DOI
10.1080/03098265.2017.1339264

Summary
This study is concerned with systems thinking for student science teachers within the realm of Education for Sustainable Development. Schuler et al have developed a competence model based off four dimensions of systems thinking in ESD. They begin the article by discussing ‘The Syndrome Approach’. The syndrome approach is an example of implementation of the systems concept in ESD and has gained considerable popularity in geography education and ESD in Germany.

Syndromes of global change represent a transdisciplinary approach to analysis of global change. The approach includes approximately 16 syndromes of global change for example the Sahel syndrome (overuse of marginal land), the overexploitation syndrome (overexploitation of natural ecosystems), and the Asian Tiger syndrome (disregard for environmental standards during rapid economic growth). Each of the syndromes represents a characteristic of environmental, societal and economic instability and unsustainability. Figure 1 depicts an example of the syndromes in an influence diagram (or causal-loop diagram) they are represented by system elements (so called ‘symptoms of global change”) and interrelations (arrows). The marine exploitation syndrome is used for the example in figure 1. Riess & Mischo describe the important aspects of systems thinking as to identify important elements of systems and the varied interdependency between these elements, the ability to recognise dimensions of time dynamics, the ability to construct an internal model of reality and the ability to give explanations, to make prognoses and develop means and strategies of action based on that model. Schuler et al then describe the Freiburg heuristic model of systems thinking. It has 4 dimensions (see table 1 for full description):




Dimension 1 (declarative system knowledge) includes knowledge of system theory and

knowledge of specific aspects such as system hierarchies or properties of complex systems.

Dimension 2 (system modelling) summarises essential abilities for understanding inter-

actions in systems, understanding complex systems by word-models and reading both

qualitative and quantitative systems models. The essential skills needed to assess the need

for and type of system model to solve complex problems are listed in-

Dimension 3 (solving problems using system models), which includes providing explanations, making predictions, and designing technologies depending on the qualitative and quantitative system models.

Dimension 4 (evaluation of system models) contains essential skills for evaluating system

models such as determining the structural and performance validity of system models, the

validity of the application, and the uncertainty of predictions.




Schuler et al designed courses utilising the established sequenced steps of system science from Bossel (2007c). These summarised four steps are detailed below (see pg. 297):

Relevance for Complex Systems Knowledge
This paper is relevant to the sustainable development topic and offers useful insight into the teaching of systems thinking. For this reason it is applicable to the reimaging of teaching at HEIs. This article details multiple theories of systems thinking teaching in HEIs.

The authors describe and discuss the syndrome approach and its transdisciplinary characteristics as it is associated with the analysis of global change.

Systems thinking is defined here by Riess & Mischo (2010) “as the ability to recognise, describe, model (e.g. to structure, to organise) and to explain complex aspects of reality as systems”. The paper offers insight into the competence model of systems thinking – The Freiburg heuristic model. Here, four dimensions of systems thinking are described.

Bossel (2007c) is referenced here along with the four sequenced steps to systems thinking,

they are:

Introducing the problem (e.g. How can we explain the complex dynamics of overfishing and find effective means to solve the problem?
Analysing the problem (e.g. overfishing)
Developing the system model (influence diagram) in system modelling groups:…
Analysing the system model and working on the initial problem, example – observing feedback loops, looking explanations and providing some prognoses.

Point of Strength
The syndrome approach as described here is a useful reference point for a teaching resource. The study gives a brief easy to understand description as well as a useful visual aid associated with the description.  

Referenced Riess & Mischo and the key aspects of systems thinking, as detailed above, would be a useful tool for teaching systems thinking.

The Freiburg heuristic competence model for systems thinking and its four dimensions as described above may be a useful consideration for implementing into teaching of systems thinking in sustainable development.  

Bossel (2007c) and the sequenced steps of system science may be a useful publication for further study.

This study and its various in text referenced authors would be useful for discussions with teachers.