Taking apart Taking apart or or

Putting together?Putting together?

Systemic teaching-learning in Systemic teaching-learning in

Education for Sustainable Education for Sustainable EnvironmentsEnvironments

(EfSE)(EfSE)

Prof Hugo van Rooyen (University of Johannesburg)Prof Hugo van Rooyen (University of Johannesburg)

Conceptualising ‘the environment’ Conceptualising ‘the environment’ as a system-of-systemsas a system-of-systems

The ‘environment’ as a multi-The ‘environment’ as a multi-dimensional system-of-systemsdimensional system-of-systems

Teachers should enable learners to Teachers should enable learners to comprehend the environment as:comprehend the environment as: a highly dynamic macro system-of-systemsa highly dynamic macro system-of-systems consisting of the different interrelated, consisting of the different interrelated,

interdependent, interacting and interdependent, interacting and interpenetrating dimensions as sub-systems interpenetrating dimensions as sub-systems in own rightin own right

where the importance of each dimension or where the importance of each dimension or component of a system or sub-system is tied component of a system or sub-system is tied to its relationship to the wholeto its relationship to the whole

Effective EfSE entails…Effective EfSE entails…

Learning experiences …Learning experiences …

emphasizing and utilising the multidimensional and emphasizing and utilising the multidimensional and

systemic nature of the environment systemic nature of the environment

built on the premise that the environment is built on the premise that the environment is

characterized by characterized by complexitycomplexity

moulded into a systems-based teaching-learning moulded into a systems-based teaching-learning

strategystrategy

aimed at functioning on higher cognitive levelsaimed at functioning on higher cognitive levels

What is ‘systems thinking’?What is ‘systems thinking’?

dynamic thinkingdynamic thinking

closed-loop-thinkingclosed-loop-thinking

generic thinkinggeneric thinking

structural thinkingstructural thinking

operational thinkingoperational thinking

open-ended learningopen-ended learning

scientific thinkingscientific thinking (Richmond, 1993)(Richmond, 1993)

As well as:As well as:

thinking in modelsthinking in models

interrelated thinkinginterrelated thinking

dynamic thinkingdynamic thinking

steering systemssteering systems (Ossimitz, 1996)(Ossimitz, 1996)

From traditional thinking From traditional thinking toto

systems thinking in EfSE systems thinking in EfSE Learners’ mental activity Learners’ mental activity

in traditional thinkingin traditional thinking

Employing reductionism & Employing reductionism & boxed thinking boxed thinking

(analysis & categorisation, linear (analysis & categorisation, linear & mechanistic approaches)& mechanistic approaches)

Questions of substanceQuestions of substance What is the nature / characteristics of What is the nature / characteristics of

this?this?

How does it work?How does it work?

Getting answersGetting answers

Tendency towards lower Tendency towards lower cognitive levels cognitive levels (Bloom)(Bloom)

Learners’ mental activity in Learners’ mental activity in

systems thinkingsystems thinking

Employing ecologism, holism & Employing ecologism, holism & systemic thinking systemic thinking

(comprehensiveness, looking at (comprehensiveness, looking at contexts and relationships)contexts and relationships)

Questions of relationQuestions of relation How does this relate to… / contribute to… / How does this relate to… / contribute to… /

interact with…?interact with…?

What might this lead to…?What might this lead to…?

Developing / revising arguments Developing / revising arguments & explanations& explanations

Tendency towards higher Tendency towards higher cognitive levels cognitive levels (Bloom)(Bloom)

BLOOM’S REVISED TAXONOMY

Creating Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

Applying Using information in another familiar situation Implementing, carrying out, using, executing

Understanding Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Remembering Recalling information

Recognising, listing, describing, retrieving, naming, finding

Conceptualising ‘the environment’Conceptualising ‘the environment’

A teaching-learning strategy for A teaching-learning strategy for EfSEEfSE

Implications of heuristic, issue-Implications of heuristic, issue-based & systemic teaching strategybased & systemic teaching strategy

Exploration of real-life issues and integration of Exploration of real-life issues and integration of the underlying (individual and collective) the underlying (individual and collective) complexities thereofcomplexities thereof

Learning working towards learners’ holistic, Learning working towards learners’ holistic, systemic, integrative perception, conception and systemic, integrative perception, conception and practice regarding the issuepractice regarding the issue

NOT learners learning NOT learners learning aboutabout problem-solving; problem-solving; RATHER: learners RATHER: learners being involved inbeing involved in problem- problem-solving solving [ [ ‘Hands-on / Minds-on’‘Hands-on / Minds-on’ ] ]

Learning is open-endedLearning is open-ended Learning on Bloom’s higher cognitive levelsLearning on Bloom’s higher cognitive levels

[ [ ‘Analysing’, ‘Evaluation’, ‘Creating’‘Analysing’, ‘Evaluation’, ‘Creating’ ] ]

Learners’ thinking changes…Learners’ thinking changes…

from parts to wholes…from parts to wholes…

from objects to relationships…from objects to relationships…

from objective knowledge to contextual from objective knowledge to contextual

knowledge…knowledge…

from quantity to quality…from quantity to quality…

from structure to process…from structure to process…

from contents to pattern…from contents to pattern…

How do we need to think; what do How do we need to think; what do we need to know; what do we have we need to know; what do we have

to do? to do? EfSE needs to establish in learners a shift EfSE needs to establish in learners a shift

towards…towards… perceptionperception which is more expanded and which is more expanded and

inclusiveinclusive understanding & insightunderstanding & insight which is more which is more

holistic / connective / interpenetrativeholistic / connective / interpenetrative behaviour & practicebehaviour & practice which is more which is more

integrativeintegrative

(Stirling, 2007)(Stirling, 2007)

Taking apart … Taking apart … or or

Putting together …???Putting together …???

Effective heuristic, issue-based & systemic Effective heuristic, issue-based & systemic teaching-learning requires…teaching-learning requires…

‘‘Content’Content’ ( (fromfrom Real-life issues Real-life issues and/orand/or Scenarios) Scenarios)

Learning content = ‘content-in-context’ Learning content = ‘content-in-context’ Heuristic Analysis [ ‘taking apart’ ] Heuristic Analysis [ ‘taking apart’ ] forms theforms the foundation foundation for Systemic learning [ ‘putting for Systemic learning [ ‘putting together’ ] within the together’ ] within the particular contextparticular context

ANSWER: FUNCTIONAL SYMBIOSIS ANSWER: FUNCTIONAL SYMBIOSIS

betweenbetween

‘‘TAKING APART’ and ‘PUTTING TOGETHER’TAKING APART’ and ‘PUTTING TOGETHER’

I thank you!I thank you!

Prof Hugo van Rooyen (University of Johannesburg)Prof Hugo van Rooyen (University of Johannesburg)

hugovr@uj ac.zahugovr@uj ac.za