Browsing by Author "Laszlo, Alexander"
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ponencia en congreso.listelement.badge Curriculum design and innovation in field-based learning: lessons from the Doctoral Program in Leadership and Systematic Innovation in Argentina(2017) Laszlo, Alexander; Rowland, Regina; Serpiello, Nina; Luksha, Pavel; Karabeg, Dino; Castiglioni, Sara Noemí; Zambon, Rosana; Weiss, Gorazd"Designing educational innovation in a doctoral program on Leadership and Systemic Innovation is a matter of matching form with content. The challenge to create new experiences for curriculum design becomes one of experiential integrity for learners. This requires matching curriculum content with an appropriate real-world opportunity for positive change. Classical case study methods fall short as vehicles for exploring VUCA situations — those characterized as Volatile, Uncertain, Complex, and Ambiguous. However, it is hard to find appropriate alternative methods that provide experiential learning environments for generating useful and systemically well-balanced responses to VUCA situations. This paper presents the experience of an international team of five doctoral faculty members, aided by two second year doctoral students and a social innovation expert, to design, introduce, facilitate and model a programmatic curriculum that spanned the first year (five course modules) of the ITBA (Instituto Tecnológico de Buenos Aires) Leadership and Systemic Innovation doctoral program with 22 students. Each course module focused on a distinct aspect of systemic innovation. This required the faculty to create a cross-cutting, field-based experience that interwove the learnings from one module to the next. In addition, the focus of the field-based experience was designed so as to expose students to a “wicked problem” (a VUCA situation that could not be addressed on the basis of one disciplinary perspective or approach alone) without requiring them to fix, resolve, or otherwise provide a solution to it. Instead, students were invited to explore various aspects of the situation from an empathic and holistic evolutionary perspective. As detailed in the paper, a significant challenge to what we called “the Interweave Model” was communicating exploratory methods to the students, and distinguishing this experience from what would be expected in classical case study research. The greatest challenge for students appeared to be holding a whole-systems perspective of the entire VUCA situation across five distinctly different subjects of the curriculum while generating opportunities for design responses within each subject that could be coherently combined."artículo de publicación periódica.listelement.badge Education for the future: the emerging paradigm of thrivable education(2019-03) Laszlo, Alexander"A new education paradigm is emerging to address the need to educate a planetary citizenry under conditions relevant to the living context of our planet. Key to this new paradigm is the emphasis on lifelong learning and empathy-oriented education—both critical ingredients to the transformative role of education for individual and collective thrivability. This article explores the parameters of this role and the indicators that point to its emerging presence in a variety of education contexts, both formal and informal as well as virtual and face-to-face."ponencia en congreso.listelement.badge Systematic innovation in a world of uncertainty(2017) Laszlo, Alexander"Systemic Innovation is a field of praxis that is rapidly taking shape as a key driver in R&D initiatives focused on integral sustainability the world over. This field curates the exploration of socio-technical systems design, implementation and insertion in society in ways that foster planetary thrivability at local and global (aka ‘glocal’) levels. To do so, it adopts a transformative approach to characteristically “wicked” societal problems through the transdisciplinary study of ways in which pragmatic socio-technical systems innovation can dissolve VUCA challenges (i.e., those that are characteristically volatile, uncertain, complex and ambiguous). This paper explores how insights from the systems sciences can directly influence real-world socio-technical systems change. By considering both the systemic leverage points and systemic nurturance spaces that foster the emergence of innovations for thrivability, the field of systemic innovation is developing new methods, models and means of emerging ecosystems of R&D+i (research and development plus innovation). Results include the generation of socio-technical solutions that are synergetic with each other (thereby forming collective incubators or innovation greenhouses based on the application of collective intelligence). The emergence of such innovation ecosystems requires leadership and systemic innovation that incorporates social values, technological creativity, economic opportunity and environmental integrity. This paper considers themes of innovation, leadership, connective intelligence, collective intelligence, collective creativity, design thinking, systems practice, entrepreneurial experimentation and other considerations related to the emerging field of leadership and systemic innovation."artículo de publicación periódica.listelement.badge Systemic innovation, education and the social impact of the systems sciences(2017-09) Laszlo, Alexander; Luksha, Pavel; Karabeg, Dino"Education, in and of itself, is neither irrelevant nor outmoded. However, the current need to educate a planetary citizenry under conditions relevant to the living context of our planet is palpable. A new education paradigm is emerging to address this need, and it takes its cue from the life sciences—biomimicry, ecosystem studies, permaculture and the like, and from the sciences of complexity—complex adaptive systems theory, second order cybernetics, social systems dynamics and the emerging field of systemic innovation. This article explores both the pressures for such a new paradigm of education, tracing their sources to contemporary dynamics in society and environment, and outlines of the new paradigm in education that is emerging in various parts of the world. Key to this new paradigm is the emphasis on lifelong learning and empathy oriented education, both critical ingredients to the transformative role of education for individual and collective thrivability."artículo de publicación periódica.listelement.badge A whole systems approach to education redesign: a case study on the need for intergenerational perspectives and inclusion(2018) Laszlo, Kahlia; Laszlo, Alexander"This study was commissioned by the Global Education Futures forum for presentation at its fourth International Conference in Moscow, Russia, from February 29 to March 2, 2016 (http://edu2035.org/#program). The objective was to conduct field research with a special focus on the vision of the future of education held by young people. This report presents some views and perspectives of my generation regarding what they want education to be like in the future. In northern California, my teachers Ms. B and Mr. Wahanik used the framework of questions and activities that my father and I developed to gather this kind of information by running a sort of “focus group” with my 10th Grade class and to find out what their views, perspective, opinions, ideas, hopes, and concerns are regarding this theme. A similar process was run with a group of young people in Buenos Aires, Argentina."