2 Where should we look first for Did we misunderstandwhat he was saying? What did he really mean?Where should we look first forour explanations?He had something to offer. Maybe we misunderstood him.
3 Which part of the system is most important? Which part is learning? System’s BoundaryInputProcessOutputFeedback LoopEnvironmentSystems thinking is still useful.What are the limitations of systems thinking?1950s… (complexity?)Others have moved on to abstract thinking. Should we?Should we define something that is going to change tomorrow?Will that add to the confusion if we even try?
4 Closed Systems == Entropy BadSystem’s BoundaryInputProcessOutputFeedback LoopThey learned and moved on.Where arethey now?Did we?China tried this.It didn’t work.
5 Rule-Based Systems (Boring) This type of thinkingcan be automated.Should it be? I don’t know.VALUESStart HereA=BC=DDo we know what these are?Not so sure here.Have you asked?Some have.Have we talked about it?Not so much.Stop HereRead this. He is interesting.Gerald M. Weinberg (2001).An Introduction to General Systems Thinking.Daniel Pink is also interesting.
6 They have about seven clearly defined layers on top of that. Are we a “1” or “0”?There are many colors. Computing systems use a “1” or “0” at the lowest layer.They have about seven clearly defined layers on top of that.
7 Do we practice what we preach? Mager (1984) says Given a personal computer and word processing software, type a memo with less than 10% error.1. What resources will the learner haveavailable when performing?Be specific withwhat you mean.2. What is the learner supposedto perform?3. How well is the learnersupposed to do it?If you ask a learner to jump, tell them how high. If you ask a learner to perform,give them the resources to do it. Have we talked about this lately?More importantly, is that what really matters?Have we evolved past this type of thinking?
8 Do we really know what this means? It dependsSome are hereSome are thereThe theory is based on things naturally distributing around a mean.What are the limitations of this theory?Maybe it depends what we are measuring and how we measure it.There are multiple measures.Are we measuring what matters?Howard Gardner is interesting.Are we listening to him?
9 Is this a problem? Are we adding to the problem? We need moreof this. Right?2009Knowledge1950KnowledgeAre we adding tothe problem?How can we be a solution?In 2006aloneInformationInformationData1 quintillion, 729 quadrillion, 382 trillion, 256 billion, 910, million, 270 thousand, 464Data“Not everything that counts can be counted; not everything that can be counted counts.”-Albert EinsteinDo we understand what he means?
10 Can we govern this? Should we even try? Whisper, whisper, whisperWe can’t hear you?If we talk about ideas,synergy can emerge.John Nash is interesting.Here is his dissertation.It is short – 32 pages.What does it mean?Don’t speak math? That’s okay.Draw a picture. It helps.It is creative.Graphs are helpfulGraphs are prettySo are colorsCan use them with our students?What does this mean?4,8516,328It just got a lot bigger -> 1,477What does that mean?
11 Do we “really” know what this means? Have we lost sight of what really matters? More importantly, do our students really know what this means?
12 Is this how you feel? Some of us do. Why are we trying to make meaning of things thathave no meaning?Where do we placeour time?our effort?our energy?Can we make morecomplex harmony?Some of us do.
13 What really matters? We all like thinking and making meaning of our environment. We want to make the world a better place First we need to make sense of our own environment.That is what he meant.