ENVR661 [ENVMGMT-MSC 2011] Sep 2 2013 - Systems Thinking for Environmental Management

Course Outline

Course Title: Systemic, Cognitive and Cultural Dimensions of Sustainability

Course Code: ENVR 661

Faculty: Faculty of Social and Applied Sciences

School: School of Environment and Sustainability

Program: Masters of Arts/Science in Environment and Management

3 Credits

Introduces the relevance of cognition, language and culture to how we perceive and act in complex dynamic systems. Investigates role of cultural premises and their effects on our ability to solve or dissolve environmental problems. Evokes the capacity to reflect on how cultural premises arise, what they reveal,and what they obscure, and thus increases our ability to see and act sustainably and ethically in a complex multicultural world. (3 Credits)

Instructor:

Dr. Pille Bunnell Pille.Bunnell@royalroads.ca

Course Administration Contact

Chris Ling, MEM Program Head Chris.Ling@RoyalRoads.ca 250.391.2600 ext 4171

Chelsea Smith, MEM Program Associate chelsea.12smith@royalroads.ca 250.391.2600 ext 4785

Start and End Dates: September 2, 2013 - November 1, 2013

Delivery Method(s): Blended - Online and Residency

Standard Course Hours: Each course credit represents about 33 hours of effort by a student unless specified otherwise.

Credit: 3

The purpose of this course is to expand on both the analytical thinking and systems methods courses (ENVR506 and ENVR662) to address the complex interlinked systems faced by environmental managers from a systemic perspective. A systemic perspective requires an understanding of the biological ground of perception and cognition. How we sense the world how we think about and hence act is influenced by the way we make distinctions and compose a coherent world view (epistemology). Further, the flow of our emotions alters not only how we interact, but also how we sense and how we think. As different cultures act from different underlying premises and different emotional dynamics, it behooves a manager who may deal directly with other ways of thinking, or who has global concerns, to understand what“thinking” itself entails.

The special concerns of complexity such as multiple causality, feedback, recursion, emergence and embedding will be viewed through the lens of an interplay between conservation and change in strongly interconnected and intersected natural and anthropogenic systems at various temporal and spatial scales.

The content of this course has been dubbed as “practical philosophy” by past students. This course is not designed to offer you specific tools, but rather as a new ground that enables you to gain perspective and thus reflect on your whole program and how you will participate in the great concerns of our times.

Required Textbook:

Maturana, H. R. & Poerksen, B. (2004). From Being to Doing: The origins of the biology of cognition. Translated by Wolfram K. Köck and Annemarie R. Köck.Carl-Auer, Heidelberg. (Note, the book will be available for purchase from Royal Roads, and will be mailed to you. Please be sure to order it on time. It is not currently available on Amazon)

Required reading:

Bateson, G. (1979). Every schoolboy knows. In Mind and Nature: a necessary unity. New York, NY: E.P. Dutton.

Bunnell, P. (2005). Reflections on the ontology of observing. Cybernetics and Human Knowing, Vol 11(4), 72-84. (by permission of publisher and author, attachments provided in appropriate sections of the course)

Davis, W. (2009). Sacred geography. In The wayfinders: Why ancient wisdom matters in the

modern world. Toronto, ON: House of Anansi Press. Pages 116-161, in particular 116-124. See also: CBC Radio: Ideas - The 2009 CBC Massey Lectures: The Wayfinders: Why ancient wisdom matters in the modern world.

Maturana, H.R. & Verden-Zöller, G. (2008). The Origin of Humanness in the Biology of Love. Bunnell, P. (ed.). Exeter, UK: Imprint Academic. (by permission of publisher and author, attachments of selections provided in appropriate sections of the course)

Rittel, H.W.J. & M. M. Webber. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4(2), 155-169.

Recommended:

Bunnell, P. (2012). The role of love, trust and intimacy in learning. (Unpublished Manuscript, available on request from author.)

Capra, F. 2002. The Hidden Connections: integrating the biological, cognitive, and social dimensions of life into a science of sustainability. (NYC: Doubleday) Also republished with title changed to “The Hidden Connections: a Science for Sustainable Living” (Both titles available in print from the RRU Library: BP605.N48 C365 2002 and BP605.N48 C365 2004.)

Gladwell, M. (2005). Blink, the power of thinking without thinking. New York, NY: Little Brown and Company. (Available in print from the RRU Library: BF448.G53 2005)

Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown and Company (and other publishers) (Available in print from the RRU Library: BF637.S8 G533 2008)

Maturana H.R. & Poerksen B. (2004). From Being to Doing: The origins of the biology of cognition. Translated by Wolfram K. Köck and Annemarie R. Köck. Heidelberg: Carl-Auer. Pages 12-24, 68-87, 93-112.

Bateson, G. (1979). Every schoolboy knows. In Mind and Nature: a necessary unity (pp. 25-64). New York, NY: E.P. Dutton.

NOTE: Further materials for each Unit in the form of FLIP resources are available on a Creative Commons Website prepared by the Instructor. These are listed with each unit with their url. The relative importance of these extensive resources will become evident in class.

Explanations Systems Systemic Dynamics Living Systems Evolution

Maturana, H. R. & Poerksen, B. (2004). From Being to Doing: The origins of the biology of cognition. Translated by Wolfram K. Köck and Annemarie R. Köck.Carl-Auer, Heidelberg. Pages 196-208.

Maturana, H.R. & Verden-Zöller, G. (2008). The Origin of Humanness in the Biology of Love. Bunnell, P. (ed.). Exeter, UK: Imprint Academic. Pages 223-227.

Recommended:

Gladwell, M. (2005). Blink, the power of thinking without thinking. New York, NY: Little Brown and Company. (Available in print from the RRU Library: BF448.G53 2005)

Resources on the Creative Commons Website prepared by the Instructor:

Emotioning Nervous system and Cognition Learning

Bunnell, P. (2012). The role of love, trust and intimacy in learning. (Unpublished Manuscript.)

Maturana H.R. & Poerksen B. (2004). From Being to Doing: The origins of the biology of cognition. Translated by Wolfram K. Köck and Annemarie R. Köck.Carl-Auer, Heidelberg. Pages 53-67.

Maturana, H.R. & Verden-Zöller, G. (2008). The Origin of Humanness in the Biology of Love. Bunnell, P. (ed.). Exeter, UK: Imprint Academic. (short selections embedded in the webpage "Human Origins", see link below)

Resources on the Creative Commons Website prepared by the Instructor:

Human Origins Language Distinctions and Domains

Bunnell, P. (2005) Reflections on the Ontology of Observing. Cybernetics and Human Knowing, Vol11(4). Pages 72-84.

Davis, W. (2009). Sacred geography. In The wayfinders: Why ancient wisdom matters in the modern world. Toronto, ON: House of Anansi Press. Pages 116-161, in particular 116-124.

Maturana, H.R. & Poerksen, B. (2004). From Being to Doing: The Origins of the Biology of Cognition. Translated by Wolfram K. Köck and Annemarie R. Köck. Heidelberg:Carl-Auer. Pages 26-52.

Recommended:

Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown and Company (and other publishers) (Available in print from the RRU Library: BF637.S8 G533 2008)

Resources on the Creative Commons Website prepared by the Instructor:

Conversation Culture Reality

Rittel, H.W.J. & M. M. Webber. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4(2), 155-169.

Resources on the Creative Commons Website prepared by the Instructor:

http://www.sympoetic.net/Ephemerals/EPHEMERALS.html

Learning Outcome Assessment Criteria

2. Knowledge

2.9 Demonstrates an understanding of basic concepts in the field of systems thinking as these are relevant to linked biological and socioeconomic systems.

Through informed discourse and appropriate application provides evidence of understanding fundamental concepts from the field of systems thinking as these are relevant to the understanding and management of ecological,

social and institutional systems

3. Leadership and Teamwork

3.1 Facilitates effective teamwork Identifies and adopts methods and activities that are consistent with available resources, and the context and values of the group

Confirms accuracy of own understanding and team understanding of collective goals, responsibilities and working arrangements.

Accepts responsibilities and roles within the capacity to meet and deliver these.

Shares resources and knowledge appropriately and willingly.

Identifies situations where disputes may arise and takes appropriate corrective action.

Evaluates and plans group processes to achieve goals

3.3 Demonstrates leadership in synthesizing, articulating and sharing a vision with others

Guides and supports project design or development so that the results reflect a treatment of immediate and long-term priorities (holistic) and process (consensus- seeking, inclusive, transparent) aspects of environmental management

Identifies creative approaches to describing alternatives and choosing the most effective and efficient option.

Recognizes explicit and implicit ethical implications before reaching decisions or taking action.

Articulates rationale, including values, behind different representative positions

Utilizes knowledge to support the development of effective decision-making

4. Critical Thinking

4.1 Applies critical thinking to the integration of knowledge and practice

Explicitly evaluates information and knowledge for relevance, validity, and the consequence of its application. Determines basic premises and logic, and offers an explanation for the source and

development of ideas and why these are accepted as valid in a given discourse.

Listens to new ideas and perspectives in a way that is sympathetic to the intentions of the source and engages with these ideas in a manner that is generative of a broader understanding for all the participants in the discourse.

Assesses the consequences of accepting or rejecting beliefs, premises, concepts and ideas, and the consequent actions or in actions that arise from these distinctions.

Considers the implications of discourse with these ideas at various scales in various domains of concern, and considers the implications to sustainability

Recognizes and takes into account sources of uncertainty when drawing inferences and reaching conclusions.

Searches for, identifies and challenges implicit assumptions in own, peer or professional opinion.

4.3 Identifies and applies espoused and demonstrated values and ethics when formulating potential solutions, goals, strategies and actions for sustainable development

Recognizes and evaluates the ethical implications of problems, proposed solutions, strategies and actions

Explains major concepts and ideas concerning ethical behaviour and responsibility as seen from the perspective of philosophy, cognition, language and culture, and applies this understanding to environmental issues and concerns.

Assesses the implications of diverse local, provincial, national and international values for ethical standards and practices and recommends approaches to ethical problems which appropriately reflect diversity of culture and values

5. Global Awareness

5.2 Demonstrates how a global issue can be reflected in local

Determines the scale at which issues are distinguished and the scales at which the actions

events and how local action can impact on global events

to address them would have to be undertaken in order to be effective and sustainable.

Projects the implications of various actions and non-action for both the biosphere and human society at various spatial and temporal scales.

Assignment Due date

Learning Outcomes Totals

2.9 3.1 3.3 4.1 4.3 5.2

1. Background Paper (individual written report)

Sept. 22

5%

5%

10%

2. Emotions and Coordination (oral team presentations)

Oct. 4

Pass/Fail

3. Language and Culture (Team written report)

Oct. 16 5%

5%

10%

4. Tragedy of Commons and Other Wicked Problems (Team presentations)

Oct. 18 5%

5%

15% 25%

5. Leadership and Participation (Self and Team evaluations)

Nov 1

5% 0

5%

6. Reflections Essay (Individual written report)

Nov.1 10%

10% 15% 15% 50%

Totals 25% 5% 0 20% 20% 30% 100%

None of the assignments for this course require APA formatting. However, where references are cited, standard APA format should be used, inclusive of page numbers.

Assignment 1: Presentation and Background Paper (Individual)

Part 1: Every Schoolboy Knows.

Read the chapter “Every Schoolboy Knows” by Bateson. You are to prepare a 5 minute in class presentation that elucidates one of these concepts clearly for the rest of the class. You should explain the concept and reveal its relevance to you as an Environmental Manager.

In order to ensure that all of the 16 points made by Bateson are presented by someone in the class, please send your top three preferences to the course instructor as soon as you have

made your choice. The instructor will respond with a confirmation within 24 hours. This will be a first asked, first allocated situation, so that latecomers may have a limited range of choices. The completed presentations (notes or visuals, as relevant) are to be submitted to the instructor prior to residency, and one or more versions of each point will be selected to be presented to the class. (5% of grade, learning outcome 2.9)

Bateson, G. (1979). Mind and Nature. New York, NY: E.P. Dutton (or see http://www.oikos.org/m&nschoolboy.htm) Ch. 2 Every Schoolboy Knows, pp 25-64.

Part 2: Ontogeny of an Environmental Manager

This part of the pre-residency assignment is a reflection on your own history on becoming an Environmental Manager (whether you see yourself as one now, or are engaged in the MEM program in order to become one). In order to describe your history as an ontogeny, or as an epigenic path of developments on top of developments, I would like you to start with your very first awareness of your relationship with the natural world and see whether you can trace the emotions, interest, and understanding that has been conserved and possibly expanded through all the choices and unexpected happenings that have led you to the present.

This essay will be used as a reference point for several discussions of systemic dynamics during the course. Expected length, 1000-1800 words. Due one week prior to residency. (5% of grade, learning outcome 4.3)

Assignment 2: The Role Emotions Play in Coordination (Team Presentations)

You will be participating in an in class activity wherein you are asked to accomplish a planning session for an event. Each of you will be secretly given a role, some of which will be “normal, as yourself” while others will be subtly caricaturing an attitude or emotion as we will have discussed. Teams will have an hour to accomplish the work, after which they will report on the result, the process, and the insights gained through the activity. (Pass/Fail assignment)

Assignment 3: Working with Language and Culture (Team Report)

In this assignment you will be asked to provide a feasible scenario in which you and your colleagues are working on an environmental project that has you working with people from another culture. For the body of the assignment you will be asked to apply some of the ideas you have developed during this course that would help to bring this work with the other culture to a success from your perspective, from your organization’s perspective, and from the perspective of the people in the culture that you are working with. A series of questions that will help guide your thinking will be provided in the form of a hand out. Note that you may do some things in a similar way as you would have done before thinking about these questions. In this case you may provide the grounds for why your approach has worked and how you might further enhance workability based on an expanded perspective and understanding of the dynamics of languaging, the development and lineaging of distinctions, and the contextual

inertia of various organizations and governance structures entailed. Expected length, about 1500 words, but may be shorter if some of the content is presented in point form (10% of grade, evenly divided between learning outcomes 2.9 and 4.1)

Assignment 4: The Tragedy of the Commons and Other Wicked Problems (Team Presentation and Report)

Part 1: Tragedy of the Commons

In class you will participate in a scenario of a small community (composed of members of each team) establishing its viability in a new environmental setting. The response of the resource base to your activities will be generated by a simulation model, and you will face various unexpected events and economic changes as you progress through the time span of the exercise. At the end of the simulation, the various communities will briefly describe their experience. Teams will prepare a written report on the different strategies attempted by the various communities, and what this reveals about the systemic dynamics of this type of problem. A discussion of the lessons learned in this activity as they relate to actual globally relevant issues in the world will comprise the bulk of this paper. Expected length 800-1500 words, point form accepted (10% of grade, learning outcomes 4.1 and 5.2)

Part 2: A Wicked Problem

You will be given a list of possible “wicked problems” but are encouraged to present one of your own. Each team is to choose a different problem, and prepare a 15 minute presentation for the class in which the problem is presented in terms of the various scales and domains in which the dynamics of different aspects of the situation operate. You are to consider the manner of thinking and acting that is proper to the different peoples involved in the issue, inclusive of their fundamental premises (epistemologies).

Since these are indeed wicked problems that do not have a simple solution, and indeed are concerns that people have been attempting to resolve, you are not expected to provide solutions. Rather you are expected to apply some of the ways of thinking about systems, emotions, language and culture in a manner that elucidates aspects of the problem in a more insightful manner. If you do come up with a workable solution, we will have to seriously consider how to make that known! Presentation notes and/or visuals to be submitted with any references used properly cited. (5% of course grade learning outcome 2.9, 10% learning outcome 5.2, total 15%)

Assignment 5: Leadership and Participation (Individual)

During this course, and also included in other courses, you will have encountered the notion of “Appreciative Inquiry”. This particular participation and contribution grade is to be generated from a series of three interviews to be conducted with two members of your team, and one other person in your cohort with whom you have worked prior to this residency. In these

conversational interviews the person you are engaged with is to tell you what they have appreciated about your participation and contribution over the course of the residency and the program. Any changes they have observed would be of interest to note.

Interviews are to take place at any convenient time during the final week of the residency. The points made by your colleagues are to be summarized in point form, and your own conclusions as to where you have excelled, and from this, what you consider as worth developing further are to be summarized in a short report of 200- 400 words. (5% of the course grade, for learning outcomes 3.1 This assignment is to be self assessed; a guideline will be provided.)

Assignment 6: Reflections Essay (Individual)

At the beginning of the residency you will be given guidelines on how to prepare your reflections essay based on the material that will be presented through lectures, demonstrations, experiences, and discussions. You will be expected to reveal your understanding through how you operate with the concepts, rather than through simply recording statements made by the instructor. Secondly, you will be asked to consider how this connects with other ideas in this course, in other courses, and with your prior knowledge and experience. Finally, and most importantly, you are to indicate how this material is significant to you, in particular in how your understanding will modulate what you do and how you do it.

The reflections essay will follow the principle of “Observing for Learning” (hand-out to be provided) in that you are to select ideas that you have learned based on their interest and relevance to you. That is, the instructor does not specify which points from the course you are to report on as what matters more in the long run is that which you have learned in a manner that is truly relevant to what you do.

You are to select any ten topics from any aspect of the course, and for each present your understanding, the connections, and the relevance. Each mini-essay should be at least 300 words, though more likely you will require more; with 1000 words as a somewhat flexible upper limit. (The word count is only a guideline; your writing style will determine how concisely you are able to express yourself.) Furthermore, you are to self-evaluate each of your 10 contributions as a number from 1-10 (criterion reference will be provided). The instructor will read and confirm your grade, with a bonus for appropriate self-evaluation (neither over-modest, nor inflated).

You may, of course, work on elements for this assignment whenever you like throughout the course of the residency. It is recommended that you keep notes or a journal to avoid having a large project to do after residency; ideally you would leave yourself with only one or two topics to complete and a review and edit of prior entries. Due one week after the residency. (50% of the course grade, distributed among the learning outcomes 2.9, 4.1, 4.3 and 5.2)

Unit 1 Systems Fundaments

In this unit you will review the basic systems dynamics that you learned in the Systems Methods course with reference to some foundational notions.

As an introduction to the course you will be asked to consider by what criteria you accept explanations, and in particular what comprises a scientific explanation. This leads to a discussion on how structural determinism and pre-determinism are fundamentally different, and to an exploration of the difference between structure and organization through in-class activities.

As you are likely already aware “systems” are distinguished as such according to different criteria, and different systems are more or less bounded and more or less persistent. Though many systems are spontaneously organized, the recursive processes that enable the system to recreate its own organization are unique to living systems. Where the dynamic relationship of the system with its context enables persistence, further development becomes possible in a historic drift seen as the evolution of systems. You will review the history of the development of earth systems along a physical time line that encourages you to recognize the structural complexities necessary for the relatively rapid evolution of multicellular species.

This unit will finish with a discussion of how designed systems differ from natural systems .

Unit 2 Biological Fundaments for Cognition, Emotion, and Learning

One of the systems we generally take for granted as we act in our capacity of environmental managers is our own human existence as complex system. You will experientially see how our nervous system composes our experience based on multi-sensorial triggers that enable an adaptive response through the circularity between our inner system, our behavior, and the response of our environment. This cognitive system is modulated to enabling beings to engage in multiple relational domains with different flows of activities and different sensations to which we ascribe emotions. Thus emotions modulate our competence in various ways, including our ability to learn, to understand, and to develop expertise.

You will explore how logical thinking, linear thinking, and systemic thinking all contribute to your competence as environmental managers dealing with both the natural world and the relations with other people who are involved or affected.

Unit 3 Language and Logic as Evolved Ontogenic Systems

We humans live embedded in language to such an extent that it is difficult to see any operations that are not distinguished in language,including the operation of “languaging” itself. To reveal this dynamic you will review human origins as it generated a constellation of circumstances in which language could arise and evolve, and be inter-generationally conserved

and expanded. In each generation the individual ontogenies arise in the context of the language and culture, and the manners of perceiving and acting inherent in their language. Thus language itself will be revealed as a system that arises in a systemic dynamics of multiple connections. You will see how living in language enables us to generate multiple operational domains, and how these are not necessarily logically reducible to any meta-domain.

Logic as a form of rationality is enabled in language, but so also is reflection. Most significantly, you will grasp how language itself shapes our perceptions and our actions, and how it operates in parallel with other systemic processes in a manner that both expand and limit our abilities.

Lastly, we will discuss the relevance of specialized vocabularies and “jargon” for practical use as environmental managers.

Unit 4 Cultures as Systems of Thinking and Acting

As already alluded to in the unit on language and logic,cultures evolve differently as their languages evolve according to the circumstances that pertain to their founding locales and changing conditions. Cultures can be discerned according to their artifacts, traditions, habits and technologies, but more fundamentally cultures arise as a closed network of conversations that validates the perceptions and actions of that culture. Hence as environmental managers it behooves us to both relate to the worldviews as incommensurate with our own, and to understand that our own is inherently as bound to our culture as others are to theirs.

A fundamental epistemological concern will become evident. How do we claim that the“reality” we live in is more fundamental than that claimed by others? Do we have any privileged access? You will see that this conundrum is resolved through changing the question from “what is” to “how do we know what we know.” This inevitably brings a sense of both autonomy and radical responsibility in our daily lives and in our professional activities.

Unit 5 Wisdom,Responsibility and Ethical Concerns in a Complex World

You will be invited to further explore the notions of obedience, conformity, freedom and responsibility in light of ethical and moral concerns; both as they pertain to your daily lives and in a broader ecological and social manner. This is where the granularity of local action and global consequences becomes truly relevant, and we find ourselves faced with greater systemic complexity than can be controlled by any particular individual or group.

However, you will be relieved to realize that the inability to control is not an inability to act in a manner that promotes a sustainable,live able outcome. Indeed ethical action will be seen as the proper foundation of each daily choice, and that the systemic outcome can be managed through conservation of a quality of being that has the attribute of being infectious. There are no magic formulas, but there is a place for wisdom in what we do as environmental managers, and human beings. Our manner of living becomes a path that leads to a vector of further changes.

With this in mind you will return to the notion of “wicked problems” and determine alternative courses of action and consider how these may have both desirable and unexpected systems consequences given the interlocked systemic operation of human understanding, human culture (inclusive of all our designed systems), and natural processes.

You will complete this course through an invitational consideration of the role of aesthetics, mystery, and spirituality for our lives as a sustainable species in a sustainable ecosphere.

You are responsible for knowing university and program policies and guidelines that govern your work in this course:

RRU Academic Regulations including course withdrawals, academic probation, and formal grade appeals

RRU Grading Policy RRU Student Rights & Responsibilities RRU Copyright Guidelines

Please note: Course discussions can be viewed by your cohort classmates, instructors and teaching assistants, RRU program administrative staff, management, librarians and IT staff. RRU staff have signed confidentiality agreements before being allowed access to your discussions. In accordance with BC privacy legislation,you will be notified if anyone else is requesting permission to view your discussions .

Please note: If your course uses applications outside the Royal Roads University online course platform (e.g., wikis, blogs,etc), please be aware that data from these applications may be stored on a computer server based in the United States and therefore may be subject by law enforcement officials under the U.S. Patriot Act.

Current Royal Roads University academic regulations will be applied as they exist at the start of this course.

Late Assignments: This is a general policy and may be modified by the individual course instructor. This policy is meant to encourage a professional approach to deliverables. Late assignments may be assessed a penalty of 5% for each 24 hours (or portion there of) that they are late. Assignments later than one week will be marked at the discretion of the instructor. All assignments must be completed in order to pass a course. Special circumstances will be considered in all cases.

Learners should be reminded that they are responsible for passing the course and passing all of the Learning Outcomes in their program. Failed assignments may affect the ability to pass a particular Learning Outcome. Failure to hand in an assignment or other required course work, unless a special arrangement has been reached with the instructor, will result in an INC grade.