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Learning, Sustainability and Change - a systemic approach Dr Stephen Sterling

Learning, Sustainability and Change - a systemic approach Dr Stephen Sterling. c Stephen Sterling. Part 1. Re-thinking our thinking…. ‘To live in the third millenium we shall need new thinking joined with new ways of perceiving and visioning

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Learning, Sustainability and Change - a systemic approach Dr Stephen Sterling

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  1. Learning, Sustainability and Change - a systemic approach Dr Stephen Sterling c Stephen Sterling

  2. Part 1 Re-thinking our thinking…

  3. ‘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

  4. The new conditions Conditions of postmodern society: • unsustainability • uncertainty and insecurity • complexity • interdependence • globalisation • stress

  5. Systemic understanding • ‘To understand things systemically literally means to put them into a context, to establish the nature of their relationships.’ • - Fritjof Capra • The Web of Life, 1996

  6. Nesting system levels Biosphere Society Education SustainabilityEducation

  7. 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

  8. FROM…. Parts Things Static states Linear cause-effect Control mechanisms TOWARDS… Wholes Process and relation Dynamics Multiple influences and feedback Self-organisation and emergence Systems thinking involves a shift of attention…

  9. Spot the difference!

  10. Thinking - in boxes

  11. Thinking - like a web

  12. Part 2 Re-thinking education

  13. Levels of educational thinking Practice Provision Policy Purpose Paradigm

  14. BIG QUESTION… • WHAT IS EDUCATION FOR?!

  15. 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

  16. ‘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

  17. Is education part of thesolution…?

  18. …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.

  19. The ability to respond… SUSTAIN – ABILITY RESPONSE – ABILITY

  20. Part 3 Systemic change and learning

  21. Key statement: Making a difference througheducation requires making a difference ineducation

  22. 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 Two sorts of change

  23. Significant change depends on... a) A deeper critique - of current trends b) A broader vision - of necessary alternatives c) Aneffective strategy - of systemic change

  24. Levels of learning and change

  25. Part 4 Re-orientation and strategies…

  26. Hidden dimensions – the education ‘iceberg’ Practice Provision Policy Purpose Paradigm

  27. ‘Sustainable Education’ Does sustainability require: ‘Re-Visioning Learning and Change?

  28. 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 Choose your metaphor….

  29. ‘Where we are’ (dominant ideas) • Purpose - education as preparation for economic life • Policy - education as product (courses/qualifications) • Practice - education as instruction

  30. ‘Where we are’ (dominant ideas) • Purpose - education as preparation for economic life • Policy - education as product (courses/qualifications) • Practice - education as instruction

  31. ‘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

  32. 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 From control to participation

  33. 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 Shifts in curriculum, content andprocess

  34. 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 Shifts in structures and policy

  35. 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 Towards sustainable institutions

  36. Dimensions of change

  37. Enviroschools, Hamilton, NZ Dept of Conservation Ministry for Environment Local Iwi Biodiversity Efficient urban infrastructure Cultural diversity Regional Council Zero waste Ownership and pride SCHOOL Other schools Innovative solutions University Community awareness Employment skills Community employment Sustainable business Healthy learning environment Community groups Ministry of Education City Council Relationships to Create a Sustainable School

  38. Part 5 Learning responses…

  39. Learning responses to the challengeof sustainability • No response - no change • Accommodation - green ‘gloss’ • Reformation - serious reform • Transformation - whole system redesign

  40. 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.

  41. Part 6 Keys to systemic change

  42. 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.

  43. 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…? Ingredients of systemic change

  44. Conclusion Ways forward…

  45. "Once you experience such an educational course, you are changed forever." Ferdinando MassamormileItalian Course Participant Work towards transformative learning...e.g.… Schumacher College

  46. 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

  47. 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) Define necessary competencies e.g…

  48. Decide what’s important in curriculum content..e.g…. • Interdependence – of society, economy and the natural environment • Citizenship and stewardship – rights and responsibilities, participation, and co-operation • Needs and rights of future generations • Diversity – cultural, social, economic and biological • Quality of life, equity and justice • Sustainable change – development and carrying capacity • Uncertainty, and precaution in action • - Sustainable Development Education Panel, England, 1998

  49. 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.

  50. 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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