1. Overview of the Fifth Discipline
Edwin D. Bell

2. Background
Ludwig von Bertalanffy introduced the concept of general systems theory from his work in biology.
Entelechy - The whole of the organism has a purpose that is greater than the sum of its individual part

3. Von Bertalanfy’s Definition
While in the past, science tried to explain observable phenomena by reducing them to an interplay of elementary units investigable independently of each other, conceptions appear in contemporary science that are concerned with what is somewhat vaguely termed 'wholeness', i.e. problems of organization, phenomena not resolvable into local events, dynamic interactions manifest in difference of behaviour of parts when isolated or in a higher configuration, etc.; in short, 'systems' of various order not understandable by investigation of their respective parts in isolation. Conceptions and problems of this nature have appeared in all branches of science, irrespective of whether inanimate things, living organisms, or social phenomena are the object of study. (von Bertalanffy, 1968, par. 8)

4. Definition
DEFINITION OF SYSTEM THEORY: System theory is basically concerned with problems of relationships, of structures, and of interdependence, rather than with the constant attributes of object (Katz and Kahn, 1966).

5. Characteristics
Haas & Drabek (1973) described eight characteristics of organizations as open systems:
Organizations are systems within systems
The systems are open, they cannot survive in isolation from their environment
Open systems follow the principle of equifinality, i.e., the same final state can be reached from different starting positions in different ways

6. Characteristics (continued)
Open systems have feedback and regulatory mechanisms that allow adaptive responses to environmental change
Open systems should be viewed as patterned sets of events
Open systems have boundaries that differentiate them from various environments, the boundaries vary in permeability, i.e. what and how can get through, and the situation at hand

7. Characteristics (continued)
System interaction, internally and externally, reflects differing levels of control and autonomy
The open systems perspective is not reductionistic – you cannot explain what happens in the organization by focusing on individual parts

8. Critique
One of the criticisms of the open systems perspective is that the concepts are difficult to operationally define (Haas & Drabek, 1973)
Peter M. Senge (2006) attempts to address this criticism in his 2006 edition of The fifth discipline

9. The Fifth Discipline
Senge (2006) used Katz & Kahn’s (1966) definition and Hass & Drabek’ s (1973) characteristics in his work on the art and practice of the learning organization.
He argues that there are five core disciplines necessary for a learning organization: personal mastery, mental models, shared visions, team learning, and systems thinking
In EDU 6301 we will focus on three of the five disciplines, personal mastery, mental models, and systems thinking

10. EDU 6301
In EDU 6301 we will focus on three of the five disciplines, personal mastery, mental models, and systems thinking.

11. Personal Mastery
“Personal mastery” is the phrase we use for the discipline of personal growth and learning. People with high levels of personal mastery are continually expanding their ability to create the results in life that they truly seek (Senge, 2006, p. 131)
In our M. Ed. program, we try to support in the development of your personal mastery with our emphasis on deepening your knowledge of what you teach, how to teach it, the dispositions that you maintain while you teach.

12. Underlying Movements Continually clarifying what is important to you.
Continually learning how to see current reality more clearly.
Commitment to truth, “it means a relentless willingness to root out the ways we limit or deceive ourselves from seeing what is, and to continually challenge our theories of why things are the way they are” (Senge, 2006, p. 148).

13. Personal Mastery & Systems Thinking
“… integrating reason and intuition; continually seeing more of our connectedness to the world; compassion; and commitment to the whole” (Senge, 2006, p. 156).

14. Mental Models
Our mental models determine what we see and what we do not see. They are the symbols that we use to mentally process the environment in which we function.

15. Mental Model Tools & Skills
Pay attention to the distinction between espoused theories (what we say) and theories-in-use (the implied theory in what we do)
Recognizing leaps of abstraction – attribution
Balancing inquiry and advocacy
Pay attention to what we think, but do not say (Senge, 2006)

16. Systems Thinking
Understand the patterns of behavior in your organization.
Figure out how to gain leverage/influence of the patterns in your organization (force-field analysis)

17. Rationale for EDU 6301
Senge’s (2006) perspective is why our course deals with cultural competence/personal mastery.
Commitment to truth, “it means a relentless willingness to root out the ways we limit or deceive ourselves from seeing what is, and to continually challenge our theories of why things are the way they are” (Senge, 2006, p. 148).

18. References
Von Bertalanffy, L. (1968). Passages from General Systems Theory. Retrieved from
Haas, J. E. and Drabek, T. E. (1973). Complex organizations: A sociological perspective. New York, NY: MacMillan.

19. References (continued)
Katz, D. and Kahn, R. L The social psychology of organizations. New York, NY: Wiley.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday