Description
Book SynopsisThis book explains how school organization by age (grade) alone, sets schools on a factory course that is harmful and ultimately self-defeating to all involved and to ecology. It returns us to three systems thinking concepts; purpose, measures, and method. The book explains why school managers and administrators are deluded by the system they operate and by how they understand complexity (the variety of value demand on the system, or what people need to be able to draw-down to make progress). This book returns us to the fundamental confusion of purpose. It involves revisiting our interpretation of human psychology and its application in the workplaceseeking out flaws in our organizational thinking and finding the best means of putting us back in touch with who we areour thinking selves. The answer, or at least its start, is Vertical Tutoring. Vertical Tutoring (mixed-age groups) is the first domino of a redesign process. It changes all learning relationships and through personalization
Table of ContentsPreface Acknowledgments Introduction 1. The Way We Think We Think Isn’t the Way We Think We Think 2. The Five Disciplines 3. Complexity and Demand in Systems Thinking 4. A Letter, Some Thoughts, and Some Math 5. The Real Problem is the Way We See the Problem 6. Problems, Purpose, Energy, and Complexity 7. The Systems Thinking Process to Seeing 8. Background to the Checking Process 9. Counter-intuitive Truths and the Nature of Leverage Points 10. Learning in Loops 11. Unlearning and Training a School 12. Psychology and Design for Learning 13. Psychology as the Arbiter of Design 14. Drawing up a Design Spec 15. Learning from Finland and Other Jurisdictions 16. Learning about Customers 17. Managing the Change Process: the Implementation of Vertical Tutoring 18. The Journey from Delusion to Design Bibliography Glossary
