Abstract
AbstractThe purpose of this paper is to identify competencies that are essential to systems learning in undergraduate and graduate education. Specifically, the paper describes various stages of adult cognitive development, utilizing the theoretical framework of William Perry, and shows how these stages are related to basic epistemological issues and concerns that have predominated in the evolution of the philosophy of science. The paper identifies the stage of adult cognitive development and its related epistemological position that is most compatible with the assumptions of general systems theory. The paper argues that general systems theory cannot be adequately understood or applied by undergraduate or graduate students until their thinking has reached a particular developmental level and they have integrated particular epistemological assumptions into their world views. The paper demonstrates that the goals and requirements of systems learning are compatible with the goals and requirements of liberal or general education and suggests that educators in all disciplines, not just systems experts, must contribute to the development of systems competencies.
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