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How do Systems Changes become natural practice?

The 1995 article by Spinosa, Flores & Dreyfus on “Disclosing New Worlds” was assigned reading preceding the fourth of four lectures for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University.  In previous years, this topic was a detail practically undiscussed, as digging into social theory and the phenomenology following Heidegger is deep.  Peter Jones and I are fans of ideas expanded into the 1999 book. I was privileged to visit personally with Fernando Flores in Berkeley in 2012, as I was organizing the ISSS 2012 meeting.  Contextualizing this body of work for a university course led into correlated advances in situated learning and communities of practice.

A preface to the lecture included The Practice Turn in Contemporary Theory, and revisiting Change as Three Steps to clarify what Kurt Lewin did and did not write.

The agenda was in four sections. In the timebox available, the lecture covered the first two:

  • A. Situated Learning + History-making
    • Legitimate Peripheral Participation + Practices (Lave, Wenger)
    • Skill Acquisition + Disclosing New Worlds (Dreyfus, Spinosa)
  • B. Commitment + Language-Action Perspective
    • Conversations for Action (Flores)
    • Deliverables, procedures, capacities, relationships

Slides for the last two sections were ready to go, but foregone in favour of other course work priorities.

  • C. Argumentation + Pattern Language
    • IBIS (Rittel), Timeless Way of Building (Alexancer)
    • Architectural Programming c.f. Designing
  • [postscript] (Open Innovation Learning)
    • Quality-generating sequencing; Affordances wayfaring; Anticipatory appreciating
    • Innovation learning for; Innovation learning by; Innovation learning alongside

This fourth lecture is available on Youtube as streaming web video.… Read more (in a new tab)

The 1995 article by Spinosa, Flores & Dreyfus on “Disclosing New Worlds” was assigned reading preceding the fourth of four lectures for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University.  In previous years, this topic was a detail practically undiscussed, as digging into social theory and the phenomenology following Heidegger is deep.  Peter Jones and I are fans of ideas expanded into the 1999 book. I was privileged to visit personally with Fernando Flores in Berkeley in 2012, as I was organizing the ISSS 2012 meeting.  Contextualizing this body of work for a university course led into correlated advances in situated learning and communities of practice.

A preface to the lecture included The Practice Turn in Contemporary Theory, and revisiting Change as Three Steps to clarify what Kurt Lewin did and did not write.

The agenda was in four sections. In the timebox available, the lecture covered the first two:

  • A. Situated Learning + History-making
    • Legitimate Peripheral Participation + Practices (Lave, Wenger)
    • Skill Acquisition + Disclosing New Worlds (Dreyfus, Spinosa)
  • B. Commitment + Language-Action Perspective
    • Conversations for Action (Flores)
    • Deliverables, procedures, capacities, relationships

Slides for the last two sections were ready to go, but foregone in favour of other course work priorities.

  • C. Argumentation + Pattern Language
    • IBIS (Rittel), Timeless Way of Building (Alexancer)
    • Architectural Programming c.f. Designing
  • [postscript] (Open Innovation Learning)
    • Quality-generating sequencing; Affordances wayfaring; Anticipatory appreciating
    • Innovation learning for; Innovation learning by; Innovation learning alongside

This fourth lecture is available on Youtube as streaming web video.… Read more (in a new tab)

Whom, when + where do Systems Changes situate?

Covering practical wisdom (phronesis), the third of four lectures again was compressed for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University. The students in the part-time session on February 7 extended their discussion period longer than those in the full-time session on February 5. I again jumped slides in the sequence to stay within the timebox.

The agenda was in four sections:

  • [preamble] Episteme, Techne, Phronesis (reordered)
    • Intellectual Pursuits (Rethinking Systems Thinking)
    • Systems changes as situated c.f. ideal-seeking
  • A. Value(s), Judgment, Soft Systems Thinking
    • Appreciative Systems (Vickers, Checkland)
    • Policy, impacts and consequences of systems changes
  • B. Service Systems (c.f. Production Systems)
    • Science of Service Systems (Spohrer, Kijima)
    • Material-products c.f. information-services as systems changes
  • C. Socio-Technical Systems Perspective
    • Tavistock Institute + Legacy (Trist, Emery, Ramirez)
    • Coproduction and design principles guiding systems changes

The web video can be streamed on Youtube.

Copies of the video files are downloadable for disconnected viewing.

Video H.264 MP4 WebM
February 7
(1h21m)
[20200207_OCADU_Ing HD m4v]
(HD 2477kbps 1.6GB)
[20200207_OCADU_Ing nHD m4v]
(nHD 1344kps 866MB)
[20200207_OCADU_Ing HD webm]
(HD VP8 375kbps 349MB)
[20200207_OCADU_Ing nHD webm]
(nHD VP8 139kbps 206MB)

Readers who want to follow through on web link references may want to review the slides directly.

Whom, when + where do Systems Changes situated?

The same presentation slides were used for both lectures.  The questions from the students were considerably different across the class sections, so the diligent listener might want to compare them. … Read more (in a new tab)

Covering practical wisdom (phronesis), the third of four lectures again was compressed for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University. The students in the part-time session on February 7 extended their discussion period longer than those in the full-time session on February 5. I again jumped slides in the sequence to stay within the timebox.

The agenda was in four sections:

  • [preamble] Episteme, Techne, Phronesis (reordered)
    • Intellectual Pursuits (Rethinking Systems Thinking)
    • Systems changes as situated c.f. ideal-seeking
  • A. Value(s), Judgment, Soft Systems Thinking
    • Appreciative Systems (Vickers, Checkland)
    • Policy, impacts and consequences of systems changes
  • B. Service Systems (c.f. Production Systems)
    • Science of Service Systems (Spohrer, Kijima)
    • Material-products c.f. information-services as systems changes
  • C. Socio-Technical Systems Perspective
    • Tavistock Institute + Legacy (Trist, Emery, Ramirez)
    • Coproduction and design principles guiding systems changes

The web video can be streamed on Youtube.

Copies of the video files are downloadable for disconnected viewing.

Video H.264 MP4 WebM
February 7
(1h21m)
[20200207_OCADU_Ing HD m4v]
(HD 2477kbps 1.6GB)
[20200207_OCADU_Ing nHD m4v]
(nHD 1344kps 866MB)
[20200207_OCADU_Ing HD webm]
(HD VP8 375kbps 349MB)
[20200207_OCADU_Ing nHD webm]
(nHD VP8 139kbps 206MB)

Readers who want to follow through on web link references may want to review the slides directly.

Whom, when + where do Systems Changes situated?

The same presentation slides were used for both lectures.  The questions from the students were considerably different across the class sections, so the diligent listener might want to compare them. … Read more (in a new tab)

Why (Intervene in) Systems Changes?

With a focus on “ecological systems”, the second of four lectures planned for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University proceeded as a timeboxed presentation:  targeting 40 minutes of content (skipping slides to stay within time constraints), followed by 10 minutes of discussion.  Since the slides are rich with content and links to sources, students were directed to pay attention to what I was saying, over trying to read the slides projected behind me. 

The agenda was in four sections:

  • [preamble] Errors, Attention and Traps (Ecological Understanding)
    • Systems Changes Learning Circle (Bateson, Gibson, Ingold)
    • (Resistances to) Changing as primary system of interest
  • A. Socio-Ecological Systems Perspective
    • Tavistock Institute (Emery, Trist)
    • Organization as primary system of interest
  • B. (Social-) Ecological Systems  + Panarchy
    • Stockholm Resilience Centre (Holling, Walker, Peterson)
    • Ecology as primary system of interest
  • C. The Ecosystem Approach
    • Resilience Alliance (Waltner-Toews, Kay)
    • Sustainable development project as primary system of interest

Online, the video is available on Youtube for streaming.

Viewers who prefer to watch video on a disconnected device can download a video file.

Video H.264 MP4 WebM
January 31
(1h18m)
[20200129_OCADU_Ing HD m4v]
(HD 2666kbps 1.2GB)
[20200129_OCADU_Ing nHD m4v]
(nHD 1352kps 637MB)
[20200129_OCADU_Ing HD webm]
(HD VP8 425kbps 292MB)
[20200129_OCADU_Ing nHD webm]
(nHD VP8 224kbps 156MB)

Readers who want to follow through on web link references may want to review the slides directly.… Read more (in a new tab)

With a focus on “ecological systems”, the second of four lectures planned for the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University proceeded as a timeboxed presentation:  targeting 40 minutes of content (skipping slides to stay within time constraints), followed by 10 minutes of discussion.  Since the slides are rich with content and links to sources, students were directed to pay attention to what I was saying, over trying to read the slides projected behind me. 

The agenda was in four sections:

  • [preamble] Errors, Attention and Traps (Ecological Understanding)
    • Systems Changes Learning Circle (Bateson, Gibson, Ingold)
    • (Resistances to) Changing as primary system of interest
  • A. Socio-Ecological Systems Perspective
    • Tavistock Institute (Emery, Trist)
    • Organization as primary system of interest
  • B. (Social-) Ecological Systems  + Panarchy
    • Stockholm Resilience Centre (Holling, Walker, Peterson)
    • Ecology as primary system of interest
  • C. The Ecosystem Approach
    • Resilience Alliance (Waltner-Toews, Kay)
    • Sustainable development project as primary system of interest

Online, the video is available on Youtube for streaming.

Viewers who prefer to watch video on a disconnected device can download a video file.

Video H.264 MP4 WebM
January 31
(1h18m)
[20200129_OCADU_Ing HD m4v]
(HD 2666kbps 1.2GB)
[20200129_OCADU_Ing nHD m4v]
(nHD 1352kps 637MB)
[20200129_OCADU_Ing HD webm]
(HD VP8 425kbps 292MB)
[20200129_OCADU_Ing nHD webm]
(nHD VP8 224kbps 156MB)

Readers who want to follow through on web link references may want to review the slides directly.… Read more (in a new tab)

Are Systems Changes Different from System + Change?

The Systems Changes Learning Circle has met at least every 3 weeks over the past year.  As part of an hour+ lecture to introduce systems thinking, students in the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University were immersed in questions where we’ve focused our attention, complemented by background into traditional foundational materials.  An audio recording has now been matched up with presentation slides, so that learners outside the classroom can partially share in the experience.

This lecture begins with the rising interest in “systems change”, that is related to “theory of change” from funders of social innovation programs.  From there, the lecture aims to recast (speak in a different way) and reify (make some specified ideas more prominent) an understanding of systems thinking.

The presentation was overprepared — we can’t predict how engaged students will be on the ideas, before their brains are full.  Of 55 slides, we stopped on slide 37.  For streaming, the video is accessible on Youtube. (with a 6-minute excerpt on the Luoyang Bay abalone farms from the documentary Watermark, by Edward Burtynsky, removed).

Viewers who prefer to watch video on a disconnected device can download a video file.

Video H.264 MP4 WebM
January 17
(1h18m)
[20200117_OCADU_Ing HD m4v]
(HD 2814kbps 1.7GB)
[20200117_OCADU_Ing nHD m4v]
(nHD 210kkps 179MB)
[20200117_OCADU_Ing HD webm]
(HD 470kbps 392MB)
[20200117_OCADU_Ing nHD webm]
(nHD VP8 114kbps 184MB)

Readers interested in the full set of 55 slides are welcomed to view them online or download them.… Read more (in a new tab)

The Systems Changes Learning Circle has met at least every 3 weeks over the past year.  As part of an hour+ lecture to introduce systems thinking, students in the Systemic Design course in the Master’s program in Strategic Foresight and Innovation at OCAD University were immersed in questions where we’ve focused our attention, complemented by background into traditional foundational materials.  An audio recording has now been matched up with presentation slides, so that learners outside the classroom can partially share in the experience.

This lecture begins with the rising interest in “systems change”, that is related to “theory of change” from funders of social innovation programs.  From there, the lecture aims to recast (speak in a different way) and reify (make some specified ideas more prominent) an understanding of systems thinking.

The presentation was overprepared — we can’t predict how engaged students will be on the ideas, before their brains are full.  Of 55 slides, we stopped on slide 37.  For streaming, the video is accessible on Youtube. (with a 6-minute excerpt on the Luoyang Bay abalone farms from the documentary Watermark, by Edward Burtynsky, removed).

Viewers who prefer to watch video on a disconnected device can download a video file.

Video H.264 MP4 WebM
January 17
(1h18m)
[20200117_OCADU_Ing HD m4v]
(HD 2814kbps 1.7GB)
[20200117_OCADU_Ing nHD m4v]
(nHD 210kkps 179MB)
[20200117_OCADU_Ing HD webm]
(HD 470kbps 392MB)
[20200117_OCADU_Ing nHD webm]
(nHD VP8 114kbps 184MB)

Readers interested in the full set of 55 slides are welcomed to view them online or download them.… Read more (in a new tab)

Systems Changes: Learning from the Christopher Alexander Legacy (ST-ON, 2019/02/11)

One of the aims of the Systems Changes research program is to build on the pattern language approach.  This body of work stretches back into the 1960s, and has been cross-appropriated from built environments to software development (e.g. agile methods) and organizational change.  The February 2019 meeting of Systems Thinking Ontario was an opportunity to bring some people not familiar with the territory up to speed.

Here is the abstract for the talk:

The 1977 book, A Pattern Language: Towns, Buildings, Construction is prominent in public library collections around the world. It represents, however, only one stage of the many works by Christopher Alexander, from his first book published in 1964, to his final book released in 2012. In addition multiple international conferences continue his legacy, in architecture and urban design (PUARL, for 10 years), in software development (PLoP, for 25 years), and in social change (PURPLSOC, for 5 years). Alexander was a builder of environment structure — an architect — and other communities have aspired to adopt the approach that he championed.

This Systems Thinking Ontario session will review pattern languages in three parts:

  1. The Eishin School project (1985, published as a book in 2012);
  2. Multi-Service Centers (1968); and
  3. Beyond Built Environments, cross-appropriating the approach from architecture to other domains.

The pursuit of “systems generating systems” at the foundation of Christopher Alexander’s pattern language has generally not been appreciated, and deserves a deeper inquiry.

Read more (in a new tab)

One of the aims of the Systems Changes research program is to build on the pattern language approach.  This body of work stretches back into the 1960s, and has been cross-appropriated from built environments to software development (e.g. agile methods) and organizational change.  The February 2019 meeting of Systems Thinking Ontario was an opportunity to bring some people not familiar with the territory up to speed.

Here is the abstract for the talk:

The 1977 book, A Pattern Language: Towns, Buildings, Construction is prominent in public library collections around the world. It represents, however, only one stage of the many works by Christopher Alexander, from his first book published in 1964, to his final book released in 2012. In addition multiple international conferences continue his legacy, in architecture and urban design (PUARL, for 10 years), in software development (PLoP, for 25 years), and in social change (PURPLSOC, for 5 years). Alexander was a builder of environment structure — an architect — and other communities have aspired to adopt the approach that he championed.

This Systems Thinking Ontario session will review pattern languages in three parts:

  1. The Eishin School project (1985, published as a book in 2012);
  2. Multi-Service Centers (1968); and
  3. Beyond Built Environments, cross-appropriating the approach from architecture to other domains.

The pursuit of “systems generating systems” at the foundation of Christopher Alexander’s pattern language has generally not been appreciated, and deserves a deeper inquiry.

Read more (in a new tab)
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    • 1969, 1981 Emery, System Thinking: Selected Readings
      Social Systems Science graduate students in 1970s-1980s with #RussellAckoff, #EricTrist + #HasanOzbehkhan at U. Pennsylvania Wharton School were assigned the Penguin paperback #SystemsThinking reader edited by #FredEEmery, with updated editions evolving contents.
    • 1968 Buckley, “Modern Systems Research for the Behavioral Scientist: A Sourcebook”
      Resurfacing 1968 Buckley, “Modern Systems Research for the Behavioral Scientist: A Sourcebook” for interests in #SystemsThinking #SocioCybernetics #GeneralSystemsTheory #OrganizationScience . Republication in 2017 hardcopy may be more complete.
    • Wholism, reductionism (Francois, 2004)
      Proponents of #SystemsThinking often espouse holism to counter over-emphasis on reductionism. Reading some definitions from an encyclopedia positions one in the context of the other (François 2004).
    • It matters (word use)
      Saying “it doesn’t matter” or “it matters” is a common expression in everyday English. For scholarly work, I want to “keep using that word“, while ensuring it means what I want it to mean. The Oxford English Dictionary (third edition, March 2001) has three entries for “matter”. The first two entries for a noun. The […]
    • Systemic Change, Systematic Change, Systems Change (Reynolds, 2011)
      It's been challenging to find sources that specifically define two-word phrases -- i.e. "systemic change", "systematic change", "systems change" -- as opposed to loosely inferring reductively from one-word definitions in recombination. MartinReynolds @OpenUniversity clarifies uses of the phrases, with a critical eye into motives for choosing a specific label, as well as associated risks and […]
    • Environmental c.f. ecological (Francois, 2004; Allen, Giampietro Little 2003)
      The term "environmental" can be mixed up with "ecological", when the meanings are different. We can look at the encyclopedia definitions (François 2004), and then compare the two in terms of applied science (i.e. engineering with (#TimothyFHAllen @MarioGiampietro and #AmandaMLittle, 2003).
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