March 1999
Date: Fri, 12 Mar 1999
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: Foreign Language and System Dynamics
How might system dynamics fit in a foreign language curriculum?
This might apply to third year language in high school or college.
I hope to have a teacher test this idea soon.
During the PGE System Dynamics for Educators class, a homework assignment
was to find a newspaper article and draw a stock and flow model using
information from the article. Then participants explained the model to the
class and drew the model on a grease board. This became the seed for an
idea of how to use system dynamics in a foreign language classroom.
A foreign language teacher uses newspaper and magazine articles as a way to
have students practice their conversation skills. Instead of following up
the reading with a traditional questionnaire, a stock and flow model of the
information from the article could be used for assessment. As a
comprehension check the model developed by the students would reveal how
well they understand the article and whether they can discover the system
within the story. As a learning tool the model would be the center for the
class to have a conversation in the target language and bring out the
dynamics of the system. The teacher is no longer required to control the
conversation as the students use the target language to discuss the article
and build the model.
The process of teaching students the basic concepts of stock and flow
modeling is an interesting way to continue to build-up their vocabulary.
It is dynamic vocabulary; the words are not isolated but are presented in a
meaningful way and form a simple, comprehensible system. Probably a better
way to retain the new vocabulary.
The first step is to build a list of possible variables with three columns
of words in the target language. Each row contains an inflow, an outflow
and a stock for a simple system. For example births, deaths and population
would make a row. A student worksheet is developed in the target language
with instructions and the list of words. The task is to draw a box around
each stock.
On another student worksheet the same words are listed but this time the
stock is always in the middle and the inflow and outflow are in the left
and right columns. The task is to draw an arrow for each flow with the
proper direction for inflow and outflow consistent with the meaning of the
words.
These exercises introduce students to stock and flow modeling, increase
their vocabulary and create a context for retaining the new vocabulary.
The next step is to introduce an article in the target language describing
a simple system. The students read the article, discuss the article and
build a simple stock and flow model as a group. The teacher is no longer
the focus of how the students learn the language. The students improve
vocabulary, grammar and meaning in reading and conversation in the context
of words in the article. The teacher uses the model as an assessment tool
to measure comprehension.
Richard Turnock
Portland General Electric 1WTC0903
121 SW Salmon St.
Portland OR 97204
phone: 503-464-8503
FAX: 503-464-2223
richard_turnock@pgn.com
www.pge-edsvcs.com
From: KCStarguy@aol.com
Date: Sun, 14 Mar 1999
To: wcj@kuhub.cc.ukans.edu
Subject: Annenburg PBS Weather exhibit
Greetings;
I am pleased to announce that the website, that I designed for the Annenburg
Public Broadcasting Foundation, Weather, has been published on the internet
for educational projects, activities and teaching and learning. I am most
proud of the activity, I designed, the " Storm Chaser simulation" in the Storm
section. The setting takes place in Kansas.
Below are the url links to the
*main exhibit page
*the weather website and
* the main links resource page.
All pages from the website can be viewed and accessed via the main page.
I hope that you enjoy it. If you have questions, please contact me.
Eric Flescher, Ed.D (KCStarguy@aol.com)
Annenburg PBS Website Academic Specialist/ Consultant
****
Annenburg learning exhibits main page
http://www.learner.org/exhibits/
Annenburg Weather and Climate website designed by Dr. Eric Flescher
http://www.learner.org/exhibits/weather/
Date: Sun, 14 Mar 1999
To: K-12sd@sysdyn.mit.edu
From: teresa@northwest.com
Subject: Proposed question for April Question of the Month
I would like to pose this question as the question of the month form April.
I comes from a discussion that we had at our Portland meeting of the
Waters Project groups and also it came up again at the conference for ST/SD
mentors for the Waters projects this past weekend in Phoenix,AZ.
Question: What are the questions we should pose to our students when using
simple models, i.e. the Rainbarrel model, etc. to get to the deeper
thinking, analysis, understanding of the innate complexities of even a
simple system?
In my experience, students tend to think they know it all, see it all, with
these simple models and it is sometimes difficult for me to get them to see
beyond the "tip of the iceberg". Any suggestions would be greatly
appreciated.
Teresa Hazel - Portland, Oregon
Date: Mon, 15 Mar 1999
From: jan mons <jmons@glynn.k12.ga.us>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Broken?
k-12sd (Nan Lux, Moderator) wrote:
> Greetings, Everyone!
> I've been waiting the past two weeks for messages from you for the "k-12sd"
> list....and nothing is coming through! Is this a time to rest and reflect
> from a record setting exchange of ideas in February or is something broken
> on our server "sysdyn?"
To respond to Nan and others on the list serve that have the same
question - Tim, Mike and I were at a meeting last week and wondered about
the same
thing. As we all know there are many reasons for things happening but I
will take the responsibility for one of them. I am responsible for the
next question and simply had not posted it. The three of us discussed
waiting until April when most of the spring breaks were over (another
reason for lack of action) but I will go ahead and post April‚s question
now.
Nan suggested that another reason may be simply the discussions have
been so powerful that we all needed a break. This is also true.
So far the main questions have been on beginning SD concepts,
transferability and assessment. Some of the side conversations have been
just as powerful. If you have suggestions for other main issue
questions please send them to me, Mike Slootmaker
(mikes@fc.cfsd.k12.az.us) or Lees Stuntz. (Tim is on spring break right
now). This does not stop anyone from asking a question to the group in
general but on the main topics we post a summary and print the results
in the CLE.
The new question is:
Is it better (more effective / more useful) to create a model that fits
data or create a model that expresses the idea?
Jan Mons
GIST - Waters Foundation Project, Glynn County, Georgia
From: "Helder Leal da Costa" <helderlc@cruzeironet.com.br>
To: <nlux@MIT.EDU>, k-12sd@sysdyn.mit.edu
Subject: K-12 / Brazil
Date: Sat, 13 Mar 1999
Nan, I thought that I was out of your discussion list. Here in
Brazil, we are working to have SD in some high schools and colleges. We
have a small team in São Paulo, with people from USP (São Paulo
University), Zumble (they work with HPS), UNISO (Sorocaba University), and
others. Keep in touch, please.
Hélder Leal da Costa
Date: Mon, 15 Mar 1999
From: George Richardson <gr383@cnsvax.albany.edu>
Subject: Re: 2nd April Question
To: k-12sd <k-12sd@sysdyn.mit.edu>
On Mon, 15 Mar 1999, k-12sd wrote:
> Date: Mon, 15 Mar 1999 10:34:59 -0500
> From: jan mons <jmons@glynn.k12.ga.us>
> To: k-12sd <k-12sd@sysdyn.mit.edu>
>
> The new question is:
> Is it better (more effective / more useful) to create a model that fits
> data or create a model that expresses the idea?
I would hope these were not contradictory goals; it would be nice to aim
for both.
However, I believe our focus must be primarily on the second goal, if I
understand "a model that expresses the idea" to be a model well-formulated
to capture in an insightful way the structures thought to be essential for
the dynamics and policy purpose.
We know we can fit bad, inappropriate models to good data, so fitting to
data is nowhere near enough for us. The emphasis has to be first on
conceptualizing a model of the problem in an insightful way.
...GPR
-----------------------------------------------------------------------
George P. Richardson G.P.Richardson@Albany.edu
Rockefeller College of Public Affairs and Policy Phone: 518-442-5257
University at Albany - SUNY, Albany, NY 12222 Fax: 518-442-5298
http://cnsvax.albany.edu/~gr383/
-----------------------------------------------------------------------
From: Fareen Shazli bin Ali <fareen@sapura.com.my>
To: "'k-12sd@sysdyn.mit.edu'" <k-12sd@sysdyn.mit.edu>
Subject: SD Softwares for Charities
Date: Wed, 17 Mar 1999
I would like to know, is there any System Dynamics sofware companies
(e.g.ithink, vensim, powersim..) which gives it free or at a discount to
charities?
If there is how does one go about to get it?
Has charities or community centres organise regular SD based classes?
Regards,
Fareen Ali
Date: Tue, 16 Mar 1999
From: Amberock <lynne@csnet.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: 2nd April Question
I don't think it's a question of either/or; it depends entirely upon why
you're
creating the model. There are useful purposes for both kinds of models.
What's
critical, though, in developing any model, is to understand -- and clearly
articulate to the users of the model -- what it is modeling and how it
should be
used. In my work I have created models that fit current data as well as models
that reflect the "idea" or desired policy of the very same system. In an
system
where change is desired, the difference between the two models is most
revealing
and informative and generally serves as a catalyst for further exploration.
Lynne Bernstein
k-12sd wrote:
> > The new question is:
> > Is it better (more effective / more useful) to create a model that fits
> > data or create a model that expresses the idea?
>
> I would hope these were not contradictory goals; it would be nice to aim
> for both.
(snip)
<George Richardson
Date: Tue, 16 Mar 1999
From: George Richardson <gr383@cnsvax.albany.edu>
Subject: Re: SD Softwares for Charities
To: k-12sd <k-12sd@sysdyn.mit.edu>
On Tue, 16 Mar 1999, k-12sd wrote:
> I would like to know, is there any System Dynamics sofware companies
> (e.g.ithink, vensim, powersim..) which gives it free or at a discount to
> charities?
> If there is how does one go about to get it?
Ventana Systems gives Vensim PLE away for free to educators and
educational organizations (and I'd assume nonprofits). It's downloadable
from <http://www.vensim.com/venple.html>.
...GPRichardson
From: DessaDancy@aol.co
Date: Wed, 17 Mar 1999
To: k-12sd@sysdyn.mit.edu
Subject: Re: SD Softwares for Charities
Hello,
I should think that it would be possible to get copies of older versions of
STELLA which would be good for teaching systems dynamics.
Where are you located and who would like to help use this software?
Dessa
From: "John Gunkler" <jgunkler@sprintmail.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Foreign Language and System Dynamics
Date: Wed, 17 Mar 1999
I very much liked Richard Turnock's suggestions about using SD in foreign
language learning. Not having tried it my response is purely speculative,
but ...
I would think that asking students to draw stock-and-flow diagrams (or
causal loops), labeling everything in the foreign language being studied and
taking the concepts from an article written in that language, might work
extremely well. One reason is that it is well known that ability to produce
language lags behind ability to read and understand it. An SD model does
not require the production of a lot of words, so Richard's suggestion fits
well especially for students who are not too far along in their learning of
the language.
As I understand it, you would give them a reading assignment that would push
their ability to read and understand, then ask them to model (which would
require the production of language at a much lower level, but would still
challenge their abilities.) I like it.
John Gunkler
From: KCStarguy@aol.com
Date: Wed, 17 Mar 1999
To: k-12sd@sysdyn.mit.edu, teresa@northwest.com
Subject: leading up
I am presently working on a series of sheets to instruct and lead students to
thing "systems." It will be based on constructivistic and other information
including my research on simulation usage and the development of my sim sheets
(for use with simcity2000 etc). Any information, resources, web links are
appreciated. When I collect materials and put ideas together I will post at my
site.
Eric Flescher, Ed.D (KCStarguy@aol.com)
The word 'engage' is what Jean Luc Picard says for the Enterprise to go
somewhere- it should not be used to indicate what students are learning with
computers and technology:
Coordinator, Project S.I.M. (Simulations, Interdisciplinary internet and
Metacognitive activities)Simulation Station website - http:
//members.aol.com/kcstarguy/sim/
Editor/Webmaster, MacsU.N.I.T.E.-MacIntosh Users Network for Integrating
Technology into Education- subscribe via macsunite-subscribe@egroups.com
or at -http://members.aol.com/kcstarguy/macsunite/unite.htm
use PC for teaching, learning,education? sign up for TechU.N.I.T.E.
-Technology Users Network for Integrating Technology into Education- send
email to techunite-subscribe@egroups.com
***
In a message dated 3/15/99 5:27:40 PM, k-12sd@sysdyn.mit.edu writes:
<<
In my experience, students tend to think they know it all, see it all, with
these simple models and it is sometimes difficult for me to get them to see
beyond the "tip of the iceberg". Any suggestions would be greatly
appreciated.
Teresa Hazel - Portland, Oregon<>
Date: Thu, 18 Mar 1999
From: William Costello <WILL@cvumail.cvu.cssd.k12.vt.us>
To: K-12sd@sysdyn.mit.edu
Subject: SyM Bowl East '99
Hello...
Final plans are underway for this years SyM Bowl '99, A system dynamics
extravaganza showcasing students work in systems thinking and dynamic
modeling. please w-mail today for your information packet and
instructions.
SyM Bowl East 99
REMINDER: Information Packets and materials available now!
REGISTER YOUR TEAM TODAY!
Saturday, April 17th, 1999 at Worcester Polytechnic Institute, Worcester,
MA
SyM Bowl East is:
- a student exhibition of systems thinking and dynamic modeling
- an opportunity for students to see the modeling work of others
- a venue for novice students to display their work
- a celebration for students, families, and teachers
The SyM Bowl Concept:
SyM Bowl began with the creativity and energy of Edward Gallaher,
a research pharmacologist and SD in K-12 supporter, from Portland, Oregon.
Teams of 2-4 students identify a problem (any area), identify reference
behaviors, find experts and reference materials, build a model (simple to
start with!), state assumptions, discuss parameter values, conduct
sensitivity analyses, consider loop behaviors, and draw conclusions. A
final report and poster session complete the process. A select group of
projects are asked to present their work in a general session.
NEW!! This year we also encourage beginning modelers to submit a
poster session (only) for evaluation and commendation in a non-competitive
arena. These students will have an opportunity to see others studentswork,
get feedback, and improve their abilities for future SyM Bowl events!
Wayne Wakeland, Ph.D., Systems Science Dept., Portland State
University and Edward Gallaher have evolved excellent judging criteria
over the past 3 years of SyM Bowl competition.
The Event Itself:
A paper (50%) is required (in advance). The writing, formulation
of the problem, etc. provides 25% of the score; modeling expertise
provides 25% of the score.
Poster presentation (25%). On the day of the event, teams present
their models in an open-house forum (9:30-11:30). Each team has a table
and a computer, and they develop a background poster to illustrate their
project. This session is open to the public, and students are encouraged
to circulate and observe other projects.
Formal presentation (25%): Studies are selected to present a
15-min talk to the entire audience in an auditorium. After a 30-min break
we conclude with an awards ceremony for all participants. Award amounts
will be determined based on the level of financial support obtained in
fundraising.
We look forward to having you join us! We thank WPI for their support and
for hosting the 1st Sym Bowl East!
(see:http://www.wpi.edu/Academics/Depts/SSPS/Majors/SD.html)
For applications and arrangements contact:
Will Costello
Waters Center for System Dynamics
Trinity College of Vermont
Burlington, Vermont 05491
will@cvu.cssd.k12.vt.us
Date: Thu, 18 Mar 1999
From: George Richardson <gr383@cnsvax.albany.edu>
Subject: RE: Foreign Language and System Dynamics
To: k-12sd <k-12sd@sysdyn.mit.edu>
It seems important to realize that these interesting suggestions for
combining system dynamics and language classes are about pedagogy, not
about system dynamics. (Or so it seems to me.)
We could (and people do) teach mathematics or physics or biology with a
foreign language. The spirit and purpose is pretty much the same as I
understand what has been suggested on this list -- to use the language in
a meaningful way, add depth to the language experience, and so on. There
isn't anything inherent in system dynamics that makes us want to combine
system dynamics with language instruction, is there?
...GPR
Date: Fri, 19 Mar 1999
From: Les Skillings <lskillin@makani.k12.hi.us>
Subject: Re: Foreign Language and System Dynamics
To: k-12sd <k-12sd@sysdyn.mit.edu>
Cc: lehn@maui.net
I'm not sure that I would agree about using SD in the teaching of
Foreign Language. If the student is just learning a language say
Spanish and them is asked to use the language of SD and the language of
a software program like Vensim PLE all at once it could get very
confusing and frustrating for the student. If the student already knows
the software and SD then it may help.
les
Date: Fri, 19 Mar 1999
From: "Richard Turnock" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Cc: Larry_Sears@pgn.com
Subject: System Dynamics for Educators
Thank you, George.
Your suggestion has stimulated me
to try to make my thinking clear.
As you suggest, I'm talking about
pedagogy, the art or science of teaching,
especially instruction in teaching methods.
My focus is on teaching teachers how
to use system dynamics. I lead
classes: System Dynamics for Educators.
In this context, system dynamics
is a teaching method. In my opinion,
schools of education should include
a class in system dynamics for teachers.
Richard Turnock
Date: Sat, 20 Mar 1999
From: "eng. Wilhelm F. E. Langhardt" <fritz@cebinet.com.br>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Foreign Language and System Dynamics
> Subject: Foreign Language and System Dynamics
>
> How might system dynamics fit in a foreign language curriculum?
> This might apply to third year language in high school or college.
Hello all you,
if really you are only fulfilling a curriculum, maybe you save a lot of trouble
taking George's advice.
If you are going to educate someone to a better understanding of the world (my
vision of SD and ST), then start analysing at least three aspects of the duty:
What is the goal?
1- Read-only understanding of professional texts ("proficiência" you can't
believe how util this is!)
2- Tourist's contacts.
3- (Dead) language as thinking tool. Take George's advice.
4- Living some time (study) in a foreign country. (my poor english)
5- Sharing language models, as usual in ST.
6- Sharing mental models. Translation of all kind.
7- Sharing poesy.
>From item 4 on you should be able to validate the understanding and
communicating. What could be better than ST or modeling with SD?
What pair of languages?
I had, in Germany, 3 years of classic greek. Lost time! If possible get a
glimpse
at a nguni language, e.g. Xhosa. (Pres Nelson Mandela's mother tongue) It's
nearly List Processing, without the Silly Parentheses.
Who teaches whom?
A lot of opportunities for SD use.
Unsolved problems in foreign languages, as I suffer from:
Local variations and dialects,
validation of spoken communication, both ways,
"feeling" in one language and speaking about in another,
live translation.
SD and ST is a special kind of language I try to teach people here around. Can
You please help me?
Fritz
fritz@cebinet.com.br
São Bernardo SP Brazil
55 11 4351 4466
From: KCStarguy@aol.com
Date: Sat, 20 Mar 1999
To: k-12sd@sysdyn.mit.edu
Subject: Re: leading up
In a message dated 3/18/99 6:09:17 PM, k-12sd@sysdyn.mit.edu writes:
per your comments below
I think students think too superficially in terms of developing their ideas.
It is a combination of factors (lack of scaffolding techniques, lack of
knowledge, lack of osberserving skills ) and much more. I am trying to focus
an article on all these variables factors as related to simulation use. My sim
sheets are a key to correcting this and I hope to develop some for stella use.
Those interested in using my sheest for SimFarm, simcity2000, simlife can
contact me for more information.
I am working on revising the format of the sheets which I use successfully in
my camps and school.
Eric Flescher, Ed.D (KCStarguy@aol.com)
The word 'engage' is what Jean Luc Picard says for the Enterprise to go
somewhere- it should not be used to indicate what students are learning with
computers and technology:
Coordinator, Project S.I.M. (Simulations, Interdisciplinary internet and
Metacognitive activities)Simulation Station website - http:
//members.aol.com/kcstarguy/sim/
<< In my experience, students tend to think they know it all, see it all, with
these simple models and it is sometimes difficult for me to get them to see
beyond the "tip of the iceberg". Any suggestions would be greatly
appreciated.
Teresa Hazel - Portland, Oregon<>
From: Fareen Shazli bin Ali <fareen@sapura.com.my>
To: 'k-12sd' <k-12sd@sysdyn.mit.edu>
Subject: RE: SD Softwares for Charities
Date: Tue, 23 Mar 1999
Hi Dessa,
I am currently in Kuala Lumpur, Malaysia.
I am looking into the possibility of running a SD class for a community
centre. We plan not to use computers straight away, focussing on SD
principles and concepts, borrowing much from the Roadmap series for the
lesson plan.
The facilitators will eventually consist of people in the community.
However a few of the SD practitioners here would conduct the classes for an
incubation period before the community takes over. After that these
practitioners would serve as a referral or advisory capacity to that
community. So far most of this is in the planning stage and some classes
other than SD had been conducted. In the end we are looking to come up with
a on going projects where SD and other methodologies can be applied to deal
with community issues.
regards,
Fareen
Technology & Market Information Unit,
Office of the President & CEO,
Sapura Holdings Sdn. Bhd.
Bangunan Sapura, Jalan Enggang,
54 200 Kuala Lumpur.
Tel: +603-457 2033
Fax: +603-452 2487
-----Original Message-----
From: DessaDancy@aol.com
Date: Wed, 17 Mar 1999 08:06:37 EST
To: k-12sd@sysdyn.mit.edu
Subject: Re: SD Softwares for Charities
Hello,
I should think that it would be possible to get copies of older versions of
STELLA which would be good for teaching systems dynamics.
Where are you located and who would like to help use this software?
Dessa
Date: Mon, 22 Mar 1999
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: Re: Foreign Language and System Dynamics
>>>>>>>>>>>>>>>>
I'm not sure that I would agree about using SD in the teaching of Foreign
Language. If the student is just learning a language say Spanish and them
is asked to use the language of SD and the language of a software program
like Vensim PLE all at once it could get very confusing and frustrating for
the student. If the student already knows the software and SD then it may
help.
les
>>>>>>>>>>>>>>>>>>>>>>>>>>>
My criteria for using SD with foreign language:
1. Third year language students high school or college
2. Don't use computers. Draw stocks and flows on paper.
3. Use preselected articles in target language from newspapers or
magazines that can be used to build a simple stock and flow model.
Richard
From: "John Gunkler" <jgunkler@sprintmail.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Foreign Language and System Dynamics
Date: Tue, 23 Mar 1999
While I agree with George Richardson about SD as a pedagogical tool, if we
allow ourselves to go beyond SD and into some of the other systems thinking
"disciplines" we may get beyond tool and into content.
Here's (part of) what I mean. I still remember vividly my first
introduction to another language. What had interocular impact (hit me right
between the eyes) like a ton of bricks back then were these insights:
1. Wow! There are other ways to think about things!
2. The way we talk about things affects the way we think about things.
3. The ways we put our thoughts together (in speech and in our minds) are
the result choices that could be made other ways. [I.e., the syntax or ways
we assemble words can be done in other ways that make just as much sense.]
Later, when I first studied Japanese I realized two more things:
4. Using an alphabet to record the various sounds one makes in speech is
not the only way to record language -- one can pictorially combine concepts,
and the result is a much richer sense of what "words" mean.
5. Language rules can create cultural norms -- the levels of "politeness"
in Japanese speech continually reinforce the culture of "status" in Japanese
society; it's impossible to ignore status if one is to speak correctly and
have one's thoughts received and respected. It is an extremely powerful
force.
The connection between language(s) and mental models is clear, I believe.
And I also believe that the kinds of insights I list above were much more
important learnings in my subsequent life than were all of the vocabulary,
grammar, etc., that supposedly constituted the content of language
instruction. Of course, teaching should differ when the student's goals
differ -- e.g., when students learn a language so they can visit the country
and speak to native people, then perhaps the kinds of insights I got so much
benefit from would not be the most important goals of instruction (or should
they be???)
But, for people who are taking a language to fulfill general educational
requirements, I would contend that the kinds of systems thinking insights I
listed above ought to be the primary goal of language instruction!
How's that strike you? If you agree, what difference would it make in how
languages are taught? Can we apply anything from systems thinking (and even
from SD) to help in the design and facilitation of language learning with
these primary goals?
Date: Mon, 22 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Peter Doolittle <pdoo@vt.edu>
Subject: Re: System Dynamics for Educators
Richard,
Could you elaborate on your class? Topics? Text? Do you have a
web site that you use for your class? I teach within a teacher education
program and would love to offer such a class, SD for Educators.
peter
(snip)
>My focus is on teaching teachers how
>to use system dynamics. I lead
>classes: System Dynamics for Educators.
>In this context, system dynamics
>is a teaching method. In my opinion,
>schools of education should include
>a class in system dynamics for teachers.
>Richard Turnock
___
Peter E. Doolittle
Department of Teaching & Learning (0313)
Virginia Tech
Blacksburg, VA 24061-0313
phone: (540) 231-3954
fax: (540) 231-9075
email: pdoo@vt.edu
www: http://www.chre.vt.edu/f-s/doolittle/
www: http://www.chre.vt.edu/f-s/doolittle/5114web/
From: KCStarguy@aol.com
Date: Mon, 22 Mar 1999
To: k-12sd@sysdyn.mit.edu, Richard_Turnock@pgn.com
Subject: Re: System Dynamics for Educators
In a message dated 3/22/99 6:18:09 PM, k-12sd@sysdyn.mit.edu writes:
<< Richard_Turnock@pgn.com >>
I leadclasses: System Dynamics for Educators.
In this context, system dynamics
is a teaching method. In my opinion,
schools of education should include
a class in system dynamics for teachers.
Can you elaborate about your system dynamics course and how you teach
and etc? Does anyone else teach courses and if so elaborate.
I am interested to know some questions about systems dynamnics and system
thinking and if anyone thinks these differ strategies from constructivistic
teaching and learning or is / can it be the same?
Eric Flescher, Ed.D (KCStarguy@aol.com)
The word 'engage' is what Jean Luc Picard says for the Enterprise to go
somewhere- it should not be used to indicate what students are learning with
computers and technology:
Coordinator, Project S.I.M. (Simulations, Interdisciplinary internet and
Metacognitive activities)Simulation Station website - http:
//members.aol.com/kcstarguy/sim/
From: jafoster@engmail.uwaterloo.ca
Date: Tue, 23 Mar 1999
To: nlux@MIT.EDU
Subject: Systems Thinking List Server
Hi!
My name is Jason Foster and I am a first year graduate student in Systems
Design Engineering at the University of Waterloo.
I am still in the process of finalizing my thesis topic, but I am
gravitating more and more towards the philosophical and epistemological
issues associated with teaching Systems Thinking.
I am still in the process of finding the "canonical" Systems Thinking
educational resources. I chanced across the CC-STADUS web site with
its reference to a mailing list for people interested in teaching
Systems Thinking in the K-12 arena, and was hoping to be allowed to join.
Your name was listed as contact person, so here I (metaphorically) am.
If you're interested in my backgound, please take a look at my web site at
http://workbench.uwaterloo.ca/~jafoster
Thanks for your time.
Jason Foster
jafoster@engmail.uwaterloo.ca
Date: Wed, 24 Mar 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: System Dynamics for Educators
Hi,
I have a question. I'm just writing an article on problem-solving in the
area of Health, putting particular emphasis on systemic approaches. And
I find myself needing to clarify the following terms somewhat more
rigorously than usual:
Reductionism, Holism, State, Behaviour, Emergence.
For instance, does the reductionist not see the entire system (merely
concentrating on the parts), or does she merely not acknowledge the
existence of emergent behaviour? And how does she then account for
nonlinear terms? Is "holistic" still the right term these days, or is
"systemic" better? And something else which intrigues me: How does SD
represent the state/behaviour distinction? Is there a standard way of
describing the state of a system, as opposed to its behaviour?
All these ideas are of great interest to me, and I'd be glad to hear
from anyone offering an SD perspective on them.
Thanks,
Niall.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
Date: Wed, 24 Mar 1999
To: k-12sd@sysdyn.mit.edu
From: Rolfe Stanley <rstanley@together.net>
Subject: systems readings for 9th graders
My daughter is taking courses for certification in Vermont. She developed
a lesson plan encorporating systems dynamic using the STELLA software. She
wants to give 9th graders some reading assignments in systems thinking and
systems dynamics.
Can anyone suggest some suitable references? Many thanks.
Rolfe Stanley
Stanley Computer Center
Fletcher Extension
Date: Wed, 24 Mar 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
Mime-Version: 1.0
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Foreign Language and System Dynamics
John Gunkler wrote:
> The connection between language(s) and mental models is clear, I
> believe.
?!! I certainly hope not, John. If everyone else apart from me
understands the connection between language and mental models, then I'm
onto a bit of a bummer with this article I'm just in the process of
writing on that very topic.
> How's that strike you? If you agree, what difference would it make in
> how languages are taught? Can we apply anything from systems thinking
> (and even from SD) to help in the design and facilitation of language
> learning with these primary goals?
I have the feeling my last contribution to this thread didn't get
through, so at the risk of repeating myself, I'll now repeat myself. I
can well imagine SD in particular having something to contribute to
foreign language learning in terms of reducing the reservations students
have about making mistakes. Language use is a systemic interaction
between (at least) two people, and therefore necessarily involves the
negotiation of meaning between the participants. I think SD could make a
great contribution in promoting among students the idea of conversation
as negotiation, which would then reframe "mistakes" as an essential part
of the negotiation process. If students could understand that, then
they'd be a long way toward REAL rough-and-tumble language use, rather
than just agonising over grammatical structures.
Best wishes all round!
Niall "Did I repeat myself? Repeat myself, did I?" Palfreyman.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
From: "John Gunkler" <jgunkler@sprintmail.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: System Dynamics for Educators
Date: Thu, 25 Mar 1999
Niall asks:
>>...does the reductionist not see the entire system (merely
concentrating on the parts), or does she merely not acknowledge the
existence of emergent behaviour? And how does she then account for
nonlinear terms?<<
There is really no relationship between the reductionist-holist distinction
and the linear-nonlinear distinction. The existence of nonlinearities are
not a refutation of the reductionist viewpoint, in spite of the way many
people want to talk about them. As an example, mathematics is a
reductionist discipline -- Russell and Whitehead showed how all algebras can
be reduced to simple set-theoretical propositions and the entire structure
(including non-linear algebra) can be built up from these few propositions.
And, yes, as I understand it reductionists deny the phenomenon of
"emergence" in the sense that they believe that so-called emergent
properties can be deduced by analyzing their constituents and the
relationships among them (to oversimplify.) So, the emergent properties of,
say, smells can be "reduced" to the physics and chemistry of molecules in
the air and how they react with the human nose and brain.
Reductionists typically do not believe that there are no properties at
"higher" levels not found at lower levels -- of course there are.
Combinations of things have different properties than individual things can
have. But one can analyze the properties of combinations by studying the
properties of individuals and what happens when they combine. The
fundamental proposition is that there is nothing that "emerges" that is
unexplainable by studying the components and the nature of their
interactions.
Niall also asks:
>>How does SD represent the state/behaviour distinction? Is there a standard
way of
describing the state of a system, as opposed to its behaviour?<<
My answer is that the state of a system is represented in an SD model by the
"levels" (or "stocks" or "accumulations.") It only makes sense to speak of
the "state of a system at time T" (that is, one must choose a specific
time.) So, in an SD model, at any time T one only has to look at the values
of the various levels/stocks/accumulations to get a "state description" of
the system then.
For example, in a simple shipping/inventory system, if you stop time and
look at the system you will see particular values for such things as:
amount of inventory in the warehouse, amount of 'work in progress', amount
of (and dollar value of) goods sold, etc. These would represent the "state
of the system at that time" as represented by the SD model.
To: k-12sd@sysdyn.mit.edu
From: mikes@fc.cfsd.k12.az.us (FH Michael Slootmaker)
Date: Thu, 25 Mar 1999
Subject: Re: systems readings for 9th graders
Hello, Rolfe
How does your daughter plan to use the readings?
Here, in the Catalina Foothills School District, we have used several short
readings/articles (no longer than one page) to acquaint students with the use
of ST/SD tools (BOTGs, Causal Loops, Archetypes, Stock Flows, and STELLA
modeling. The readings/articles deal with some problem or set of problems which
systems tools are used to analyze and drive students to a deeper level of
thinking. If you're interested I could send them to you as Clarisworks
attachments although she may have to get permission from the copywrite holders
to use them.
Mike Slootmaker
Systems Thinking/System Dynamics mentor
Catalina Foothills High School
Tucson, AZ
Date: Thu, 25 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Steven Roderick<sroderic@concentric.net>
Subject: Re: systems readings for 9th graders
For 9th graders, the best I've seen is Systems I, An Introduction to Systems Thinking, by Draper L. Kauffman, Jr. I think it might be available through Amazon.com.
Good luck to your sister.
Steve Roderick
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Linda Booth Sweeney <Linda_Booth_Sweeney@harvard.edu>
Subject: Re: System Dynamics for Educators
Date: Fri, 26 Mar 1999
Niall,
I'll try one:
I think of an EMERGENT PROPERTY as an attribute of a system which only
emerges through the interconnections among simple rules and simple
components in a system.
Now, for good measure, a bit more:
In an interview I conducted last year, Bela Banathy, professor emeritus at
The Saybrook Institute, explained to me how language provides an excellent
example of emergence. Banathy says:
"At the basic (phonetic/phonemic) level you have only isolated sounds.
Sounds make up words at the morphological level, but words have no meaning
in isolation. Words, arranged in sentences according to rules of syntax,
still lack meaning until sentences are presented in the context of text, in
cultural context -- according to the particular referential system of the
culture. In the hierarchical levels of language, meaning emerges only at
the highest level." (Banathy, interview)
Having said that, then there is the lecture I attended by E.O. Wilson
(famous socio-biologist and Harvard) who says (and I paraphrase here from
my notes), there is no such thing as emergent properties that are unique
and not accessible to the understading by coming bottem up. Wilson says, "I
think what we call emergent properties is simply shorthand until we can
understand how it (the complex system) is really put together."
Niall, I fear you've asked for a glass of water and I've given the fire
hydrant... I'll stop here. Hope this helps!
My best,
Linda
>Date: Wed, 24 Mar 1999 09:50:32 +0100
>From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
>To: k-12sd <k-12sd@sysdyn.mit.edu>
>Subject: Re: System Dynamics for Educators
>
>Hi,
>
>I have a question. I'm just writing an article on problem-solving in the
>area of Health, putting particular emphasis on systemic approaches. And
>I find myself needing to clarify the following terms somewhat more
>rigorously than usual:
>
>Reductionism, Holism, State, Behaviour, Emergence.
>
>For instance, does the reductionist not see the entire system (merely
>concentrating on the parts), or does she merely not acknowledge the
>existence of emergent behaviour? And how does she then account for
>nonlinear terms? Is "holistic" still the right term these days, or is
>"systemic" better? And something else which intrigues me: How does SD
>represent the state/behaviour distinction? Is there a standard way of
>describing the state of a system, as opposed to its behaviour?
>
>All these ideas are of great interest to me, and I'd be glad to hear
>from anyone offering an SD perspective on them.
>
>Thanks,
>Niall.
Linda Booth Sweeney
e-mail: Linda_Booth_Sweeney@harvard.edu
Date: Tue, 30 Mar 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: systems readings for 9th graders
Hi Rolfe,
I feel a bit silly not having thought of this before, but there is a
lovely little book called "The Art of Systems Thinking : Essential
Skills for Creativity and Problem Solving" by Joseph O'Connor and Ian
McDermott. It's published by Thorsons, and is particularly concerned
with the relevance of systems thinking to personal and interpersonal
issues. The Amazon review is:
"What is Systems Thinking? Systems thinking goes beyond logic, because
people are not always logical. Systems thinking sees beyond isolated
events to the deeper patterns and connections. This book explains the
principles of systems thinking in a straightforward way with practical
applications, exercises and examples that will help you become more
influential and successful in managing your health, work, finances and
relationships. This book will show you how: you can get a huge result
for a small effort, obvious solutions can often do more harm than good,
to avoid recurrent misfortunes that seem to happen automatically, to
know the best time to change strategy, your attempted solution can cause
the problem you are trying to solve, and you can never do just one thing
because there are always side effects."
Personally, I like the book very much, and only wish I hadn't given it
away to someone as a last-minute birthday present.
Niall.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
Date: Tue, 30 Mar 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Emergence
Hi,
First let me apologise to whoever it was that started the "System
Dynamics for Educators" thread. I'm sorry, I didn't mean to hijack your
thread - I just forgot to replace the subject heading.
Thank you John and Linda for your comments - they've set me thinking in
a variety of ways, and I'll try to summarise them here.
John wrote:
> There is really no relationship between the reductionist-holist
> distinction and the linear-nonlinear distinction.
Here I beg to differ, John. The defining characteristic of non-linear
differential equations is that their solutions canNOT necessarily be
added to provide another solution, and this I take to be precisely the
claim of the holist. She claims that adding two 'parts' does form a
composite, but one which is different in some sense from the 'whole'
obtained when the two parts are allowed to somehow fuse into a system.
What exactly she means by 'adding' is of course another story.
Linda wrote:
> There is no such thing as emergent properties that are unique and not
> accessible to the understanding by coming bottom up.
Well yes, that's the whole issue, isn't it? You're now not talking about
the 'sum' of the parts, but rather the "coming" together of the parts.
And there I sympathise with John's comment:
> There is nothing that "emerges" that is unexplainable by studying the
> components and the nature of their interactions.
After all, what is there in a system APART from the parts and their
interactions? How CAN there be some mysterious "something else"?
And yet, and yet ...
(Linda)
> Words, arranged in sentences according to rules of syntax, still lack
> meaning until sentences are presented in the context of text, in
> cultural context -- according to the particular referential system of
> the culture. In the hierarchical levels of language, meaning emerges
> only at the highest level.
Here I have to agree. There IS something in a text which isn't there in
the phonemes, isn't there? But what is it? John helped me to clarify my
own thinking on this:
> My answer is that the state of a system is represented in an SD model
> by the "levels" (or "stocks" or "accumulations.")
Here I felt an immediate gut reaction: NO! The set of levels in a system
definitely does NOT for me exhaust the set of states of the system. What
about a system in oscillation? I would count the oscillatory frequency
as an aspect of state, yet it doesn't inhere in any of the levels, nor
even in their collective values. Rather, the frequency is an aspect of
the BEHAVIOUR of the sytem - hence my original question about the
state/behaviour distinction.
In case it's of interest, the view I'm slowly coming down to is
something like the following:
0. Emergence = Holism - Reductionism.
1. For there to be ANY discrepancy between the reductionist and holist
views we need to decompose a system into parts.
2. My decomposition may not be the same as yours. If they are different,
then what is for me a manifest aspect of the structure of the system may
be for you an aspect of the pattern you perceive in the system. Levels
are manifest in the structure of a system, but frequency is a pattern
which I perceive in the behaviour of the system. We may choose to make
the frequency explicit as a particular level or we may not, but either
way it is an aspect of state.
3. According to this analysis we have two descriptive dimensions of a
system:
a) the manner of decomposition into stocks and flows, and
b) the structure/pattern dimension (aka explicit/implicit).
4. In the Bela Banathy example the set of phonemes in an English text,
when put together, make precisely the text itself, and so we can side
with the reductionist here. But what about my reaction to the text? My
reaction to the entirety of the text is definitely qualitatively
different from my reaction to the collection of individual phonemes,
here we arrive at a more holist position.
5. Bottom line: My feeling is that the confusion between reductionism
and holism lies in a confusion of the two dimensions mentioned above.
Both reductionism and holism assume that we are discussing an absolute
world in which there is only one sensible decomposition into parts. The
difference lies in their respective approaches to accounting for the
existence of pattern (implicit state). The reductionist claims that the
pattern inheres in the components of the "one true" decomposition,
sticking to that decomposition as his view of reality. The holist, on
the other hand, quickly designs a new, expanded decomposition into parts
which explicitly contain the observed elements of pattern and promptly
declares this as the REAL "one true" decomposition. In this way she
creates a view of reality in which the combination of parts leads to
new, apparently unrelated parts. This reminds me a little of the
distinction between Newtonian and Lagrangian mechanics, in which the
velocities are (usefully, I may add!) pulled apart from the positions to
create a new set of independent variables.
Could it be that by permitting subjective descriptions we can circumvent
the whole issue? My decomposition of the world is such that an English
text elicits behaviours in me that are qualitatively different from my
reaction to the individual phonemes. A Samoan, on the other hand, when
presented with the text, displays behaviours which are NOT significantly
different from her reaction to the individual phonemes.
I don't really know how much sense the above makes - it's just arising
in my head as I go along. I'd welcome any comments.
Incidentally, Linda also wrote:
> Niall, I fear you've asked for a glass of water and I've given the
> fire hydrant...
Don't worry, Linda. I did actually want the fire hydrant. Your and
John's comments have been a BIG help to me in clarifying my thoughts.
Thanks very much to you both.
Best regards,
Niall.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
Date: Tue, 30 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Ed Gallaher <gallaher@teleport.com>
Subject: Re: Emergence
>Date: Tue, 30 Mar 1999 11:18:08 +0200
>From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
>To: k-12sd <k-12sd@sysdyn.mit.edu>
>Subject: Emergence
>
>Hi,
>
>First let me apologise to whoever it was that started the "System
>Dynamics for Educators" thread. I'm sorry, I didn't mean to hijack your
>thread - I just forgot to replace the subject heading.
>
>Thank you John and Linda for your comments - they've set me thinking in
>a variety of ways, and I'll try to summarise them here.
>
>John wrote:
>> There is really no relationship between the reductionist-holist
>> distinction and the linear-nonlinear distinction.
(snip long message)
I have seen a picture in a flying magazine that shows a kit plane for sale.
The factory fabricates all the parts and the would-be pilot puts them
together. The picture shows all the parts spread out on the hanger floor,
dis-assembled.
A reductiontist would be very interested in each individual part, its
chemical make-up, shape, strength, etc. In addition, one would have to
consider fuel and electrical requirements which would not be evident in the
parts themselves.
Does the internal combustion engine exhibit "emergent properties" that are
not entirely evident from the engine block, cylinder walls, pistons, rings,
and spark plugs?
Does the electrical alternator exhibit "emergent properties" that are not
entirely evident from the magnets, diodes, commutators, and voltage
regulators?
Is it likely that anyone would be able to predict the behavior of these
airplane parts in a wind tunnel?
Would the Wright brothers have known what to do with these parts?
Given the collection of parts, would -anyone- be able to assemble them
correctly, even knowing that the desired end result is a flying machine?
It appears to me that, assembled in a particular way, and combined with
fuel and the right weather conditions, that the whole is indeed -much more-
that the sum of the parts. Further, it is highly unlikely that
"reducctionist" studies would ever lead one to predict the behavior of this
"system."
These concepts are very important to me on a daily basis as a biomedical
researcher, and they illustrate why I am so committed to the recognition of
System Dynamics in health education, research, and practice.
e.g. Accepted wisdom: low insulin --> high blood glucose --> tissue damage
(kidney damage, retinal (blindness), atherosclerosis (heart attacks, leg
amputations).
Therefore, high blood glucose levels (and pathologies) are "caused" by
diabetes . . .
But maybe: blood glucose damages tissues (see above); blood glucose damages
the pancreas; the pancreas no longer produces (or releases) adequate
insulin.
Therefore, contrary to popular belief, high blood glucose "causes" diabetes
. . .
. . . hmmm
Ed Gallaher
Date: Tue, 30 Mar 1999
From: Marion Brady <mbrady@digital.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: System Dynamics for Educators
I'm new to the list and, not being familiar with the dialog thus far, will
probably wait awhile before commenting.
I do, however, have a question related (at least to me) to a paragraph
quoted by Linda. The answer will help me get oriented.
> "At the basic (phonetic/phonemic) level you have only isolated sounds.
> Sounds make up words at the morphological level, but words have no meaning
> in isolation. Words, arranged in sentences according to rules of syntax,
> still lack meaning until sentences are presented in the context of text, in
> cultural context -- according to the particular referential system of the
> culture. In the hierarchical levels of language, meaning emerges only at
> the highest level." (Banathy, interview)
Is there general agreement among list participants on what constitutes the
"highest level" (most comprehensive) system -- that system of which all other
systems are subsystems?
Marion
Date: Tue, 30 Mar 1999
From: gibsond@quark.vsc.edu
Subject: Re: Emergence (long)
To: k-12sd <k-12sd@sysdyn.mit.edu>
On Tue, 30 Mar 1999 14:34:40 -0400 k-12sd@sysdyn.mit.edu (k-12sd) wrote:
>Both reductionism and holism assume that we are discussing an absolute
>world in which there is only one sensible decomposition into parts.
If this is true, then where do we place the "multiple realities" position of
naturalism, ethnography, qualitative social research, etc? I thought they were
"holistic" in some sense, but they would never agree that there is only one
sensible decomposition of the world.
Also, I wonder where you would place the concept of "scale" as discussed by
Mandelbrot, etc. Is "scale" a feature of "the manner of decomposition"
point or
of the "structure/pattern" point? Or is it a third issue of emergence?
wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw - wWw -
David Gibson, <gibsond@quark.vsc.edu>
Date: Tue, 30 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Rolfe Stanley <rstanley@together.net>
Subject: Re: systems readings for 9th graders
Many thanks. I appreciate your time and effort. I also enjoy your running
comments. Keep up the stimulating work!
Rolfe Stanley
Stanley Computer Center
Fletcher Extension
Date: Wed, 31 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Janis Dutton <jldutton@iac.net>
Subject: Re: System Dynamics for Educators
Marion Brady wrote:
> Is there general agreement among list participants on what constitutes the
>"highest level" (most comprehensive) system -- that system of which all
>other systems are subsystems?
I hope not. That's a scary question on multiple levels, only one level
relating to list participants agreeing generally. Where's the fun in that?
Still, it is a very good question, Marion. I look forward to reading the
responses.
Janis
Date: Wed, 31 Mar 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: fduarte@MindSpring.COM (Florence Duarte)
Subject: Re: System Dynamics for Educators
I am in Atlanta, GA and would love to take a class called "system dynamics
for teachers"...Do you know of anybody that teaches it say at Georgia
Tech.?
Flo
From: EVScott7@aol.com
Date: Wed, 31 Mar 1999
To: k-12sd@sysdyn.mit.edu
Subject: RE: Re: Emergence
As a lurker to the list for the last few months I have been dazzled, amazed,
amused and thrilled at the comments of so many different participants. The
comment below prompted this response.
Ed Gallaher wrote Tue, 30 Mar 1999 13:23:04 -0700
e.g. Accepted wisdom: low insulin --> high blood glucose --> tissue damage
(kidney damage, retinal (blindness), atherosclerosis (heart attacks, leg
amputations).
Therefore, high blood glucose levels (and pathologies) are "caused" by
diabetes . . .
--------------------
For me, in this response, three words are critical: "accepted wisdom" and
"therefore" because they represent the typical stumbling blocks to promoting
new thinking in the world of education where I work. All too often ACCEPTED
WISDOM doubles as "assumed truth" or "everybody knows", which becomes short
hand for "no need to question it". In the interest of keeping things simple,
non-theoretical and practical, I believe deeper knowledge and better ideas are
missed because we don't take the time to question conventional wisdom more
often. Associations and relationships which form the infrastructure for
showcasing single ideas are overlooked or ignored all together because they
cannot be quickly understood or explained.
Single thoughts or ideas are generally preferred.
I appreciate being able to savor the rich thoughts of those on this list who
are asking new questions about old ideas, even if I don't understand them
right away.
Elane V. Scott
Association for Parent Training
End of March