Relationship of Systems Thinking and Design Symposium 3 keynote

Relating Systems Thinking and Design 2014 Symposium Proceedings

Editors: Birger Sevaldson, Peter Jones

Published by The Oslo School of Architecture and Design

ISBN: 978-82-547-0263-5

The proceedings from the RSD4 symposium are now available online:

http://systemic-design.net/rsd3-proceedings/ from the successful Relating Systems Thinking and Design Symposium in Oslo, October 2014. The proceedings contain presentations and papers presented at RSD3. The proceedings also contain papers by keynote speakers Hugh Dubberly and Harold Nelson and a transcript of the late Ranulph Glanville's last speech. The RSD symposia was hosted by the Oslo School of Architecture and Design: www.aho.no.

An Appreciative Critique

Summary Keynote by Harold Nelson

Comments

Design, Wicked Problems & Throwness

Horst Rittel is one of the seminal residents in my 'Berkeley Bubble'. Recently a friend and colleague sent me an article about ‘double-wickedproblems’ . I have become ever more aware of the increasing number of references to ‘wicked problems’ in all forms of media that seem to have missed Rittel’s deeper insights . This brought up the concern I have about the use and miss-use of the term ‘wicked problem’. The term ‘wicked problem’, first introduced by Rittel in West Churchman’s seminars at Berkeley, was in reference to his conceptualization of the impossible challenge of dealing with significant social issues using traditional, rational, ‘problem solving’ methods. In most cases what are miss-diangnosed as ‘wicked problems’ are actually complex or complicated problems that can be simplified or broken into smaller 'tame' problems allowing for a straight forward 'problem solving' approach to be taken. This approach is believed by many to be capable...

the 'learning way'

the 'learning way' Mastery-Learning in Systemic Design Shuhari Aikido master Endō Seishirō shihan stated: "It is known that, when we learn or train in something, we pass through the stages of shu, ha, and ri. These stages are explained as follows. In shu, we repeat the forms and discipline ourselves so that our bodies absorb the forms that our forebears created. We remain faithful to these forms with no deviation. Next, in the stage of ha, once we have disciplined ourselves to acquire the forms and movements, we make innovations. In this process , the forms may be broken and discarded. Finally, in ri, we completely depart from the forms, open the door to creative technique, and arrive in a place where we act in accordance with what our heart/mind desires, unhindered while not overstepping laws." Shuhari (Kanji: 守破離 Hiragana: しゅはり) is an evolving Japanese martial art concept that describes the stages of learning leading to mastery. It has also been applied to other...

educational trends

As I work on starting a new school in 'systemic design' I have discovered that the trends against serious professional and scholarly endeavors are quite real—an extension of the American anti-intellectualism that fuels some of the political agendas in the US nowadays—probably not the best time to try something like creating a new educational experience. Still... This substack by Ted Gioia is an example of some of the trends against investing in serious educational/professional ventures: https://lnkd.in/gxSbniAg The challenge is to find those who do not want to participate in these trends. Gioia and others claim that they are out there. I believe that to be true. The question is how to network with them. They do not, by definition, reside in echo chambers.

Accidental Vagrant

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