Systems thinking in Education : Mumpsimus Exposed

In one of the previous article we discussed little bit about about Systemic thinking in Education. This article will continue the discussion based on an article available on ASCD on How Systemic thinking applies to education. (Click here to read).

Why do we need systemic change ?

We have seen that reforms are just not working out. We keep coming up with newer solutions which are only as new as the older ones ! We are unable to break free from the notorious "schooling" process. Inspite of many good teachers willing to learn and change, many alternative schools daring to walk the new road - we still see only marginal changes in world education.

Systems thinking proposes a paradigm shift not an incremental change. It provides an approach that is not only more practical and effective but also more scientific and modern.

The shift from one to many  model

One of the most urgent change we need to accept that our kids have more avenues to learn than ever before. Thus, we need to abolish the ancient method of one to many teaching. (one expert, many students). We must realize that a more real model is many to one and many to many. This will call for a change in the very structure of our schooling system.

Schools as learning communities

Systems thinking proposes looking at schools as open and organic system where there are lot of subsystems and elements with a relationships web. Thus a school must :-

• Constantly change and adapt with time


• Have a clear purpose


• Work on improving relationships to co-exist and reduce conflicts


• Consider impact of various systems and subsystems.


• Develop capacity for self regulation, self correction and self renewal


• Value both diversification and integration

A systemic approach in education will have more of following components -

• broad statements of purpose;


• assessment based on performance compared to benchmarks, not to other students (feedback);


• self-assessment;


• triangulation (use of multiple forms of assessment by multiple assessors to increase the validity and reliability of feedback);


• immediate intervention;


• generative learning ;


• reflective practice ;


• varied learning structures (self-directed, one-to-one, small groups, lecture, field study, apprenticeships, mentoring);


• assignment to learning groups based on individual performance, rather than age-grade distinctions;


• intact teams working over an extended period of time (more than one year) to achieve a common goal;


• increased access to information;


• multilingual resources;


• hierarchy of small, six-to-eight person, self-sufficient, semiautonomous teams (sub-systems).


• Constructivism


• Thematic and project based learning


• Considerations for Multiple intelligences


• Holistic development


• Eradication of outdated and dead subsystems

Another relevant article can be found here.

Systemic thinking makes for one of the strongest case in transforming our education system and this blog will try to continue the discussion to spread the awareness and generate more ideas.

UES Model : Understanding the child at school and home

Education discussed without keeping the child in mind will be of limited use. The child is at the centre of educational process and thus s/he should be the centre of discussion when talking about educational reforms too. However, quite often we will find lot of educationalists, teachers, reformists talking a great deal about education without really focusing much on the child. They will change curriculum, improve processes, reduce fee, increase schools and do all sort of things (often with very good intentions) but ignore the child. While all this is going to affect the child and it can be argued that all these things are “for the child”, but “for the child” is quite different from “of the child” and “with the child”.

In this post, I am proposing my understanding of the child as a model. Now, I am not an expert on the subject or a child psychologist. What this model contains is my observations and my experience. I’ll keep my description short and if you’ve any questions or criticism – do write to me.

UES Model

U stands for Understanding, E for emotions and S for Stimulus and it tries to understand the actions of a child at home or at school. Once we have a good understanding of “why the child is doing something”, we are in better position to intervene in order to help the child.

[caption id="attachment_438" align="aligncenter" width="502"] UES Model - Understanding the Child[/caption]

A word of caution, like majority of the work on child behaviour – this should not be used “control” the child inspite of our temptations. It should rather be seen as a tool to understand child better in order to improve our responses to her/him. Here is a brief explanation of the model as shown in the diagram above :-

• A child’s (perhaps event adult’s) actions are influenced by 3 key components – her current understanding, his present emotional state and available stimulus in the environment.


• In order to effect the actions of child, we can intervene at any of the 3 points.


• Understanding has a lot of influence of past, requires more time to change.


• Change in stimulus can show change in actions immediately but this change is usually temporary


• Emotions will fall between two. They take longer time to intervene than stimulus but less than changing understanding


• As a teacher or parent, we must understand which intervention will be best suited for any particular time, with the child’s welfare in mind


• Changing understanding is usually the most effective and helpful way for the child, but it requires time and planning

Example

Lets take an example. A child is disturbing other children by hitting them or teasing them in a classroom and a teacher wishes to alter this action in order to continue the class.  

Ancient punishment or reward method is detrimental in most cases. Thus, the teacher must try to understand all three sides of the action and find answers to following questions by talking to the child, other teachers, classmates or parents :-

1.)  U - What is his understanding of hitting others? Does he believe that it is fun, it is allowed to do so; is it a display of power, a way to get pleasure? Does he watch lot of action movies?

2.)  E -What is the emotional situation of the child? How does he live at home? Does he see his parents fighting? Does he himself gets beaten up?

3.)   S – What are the stimuli in the classroom? Do other children tease him or reject him from the group? Does he have any interest in the subject and they way it is being taught? Did he get beaten up by someone recently? Do his friends also beat and tease others?

Applying the model

Once we have looked at 3 key sides of the actions, we will have a deeper understanding of the child and his actions. For e.g. if we can have answers to all the questions above, we can decide what needs to be done to alter his actions. Thus, we will better positioned to intervene in order to help the child. This model requires probing but goes a long way and is very effective. As parents and teachers we must put energy and time in order to understand the child better. We must be very careful of our prejudices and biases. Personally, my efforts in understanding the child has not only help me improve my interactions and relationships with my students but has also made me better human being.

Education in a nutshell : Abraham Lincoln's Letter to a Teacher

I think the famous letter Abraham Lincoln wrote to his son's teacher is worth a mention here. It summarizes very articulately, simply and almost comprehensively what we expect from good or real education.

 

LETTER FROM ABRAHAM LINCOLN TO HIS SON’S TEACHER

“My son starts school today. It is all going to be strange and new to him for a while and I wish you would treat him gently. It is an adventure that might take him across continents. All adventures that probably include wars, tragedy and sorrow. To live this life will require faith, love and courage.

So dear Teacher, will you please take him by his hand and teach him things he will have to know, teaching him - but gently, if you can. Teach him that for every enemy, there is a friend. He will have to know that all men are not just, that all men are not true. But teach him also that for every scoundrel there is a hero, that for every crooked politician, there is a dedicated leader.

Teach him if you can that 10 cents earned is of far more value than a dollar found. In school, teacher, it is far more honorable to fail than to cheat. Teach him to learn how to gracefully lose, and enjoy winning when he does win.

Teach him to be gentle with people, tough with tough people. Steer him away from envy if you can and teach him the secret of quiet laughter. Teach him if you can - how to laugh when he is sad, teach him there is no shame in tears. Teach him there can be glory in failure and despair in success. Teach him to scoff at cynics.

Teach him if you can the wonders of books, but also give time to ponder the extreme mystery of birds in the sky, bees in the sun and flowers on a green hill. Teach him to have faith in his own ideas, even if every one tell him they are wrong.

Try to give my son the strength not to follow the crowd when everyone else is doing it. Teach him to listen to every one, but teach him also to filters all that he hears on a screen of truth and take only the good that comes through.

Teach him to sell his talents and brains to the highest bidder but never to put a price tag on his heart and soul. Let him have the courage to be impatient, let him have the patient to be brave. Teach him to have sublime faith in himself, because then he will always have sublime faith in mankind, in God.

This is a big order; but see what you can do. He is such a fine little fellow, my son.

 

Now the question to consider is what and how much of this is happening in our current education system, how of it is at least being tried out ? How many of these qualities and values we still want our children to have and what are we ready to do to get it ? I believe this document should be read time and again by parents, teachers, students -once in a while. It is very good reminder to stay on track. Ofcourse, we can add - remove -argue on certain aspects of the letter but in a nutshell, I've not found a better document that describes the meaning of education so clearly and beautifully.

Alternative Education in India - An overview

This article has been written to give a bird’s eye view of current scenario of Alternative education and alternative schooling in India. The content is coming primarily from the experiences and perspectives of the author and thus may not be considered totally objective. 

Definition of Key terms:
For sake of clarity and discussions pertaining to this article, we will try to define the terms before we go any further.

Any educational method, philosophy or pedagogy that differs significantly from the mainstream's way of education may be termed as Alternative Education, a school that claims to follow any alternative ways of education may be considered as an Alternative School.

Mainstream Education is the system of education followed by majority primarily based on Industrial revolution. While each school in mainstream might differ in their operations the central focus and overall philosophy remains uniform. Mainstream education is strictly based on pre-defined curriculum, a subjective grading and marking system and is mostly lecture based. Mainstream education considers competition and comparisons as important part of education while not collaboration. Lastly, mainstream education has a singular view of students and expects them to fit into certain expected patterns. (One size fit all solution)

History of Alternative Education in India
India has been a land of Alternative Education. It was only during and after British rule that the mainstream education was accepted in India. As clearly explained in the book “The beautiful tree” by Dharampal, India had a much richer education system prior to colonial rule.

Even after advent of British, Alternative education has been discussed fervently across the nation. Mahatma Gandhi’s Nai Taleem or Gijubhai Badeka’s adaptation of Montessori methods for India are two of many such examples.