Transforming to Sustainable Futures: Learning From 45 Years of Systems Thinking In Practice Pedagogy

The ASTIP (Applied Systems Thinking in Practice) group at the Open University (UK) began Systems teaching and research at the outset of the university in the 1970s. Since then the academic group has been through many iterations and has made a wide range of contributions concerning systems thinking in practice (STiP) across disciplines, programmes and contexts. This paper takes a step back to reflect on and critically review some of the ideas and techniques that have developed from the OU’s Systems traditions. Educational elements found to be particularly useful as a part of learning system design when considering sustainable futures from a socio-ecological systems viewpoint are highlighted. Over time the OU’s traditions have both drawn on and built on the work of many key systems thinkers such as Bateson, Vickers, Schon, West Churchman and Checkland. Because of the focus on an active pedagogy much of what students learn has been applied in their personal or professional circumstances. Systems diagramming and various conceptual frameworks intended to encourage STiP have been central to the OU’s Systems work. In this paper specific examples will be drawn from recent activities in the Masters’ level modules ‘Managing systemic change: inquiry, action and interaction’ and’ Making environmental decisions’ and an international research project on climate change adaptation and water governance (CADWAGO).