is absolutely necessary to guide and motivate action. More than that, vision, when widely shared and firmly kept in sight, brings into being new systems’.
- Donella Meadows, Beyond the Limits to Growth, 1992
Develop a common vision….