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首页> 外文会议>54th annual conference of the International Society for the Systems Sciences 2010 : Governance for a resilient planet >THE HARD FACTS OF SOFT SOCIAL SYSTEMS: BOULDING'S TYPOLOGY AND THE ROUNDTABLE FOR NEW THEORY AND PRACTICE
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THE HARD FACTS OF SOFT SOCIAL SYSTEMS: BOULDING'S TYPOLOGY AND THE ROUNDTABLE FOR NEW THEORY AND PRACTICE

机译：软社会系统的硬事实：鲍尔丁的类型和新理论与实践的圆桌会议

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This paper outlines a new theory and a new practice with the goal of improved descriptions of and prescription for schools and social systems. The theory, gleaned out of Boulding's nine-level typology of system complexity, is named TPO for the three key domains of schools {technical, personal and organizational). Informative for instructional designers and school and organization change efforts, it is also a theory for non-specialists {things, people, and outcomes). The need for such a theory is great, given the variety of decision-makers, and the failure of well-intentioned reform efforts. Things, people, and outcomes, the key parts of a social system, have very different properties. First, things (technical) in a social system are of three kinds-Level 1: frameworks (e.g., buildings, books and equipment); Level 2: clockworks (e.g., school routines, schedules and calendars); and Level 3: thermostat-like systems (e.g., school goals which people-students and educators-self-regulate to attain.) The skillful design of Level 3 systems results is adjustment capacities. Level 1, 2, and 3 things are predictable and designable. Second, people (personal) in a social system are not designable. While things like thermostats self-regulate to externally prescribed criteria, living systems self-regulate to internally prescribed criteria (Level 4: open; e.g., cell). Living systems (Levels 4-7) act to meet their own basic needs first, then, in people, higher needs-generally predictable by Maslow's hierarchy of human needs: survival, safety, belonging, achievement, self-actualization and transcendence. People's behavior decreases in predictability due to inherent individual differences (Level 5: blueprint; e.g., plant); differing immediate perceptions from among competing stimuli (Level 6: image-aware; e.g., animal), and their own long term reflections, prior knowledge, choices, and abilities (Level 7: symbol processing; e.g., human). The third part of a social system is labeled outcomes (organizational). Outcomes depend on people's behavior. If things (T) of the systems are designed and arranged to allow people (P) to easily meet their basic needs, outcomes (O) will be desirable. This principle is not a question of ethics, but a question of physics. It is natural, biological, and scientific law that people will behave to meet their individual and personal needs (Level 7: human) before their social system or organization's needs (Levels 8 and 9). Level 8 systems (social) are optional. Level 7 functioning is mandatory. A person can transfer schools (Level 8), but cannot transfer bodies (Level 7). The new practice, observed in the ISSS Morning RoundTable over the last ten years, corresponds to the goals of systemic renewal and the TPO theory. The ISSS RoundTable is a version of the GEMS RoundTable, which has been formally studied in 4th Grade classrooms. Two of these teachers continue with it today. The RoundTable is an excellent example of a TPO practice because of its effective design, arrangement and use of things (T), to maximize opportunities for learning for the participants or people (P). Furthermore, the result is a system with the excellent adjustment capacities needed for best outcomes (O).
机译：本文概述了一种新的理论和一种新的实践，其目的是改进对学校和社会系统的描述和处方。该理论源于Boulding的系统复杂性的九级分类法，针对学校的三个关键领域（技术，个人和组织）被称为TPO。它对教学设计师以及学校和组织的变革工作具有参考意义，对于非专业人士（事物，人员和成果）也是一种理论。考虑到决策者的多样性以及善意的改革努力的失败，对这种理论的需求很大。事物，人和结果（社会系统的关键部分）具有非常不同的属性。首先，社会系统中的事物（技术）分为三种：级别1：框架（例如，建筑物，书籍和设备）；第2级：发条（例如，学校的日常工作，时间表和日历）；和第3级：类似于恒温器的系统（例如，人们和学生自行调节的学校目标。）第3级系统的熟练设计是调节能力。 1级，2级和3级是可以预测和设计的。第二，社会系统中的人（个人）是不可设计的。恒温器之类的东西可以自我调节为外部规定的标准，而生活系统则可以自我调节为内部规定的标准（第4级：开放；例如，电池）。生命系统（4-7级）首先要满足自己的基本需求，然后才是人类的更高需求，这通常可以通过马斯洛的人类需求等级来预测：生存，安全，归属，成就，自我实现和超越。人们的行为由于固有的个体差异而在可预测性方面下降（级别5：蓝图；例如植物）；在竞争性刺激中有不同的即时感知（级别6：图像感知;例如动物），以及他们自己的长期思考，先验知识，选择和能力（级别7：符号处理;例如人类）。社会系统的第三部分被标记为结果（组织的）。结果取决于人们的行为。如果设计和安排系统的事物（T）以使人们（P）轻松满足其基本需求，那么结果（O）将是可取的。这个原则不是伦理问题，而是物理学问题。人们会在其社会制度或组织需要之前（第8和第9级）满足他们的个人和个人需求（第7级：人），这是自然，生物学和科学的法律。 8级系统（社交）是可选的。 7级功能是强制性的。一个人可以转让学校（第8级），但不能转让尸体（第7级）。在过去十年的ISSS早晨圆桌会议上观察到的新做法符合系统更新和TPO理论的目标。 ISSS圆桌会议是GEMS圆桌会议的一个版本，已在4年级教室中进行了正式研究。这些老师中有两个今天继续学习。圆桌会议是TPO实践的一个很好的例子，因为它可以有效地设计，安排和使用事物（T），以最大程度地为参与者或人们学习机会（P）。此外，结果是系统具有最佳结果（O）所需的出色调整能力。

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