The purpose of this posting is to establish a knowledge baseline about systems thinking before studying systems thinking. The questions and answers for this exercise are:
Part 1
1. Define sustainability to a third grade class. Has your definition changed or expanded since you started the SUS program?
Sustainability is living in a way that is in harmony with the natural systems of the Earth while not having a negative impact for the future health and balance of all living and non-living components of the Earth.
Yes. My awareness and definition has broadened its horizons very much since I started the SUS program. It has been very exciting and humbling to more readily realize the impacts my choices have on the environment and it's almost maddening to realize the extent and complexities of the problems and challenges we face in order to move toward a more sustainable way of life. It seems that everywhere we look is another system that is a whole new can of worms from the concept of "fixing" or moving it toward a sustainable solution.
2. What is a system?
A system is interactions of multiple parts towards the development of a pattern or outcome where there is a commonality of purpose.
3. What is the first system that comes to mind?
The solar system and the human body.
4. What is systems thinking?
Studying the complexities and interactions of systems.
5. How is system's thinking similar or dissimilar to other ways of thinking?
Systems thinking focuses more on details of multiple interactions and how to intervene in a process to manipulate a desired outcome. It is broad and all encompassing in its methods. It considers the whole as well as the parts. It is outside looking in AND inside looking out.
6. What does systems thinking have to do with sustainability?
A lot! Systems thinking identifies the interrelationships of the components of sustainability and leverage points within the interactions of each part to the whole of the system. In order to encourage sustainability in any part we must consider the big picture and the interactions each part plays within the whole of the system whereas to avoid unintended consequences.
Part 2
On page 3, Meadow’s describes two kinds of human experiences that are both familiar to most people – one creates a resistance to systems principles and one creates a recognition of systems principles. Reflect on your own experiences and try to give an example you’ve had with each.
One more for the virtual road. It seems that as I consume alcohol, sometimes I drink faster with the more I consume. There is a feedback delay for the effects of the alcohol to become noticeable enough to influence my rate and amount of consumption. The more fun I have the faster I drink until my threshold level has been crossed and I don't feel so well anymore. Because of the associated fun I have with the alcohol, it is difficult for me to see its effect on my complex system because my focus is narrowed to the fun of the moment and a resistance to acknowledging the evening as a whole and into the next day's effects has been created which is only exacerbated by the alcohol. Maintaining a perspective on the entirety of the event is a more manageable process and better feeling in the long run. Not to worry, this is not a frequent problem or I probably wouldn't post it! : )
My small noxious weed spraying business is a complex system. If I consider just one part or problem of the business as it appears I will be "putting out fires" all the time. I must consider all aspects of the business before the problems arise. I can't wait until I run out of chemicals before I order more. I can't wait to hire people until it is actually time to start work. I can't wait to see if I have enough money in the bank to make payroll when payroll is due. I can't wait to be compliant with the laws governing my business until I am being inspected and so on. The panic and trouble that has developed from not looking at the big picture has reinforced and created a recognition and desire to be very thorough and thoughtful about the whole of the system and potential problems BEFORE they arise. I believe that is a primary role of education, to create the ability to look at problems in the context of the whole instead of falling down the rabbit whole. I have long thought that I have taken this ability from my education and it is the most prevailing and pertinent ability I have gleaned from school.
