Chris Blackmore

Social Learning Systems and Communities of Practice

Social Learning Systems and Communities of Practice is a collection of classical and contemporary writing associated with learning and systemic change in contexts ranging from cities, to rural development to education to nursing to water management to public policy. It is likely to be of interest to anyone trying to understand how to think systemically and to act and interact effectively in situations experienced as complex, messy and changing. While mainly concerned with professional praxis, where theory and practice inform each other, there is much here that can apply at a personal level. This book offers conceptual tools and suggestions for new ways of being and acting in the world in relation to each other, that arise from both old and new understandings of communities, learning and systems. Starting with twentieth century insights into social learning, learning systems and appreciative systems from Donald Schon and Sir Geoffrey Vickers, the book goes on to consider the contemporary traditions of critical social learning systems and communities of practice, pioneered by Richard Bawden and Etienne Wenger and their colleagues. A synthesis of the ideas raised, written by the editor, concludes this reader. The theory and practice of social learning systems and communities of practice appear to have much to offer in influencing and managing systemic change for a better world.

Knowledge exchange: a review and research agenda for environmental management

There is increasing emphasis on the need for effective ways of sharing knowledge to enhance environmental management and sustainability. Knowledge exchange (KE) are processes that generate, share and/or use knowledge through various methods appropriate to the context, purpose, and participants involved. KE includes concepts such as sharing, generation, coproduction, comanagement, and brokerage of knowledge. This paper elicits the expert knowledge of academics involved in research and practice of KE from different disciplines and backgrounds to review research themes, identify gaps and questions, and develop a research agenda for furthering understanding about KE. Results include 80 research questions prefaced by a review of research themes. Key conclusions are: (1) there is a diverse range of questions relating to KE that require attention; (2) there is a particular need for research on understanding the process of KE and how KE can be evaluated; and (3) given the strong interdependency of research questions, an integrated approach to understanding KE is required. To improve understanding of KE, action research methodologies and embedding evaluation as a normal part of KE research and practice need to be encouraged. This will foster more adaptive approaches to learning about KE and enhance effectiveness of environmental management.

Systemic environmental decision making: designing learning systems

Purpose – This paper was written for a special issue of Kybernetes devoted to cybernetics and design. It aims to focus on case studies that are both informed by cybernetic and systems thinking and constitute a form of second‐order design praxis.Design/methodology/approach – The case studies exemplify reflective practice as well as reporting outcomes, in terms of new understandings, from an action research process.Findings – The paper describes what was involved in course design, from a cybernetic perspective, to effect systemic environmental decision making as well as developing and enacting a model for doing systemic inquiry (SI), which enabled situation‐improving actions to be realised in a complex, organisational setting. The paper lays out the theoretical and ethical case for understanding first‐and second‐order designing as a duality rather than a dualism.Research limitations/implications – There is a danger that readers from an alternative epistemological position will judge the paper in terms of kn...

Resilience in learning systems : case studies in university education

In this paper, we address the challenge of translating the concept of resilience into effective educational strategies. Three different cognitive dimensions (ontological, epistemological and axiological) that underpin assumptions held about the nature of nature, the nature of knowing and the nature of human nature are identified. Four case studies from higher education in the USA, The Netherlands, Sweden and the UK are presented, which illustrate how learners can be encouraged to confront their ontological, epistemic and axiological positions and appreciate the positions of others. The cases all emphasize experience as the source of learning and explore how learning experiences can be designed to facilitate transformations at the individual level that might foster resilience at the social–ecological system levels. We argue that the epistemic dimension deserves greater attention among educators and that epistemic development is crucial for those working with social–ecological systems as a foundation for building resilience.

The role of action-oriented learning theories for change in agriculture and rural networks

Links between learning theories, action and practice are explored in order to focus on the idea of action-oriented learning theories. The nature of learning theories is examined and their role in changing practices associated with issues of food and farming systems or resource management. Levels and cycles are distinguished as key dimensions of learning theories that can be used in designing learning programmes using individual or group-based approaches. The relationship between learning, change and practice is considered and which kinds of learning theory might be used in different situations in which issues of change are to be addressed. Examples are provided from the European LEARNing project. Difficulties are revealed in whether and how ‘learning researchers’ make explicit their theoretical perspectives in relation to issues of learning and change in given situations. A conceptual framework is therefore developed, intended to be used as a heuristic device to support researchers in reviewing their perspectives.

Managing Systemic Change: Future Roles for Social Learning Systems and Communities of Practice?

The Open University course that prompted this book, and for which it is part of the required reading, focuses on managing systemic change. The course is designed for people who want to develop their skills and understanding in systems thinking and practice, to be used in a range of different domains. Most of the examples in the course come from work-based settings. The idea of managing in this context is mainly about appreciating situations with others, recognising what actions are desirable and feasible and for whom, and getting organised, in order to affect or respond to change in a positive way. It has little to do with control. As Vickers (1978, p. 81) said ‘I do not think it too much to hope that an understanding of systemic relations may bring us a better understanding of our limitations and even our possibilities.’

Systems and Environmental Decision Making—Postgraduate Open Learning with the Open University

Environmental issues affect everyone though the ways in which people engage with them varies a great deal. The Open Universitys Masters program in environmental decision making has at its core a modular course that enables students to incorporate environmental factors into their decision making from a starting point of identifying their own environmental issues using a systems approach. Students carry out a project based on their own experience in a decision-making situation of their own choice. A framework for environmental decision making is introduced and students learn how to use the framework systematically, systemically and critically. The course has evolved since it was first introduced in 1997 as both students and the course team have learnt about environmental decision making together. This paper analyses and interprets some of the data that have emerged from students projects since the course began.

Education for sustainability at the United Nations: making progress?

The authors commence by discussing the role of the United Nations (UN) Commission on Sustainable Development (CSD) in relation to the field of education. The report of the UN Secretary-General to the CSD, Promoting Education, Public Awareness and Training is then evaluated. Novel proposals for the development of an Education 21 programme and for the designation of the educational community as a major group are outlined and advocated. The paper concludes with sections on what was achieved and what remains to be done; recommendations for action are made.

Learning in European agricultural and rural networks: building a systemic research agenda

Six key themes that emerged from the European Union (EU) funded LEARNing project designed to develop and test a systemic approach to research practice are reported. The focus was on the learning and knowing processes experienced by individuals, groups and institutions that emerges from collective action and results in changes in practices or in the potential to change practices of those involved. The authors, drawn by the idea that the key to understanding knowledge is to be found in ‘how we know what we know’, or, in other words, in the processes of ‘learning and knowing’ present these themes: processes, theory, evaluation, institutionalisation and social and professional practice as a basis for further innovation in the conduct of R&D and as a basis for future capability-building of researchers.

Designing and Developing a Reflexive Learning System for Managing Systemic Change

We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.