A number of questions considered relative to Systems Thinking.

Initial causal loop diagram for the influences leading to the acceptance of Systems Thinking.

A visual look at using technology in school based on the article:

A visual look at using technology in school based on the article:

Describes the fundamental principles of change and their relationship. Enables the impact of bad decision making to be analysed.

A number of questions considered relative to Systems Thinking.

A map of the elements associated with Systems Thinking as defined by different sources.

Initial causal loop diagram for the influences leading to the acceptance of Systems Thinking. This is the evolving version. You can compare this with IM-1948, which is the original, if you wish.

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Identify and map audience system archetype, including potential/anticipated leverage points, conflicts, unknowns, etc. for each of the personas. You will illustrate your findings using causal loop diagrams

The following example provides students with step by step ​guidance on drawing a simple systems model.

A visual look at using technology in school based on the article:

A visual look at using technology in school based on the article:

A visual look at using technology in school based on the article:

Identify and map audience system archetype, including potential/anticipated leverage points, conflicts, unknowns, etc. for each of the personas. You will illustrate your findings using causal loop diagrams

A visual look at using technology in school based on the article:

Evolving view of Systems Thinking

A visual look at using technology in school based on the article:

Jackson's System of Systems Methodology (SOSM) framework presents a construct that enables one to begin to make sense of the broad array of approaches that claim to embrace the Systems Thinking paradigm.

Identify and map audience system archetype, including potential/anticipated leverage points, conflicts, unknowns, etc. for each of the personas. You will illustrate your findings using causal loop diagrams

A visual look at using technology in school based on the article:

A visual look at using technology in school based on the article:

The Graph shows a type of heuristic and thinking process that can be used by  Systems Thinkers to solve problems. It is particularly suited when the systems investigated are intangible entities, such as a health system, political parties or ecosystems. The observation leads to the construction of a mental model of the perceived phenomenon and serves primarily to gain  understanding and to guide possible interventions.  Although the mental model can be represented as a causal-loop-diagram, it does not suggest a truthful representation of the observed phenomenon that led to its creation. In fact, when it comes to intangible entities it is impossible to know if the model created by the observer(s) represents an actual entity out there and to what degree it might be truthful. However, having a precise and truthful representation of the phenomenon or situation modelled is not necessary for the model to be useful and to guide practical interventions.  This is confirmed by the ideas of the German philosopher Hans Vaihinger. Vaihinger speaks of ‘useful fictions’ and shows how useful hey can be useful to navigate in the world- and, of course,  deal with complex situations. Here is a link:  https://en.wikipedia.org/wiki/The_Philosophy_of_%27As_if%27

 

There is a thin broken line in the graph from ‘GAP  to the investigated phenomenon.  This link symbolizes the notion that only a useful viability can be attributed to the model. This viability can be established (or not)  via small intervention applied iteratively to the real-world situation. The model may well turn out to be a very useful fiction.