Through a combination of trial-and-error, latent knowledge built up from using WordPress for over 15 years, and ChatGPT, I’ve found a way of generating more visitor-friendly archive pages for each of my blog post categories.
The reason I’m thinking about this at the moment is because I’m publishing a lot relating to my MSc in Systems Thinking in Practice, and am linking to the category archive at the top of each post.
I’ll not go into too much detail, but I wanted to replicate the style of my main archives page which is generated using the Simple Yearly Archive plugin. I duplicated archive.php in my themes folder, renamed it category.php and then tinkered around with it. ChatGPT was excellent at giving me the code I needed to do the things I wanted, including for the category RSS feed.
I then looked my Open Badges category archives page to ensure everything was working, and noticed that at some time in the past I’d added some code to change the background colour. After taking a while to figure out how I’d done that, I discovered that it’s super-easy to do by going to ‘Appearance’ then ‘Customise’ in the admin dashboard, then adding ‘Additional CSS’.
Here’s what I used to change the background colour of the MSc Systems Thinking category:
To improve this further, I’d organise the category page by tag as well as date. But that’s quite enough for this morning. I’ve got some proper work to do!
The above diagram is from Chapter 2 of Ray Ison’s Systems Practice: How to Act. He’s one of the course authors, and this is one of the set texts, although we won’t get to it properly until a later part of the module. Ison is keen to stress that this diagram is a heuristic device rather than a definitive map of the entire field.
There are some familiar names on there, some of whom I’ve studied (e.g. Hegel, Heraclitus, Whitehead, Dewey, Singer, Kuhn, Peirce) and some whose work I’ve encoutered in passing (e.g Mead, Meadows, Checkland). The rest are, as far as I’m aware, entirely new to me. What’s exciting, especially given my background in Pihlosophy, is that there are so many traditions which feed into what Ison calls ‘Cybersystemics’. He notes that it’s paradoxically both “a discipline in its own right, but also a transdisciplinary metadiscipline, applicable across all domains of human activity – a bit like mathematics”.
As useful as the diagram is, it’s not how I would represent influences. As one of the other course authors noted, there are no dates on it which make it difficult to understand the order of things. For example Heraclitus came centuries, if not millennia, before A.N. Whitehead!
The main people mentioned in the video I watched in the course materials were (in order by birth date):
W. Edwards Deming (1900-1993)
Talcott Parsons (1902-1979)
Margaret Mead (1901-1978)
Ross Ashby (1903-1972)
Kenneth Boulding (1910-1993)
C. West Churchman (1913-2004)
Stafford Beer (1926-2002)
Frederic Vester (1925-2003)
Humberto Maturana (1928-2021)
Peter Checkland (1930- )
Donella Meadows (1941-2001)
Something else which is in the course video but not, weirdly, actually in the diagram provided in the resources section, is an arrow to the extreme right. This indicates that the names and organisations in the yellow square box are organised intentionally in terms of how they think of systems:
The approaches are organised from top to bottom, in terms of what are perceived to be one of two common commitments or tendencies of a majority of practitioners within the given approach. These commitments are to see systems as real entities, systems as ontologies. The alternative is to see systems as constructs or epistemological devices that enable learning and change in situations.
I don’t have enough knowledge right now to draw my own lineage of influence of people and organisations who have had an impact on Systems Thinking in Practice (STiP). However, I think I’d want to lay it out vertically for a start. I guess that doesn’t fit on a video, or a slide deck, very well.
One of the activities in the module is to read the introductions to the first and second editions of the book Systems Thinkers, another set text for the module. It’s interesting to read the authors applying the term ‘boundary’ to their work of deciding who should be in the book! I’d usually approach this through the lens of ‘scope’ when it comes to client work, but thinking about things as a system and what the boundary (or, I guess ‘lens’) is, constitutes an insightful approach.
It’s rare to see authors be so explicit in sharing their method, and then explaining their methodology:
Our basic criteria for inclusion were that an author:
Explicitly identified themselves with one or more of the major traditions in systems thinking, by citing the works of previous authors within those traditions and/or working directly with earlier thinkers
Advanced systems concepts through their work and/or advanced another field through their application of systems concepts
As a result, I think it’s fair enough that the authors chose not to include, for example, Aristotle and Heraclitus as they don’t fit with the criteria. I, on the other hand, absolutely would have included a lot more philosophers. But then that betrays my own personal background and interests.
The authors of any kind of book like this have to explain what it’s going to do about people who aren’t white men. Do they attempt to be potentially ahistorical but more inclusive? Or do they simply list the figures whose works are seen as ‘canon’? It’s a tricky issue and one where it’s impossible to please everybody.
A gap in this book is the absence of practitioners who have not chosen to describe their methods, ideas or applications in written form. This is not to say that such practitioners do not advance the discipline, given that much work within systems thinking is grounded in the cyclical relationship between theory and practice, but our focus in this book is on systems thinking, as expressed in writing.
Two other under-represented groups in our list of thinkers are women and those from outside of the Anglo-American tradition. We regret the lack of many women in this book (only three of our 30 thinkers are female), but this sadly reflects the history of systems thinking as a discipline, which as with many scientific disciplines has been male-dominated. We made a decision not to hide this fact by skewing our criteria to include more female writers. There are many women currently doing highly important work in systems thinking, so it is to be hoped that this balance may be different in future work.
Ibid. p.xvi.
A problem that I’ve run into in my own work, especially when studying History, has been my inability to read languages other than English. That presents an unwanted, but necessary ‘boundary’ in one respect. The authors of Systems Thinkers found themselves in a similar position:
Most of our thinkers are either from North America or Europe, and indeed most of the mainland European thinkers have worked in North America (many as part of the large migration by academics from central Europe in the 1930s and 1940s due to Nazi persecution and post-war hardship). Our stance partly reflects our need (due to our own limitations) for authors to have written or been translated into English, but also reflects the intellectual tradition we have considered, which largely arose in the USA with a significant British connection. There are many interesting systemic thinkers from outside this group, and the systems thinking traditions we discuss would be richer for hearing their voices, but this is not something we have been able to do in this work.
Ibid. p.xvi.
STiP practitioners do like a diagram, and so the authors have grouped the 30 thinkers into seven categories, as shown below.
While the introduction to the first edition talked about boundaries, limitations, and groupings, the introduction to the second edition discussed what had happened in the decade that had elapsed. A global financial crisis, more realisation in the general population about the climate emergency, and what the authors explicitly name as ‘surveillance capitalism’ (after Zuboff, 2019).
Switching to the personal pronoun, Magnus Ramage then explains what has been going on in terms of his own practice in the decade that passed since the publication of the first edition. These, he says, have all impacted and deepened his understanding of the systems thinkers covered in the book: academic conferences and workshops, taking on the role of editor-in-chief of a well-established journal, become more concerned with “critical approaches to informational phenomena” (i.e. “working closely with colleagues who have a deep concern for the interaction between information technologies and race, gender and class”), and writing papers that built on the themes in the book.
This is fascinating in terms of the trajectory diagram I drew focused on my ‘arrival’ to this module. It seems that Ramage is essentially saying that his has altered as a result of further thinking, and that he is ‘arriving’ at making changes for the second edition of the book as a slightly different person that the one who originally co-wrote it.
In terms of the PFMS heuristic, which is included in the diagram above as mapped against the TB872 module, it’s heartening to see Ramage reflect on his own practice. My understanding is that when he helped create the first edition of the book, he understood himself as a practitioner applying a framework and methods to a situation (PFMS).
However, when Ramage came back to revise it a decade later, he was reflecting on himself as a practitioner using that kind of approach (i.e. P(PFMS)). In addition, he had the opportunity to talk with others about the book, and about why some thinkers were included and some not. Ramage therefore got to understand and debate other people’s point of view as practitioners, therefore coming to the kind of viewpoint shown in the diagram as P(P(PFMS)).
As someone who understands deeply systems thinking approaches, instead of Ramage and his co-author taking different viewpoints, they could discuss and agree on a single way forward which would lead to the best outcomes. In this case, for example, they decided to revise the book but keep the original list of 30 thinkers. This gave them something fixed as they set to work amending and updating their work.
Reflecting on the evolving nature of STiP, it’s evident that this field is shaped by a diverse range of thinking and experience. The revision undertaken by Ramage and Shipp for the second edition of their book highlights the continuous transformation inherent in this area. The Week 3 activities I’ve covered in this post have not only broadened my perspective on the depth and variety within STiP but has also made me more aware of my own evolving position within this landscape.
So, as I progress through the TB872 module, I anticipate further shifts in my understanding and approach to STiP. I’m particularly interested in its future in relation to navigating complex societal issues and global challenges such as the climate emergency. After all, this MSc is supposed to be as much about personal growth as it is about academic learning!
Whether it’s been as a teacher, a researcher, a consultant, or one of the many other roles I’ve had in my career, reflective practice has been a key part. For example, as a teacher, I’d reflect on what went well in a lesson or could be improved for next time. As a researcher, I’d reflect on whether the approach I used was the best one, and as a consultant, I reflect on the way I interact with colleagues and clients.
The key parts of this are:
Learning from experience: reflecting on what has been done, considering both successes and failures; understanding what worked, what didn’t, and why.
Awareness of actions and behaviours: being conscious of how our actions affect the situation and others involved.
Improvement-focused: the idea is to use the insights generated from reflection to improve future practice.
Reflexive practice is slightly different. While it also includes self-examination, it goes deeper to start challenging our underlying assumptions, values, and beliefs. For example, as a teacher, I might start having a problem with teaching history through the lens of monarchs and ‘great men’ as perhaps it wasn’t resonating with the students (or my own beliefs). As a researcher, perhaps I could have questions about the research techniques, methodologies, or long-term goals of what was under consideration. As a consultant, I might question the underpinnings of capitalism as I delve deeper into the world of co-ops.
The key parts of this are:
Understanding yourself and challenging assumptions: recognising how our social, cultural, and personal context influences perceptions and decisions; questioning the underlying beliefs and assumptions that guide our actions.
Interconnectedness: seeing how our actions affect (and are affected by) the broader system in which we operate.
Transformative change: achieving deeper personal and professional development by transforming our underlying perspectives and approaches.
So, while reflective practice is about improving our actions based on past experiences, reflexive practice goes further in order to question (and potentially change) the foundational beliefs and values that drive these actions. Reflexivity involves stepping outside of the situation to consider the nature of our thinking and being in the world. Although the focus is on ‘practice’, there’s as much here about understanding the self as about the actions that are produced.
I remember reading Teaching as a Subversive Activityby Neil Postman while I was doing my teacher training. I can’t remember whether it was a set text or not, but it really helped me become a more reflexive educator.
The third thing to consider is the concept of a practice performance. Because as practitioners we’re part of a particular context, we can think about our practice as a form of performance. As such, we use and apply what we’ve learned in real-life situations.
I asked ChatGPT to bring this to life to me a bit, and it suggested:
In a business consulting scenario, imagine you’re helping a company with a major organisational change like implementing new technology. You use your skills and knowledge in change management, such as assessing the company’s readiness and strategising to overcome challenges. You apply theories like Kurt Lewin’s change management model, tailoring it to the company’s specific needs. However, your approach goes beyond techniques; it’s grounded in values and ethics, ensuring transparency, employee wellbeing, and fair communication. You facilitate workshops, develop communication plans, and advise on managing resistance, continuously adapting your strategy based on feedback and changing circumstances. This practice performance involves not just executing a successful organizational change but doing so responsibly and ethically.
So, a practice performance includes:
Applying knowledge and skills: using theoretical knowledge and practical skills in a specific context or situation.
Adapting to different contexts: tailoring methods and approaches to suit the specific nuances and requirements of the situation at hand.
Integrating theory and practice: combining conceptual understanding with practical application, and ensuring that actions are grounded in solid theoretical understanding.
Ethical considerations: applying methods and practices in an ethical manner, considering the wider impacts and implications of one’s actions within the system.
Systems Approach: In systems thinking, a practice performance should emphasise the interconnectedness of elements within the system, the dynamic nature of systems, and the potential for unintended consequences.
Collaboration and communication: working with others effectively in communicating ideas and approaches (important in systems practice due to its typically collaborative nature).
Outcome and impact evaluation: assessing the results and impacts of the practice, not just in terms of immediate outcomes, but also considering long-term effects and systemic changes.
Reflective and reflexive practice are also crucial to practice performance, but as anyone who knows me will testify, lists should always include an odd number of items.
To summarise, a practice performance in systems thinking is about how effectively one can apply systems concepts and methods in real-world situations while continuously learning, adapting, and maintaining ethical integrity.
