Subject: SD and critical pedagogy

Posted by Richard Turnock on 10/19/2008
In Reply To:SD and critical pedagogy Posted by Jaimie P. Cloud on 10/9/2008

Message:

Wow! 477 pages, PhD thesis
First impression: rambling, endless word play, verbose, lack of visuals, stew pot of ideas.
There is a lot going on and maybe could be condensed to something presentable.
No way could I read the whole thing.
So I skimmed through, looked things up, read the conclusion three or four or five times, highlighted parts, rewrote phrases I liked, tried to understand the three diagrams that didn’t seem to match the text description.
Near the end, paraphrasing the conclusion section of Part E Conclusion:

K12 public education ensures continuity in society. However, the present and future are discontinuous with the past. We are trying to ensure continuity by doing more of the same rather than consciously integrating discontinuity as a part of our learning system. By integrating systems methods and tools in epistemic learning we can make a sustainable pedagogy that will be able to ensure social, economic and ecological continuity.

In “Further Research Paths” section of Part E Conclusion, I found several bullets that I rewrote as questions:
• How can we make systemic methods and tools in teaching and learning relevant to epistemic learning?
• How can we make the epistemic/transformative learning experience relevant to K12 education?
• How can we make transformative learning relevant to K12 education?
• How can we make transformative learning relevant to an ecological consciousness?
• How can we make systems thinking relevant to ecology and sustainability?
• How can we make ecology and sustainability relevant to systems thinking?
• How can we make systems thinking relevant to policymaking leaders in K12 education?

Direct quotes:
Page 10
“Whole systems thinking arises from a desirable syncretisation of the concepts, tools and methodologies of systems thinking and the vision, values and philosophy of ecological thought—movements which are otherwise often perceived and practiced separately, to the detriment of both.”

Page 95
“Transformative learning (epistemic learning) means a quality of learning that is deeply engaging and touches and changes deep levels of values and belief through a process of realization and re-cognition. Equivalent in meaning to other terms such as deep learning, triple-loop learning, and epistemic learning. Results in heightened relational sensibility and sense of ethical responsibility.”

Page 117
“26. Systemic thinking offers a model of staged learning that clarifies the nature of transformative learning, based on Bateson’s three learning levels.”



Richard Turnock

Follow Ups:

SD and critical pedagogy - Dexter Chapin 10/23/2008 
SD and critical pedagogy - Richard Turnock 10/23/2008
SD and critical pedagogy - Della Robinson 10/26/2008