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Understanding Educational Systems
The document discusses key concepts in systems thinking. It explains that systems thinking views phenomena holistically by considering large numbers of interactions, rather than isolating smaller parts. Mental models are used to understand complex systems, and dynamic models with stocks, flows, and feedback loops can simulate how systems change over time. Several examples are given to illustrate systems thinking concepts like balancing and reinforcing feedback, and how systems can be viewed from different perspectives.
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Understanding Educational Systems
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- 2. Once a newtechnology rolls over you, if you’re not part of the steamroller, you’re part of the road Stewart Brand
- 3. We live ina society exquisitely dependent on science and technology and yet have cleverly arranged things so that almost no one understands science and technology. That’s a clear prescription for disaster Carl Sagan
- 4. It has becomeappallingly obvious that our technology has exceeded our humanity Albert Einstein
- 5. Systems Thinking Computational Thinking DesignThinking Futures Thinking Strategic Thinking Solutions Thinking
- 6. Global Warming Armed Conflicts FoodScarcity Clean Water Ageing Population Obesity Overpopulation Alternative Energy Education Health Care Epidemics Housing and Shelter Big Problems
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- 8. Systems Thinking makesit possible to analyse and understand complex phenomena Systems Thinking
- 9. Instead of isolatingsmaller and smaller parts of the system being studied, systems thinking works by expanding its view to consider larger and larger numbers of interactions as an issue is being studied Systems Thinking
- 10. Thinking consists oftwo activities: constructing mental models and then simulating them in order to draw conclusions and make decisions Barry Richmond
- 11. Understanding the conceptof a tree requires more information than is available through sensory experience alone. It’s built on past experiences and knowledge.
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- 13. The image ofthe world around us, which we carry in our head, is just a model. Nobody in his head imagines all the world… they have only selected concepts, and relationships between them, and uses those to represent the real system Jay Forrester
- 15. The problems wehave created in the world today will not be solved by the level of thinking that created them Albert Einstein
- 16. We are limitedin our capacity to form and reform mental models. Systems modelling allows us to move from “what” to “what if” and make our thinking visible The basic building blocks of dynamic models are stocks, flows, and loops
- 17. Essentially, all modelsare wrong, but some are useful George Box
- 18. A supermarket canbe seen as any of the following kinds of systems, depending on the perspective: a "profit making system" … from the perspective of management and owners a "distribution system“… from the perspective of the suppliers an "employment system“… from the perspective of employees a "materials supply system“… from the perspective of customers an "entertainment system“… from the perspective of loiterers a "social system" …from the perspective of local residents a "dating system" …from the perspective of single customers
- 19. Students need learnto identify the properties of the various subsystems they explore, for example of a bicycle, and examine how they relate to the whole. Children tend to think of the properties of a system as belonging to individual parts of it rather than as arising from the interaction of the parts. A system property that arises from interaction of parts is therefore a difficult idea.
- 20. Students should alreadyknow that if something consists of many parts, the parts usually influence one another. Also they should be aware that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected.
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- 22. Students can learnabout the choices and constraints that go into the design of a bicycle system. Depending on whether the bicycle is intended for racing, mountain roads, or touring, influences its design and such choices as the type of tires, frame and materials, and drives and gears.
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- 24. Subsystems could include: TheWheel Drivers & Gears Frames & Materials Brakes & Steering Aerodynamics Power System
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- 32. Tortoise vs theHare
- 33. Identifying Change OverTime in Text
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- 38. Stocks are thefoundation of any system and are the elements that you can see, feel, count, or measure Stocks do not have to be physical Stocks
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- 49. Stock changes overtime Increasing Decreasing Oscillating Stable
- 50. Stocks change overtime through the actions of a flow A stock is the present memory of the changing flows within a system Flow
- 51. A feedback loopis formed when changes in a stock affect the flows into or out of that same stock Balancing feedback loops are stability seeking and try to keep a stock at a certain level or within a certain range Reinforcing feedback loops occur when a system element has the ability to reproduce itself or grow at a constant fraction of itself Loops
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- 56. Symbols A converter holds informationor relationships that affect the rate of the flows, or that affect the content of another converter A connector indicates that changes in one element cause changes in another element; only changes a stock by going through an accompanying flow A flow represents actions or processes; transports “stuff”, concrete or abstract, that directly adds to or takes away from accumulation in a stock; the verbs in the system A stock represents an accumulation, concrete or abstract, that increases or decreases over time; the nouns in the system
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- 58. Rumours Increasing or compoundingReinforcing Feedback
- 59. Avalanche Increasing or compoundingReinforcing Feedback
- 60. Epidemics Increasing or compoundingReinforcing Feedback
- 61. World Population Increasing orcompounding Reinforcing Feedback
- 62. Soil Fertility Decreasing orcollapsing Reinforcing Feedback
- 63. Predator / Prey Equalising/ Oscillating Balancing Feedback
- 64. Fire Management Equalising /Oscillating Balancing Feedback
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- 68. Types of loops BalancingFeedback
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