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This study aims to cement the link between systems thinking (ST) and education for sustainability by presenting an example of systems education for young children. A systems education guidebook foc...

To better account for how social–ecological legacies of social and ecological systems jointly shape the current composition, the quality and quantity of nature’s contribution to people (NCPs), we integrate the concept of NCP co-production into social–ecological system thinking. Our expanded framework highlights how NCP co-production is frequently entangled within its social–ecological context, such as legacies, current resources and social activities. Additionally, we underline the relevance of non-material and material dimensions of resources in NCP co-production. To illustrate the potential of this expanded framework, we explore its application to an agricultural system of the French Northern Alps. We conclude that this framework (1) facilitates the understanding of society–ecosystem interactions in a specific regional social–ecological context; (2) helps to better conceptualise the interdependencies between resources and social activities; (3) demonstrates how current rule sets to organise social–ecological legacies affect the entire NCP co-production chain. The framework’s further implementation requires more research to better understand the complex interlinkages between the social and the ecological subsystems that underpin socioeconomic activities.

Systems thinking is a way to better assess the collective effects of impacts arising from an individual project. Organizational silos have led to individual project-specific impacts being assessed ...

Five clusters of concern arising from IFSR-facilitated conversations with its organisational members are used to invite the broader systems community to rethink agency. It is argued that by addressing the cluster elements, potential will be co-created for the systems community as a whole to help citizens venture beyond failing responses to the global problematique and the Anthropocene-creating thinking in which we humans are trapped. The five clusters are as follows: 1. Exploring the in-between: Growing a shared understanding is going beyond a competition of ideas or a clash of concepts. It is a joint exploration of the unknown in-between. 2. Including the excluded: Systems research happens in open research ecosystems, not in disciplinary silos. It is transdisciplinary and constitutes a global discourse. 3. Living questions: Questions shape paradigms. Transcending paradigms starts from allowing the questions to have their own life, to grow and to dissolve, to improve and to transform. 4. Going beyond systems literacy: Learning to speak systems is one thing, proficiency in systems thinking, systems doing and systems being another. There is a difference between knowing and understanding that we may address as systems wisdom. 5. Rethinking agency: Agency goes from ego to eco, from me to we. Yet, it is not an either–or; it is ego and eco, me and we. To understand agency, we need to understand the ‘and’.

While inquiry in operations research (OR) modeling of urban planning processes is long-standing, on the whole, the OR discipline has not influenced urban planning practice, teaching and scholarship at a level of other domains such as public policy and information technology. Urban planning presents contemporary challenges that are complex, multi-stakeholder, data-intensive, and ill structured. Could an OR approach which focuses on the complex, emergent nature of cities, the institutional environment in which urban planning strategies are designed and implemented and which puts citizen engagement and a critical approach at the center enable urban planning to better meet these challenges? Based on a review of research and practice in OR and urban planning, we argue that a prospective and prescriptive approach to planning that is inductive in nature and embraces “methodological pluralism” and mixed methods can enable researchers and practitioners develop effective interventions that are equitable and which reflect the concerns of community members and community serving organizations. We discuss recent work in transportation, housing, and community development that illustrates the benefits of embracing an enhanced OR modeling approach both in the framing of the model and in its implementation, while bringing to the fore three cautionary themes. First, a mechanistic application of decision modeling principles rooted in stylized representations of institutions and systems using mathematics and computational methods may not adequately capture the central role that human actors play in developing neighborhoods and communities. Second, as innovations such as the mass adoption of automobiles decades ago led to auto-centric city design show, technological innovations can have unanticipated negative social impacts. Third, the current COVID pandemic shows that approaches based on science and technology alone are inadequate to improving community lives. Therefore, we emphasize the important role of critical approaches, community engagement and diversity, equity, and inclusion in planning approaches that incorporate decision modeling.

The article outlines ways to modernize the content of the disciplines of the historical and cultural cycle in the context of digitalization of education. The peculiarities of historical and cultural disciplines, their influence on the development of the consciousness of applicants and the formation of relevant competencies are updated. Particular attention is paid to the analysis of the complexities and advantages of digitalization of education. Analysis of publications. Problems of humanitarian education, cultural and historical training of future teachers with an emphasis on the content of the material and its impact on personal development are presented in studies by T. Vinnyk, I. Zyazyun, L. Kondratska, L. Masol, N. Myropolska, O. Shevnyuk. Conceptual problems of informatization of education have been studied in numerous scientific investigations of domestic (V. Bykov) and foreign (M. Brown, G. Dobbin, M. Lynch) scientists. Thorough investigations of domestic scientists are devoted to the use of information and communication technologies in higher professional education (V. Bykov, L. Gavrilova, S. Litvinova, V. Lyubarets), the formation of information and communication (digital) competence of future professionals (L. Kartashova). The purpose of this article is to analyze the necessary areas of modernization of the content of teaching disciplines of the historical and cultural cycle in the context of digitalization of education. Research results. The advantages of digitalization of education are determined. Individualization of training is an opportunity for each of the participants of the educational process to independently choose the pace of training, time of tasks, etc. Adherence to the principle of anthropologizing the content of historical and cultural knowledge in higher education implies a greater focus of the content of teaching on the individual as the main subject of the historical process. It is important to change the practices of communication in the educational process, both verbal and nonverbal. Expanding access to alternative sources of information is important for critical analysis of the information obtained, the criteria of probability, the reasons for possible bias of information. Attention is paid to the in-depth development of information competence, such as the ability to search, analyze the necessary information, the ability to independently produce and disseminate it. It is noted that historical and cultural educational components form a set of civic and social competencies. The list of electronic information and reference publications on history, culture and art, created on the basis of hypertext links and multimedia. A special place among them was occupied by multimedia encyclopedias, virtual museums (guides), virtual tours and galleries. We conclude that, historical and culturological disciplines are characterized by a variety of primary sources. This provides ample opportunities for the application of various methods of information retrieval and analysis. The content of teaching the disciplines of the historical and cultural cycle should be updated in the direction of the development of systematic thinking, the responsibility of the subject of history and culture.

The paper aims to highlight the importance of subjective, objective and intersubjective domains when engaging in public education and research on wicked problems such as violence, poverty, climate change, loss of habitat and pandemics. The case is made that critical systemic thinking and practice—underpinned by a meta Design of Inquiring Systems—could help to foster a more relational response to the convergent social, economic and environmental policy challenges that pose ‘existential risks’. This paper explores the implications of ‘mismeasuring our lives’ by not understanding relationality. It reflects on the factors that are linked with the ‘unravelling’ of well‐being, in order to prevent and restore the multispecies relationships that have been forgotten. This requires a bio‐political approach to reframing not only economics but our relationships with one another and with nature. ‘Power and knowledge are linked’ and nowhere is Foucault's linkage more marked than in the biopolitical determination of what species are valued and why. Taxonomies are constructs based on values that need to be carefully considered in terms of the consequences of policy decisions.

The philosophical training of tertiary-level students is designed to perform a number of functions assigned to it by society and the state. However, in recent years, it is no longer in demand by the majority of the educational process participants, since the university philosophy does not respond well to modern challenges from education, primarily to the need of digitalization and competence approach implementation. To preserve the disciplinary status of philosophy, the lecturers have to modernize the content, methods and forms of implementation of the discipline in order to increase its attractiveness in students’ minds, as well as the demand by society and the state. One of the possible ways to update the training course of philosophy is seen in its reorientation towards the development of students’ universal competencies prescribed in the state educational standards. In this case, the philosophical content becomes a tool to achieve this goal, and the philosophical heritage is used as a theoretical basis for mastering the technologies of mental action. The article presents the experience of Kazan University, where the philosophy course has recently become a tool for “system and critical thinking” competence training. Although a digital format of philosophical training has a number of cognitive advantages, nevertheless it is fraught with the risk that the philosophical value potential will not be fully realized. This risk can be minimized through a mixed format of teaching philosophy. Тo increase the demand for philosophy in higher education, the author offers a number of ways to enhance the role and importance of philosophy in students’ minds.

A 3-year IUPAC project Systems Thinking in Chemistry for Sustainability: Toward 2030 and Beyond (STCS 2030+, IUPAC Project #2020-014-3-050) [1] launched in late 2020 is breaking important new ground in addressing chemistry’s orientations, roles, and responsibilities in the 21st Century and helping to map out implications for chemistry education, research, and practice. In taking on this ambitious task, STCS 2030+ draws on expertise available within IUPAC’s own structures, as a project co-sponsored by three IUPAC standing committees: the Committee on Chemistry Education (CCE), the Committee on Chemistry and Industry (COCI) and the Interdivisional Committee on Green Chemistry for Sustainable Development (ICGCSD). The project is also working with other organizations, such as the International Organization for Chemical Sciences in Development (IOCD), which is a co-supporter, and involves collaborators with individuals from organizations that include the Stockholm Resilience Centre [2], the American Chemical Society (ACS) Green Chemistry Institute [3], the International Year of Basic Sciences for Sustainable Development (IYBSSD 2022-23) [4], and chemistry educators and chemical industry from around the world.

The COVID-19 pandemic exposed numerous challenges in the emergency management (EM) response system. The article contends that had EM deliberately and systematically engaged in systems thinking; it would have been better able to anticipate and respond to many of the challenges. Reasons for EM not fully embracing systems thinking are discussed, including the perception that it is complex and theoretical. This article attempts to dispel these beliefs by first demonstrating how many systems-thinking concepts are already embedded in the EM ethos and then by illustrating the application of system principles in the context of the COVID-19 response. This article concludes by recommending EM invest in training to encourage the systematic application of system principles in emergency preparedness and response.

Recently, the chemistry education community has focused considerable effort on incorporating systems thinking into chemistry education as a means to address global challenges such as sustainability...

The world is changing and education needs to change. The best example of this is the current coronavirus pandemic. We not only have to live with these changes, but also have to be able to influence them together. In modern science, such influences are based on interdisciplinary thinking. In science, this interdisciplinary thinking is also known as systemic thinking. The article is an call for systemic thinking in sports sciences and Physical Education teachers’ formation. In the first part of the article, the theory of systemic thinking is presented with reference to Fritjof Capra. In the second part, the approach of systemic thinking is transferred to the sports sciences and illustrated in detail using the example of an international curriculum development project between the Federal University of Santa Maria and the Technical University of Braunschweig (Germany). The so called "modularized curriculum" is presented and its systemic approach is explained using an intra and intermodular example.

PurposeThis paper aims to use systems mapping as a tool to develop an organisation-wide approach to public mental health to inform strategic direction within a national public health agency. Design/methodology/approachTwo workshops were facilitated with internal staff from a wide range of public health policy teams working in small groups to produce paper-based maps. These were collated and refined by the project team and digitised. FindingsThe approach engaged a range of teams in forming a shared understanding and producing a complex system map of the influences on population mental health and well-being, where current policy initiatives were addressing them and what the gaps and priorities were. Participants valued the approach which led to further study and organisational commitment to the whole system working as part of national public mental health strategy. Research limitations/implicationsThe approach was limited to internal stakeholders and wider engagement with other sectors and community members would help further the application of complex system approaches to public mental health. Originality/valueIt was a valuable process for developing a whole-organisation approach and stimulating thinking and practice in complex system approaches. The paper provides a practical example of how to apply systems mapping and its benefits for organising public mental health practice.

Interest within the chemistry education community in incorporating sustainability into chemistry education has converged on a systems thinking approach, and efforts to implement this are ongoing. One challenge to implementation is the different amenability to systems thinking approaches of topics that are important in chemistry at the secondary–tertiary interface. To identify low-hanging fruit, we developed a repertory grid consisting of five poles mapped to elements of systems thinking. Secondary and tertiary educators completed the grid during workshops, to measure the amenability of 12 chemistry topics that are important in both secondary and tertiary chemistry education to teaching through systems thinking approaches. Three of the 12 topics analyzed were considered highly amenable to systems thinking approaches by both secondary and tertiary participants. The level of teaching experience was found to be most significant in determining a participant’s perception of amenability of topics. The relationship of these topics to the curriculum structure at the secondary and tertiary level is discussed.

Scenario planning has presented itself as a useful tool for organizations to cope with high levels of contextual uncertainty, either to support decision-making, reframe strategy, or to improve stakeholder relationships. Limited attention has been given to how scenario planning may be used in practice to assess an organization's ethical system. Four industrial cases serve as practical examples of the scenario planning development across three different phases—orientation and exploration; building; and validation and implementation. This article provides lessons derived from the industrial cases for companies and practitioners to visualize scenario planning as a useful complementary tool for ethical culture assessment. We rely on complexity science and systems thinking for scenario planning to support the analysis of an organization's ethical system .

Framing, implementing, and engaging youth in authentic scientific inquiry are highly valued in science education; however, we have very limited knowledge of the nature and use of tools that accompl...

In this paper, we explore how Civilization, and – in a more general approach – computer games can enhance public administration (PA) education for interpreting technology-society concepts (or Science Technology Studies). We pose the research question, how computer games at the early stage of PA studies aligned with systematic curriculum design make educational experiences and the learning process more sensitised to system complexity, creativity and understanding the role of technology. The paper shows an educational experiment where Sid Meier’s Civilization series is used at the University of Public Service in Budapest. Civilization is one of the most famous turn-based strategy games, illustrating the complex causalities of economic development, geographical expansion, technology innovation, government structure and warfare. The players experience historical development through the ages of human Civilization – starting to build simple ancient huts to modern space exploration – and choosing different strategies to guide their Civilization through the challenges of allocating resources, managing conflicts, or deploying technological innovations. Civilization has been used in several classroom experiences for teaching history and complex system analysis.

New materialism considers that the world and its histories are produced by a range of material forces that extend from the physical and the biological to the psychological, social and cultural. In recognizing that heritage is not held in objects alone, new materialism discourses echo definitions of intangible cultural heritage (ICH) enshrined in the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage. While museums understand the weight of responsibility when engaging with communities of practice, many still restrict the representation of archived ICH material to oral histories, object biographies, video and audio recordings of songs and performing arts. The technical complexities of archiving the ‘live’ perpetuate nineteenth-century museum display conventions, such as fixed-point perspectives and linear approaches to representation. To address this gap, we introduce ‘computational museology’, which brings a systems thinking approach to 'whole of environment' encoding. Such a framework unites, for instance, artificial intelligence with data curation, and ontology with visualization, as well as embodied participation through immersive and interactive interfaces. The implications of such a framework has yet to be fully theorized but it is evident that a new paradigm of materiality comprising ‘radical intangibles’ is taking shape in museums, which signals a break with both Western historiographic orthodoxies and hypothetical paradigms of tangible and intangible heritage. This article foregrounds the emergence of radical intangibles as crucial new digital materialities that are transforming reenacted and embodied practices, which we demonstrate in the discussion of two longitudinal curatorial projects based in China and Hong Kong: the first, 'Hong Kong Martial Arts Living Archive' (HKMALA) in collaboration with the International Goushou Association in Hong Kong, and the second, ‘Remaking Confucian Rites’ (RCR), undertaken in conjunction with Tsinghua University in Beijing. Both of these projects are significant for having taken up ‘technologies of corporeality’ – digital paradigms at the forefront of computer graphics, spatial and temporal modelling, and virtual reality. The powerful tools being developed across the two instances have begun to revolutionize ICH as a practice, a mode of transmission, and an object of study.

Como investigador y docente universitario, durante más de tres décadas he implementado una ciencia interdisciplinaria y ahora impulso una aproximación más transdisciplinaria. En este proceso, he aprendido que la transdisciplina es más fácil desde el pensamiento sistémico; que debe enfocarse en el socioecosistema como su objeto de estudio; que no sustituye a la disciplina; que requiere acompañarse de procesos de desarrollo transversales; que se trata de una ciencia de resultados; que su calidad es tanto un asunto de rigor como de pertinencia; que promueve el pluralismo epistemológico; que aprovecha el potencial heurístico del proceso de manejo adaptativo; que al ser subsidiaria facilita el empoderamiento de las comunidades locales; y que debe apostar a la conformación de comunidades de aprendizaje mutuo, ancladas en sitios particulares y por un largo tiempo.

The continuing spread of COVID‐19 has triggered a global health crisis with raising a series of problems in healthcare, economics, policymaking and environment, which significantly affected the resilience of the whole societal system. We emphasize the societal system, as an adaptive and complex system, has a fundamental impact on the spread of the virus linked to individual behavior change and disaster governance system. This paper combined system thinking and resilience thinking to visualize the complexity and comprehend the governance system under global pandemic threats towards recovering the resilient society. We underline the societal system can be affected by the pandemic, and in turn, impinge on the individual behaviors and governance with a proposed multi‐stage and multi‐scalar framework dealt with the process from crisis to recovery. Meanwhile, a qualitative system dynamics model is proposed inspired by the general Susceptible‐Infected‐Recovery (SIR) model with multiple interactions and interdependency of intervention policies, human psychological factors and mobility‐related factors to explore the influence on the societal system with time effect. Through this perspective, we should enhance the sense of crisis and integrate resilience thinking into the current hazards and recovery process combined with the interconnectedness among societal system in the future.

Professional activity in modern society requires a specialist to have not only a certain level of professionalism in their field, but also be ready for rapid adaptation in the professional space as well as to be mobile on the labor market and pursue constant self-improvement. The activity-based methodology is changing in the direction when a specialist has an ability to successfully use the methods of organizing their work and solving professional problems with the help of modern technologies (social, information, communication, etc.). Also a specialist should be able to design and present the results of their work. Responding to the demands of modern society, Higher education provides the development of so-called “flexible” (universal) competencies of future specialists. These competences form the basis of the Federal State Educational Standard 3++ , which aim at developing systematic thinking, critical assessment of information, and the ability to use a variety of resources to solve professional problems. The article presents the experience of Omsk State Pedagogical University in organizing the process of students’ universal competencies development. The study was conducted within the framework of a research grant provided by OmSPU Science Development Fund.

The literature on social media analytics typically focuses on the social processes within the social media group that is being studied. On the other hand, the subjective views of the social media a...

PurposeSocial marketing has come of age. Today, we are a legitimate discipline with a wealth of empirical evidence that manifestly demonstrates the ability to bring about behaviour changes for the greater good. As social marketers, we are rapidly expanding the horizons, with a growing interest in the labyrinth of systems that influence the chosen social causes. We have become brave and bold, but is the study now running the risk of romanticising the work and ourselves? It is time to recalibrate, to take stock and to address the elephants in the social marketing room.Design/methodology/approachExpanding on myChange 2020 Driving Systems Changepanel presentation, this viewpoint article is a provocation, a think piece, centred around two observed phenomena.FindingsThe first phenomenon observed is the many identities of the contemporary social marketer – hackers, change agents, heroes, political power brokers and master puppeteers. The second phenomenon observed is the accelerated interest in systems thinking for which the author propose three preconditions are needed – an awareness of the system(s); an acknowledgement that this study is a part of the system(s) and the need to decolonise social marketing.Originality/valueThis article poses challenging questions but offers no solutions as to how social marketers should, could or do square up our blind spots, make peace with our paradoxes or unblinker the views. Not only would it be naïve to proffer solutions but it would also stifle the growth of you, the reader, in your journey to becoming an integrated person and woke social marketing professional.

The article considers the possibilities of purposeful influence on the development of schoolchildren creative potential, their involvement in various activities, self practical work in the field of education “Technology”. They can be effectively implemented through the use of modern pedagogical and technological systems, which are based on the principles of design and technological activities, which provides simultaneous development, training and education of students by involving them in active creative work. It is established that the creative process is characterized by the unity of theoretical knowledge and practical experience and the theory is tested in practice, but in practice the issues appear that require a theoretical solution. For technical creative activity the theoretical preparation of schoolboys consists in providing them with a system of knowledge, methods and ways of designing, receptions of the decision of creative problems and technical knowledge. Experience of practical work appears on the basis of the formation of skills and abilities to work with instruments and perform technological operations. It is described that the continuity of this process in creative activity is of great importance, and the episodic nature is ineffective. The education of constant interest in creative work is carried out continuously, systematically during all years of schooling by creative activities. The effectiveness of creative work has a significant impact on the education of creative personality traits. The result is that the student has more opportunities to implement in their intellectual and practical activities the necessary corrections to the concepts and images of technical objects and processes, which result in fundamentally new solutions. It is shown that project-technological activity as the main didactic unit promotes: formation of skills, creative system thinking, technological culture and ethics, strengthening of imagination. It is a powerful stimulus for the emergence of new creative ideas in students, the search for alternative solutions, their analysis and synthesis, and in the future provides a basis for innovative thinking and action. Implementation of personality-oriented paradigm of labor training of students; ensures the unity of education and upbringing of students, preparing them for professional self-determination, the desire for self-education. It is proved that the lessons of technical work open wide opportunities for improving the creativity of students. The use of methods of teaching students technical modeling in the process of organizing design and technological activities in the lessons of labor training contributes to this. It is important for the teacher to make the most of all opportunities for the formation of a technologically advanced personality, the level of development of which is not possible without proper creative abilities obtained in technical modeling in the process of organizing design and technological activities of students.

In this short essay, I will discuss Christopher Freeman’s legacy using two axes: (i) the multidimensional vision that he has put forward in National Innovation Systems and (ii) the upmost importanc...

Health care environments, as complex adaptive systems, are constantly in flux. Nurse leaders cannot and in fact should not utilize approaches that worked in the past to attempt to navigate “wicked problems,” such as COVID-19. Clarity around the relationships among variables influencing the sociopolitical context is vital to understand. The adoption of a sense-making model, such as the Cynefin framework, fosters multiple perspectives, collaborative teamwork, and systems thinking to mitigate wicked problems. The importance of transformational leadership and followership is fundamental to tackling the lack of predictability the current pandemic has caused.

This article examines the theory and practice of a multi-level system of continuous innovative education. The pedagogical system of multilevel continuous creative education is considered in detail, and sufficient creative pedagogical methods are put forward for the formation of creative thinking and the development of students' creative abilities. Creative approach provides teachers and students with intellectual tools for the formation of creative systems thinking, teaches them to look at the world systematically and manage thought processes. Innovative teaching methods in the continuous formation of a multilevel system of creative thinking provide the basic principles of teaching by changing the structure of the lessons and implementing their original content. Using them, it is possible to significantly accelerate the solution of a pressing problem in Russia: formation of a creative personality of students.

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

[...]we contend that how corporations define great leadership in their company need not change for the sake of change itself based on COVID-19, particularly if the models are based on theory, research, and detailed validation efforts. [...]one could argue everything we do, from a human resource (HR) and TM perspective, has been targeted for review and change. Because the nature of the pandemic is so unique to our current experience, senior leaders and HR professionals are looking to external sources of information to help guide their decision-making. [...]recent internal employee surveys show positive employee responses to the pandemic around PepsiCo values and the shift to remote work. [...]we encourage our colleagues to apply a broader systems thinking lens (e.g., Katz & Kahn, 1978) to their HR and TM efforts in light of the pandemic, considering what we already know about existing constructs and phenomena (including their stability across time and circumstance) as well as what practices we already implement.

Research on food has a long history in archaeology and anthropology, with many agreeing that we need to examine the food of complex societies in a more holistic way, through the various stages from production to disposal. Typically, this has occurred through the application of the concept of foodways, although this has a range of definitions and is generally only used in historical archaeological and anthropological research. By building on this important area of research this paper will explore the usefulness of applying a food-systems framework to understanding food in the past. Systems research is already well established in archaeology, sharing elements with approaches such as social-network analysis and complexity science. These theories have been used to address a broad array of questions about the relationships between actors, activities and outcomes for individuals and larger groups at a range of social scales. Thus food systems can help us to explore greater connections between food, human society and the environment via a combination of different archaeological evidence and comparative data.

El propósito de este artículo es generar criterios para la formulación de políticas educativas desde el pensamiento sistémico y la gestión del conocimiento, mediante la integración de las funciones de docencia, investigación y extensión, así como también de los sistemas técnicos, legislativos y de apoyo, para un funcionamiento armónico, que permita mantener la vigencia y pertinencia social de la Universidad Pedagógica Experimental Libertador. Es una investigación de campo con un enfoque cualitativo en la cual se triangulan los resultados de la observación, las entrevistas y el análisis de documentos. Entre los hallazgos se tiene que la estructura universitaria es compleja y centrada en la triunidad docencia, investigación y extensión. En cuanto a la propuesta sistémica para formular políticas educativas cuyos criterios son: construcción colectiva de las políticas, definición del sistema y el problema a considerar, sistematización, para la apropiación y divulgación del conocimiento, elaboración de la(s) política(s) correspondiente(s).

The education system is gradually getting changed according to the advancement of digital techno-logies and due to the global increase in the influence of the Internet, the role of e-learning has grown significantly in recent years. The purpose of this study is to analyse education to the social development (development of science, industry and communities worldwide) and to identify gaps in e-learning in the context of training tasks for science and industry. The authors offer the Triple Helix model as a key aspect of education. This approach to education offers value for all model components and, in terms of education, facilitates overcoming deficiencies of traditional education; It also enables to development of human beings, to develop a person as a subject of his own life and development, as a professional and a subject of the production process, and as a subject of science and the developed community as a whole. Methodology: In this paper, the Triple Helix model is presented as the suitable method for collaboration among Universities-Industry-Government, with the overall objective to promote online education in higher educational institutions. Findings: The research identified that online education with a certain way of organizing it, fosters collaborative work which develops students' key skills such as communication skills, creative thinking, critical and systematic thinking, analytical skills, and cognitive abilities. Contributions: This study contributes to theory development of education and some ideas for further research in order to develop human beings in the society of today and tomorrow. Recommendations are given in an economy with low absorption potential. Authors highlighted that harmonization of relations between education, science and industry is an important condition for the modernization of human life.

Resumen La recepción de Luhmann en Latinoamérica se ha profundizado mucho en el siglo XXI, su concepción epistemológica es cada vez más conocida en ámbitos no sólo sociológicos. La obra de Luhmann es un intento de transformación y reconfiguración de anticuadas nociones que eran sagradas y de las ideas, paradigmas o enfoques tradicionales: la ontología, la teleología, el antropocentrismo, incluso la ética. Para hacerlo acude al pensamiento sistémico, pero se percata que con el instrumental teórico heredado de la Teoría General de Sistemas no es posible configurar una teoría pertinente para comprender el mundo contemporáneo. Por eso emprende un proceso de resignificación de la teoría tradicional de sistemas y configura una nueva teoría de sistemas: la teoría de los sistemas autorreferenciales y autopoiéticos. Precisamente, en este trabajo se analiza la clasificación de los sistemas según Luhmann, la nueva tipología de sistemas que propone, los sistemas autorreferentes y autopoiéticos, así como la relación entre vida, intención y comunicación, como operaciones que reproducen los sistemas biológico, psíquico y social. Abstract The reception of Luhmann in Latin America has deepened much in the 21st century, its epistemological conception is best known not only sociological areas increasingly. The work of Luhmann is an attempt to transformation and reconfiguration of outdated notions that were sacred and ideas, paradigms or traditional approaches: the ontology, teleology, anthropocentrism, even ethics. To do so go to systems thinking, but realizes that, with the instrumental inherited theorist of the General Theory of Systems, it is not possible to set up a relevant theory to understand the contemporary world. Therefore, undertakes a process of transformation of the traditional theory of systems and set up a new theory of systems: the theory of self-referential systems and autopoietic. Precisely, this paper examines the classification of systems according to Luhmann, the new typology of systems proposed by him, the self-creation and self-referential Systems, as well as the relationship between life, intention, and communication, as operations that they reproduce the biological, psychological and social systems.

During the early five months of the first phase of the Covid-19 pandemic, the South Indian state of Kerala regularly appeared in world media, presenting an impactful case of Covid-19 innovations. The purpose of this article is to uniquely present Kerala’s success of flattening the Covid-19 curve during that period, employing storytelling using systems thinking. Contributing to the literature stream linking flexible systems management and systems thinking, this study presents the interconnected whole of Kerala’s Covid-19 innovations for pandemic management. The reference mode that was developed using the systems thinking and modelling methodology confirmed Kerala’s exemplary performance in flattening the Covid-19 curve during the first five months of 2020. The systems model built showed six feedback loops explaining how Covid-19 spreading was controlled in Kerala by different types of innovations and an effective public health system. Overall, with a strong inbuilt social fabric, experienced leadership that withered Nipah-virus outbreak, and robust public health system at its advantage, Kerala flattened the Covid-19 curve using its intertwined social, policing, communication and technological innovations.

As the complexity of policy problems is increasingly recognized, and participatory approaches gain popularity, policy workers are applying different methods to engage a wide range of stakeholders a...

We explore the notion of the need to decolonize systems thinking and awareness. Taking a specifically Indigenous approach to both knowledge creation and knowledge sharing, we look at awareness-based systems change via a Haudenosaunee (Mohawk) two-row visual code. The authors explore the sacred space between Indigenous and non-Indigenous ways of thinking and knowing, to identify pathways for peaceful co-existence of epistemologies. Based on conversations with Haudenosaunee elders and Western systems thinkers, along with data from a DoTS webinar, we identify cross-cultural dialogues as a doorway to healing, to transformation and to spiritual understanding. A reconnection with Mother Earth and with each other is fundamental to disrupting global patterns of trauma and mass corrosion of the spirit.

The theory of evolution can be a useful basis for developing students’ understanding of ecology. Our study used concept maps to examine the development of sixth-grade students’ understanding of the...

Change and transformation of human systems are increasingly seen as the fundamental solution space for treating the root causes of unsustainability. What does transformation of human systems for sustainability exactly mean and entail, and how to effectively transform human systems? This paper addresses these essential questions in a holistic, systems thinking approach following and extending the leverage points tool for systemic change proposed by Meadows (Thinking in Systems: a primer. Chelsea Green Publishing, White River Junction, 2008). The paper focuses on the often unquestioned, largely unconscious, systemic realm of mental models and human intent. It targets Meadows’ deepest leverage points of purpose and paradigm; beyond, it deals with worldview, core metaphor, and human thinking. The fundamental outcome of this conceptual study is that unsustainability roots in a cognitive illusion coupled to a lack of teleological thinking. Transformation needs us to see and reconceive the human–world bond through the systemic lens of dynamic inclusion, aliveness, purpose and value. Learning to think in terms of living systems, physical and mental, and substituting the iceberg metaphor-in-use in conventional systems thinking with a holistic metaphor of nested leverage points are the first transformation steps toward a new sustainability paradigm. Practical evidence and ecological content come from the transformative design discipline of biomimicry, which consciously turns to nature as the source of its conceptual system. The paper concludes that transformative practice for sustainability will gain momentum by braiding together systems thinking in practice and biomimicry thinking. In sum, this transdisciplinary approach opens up exciting research horizons in ontological, epistemological, methodological and teleological directions.

With the development of the Internet, we media era has become a new trend of development, but the development of we media era also brings many disadvantages. We media has a certain degree of virtuality and concealment, so it gives some lawbreakers an opportunity to take advantage of. College students, as an important group to be built in the future of the country, It is very important to guide the value of legal education and cultivate legal belief for college students. However, the education of rule of law is a long-term strategy, which cannot be achieved overnight. Instead, we should establish systematic thinking, innovate according to the situation, coordinate and promote with the actual situation of students, and cultivate a group with the correct value system.