From Linear Industrial Structures to Living Systems: A Design Shift in Education for Sustainability

Andrew Bernier

doi:10.3390/educsci7020043

Abstract

If sustainability is to be an integral part of rethinking education organization, it is necessary to redesign mental models that shape present curricular structures. Assumptions underlying the design of most schools and curricula are based on linear industrial models, which raises an essential question: How can we use opposite concepts of systems dynamics and living structures to create a shift in our present thinking about curriculum and learning for sustainability? From this, we can begin a dramatic design shift toward innovative curriculum to prepare future students and teachers. This article begins with a critique of modern industrial education, then moves into an overview of sustainability concepts and structure through systems thinking. The article then presents the research of an original sustainability curriculum that structures assessment to measure systems thinking. From the results, the article then explores a conceptual design framework for a 21st century curriculum that bio-mimics living systems and organic molecular structure, based on systems thinking and mechanistic principles. By placing assessment on competency relationships and not solely assignment completion, this new framework encourages students and educators to develop emerging 21st century skills in the age of digital technology and communication. This essay and framework, which emerged from the author’s dissertation research and findings, offers a new conceptual tool to the field of sustainability education while challenging educators to adopt living systems into their own instructional designs.

Highlights

IntroductionIf the student could take orders and complete a task from a teacher, the student should be able to do the same thing in response to a boss [1]
When assessment scores were negotiated over assignment completion, discussion of competencies and relationships established with other competencies, it provided a deeper and clearer understanding of how students were connecting independent ideas together, providing a systems thinking context
In living systems structures, when we start theory wrote, “we will never understand complex systems unless we develop a deep understanding of the networks behind them” [32] (p.24)

Summary

Introduction

If the student could take orders and complete a task from a teacher, the student should be able to do the same thing in response to a boss [1] This idea was based on the “Four Scientific Principles” that engineer Frederick Taylor devised in The Principles of Scientific Management [2] to maximize efficiency of managers and workers of the industrial era. Those four principles include: Replace rule-of-thumb work with methods based on the scientific study of the task; Scientifically train and develop each worker and not allow them to train themselves; Educ.

Methods

Results

Discussion

Conclusion