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Chaordic knowledge production: A systems-based response to critical education

teorie_vedy.PNGAh, yes… now for a moment of shameless displays of pride and self-promotion ! Desk copies of my “Chaordic knowledge production: A systems-based response to critical education” article, published in Theory of Science vol. XV/XXVIII/2006, no. 3, pp. 149-162, arrived last week.

Drop me a line if you’d like a PDF of the scanned article!

Abstract

Proponents of critical education and critical pedagogy call on us to question the “oppressor vs. oppressed” relationships that the global mainstream “banking” system of education enforces (see esp. Freire, 2000). This practice produces learners that do not have the knowledge and skills to solve their own problems and maximize their individual potential. Systems thinking is the contextual analysis of an organization or process as a whole (Capra, 1996, p. 30; von Bertalanffy, 1968). A future-oriented, systems approach to the examination and redesign of critical education theory yields a chaordic, coconstructivist metatheory that maximizes each individual’s ontological potential. By building upon an example that employs automated information technology as a mediator in a coconstructivist system, this paper suggests that not only are coconstructivist critical knowledge systems plausible, but the design of the systems themselves need not be designed complexly to exhibit complex, transformative behavior.

Creating Schools of the Future through Systems Thinking

Upcoming Urban Leadership Academy workshop in Minneapolis:

Creating Schools of the Future through Systems ThinkingFebruary 1, 2006

Verna Allee, Verna Allee and Associates

Verna AlleeVerna Allee, M.A., is recognized worldwide for her work as a pioneer in the field of knowledge management. She is a practitioner, thought leader, author, and frequent keynote speaker on value networks, knowledge management, intangibles, communities of practice, and new business models. Through her value network of colleagues, she consults with a wide variety of organizations—from global corporations and entrepreneurial startups to government agencies and global action networks. She will speak on bringing the wisdom of knowledge management and systems thinking into our schools.

Verna’s publications include The Future of Knowledge: Increasing Prosperity through Value Networks (2003) and The Knowledge Evolution (1997), which is a continuing best seller in the knowledge management field. She is also co-editor with Dinesh Chandra of What is True Wealth and How Do We Create It? (2003). Verna is a contributing author to several books and journals and is on the editorial board of Knowledge Management magazine.

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The fifth discipline

Senge, P. M. (1994). The fifth discipline: the art and practice of the learning organization (1st ed.). New York: Doubleday/Currency.

Senge argues traditional organizational leaders need to “revolutionize” their management philosophy toward the highly conceptual approach of systems thinking as the basis for building learning organizations. He adds this “fifth discipline” to four others: building shared vision, mental models, team learning and personal mastery. Learning organizations are defined as “organizations where people continually expand their capacity to create the results they desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together” (p.3).

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