EDUCATION (Dimensions of systemic): The technical and organizational angle
| Collection | International Encyclopedia of Systems and Cybernetics |
|---|---|
| Year | 2004 |
| Vol. (num.) | 2(1) |
| ID | ◀ 1022 ▶ |
| Object type | Human sciences |
B. BANATHY proposes a three-dimensional structuring for systemic education, in order to take in account the whole complex setting of the educational situation. He writes: “The usefulness of a three-dimensional structuring (content, target groups, context) can be seen when we consider the analysis design, development, implementation, and evaluation of systems education in terms of such enquiries as what kind of systems education is best suited for what kind of people and in what kind of contexts” (1993, p.287).
BANATHY's views make it readily evident that no really useful educational scheme can be reduced to methods, or material means only. Nor is it positive to consider education and knowledge transference separately. It is also obvious that systemic education should be co-participative, i.e. developed in common by the whole community, including the educandi themselves.
Concurrently, as observed by R. RODRIGUEZ DELGADO: “Design of educational systems should take into account not only systems specialized in education — schools, universities, research centers, etc. — but also the whole society. The family, the working place, the political institutions, the labor unions, the churches, the sports installations, the communications networks — telephone, radio, television, video, internet — are sources of constant learning, that frequently are noxious. A new educational system should try to influence the redesigning of these learning sites” (1990, pers.comm.).
Besides: “From the viewpoint of global societal learning it would be advisable to explore questions like the following:
- “How to devise methods for quick adaptation of the school to changes in societal needs or desires.
- “How to redesign schools and school systems in order to use communications, informations, video, compact discs, and other technologies for global societal learning.
- “How to redesign the school to implement, among other things, the functions of an information center, serving not only the school, but also the community.
- “ How to redesign schools and school systems in order that they could contribute to integrated community development.
- “How to make available to the learners free space — or computer software — in order to design new types of school in accordance with their wishes.
- “How could design contribute to increase innovation and creativity among leaders” (Ibid).
Let us however remember that all technological means are neutral, i.e. can be used for any purpose. The previous definition of the purposes is thus paramount.
Let us also remember that neither innovation, creativity nor wishes are nececessarily bountiful, if a good understanding of natural, social and personal conditions and situations is not created, to begin with. (see hereafter).