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Want to read and hear something that will challenge the way you think?
Something that will literally re-shape the way you see the world?
Blog posts on systems thinking
I’ve been writing about systems thinking for 10+ years. So, this blog has a ton of stuff on the topic.
Systems thinking blog posts in this blog: https://multispective.wordpress.com/?s=systems+thinking
Podcasts on systems thinking
Here’s a collection of podcasts on the topic of Systems Thinking. There’s quite a range in tone, density, accessibility, sometimes industrial jargon is used, so, feel free to surf around until you find one you like.
Podcasts on systems thinking:
Podcast Directory – http://www.podcastdirectory.com/episode-search-for/systems+thinking.html
Entry-level – Here’s a link to one podcast that I thought was easy to understand and accessible to the general public.
Feel free to search for “Systems Thinking” in other podcast directories. Here’s a list of 50 podcast directories out there:
Peter Senge: “Systems Thinking for a Better World” – Aalto Systems Forum 2014 – https://www.youtube.com/watch?v=0QtQqZ6Q5-o
Internet Archive – https://archive.org/search.php?query=systems%20thinking
I just came across a great new animation from Oxfam about systems thinking. The animation accompanies a more detailed guide produced for Oxfam programme staff but is just as relevant to campaigns.
The test of a first rate intelligence is the ability to hold two opposed ideas in the mind at the same time and still retain the ability to function. — F. Scott Fitzgerald (1930’s)
That was then.
Today, as we are exposed to different cultures, different politics, different customs, different philosophies….and the pace of information and change accelerates — the challenge has been grown and multiplied.
Being able to function while holding two conflicting ideas is a good start — but it’s no longer enough.
We need to be able to be able to function while we hold thousands of conflicting and co-evolving ideas.
Why is this important?
Whenever we run into opposing ideas we tend to think of them as roadblocks. We tend to give up thinking beyond the conflict.
We stop thinking.
We stop learning.
It’s an artificial, self-imposed limit in human potential.
Our ability to move beyond these thinking roadblocks is one of the things that makes people better than computers.
We need to prepare to leave the relatively easy problems of logic and math to computers and graduate to harder problem-solving — the kind of problems humans are equipped to solve.
We just need to learn how.
(Is your school teaching you this? If not – demand it.)
Strategies for dealing with conflicting and opposable ideas
Here are some of the strategies that come to mind.
Please add your strategies in the comments for this blog post.
Which strategy do you use?
- Context classification — (how do you detect context? and how do you classify?)
- Time distribution — (how do you decide when and how to distribute?)
- Change distribution — (how do you classify change and decide to distribute?)
- Integration — (using “and” rather than “or”)
- Analyzing contrasts and similarities between opposing ideas
- Prioritizing — (based on what? How?)
- Logical deconstruction – analyzing the logic behind the ideas
- Other strategies?
What about you?
How do you manage conflicting ideas?
How do you navigate between them?
We are learning here. Prototyping ideas to deal with new challenges.
Add your comments on this blog post
or feel free to email me: info@DanMontano.com
I want to make sure you have realistic expectations. It’s likely I won’t be able to answer your questions until much later. Proceed with an assumption that you’ll be thinking along with anyone else who participates in the comments section.
This year I am a taking a cognitive science led approach to learning design within a Level 7 (MBA) module. At first, I wasn’t sure if it would make that much difference to my approach; I had considered cog-sci perspectives in previous learning design exercises and I have produced well-balanced learning environments, demonstrated via learning attainment on the part of my students (exam/assignment/dissertation scores) and the traditional post-module satisfaction survey (happy sheets), scattered with a fair number of nominations for student-led teaching awards.
The problem is that I had a L7 course bomb last year – I had a mix of international/UK/EU students who presented challenges the like of which I had not experienced before. To protect the innocent, I will not be shedding too much light on the nature of those challenges, but suffice to say that the student’s learning behaviours just didn’t meet my expectations. To be fair, if…
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