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TEACHING LIVING SYSTEMS AWARENESS AS A CHANGE AGENT SKILL FOR A VIBRANT SUSTAINABLE WORLD

机译:教学生活系统作为变革可持续世界的变革代理技能

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How can we design learning experiences so that they mimic an ecological, living system? How can learners fully experience the group as a living, vibrant, organic whole and unleash its creative? The process of stimulating "living systems awareness" and self-organizing creativity in learning communities, such as any courses, workshops, or conferences, is a truly integrative challenge that involves multiple dimensions of learning experience design: how we set up the visible and invisible learning space (structural-spatial dimension), how we pace and allow for flow according to nature's rhythms (rhythmic-temporal dimension), how we allow for creative expression from the whole person (expressive-extrarational dimension), how we encourage the mind to understand and utilize systems analysis and systems design across disciplines (cognitive-rational dimension), and how we integrate this awareness in our practice (practical dimension). If all these aspects mimic and stimulate living systems dynamics, learners are more likely to co-create life-sustaining ideas, designs and structures. Particularly, there is value in nurturing autopoiesis in the classroom, which is a process of self-organizing, self-renewing development in living systems. When a system has a semi-permeable boundary, when there is rich information and resource exchange within that boundary, and when the system draws inspiration from its environment outside the boundary, something new arises that is greater than any participant could have come up with on their own. In order to revert the downward spiral of the industrial growth society, we urgently need to develop a multitude of life-sustaining innovations and regenerative design ideas in education. Because of the fragile state of the planet, an autopoietic approach to teaching is very timely. By integrating living systems awareness through multiple ways of knowing, learners can internalize the principles and processes that sustain all life on earth more fully and are therefore better prepared to take action in an increasingly unpredictable world. This paper explores how to utilize the principles of living systems as metapatterns to guide instructional design. It summarizes key insights from the author's recently published dissertation Nature as Guide to Vibrant Learning. The author then introduces a series of guiding questions and instructional design examples that allow for the integration of living systems awareness in any project or group process, across multiple dimensions of learning experience design. Particular emphasis is placed on the structural-spatial, rhythmic-temporal, and expressive-extrarational dimension, which deserve much greater attention in education for a healthier world.
机译:我们如何设计学习经验,以便他们模仿生态,生活系统?学习者如何充分体验集团作为生活,充满活力,有机的整体和释放它的创造性?在学习社区中刺激“生活系统意识”和自我组织创造力的过程,例如任何课程,讲习班或会议,是一个真正的综合挑战,涉及学习体验设计的多个维度:我们如何设置可见和隐形学习空间(结构空间维度),我们如何根据大自然的节奏(节奏 - 时间维度),我们如何允许来自整个人(表现力 - 惩罚维度)的创造性表达,我们如何鼓励思想了解并利用跨学科的系统分析和系统设计(认知 - Rational Dimension),以及我们如何在我们的实践中整合这种意识(实际维度)。如果所有这些方面模仿和刺激生活系统动态,学习者更有可能共同创造寿命维持的想法,设计和结构。特别是,在课堂上培养自动涂覆的有价值,这是一种自我组织,自我更新在生活系统中的发展过程。当系统具有半透明边界时,当该边界中具有丰富的信息和资源交换时,当系统从边界外的环境中汲取灵感时,它的内容大于任何参与者都可能提出的东西他们自己的。为了恢复工业增长社会的下行螺旋,我们迫切需要在教育中培养众多的生命维持创新和再生设计思路。由于地球的脆弱状态,对教学的自动化方法非常及时。通过通过多种知方式整合生活系统意识,学习者可以更充分地将地球上所有生命的原则和流程内化,因此更好地准备在越来越不可预测的世界中采取行动。本文探讨了如何利用生活系统原则作为Metapatterns,以指导教学设计。它总结了作者最近公布的论文自然作为充满活力学习的指导的关键见解。然后,作者介绍了一系列指导问题和教学设计示例,允许在学习体验设计的多个维度方面整合生活系统意识。特别强调结构空间,节奏 - 时间和表现力的尺寸,这应该得到更健康的世界的教育。

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