Michele Fenlon
Systems thinking takes a holistic approach to systems design by analysing and seeking to understand the interconnections, feedback loops, and emergence in a system. Systems thinking concepts originated in the natural sciences, particularly physics, chemistry, and biology, but the applications of systems thinking today extends beyond the natural sciences and into the area of social sciences. Systems change is complex, and some thought leaders suggest that systems designers must have a deep understanding of core systems concepts, be able to synthesise patterns across many contexts, and be able to identify leverage points in a system to drive meaningful change. Beyond this expertise, these thought leaders suggest that systems designers must be excellent communicators, excel at stakeholder engagement and conflict management, be able to foster collaboration across people with diverging perspectives, and be committed to continuous learning and self-reflection. These expectations regarding skills and competencies may present a challenge for an individual seeking to become a systems designer. Historically, systems thinking knowledge has been fragmented across the natural and social sciences. While some universities offer programs that include systems thinking courses in their engineering, math, and science programs, such opportunities seem to be rare. Additionally, some systems thinking certification programs touch on the underlying concepts of systems thinking but seem to focus on a metaphorical application of systems thinking and overlook the foundational principles. Despite being recognised as a critical skill for addressing the complexities of our world today, systems thinking education seems to remain on the fringes of mainstream academia. This paper explores the evolution of systems thinking and aims to identify the core competencies and skills associated today with effective systems thinking design practices and assess how current educational programs are preparing systems designers to achieve transformational change. Ultimately, this research seeks to explore whether a paradigm shift in systems thinking education is needed to better equip systems designers to engage with the relationality in the challenges facing humanity today.
Keywords: systems thinking, systems thinking education, paradigm shift, systems thinking skills, systems change, relationality, systems design