Education is confronted by volatile economies, changing
demography, softening public opinion, reduced government support and
commercial competition. The issues facing education require more than
employee restructuring or financial management. The important questions concerning relevance in tomorrow's world
can be answered by systemic education and systems coaching.
University education has been an educational holy grail
for hundreds of years. Universities have been endowed by royalty, religions,
governments and successful alumni, and an ever-increasing number of young
adults compete for placement.
University education provides knowledge - know what and
know why. The practical know how often comes from technical and vocational colleges. This
single fact may decrease the relevance of university education as the gap
between theoretical knowledge and pragmatic expertise increases.
University education, whether relevant or not, will remain
in demand while government regulations, professional associations and
conservative hiring procedures require university diplomas. A person's
skills, abilities and individual excellence are less important than their paperwork.
(And the paperwork needs careful scrutiny. Advertisements for
"degrees" from spurious colleges, unknown universities and fake degree mills
plague the email inboxes of the world.)
Modern universities are a luxury of an
energy-rich economy - a luxury that, unless alternative long-term energy
sources are harnessed, will likely diminish with oil reserves. See
Accelerated Learning, Knowledge
Management & Expert Behavior
University and Commercial Research
Since World War II, few important discoveries have
been made in universities. The laser, the transistor, polio vaccine,
microchips, the hologram, the personal computer, nuclear magnetic resonance,
the CAT scan ... and many more were developed by independent businesses. Universities may train technologists - but
universities are not where technology advances.
Watch a university scientist start a project. Count the
grant applications and weigh the paperwork. Count the number of approvals
needed for steering committees and assess the time waiting for answers. Note
the politics to get the support of the department chairman and the resources
committee, while monitoring rival researchers. Watch the maneuvering to get
work space, computer time and assistants. Few commercial scientists need
squander so much precious time.
The process of education is different to the
halls of academia. Young people who qualify receive 5-10 years of education,
consisting primarily of classroom lectures and guided library research, may
not be prepared for the reality of a changing world.
Most students know that they are unlikely to use 90% of
what they learn - and that their examinations merely test whether they
can remember something long enough to repeat it.
Later they find that 90% of the knowledge that they actually use came from
other sources than formal education. University students are expected to jump
through academic hoops - so that they can
prove their persistence; often at the enormous expense of reduced life experience.
Knowledge is a poor substitute for wisdom.
As literacy became normal, bookstores appeared and the
need for specialist educators dropped. Internet access is now
revolutionizing education. Academic information (know-who, know-where
and know-what) is diminishing in its sanctity. Technology knowledge (know-how,
know-which and know-when) has become the golden key that open the doors
of success. It is an old story that some university drop-outs later employ
those students who completed their education. Wisdom (know-why and
know-what-if) is ever rare, and may be counter-productive to shallow
Knowledge Management .
Ruts are Graves
University tenure implies that time teaching a subject
improves the worth of the teacher. Tenure evaluation focuses on published
articles and grants, not on teaching excellence or leadership development.
But the "real world" expects and pays
for results - not papers.
Many academic fields have ever-increasing competition with
educational resources that are
developed independently of formal education. Computer science, recently an ivory tower
specialty, has become synonymous with self-educated expertise. Social
sciences risk becoming sciences of mediocrity - a preoccupation with statistics and
theories - that compete with a multitude of self-help
systems that provide better emotional control, success and relationship skills
than can be found in universities.
Dr Clare W. Graves (a post-doctoral student of Dr. Abram
Maslow) postulated that human societies develop and regress in
predictable ways; and explored the underlying codes that shape human nature and drive
evolutionary change. Dr. Graves described "value systems" that
provide a systemic frame for predicting human dynamics. Each "value system"
provides a stable plateau on the pyramid of human development. Graves'
value systems are described as memes in Spiral
Dynamics (Beck and Cowan, ISBN 155786-940-5)), and are subjectively
described in these articles:
Graves 1, 2 & 3 .
Graves 4, 5 & 6 .
Graves 7, 8 & 9
Let's start with the definitions I usually use:
- Data concerns experience,
reactions and measurements
- Information concerns measuring devices,
measurers and context
- Knowledge concerns skills,
discernment and relevance
- Wisdom concerns balance,
benefits and consequences
Know-why and know-what are the domain of universities.
Know-how and know-which are the domain of technological colleges and trade
schools. An emerging choice is systemic education, which offers a synthesis of academia
and technology, in which
academic know-how is upgraded by systemic coaching, accelerated learning
and expert modeling:
- Systemic coaching - rapidly improve competence
- Accelerated Learning - rapidly acquire new
- Expert modeling - rapidly replicate expert
In our Systemic Solutions, we offer a wide perspective,
examining how to serve both present and future generations: develop skills for
predicting "future history" - skills that can select systemic solutions
to complex problems and find ways to avoid long-term and expensive mistakes.
The left column of the following table indicates the
primary thrust of university education. The central column includes
techniques utilized by technical and vocational schools, and the right
column describes some emerging qualities of systemic education.
|Rooted in traditional assumptions
||Rooted in duplicating success
||Rooted in integrity
|Individual differences are ignored
||Individual differences are blurred
||Individual differences are celebrated
|Focus on describing problems
||Focus on solving problems
||Focus on systemic benefits
|Focus on examining the past
||Focus on acting now
||Focus on future consequences
|Teacher's authority is position
||Teacher's authority is competence
||Teacher's authority is integrity
|Focus on historical evidence
||Focus on current situations
||Focus on predictive accuracy
|Focus on theoretical structure
||Focus on demonstrated skill
||Focus on creative flexibility
|Assumes students need knowledge
||Assumes students need skills
||Assumes students need purpose
|Focus on accumulating knowledge
||Focus on developing skills
||Focus on developing qualities
|Gain acknowledgement through theoretical papers
||Gain acknowledgement through practical projects
||Gain acknowledgement through achievable
|Emphasis on logical thinking
||Emphasis on practical skills
||Emphasis on wisdom
|Ignores unconscious process
||Utilizes unconscious process
||Celebrates unconscious process
|Skills serves to improve knowledge
||Knowledge serves to improve skills
||Knowledge and skills serve to improve human systems
|Internal solutions to understand situations
||External solutions to overcome barriers
||Systemic solutions to benefit humanity
The emerging Systemic Education synthesizes knowledge and skills,
focusing on elevating and integrating conscious strategies and unconscious
process for systemic goals. Following the terminology of Dr Clare W. Graves; Systemic
Education reflects a Level 7 world-view; Skill-Based Education
reflects Level 5 and Knowledge-Based Education reflects Level 4.
Level 6 Community Education is not described
above, but is common in post-industrial countries such as Canada,
Switzerland and Scandinavia. Level 6 education is typified by non-profit
information sharing, equality and consensual decision-making.
Many helping professionals spontaneously form groups and systems with a level
6 structure. Levels 8 and 9 have yet to emerge.
What is Learning?
You learn when you acquire experience. Your remembered
experience is often called knowledge. You can perceive "gaining knowledge"
as a multi-level process.
Adaptive learning - you learn to adapt (or react)
to your changing environment.
Generative learning - you learn not only to adapt -
you also learn to change how to perceive (or assess or measure) your
Evolutionary learning - you not only learn how to
act and perceive, you also learn how to change your identity (or transform
or transcend) your changing environment.
From Observation to Intervention
Systemic learning, whether therapeutic or
organizational, can focus on:
- Observe the patterns of interrelationships and
- Model the systemic dynamics until the
predictions match the observed reality
- Construct future oriented goal paths that
produce the desired expectations
interventions that incorporate time, boundaries and
relationships as well as content
- Test and fine tune each element of the
intervention with view to the consequences
- Designing and implementing appropriate systemic interventions
Our systemic coaching interventions follow an
interactive 7-step program:
- Systemic diagnosis maps how members perceive their
system and its context.
- Goal path analysis maps how members perceive
choices and consequences
- Conflict management identifies and dissolves
- Boundary management resolves
issues of identity and mission
- Bondwork replaces old beliefs
and updates members' values
- Trauma work ends past trauma and
- Mentorship provides ongoing inspiration for
key members of the system
Expert Modeling -
Overview . Expert Modeling - Elicitation
Expert Modeling -
Modeling . Expert Modeling - Duplication
Few educational providers can offer systemic
education. The following educational pattern is utilized throughout
Systemic Solutions to train Systemic Coaches, Therapists and Consultants.
(Our Systemic Coaching provides diagnostic, remedial and planning
skills that are applicable for individual, partnership,
family and corporate or organizational coaching).
- Observe the system
- Describe the qualities of the system
- Create hypotheses about connections between elements
- Create models of systemic elements and interactions
- Experiment to test the validity of hypotheses and models
- Formulate theories, laws and principals
- Apply theories, laws and principals to create systemic tools
- Solve applied tasks using systemic tools
- Observe the systemic results (and recycle to step 1)
Applications of Systemic Education
Systemic Education integrates the goals of
Knowledge-based, Skill-based and Community-based education while moving into
Systems Thinking. We help people:
- Acquire academic knowledge for stability and
- Develop practical skills to improve expert performance
- Learn relationship skills for healthy empathy and
- Learn systemic skills for flexible competence within
Online Life Coaching & Mentorship
Plagiarism is theft. Copyright © 2002-2017 by
Martyn Carruthers. All rights reserved.