2016/07/29 10:35 “Graduate Course Student Report”, ISSS 2016 Boulder

Plenary @ISSSMeeting Graduate Student Teams, Keynote #isss2016USA, 60th Annual Meeting of the International Society for the Systems Sciences and 1st Policy Congress of ISSS, Boulder, Colorado, USA

Day 5 theme:  Education, Communication, and Capacity

Plenary X: Systems Literacy Education and Outreach

  • Description: Achieving sustainable and more synergistic futures requires education in systems thinking and connection with new modes of social communication. Our highest priority should be to legitimize whole systems research and to provide adequate guidance to student/expert collaborative learning within a program of Systems Literacy. How do we ‘train the trainers’ and launch this program?

Chair: Peter Tuddenham, College of Exploration

This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted on the Coevolving Innovations web site by David Ing.

Introduction by Peter Tuddenham

  • Graduate program on systemic inquiry running this week
  • Initiated in Berlin last year
  • Gave feedback at the end of the week

Students will give feedback in any way they want

Graduate Program Team 1

Conference is part of the systems inquiry

  • Asked questions

Graduate Program Team 1

Two presentations

Graduate Program Team 1, CSLS In Practice

Team 1:  A Critical Social learning Systems in Practice, using a Soft Systems Methodology

Diagram:  Process Overview

Graduate Program Team 1, Process Overview

Investigate the future of the systems scientists

  • 3 interview questions

Graduate Program Team 1, System Of 3 Questions


1. What works well is using systems sciences as a universal device for apprehension

2. Systems literacy

3. Deficiency and both basic and expanded systems literacy

Conflicting priorities of variety and constraints

  • Self-organization criticality

Tried to come up with higher orders

Worked out goals, decided would be easier if created a structure, facilitation and questions

Reintroduced ways to think about system boundaries

What are the forces that bring variety; what brings constraint?

We can refine our potential

Journey: diversity, trying to come together

  • Argued about different ways
  • Problems that we don’t have time, etc.
  • Agreed that had a goal in common
  • Until we focused on what we needed to accomplish, did we let go of ego
  • Saw relationship on what was going on in ISSS
  • Focus on solutions rather than problems, saw different ways of implementing systems literacy
  • Critical social learning system was like challenges faced in ISSS

Team 2:  Bridge to the Future of ISSS

Graduate Program Team 2, Bridge To The Future Of The ISSS

Focused on action research at ISSS

  • Observe –> Interpret –> Act
  • Bridging as the theme

Graduate Program Team 2

Went to sessions individually

  • Came together on Tuesday to discuss

Observations of bridging at ISSS

  • Disciplines
  • Languages
  • Cultures
  • Communities
  • Generations
  • Species
  • Economic systems
  • Ideologies
  • Methodologies
  • Socio-ecological systems

Graduate Program Team 2, Interpret Rich Picture

Interpretation of rich pictures

  • Need for systems literacy

An creative interpretation

  • Join in direction of systems literacy

Graduate Program, Rock Of Ages

Rock of Ages

Graduate Program, Rock Of Ages toga


Graduate Program bows

[Ray Ison]

Ray Ison, Friday plenary

Where does this program fit in?

  • Not a traditional educational model

Graduate course

Duality (rather than dualism) being and acting systemically, and being and acting systematically

  • Systematically has been dominating systemically
  • Juggling balls, performance

Critical social learning system (Bawden 2010)

  • Collectively work through na issue that they all agree is problematique

This is how we build critical reflexivity through what we do

  • Have to do this with othres

Chris Blackmore:  Why systemic inquiry?

  • Schon, Vickers, Churchman

Double loop inquiry process

  • As a group
  • As an individual

Conferences are rarely reflective, and rarely could be described as a learning system

  • A device to become a learning system

David Ing blogs at http://coevolving.com , photoblogs at http://daviding.com , and microblogs at https://ingbrief.wordpress.com . See .

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