Summary
This paper first considers several characteristics of system complexity that are key to the development of systems thinking in chemistry. When the scale of systems is increased, their complexity is also increased. The function that may be attached to the system (i.e., what it is intended to do) will radically alter its overall complexity. System complexity is also influenced by the state of the system, e.g., equilibrium, dynamic equilibrium, nonequilibrium, chaos, etc. Technical complexity adds another dimension. There is also probabilistic complexity in larger systems, which can favor one outcome over another with the precise result often difficult to predict with a high degree of certainty. Finally, a certain element of human purpose must be overlaid on systems at larger scales. Incorporating systems thinking is a useful approach to deal with the inherent complexity in science without losing sight of key interactions with other systems that have real consequences.
Since the characteristics of system complexity are considered as key to systems thinking in chemistry, authors propose a model of systems thinking for chemistry based on synthesis and adaptation of the previous work. The choice of scale of consideration of the problem (e.g., laboratory flask, planetary environment) requires the definition of boundaries and hierarchies among and between systems and universe (e.g., closed and open reaction systems). Definition of constraints on the systems (e.g., technical, economic, regulatory) will add to the framework within which choices are made about the elements or components to be involved in the production (e.g., solvents, catalysts, energy sources), enabling the development of a detailed picture in which the system’s structure and processes operate and how individual system components interact with and influence one another. Key aspects of this detailed understanding also include the way that system relationships change over time and distance, the nature and implications of interfaces between (sub)systems, the functioning of diverse kinds of loop interactions (causal, feedback, reinforcing, balancing), and the emergence of overall system properties, functions, or effects.
Systems thinking(ST) helps students to develop core skills including the ability to understand and interpret complex systems, enhancing the capacity to examine interconnections and relationships between the parts in a system, behavior that changes over time, and how systems-level phenomena emerge from interactions between the system’s parts. These skills and capacities are considered as central importance to chemistry. ST is also key to enabling chemistry to work optimally in concert with other disciplines to provide useful applications at scale, and this is especially the case in relation to addressing the complex challenges of sustainable development, where chemistry can provide a greater understanding of how complex chemical processes and systems interface with a wide range of systems.
Introduction of systems thinking into chemistry education will require a major reorientation in how chemistry is taught, entailing a shift in perspective from the traditional reductionist approach. In a reductionist approach, boundaries are very tightly drawn with the chemist’s focus usually limited to the behavior of substances under small-scale, well-controlled, laboratory conditions. Adoption of systems thinking facilitates a more holistic, comprehensive perspective enabling learners to better understand chemical theory and practice, appreciate chemistry in relevant contexts, and develop the capacity to explore the connections between chemistry, environmental constraints, and societal needs. To achieve this, educators adopted systems thinking in chemistry education need to understand and use tools that help to frame and manage complexity, so learners develop the capacity to navigate complexity.
Authors also provide some examples (Comparing Fossil Fuel and Biobased Feedstocks; Connecting to Societal Systems; Chemistry versus Chemical Engineering Approaches to Teaching Gas Laws; Life Cycle Assessment of a Herbicide; Dye Synthesis Evaluation) of the introduction of systems thinking into chemistry education in order to assist educators on teaching approaches and content and on how to address barriers.
Relevance for Complex Systems Knowledge
The paper deals with systems thinking and complexity.
Systems thinking is considered as a framework to understand and manage systems. Core skills that systems thinking helps to develop include the ability to understand and interpret complex systems, enhancing the capacity to examine interconnections and relationships between the parts in a system, behavior that changes over time, and how systems-level phenomena emerge from interactions between the system’s parts.
Complexity is described by several characteristics that are key to the development of systems thinking in chemistry. Complexity is defined as a function of a variety of phenomena simultaneously influencing system dynamics and outcomes. Every chemical reaction is part of a larger system, which will have inherent complexity related to function, structure, and state. There are also added layers of complexity stemming from technical decisions, probabilistic outcomes, and focus on specific human purposes. The paper takes complexity as its central focus, showing that examination of facets of complexity in diverse contexts (e.g., within an individual reaction system; between systems and at different scales) can provide important gains in understanding.
The application of systems approach is brought out via the adoption of green and sustainable chemistry principles and practice.
