June 2021 – Ali's Blog

Its Easy to Remember an Analogy that Refers to Cake

As the learning intensive for the Master of Arts in Climate Action Leadership program comes to a close, we reflect on the transdisciplinary experience gained from the content of presentations, discussions, and the design challenge in the last two weeks. Early on in the learning intensive, we explored the differences between multidisciplinary, interdisciplinary, and transdisciplinary. Nicolescu describes transdisciplinarity as “between the disciplines, across the different disciplines, and beyond all disciplines. Its goal is the understanding of the present world, of which one of the imperatives is the unity of knowledge” (Nicolescu, 2010). In a society where we are not necessarily used to seeing transdisciplinary approaches, I found it helpful to think of transdisciplinary as “the disciplines are no longer distinguishable, like the ingredients in a cake, and the result is something completely different” (Choi and Pak, 2006). Its easy to remember an analogy that refers to cake.

Throughout the two week learning intensive, we used transdisciplinarity to explore many ideas from open learning, complexity and systems thinking, design thinking, to relational systems thinking. I am finishing the learning intensive feeling extremely grateful to have had opportunities to learn more about Indigenous ways of knowing and being. The article ”Relational Systems Thinking: That’s How Change Is Going to Come, from Our Mother Earth” highlights the need to decolonize systems thinking. The translation of the word system is a perfect example of just how much work still needs to be done. “The word ‘system’ in English conveys it as a noun, whereas in Anishinaabemowin (Ojibwe) a system would be a verb, dynamic and imbued with spirit. And that spirit is in relationship with other spirits” (Goodchild, 2021).

Looking at the idea of relational systems thinking in the context of climate science explores the notion that climate change is a relationship issue and emphasizes the need to rebuild our relationship with Mother Earth and each other. This idea is further supported in the article “Decolonizing transformations through ‘right-relations’”, climate change “is the result of a certain kind of relationship between humans and Earth characterized by exploitation and a shortsighted focus on growth. Seeking to uncover the nature of this relationship, a growing number of scholars argue that climate change can be seen as a form and product of colonialism” (Gram-Hanssen et al., 2021).

Relational systems thinking in the context of leadership is important and arguably necessary to achieve transdisciplinary leadership. The need for and complexity of transdisciplinary leadership is described by Corman and Cox as “it weaves together different knowledges and contributes to actions that are more relevant and effective in addressing complexity and diversity” (Corman & Cox, 2020).

Relational systems thinking is an idea that I especially agree with. It is a way of being that considers relationships with all humans, living beings, and Mother Earth. Conceptually and ethically, relational systems thinking makes sense because it is awareness-based and focuses on benefiting everyone and everything compared to colonial approaches that benefit some and harm others. “Awareness-based systems change is a process of co-inquiry into the deeper structures of the social systems in order to see, sense, presence, and shift them” (Goodchild, 2021).

I am grateful to have been introduced to relational systems thinking and I hope to continue to deepen my learning and understanding. If you are reading this and you’re interested in learning more, this is the resource that introduced me to relational systems thinking: https://jabsc.org/index.php/jabsc/article/view/577/696

References

Choi, B. C., & Pak, A. W. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and investigative medicine. Medecine clinique et experimentale, 29(6), 351–364.

Corman, I. & Cox, R. (2020) Transdisciplinary Thinking in the context of the MACAL program. Paper produced for MACAL.

Goodchild, M. (2021). Relational Systems Thinking: That’s How Change is Going to Come, From Our Earth Mother. Journal of Awareness-Based Systems Change, 1(1), 75-103. https://doi.org/10.47061/jabsc.v1i1.577

Gram-Hanssen, I., Schafenacker, N. & Bentz, J. Decolonizing transformations through ‘right relations’. Sustain Sci (2021). https://doi.org/10.1007/s11625-021-00960-9

Nicolescu, B. (2010). Methodology of Transdisciplinarity–Levels of Reality, Logic of the Included Middle and Complexity. Transdisciplinary Journal of Engineering & Science, 1(1). https://doi.org/10.22545/2010/0009

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The Importance of Listening in Design Thinking

Leave a Comment / CALS 501 / Alison

Throughout the first week of the learning intensive in the MACAL program, we explored many ideas and concepts that were somewhat new to me. From open learning, transdisciplinary learning, complexity and systems thinking, to design thinking. After reviewing my notes and digesting the material from week 1, the thing that I found surprising was that open learning was a new concept for me. Now that I know a more about open learning, it just makes sense.

Out of all of the ideas that we explored in week one, the idea that stands out to me the most is design thinking. The real-world examples of design thinking that were explored were truly impressive and often life changing projects. “Design thinking uses the designer’s sensibility and methods to match people’s needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity” (Brown, 2008).

Cankurtaran and Beverland state that the three stages in the design thinking process are; disrupt, define and develop, and transform. I found disrupt to be the most unique element of design thinking compared to other planning and problem solving strategies. It is often default to hear of a problem and jump right to finding a solution. The disrupt stage ensures that everyone’s perspectives and the problem itself are understood before defaulting to a solution. Disrupt consists of naïve questioning, problem interrogation, and contextual immersion. The naïve questioning piece involves asking seemingly simple questions. When you think you have asked enough questions, ask more. According to Cankurtaran and Beverland, this will “uncover existing assumptions, and help generate ideas for new alternatives.” Problem interrogation allows you to spend more time on the problem, rather than jumping straight to an attempted solution. And lastly, contextual immersion, which is all about empathizing with the person/client involved.

Design thinking focuses on the needs and lived experiences of the person/client and does not jump to a solution without fully understanding the problem from their perspective. When learning about this valuable process, we were given many examples of how wonderfully design thinking had worked with specific people and communities. It wasn’t until we practiced design thinking and I was interviewing my partner in the “disrupt” stage that I fully understood the power of design thinking. Without realizing it, I had jumped to what I thought was a solution to the problem. After spending what I thought would feel like a long time (but actually went by quickly) naïve questioning, I realized that the “solution” that I had come up with in my head would not have worked at all. That experience taught me the power and importance of listening in the context of design thinking.

References

Brown, T. (2008). Design thinking. Harvard Business Review, 86 (6), 84-92.

Cankurtaran, P., & Beverland, M. B. (2020). Using design thinking to respond to crises: B2B lessons from the 2020 COVID-19 pandemic. Industrial Marketing Management, 88, 255–260. https://doi.org/10.1016/j.indmarman.2020.05.030

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