Table of Contents

• Systems Inquiry
• Systems Methodology
• Systems Theory
• Systems Design
• Systems Design and Instructional Design
• Links
• References

Systems Inquiry

According to Banathy (1993), systems inquiry is a worldview that emphasizes the interdependent and interactive nature of the world at every level of existence. Systems inquiry transcends disciplines and paradigms, attempting to forge interactions among individual sciences in the hopes of bringing unity to science (Bertalanffy, 1956).

Boulding (1956) proposes that a general theory of systems should provide a spectrum of theories that can provide high-level guidance to the construction of knowledge. Systems thinking privileges synthesis over analysis, integration over isolation, and relationships over things and processes.

Banathy characterizes systems inquiry as being supported by three components:

• Systems philosophy carries an orientation towards non-linear, dynamic synthesis of ideas, which contrasts with the more traditional linear, analytical, cause-effect paradigm.

• Systems methodology provides us with the tools that operationalize systems philosophy and systems theory,

• Systems theory is a broad, trans-disciplinary set of universal principles that applies to systems in general, rather than to a specific kind of system.

Systems Methodology

According to Banathy (1993), systems methodology refers to a set of strategies, processes, and tools that help systems thinkers to:

1. Analyze systems and systemic/relational elements of complex systems

2. Design, develop, implement, and evaluate complex systems

3. Manage systems and change in systems (p.76)

The general framework for using systems methodology consists of the following:

• Problem - Identify, characterize, and classify the nature of the problem situation

• Context - Identify and characterize the problem context and content

• System - Identify and characterize the system in which the problem is embedded

• Strategy - Select the specific strategies, methods, and tools that are appropriate to the situation (p.76)

Note that, unlike other methodological frameworks, the systems methodology does not call for selecting a specific set of methods and tools.

Systems Theory

When viewing the world through the lens of systems theory, one can classify systems as:

• Hard - referring to the quantitative and empirical characteristics of natural sciences

• Soft - referring to more subjective and unpredictable activity found in biological, behavioral, and social sciences

Banathy (1993) classifies human activity (soft) systems in terms of the degree to which they are:

• Open or closed

• Mechanistic or systemic

• Unitary or pluralistic in defining their purpose

• Complexity (simple, detailed, or dynamic) (p.80)

From this, he derives five general types of systems:

Systems Design

Consistent with systems theory, systems designers avoid the common practice of breaking problems down into manageable parts. Trying to solve problems piece by piece (non-systemically) may lead to removing the problem, but it will not likely move the system to a desired positive state (Banathy, 1993). Systems design seeks to understand a set of problems (subjectively) as an interactive, inter-dependent system. Just as systems should be considered in their entirety, problem systems should be analyzed within the richness of their situational context. Churchman (1971) supports this idea of nonseparability and further argues that human systems design should be value oriented and guided by social imperatives, not just technological efficiency for example.

There are several models through which systems can be analyzed:

• Systems-environment model - Focus on the system within the context of its broader community

• Functions-structure model - Focus on the goals and roles of the system components

• Process-behavior model - Focus on what the system does over time

Systems Design and Instructional Design

Banathy (1993) argues that systems design is significantly different from instructional design, citing the following distinctions:

• Education is an open social (soft) system, whereas instructional systems are closed systems that depend on hard system technology (see ISD models).

• Instructional systems typically involve an element from a program, within a curriculum, which serves the goals derived from the much broader educational system. Instructional systems design acts at a much lower level of analysis than educational systems design.

• Instructional systems are designed against clearly defined goals and instructional objectives and primarily serve the users. Educational systems are designed in light of societal expectations as well as core ideas and values, out of which a vision, mission, and purpose emerge.

• Instructional systems are typically delivered through a medium (lecture, activities, computer, and books), where as educational systems rely primarily on human interactions (e.g., planning, decision-making, and problem solving).

Links

http://platon.ee.duth.gr/~soeist7t/Lessons/lesson1.htm
Contains a course on systems theory

http://www.psy.pdx.edu/PsiCafe/KeyTheorists/vonBertalanffy.htm
Biography about Ludwig von Bertalanffy

http://www.isss.org/homepage.html
The International Society for the Systems Sciences

References

Banathy, B.H. (1993). Systems inquiry and its application (Chapter 3). In D.H. Jonassen's (Ed.), The Handbook of Research for Educational Communications and Technology [online]. AECT, pp. 74-92. Available (2/10/02) at: http://www.aect.org/Intranet/Publications/edtech/index.html

Bertalanffy, L.von (1956). General systems theory. In Vol.1 Yearbook. Society for General Systems Research.

Boulding, K. (1956). General systems theory - The skeleton of science. In Vol. 1, Yearbook. Society for General Systems Research.

Churchman, C.W. (1971). The Design of Inquiring Systems. New York, NY: Basic Books.