Abstract
AbstractHawkesbury's Systemic Development differs from other systemic approaches is that it has a pedagogical, rather than methodological focus, with individual and social learning outcomes, and with ethical as well as instrumental concerns. The paper describes the logic of this approach, particularly the key role of epistemic learning in the development of systemic praxis. The approach is confronting epistemologically, and therefore emotionally, in the face of persistent experiential and conceptual challenges. The Centre for Systemic Development (CSD) was formed to enable a move to occur beyond the academy, and three early examples of its work are described. These illustrate the development of the extra‐mural process of systemic development, that include workshops and ‘shop‐work’ projects to enable the practice of: experiential and inspirational learning, self and social awareness, systemic methodologies, dealing with issues of complexity and ethics, and of a future orientation for strategic development. The university context proved too rigid for these activities, and therefore an independent Systemic Development Institute (SDI) was established to carry on the development of the ideas through praxis. Copyright © 2007 John Wiley & Sons, Ltd.
Published Version
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