Linda, two thoughts occurred to me on reading your email:
1)
Since you’ve already created a sense in the group of what systems thinking is, that is, since you’ve “branded” it in their minds, rather than the term
“system dynamics” use Systems Thinking aided by Simulation (STim), that is, STim = system dynamics. Then you’re building on the systems thinking “branding” you’ve already developed in their minds by just adding simulation to that branding.
That is, you’re scaffolding their learning. Also, that STim sounds like STEM may not be a bad feature of the acronym in that it can open useful conversations.
2)
Two organizations probably could provide helpful guidance for what you’re trying to do:
a.
The
Social System Design Lab at Washington University in St. Louis which I think is already doing what you’re asking.
b.
Since SparkShare is in the Boston area, I think there are some K-12 teachers in the area who are knowledgeable on engaging kids with STim. Folks at
the Creative Learning Exchange (CLE) could probably hook you to connect with these teachers.
I hope the above is useful.
Paul
From: xxxxxx@simplelists.com [mailto:xxxxxx@simplelists.com]
Sent: Tuesday, December 17, 2019 5:03 AM
To: xxxxxx@simplelists.com
Subject: CLE K-12 Discussion: Looking for a bridge
Dear Friends and Colleagues,
I’m writing to ask your thoughts on ways to bridge teens and adults from systems thinking experience to systems dynamics.
Here’s the scenario:
A few weeks back, I ran a one-day youth summit on systems change for a local group called SparkShare.
We had 13 working groups from the Boston area focus on solving complex challenges in their communities — from vaping, substance abuse and racial bias to youth employment and safer streets. I worked with each group in advance to identify a strong systems
statement and key factors. During the summit, I introduced the concept of systems and systems change, and gave them a five-step tool (inspired by Michael Goodman and Daniel Kim) to address the real-world challenges. We built in plenty of opportunities to
cross-pollinate between and among, make real commitments for action, and have fun.
You can see a
short video clip of the young people’s reaction to the day. Kind of electric!
As you can see, a number of these teens (and some of the adults) soaked in the systems approach and were ready for more. Many of these young people participate in these Sparkshare
summits over the course of three years or more. I think the opportunity to help some of the bridge to the practical of more rigorous system dynamics modeling is possible. The question is: how to make that happen? They are in schools around Boston with
no explicit system dynamics curriculum.
I’m looking for two things:
I look forward to hearing your thoughts.
Wishing you all happy, healthy and peace-filled holidays. :-)
Linda
Linda Booth Sweeney
TOGGLE • LABS
Office +1 978 369 1557
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