Systemic thinking is rooted in the seminal work of Norbert Wiener and, during the flourishing studies on cybernetics developed in the US in 40es and 50es, it started to influence different disciplinary domains, thanks to an heterogeneus group of scholars interested in exploring the effect of this theoretical framework in their researches. The educational field was also involved in this dialogue, and it is still engaged in dealing with many systemic ideas (see Formenti, 2017; Bella et al., 2014, Demozzi, 2011). The idea of "togetherness" lie at the heart of systemic thinking which is continually generated through the search of the “pattern which connects” (Bateson, 1972), that can be described as “an arrangement of elements seized in their correspondences, resonances and mutual implications” (Baracchi, 2013, p. 213). This connecting attitude, in Bateson view, is recognizable in the whole living system and represents the key element to extend the concept of mind “outwards”. In systemic view, subjects don’t learn only from the specific interactions and relationships they live but they develop learning (often without awareness) about the rules and the set of alternatives that characterize the context in which this experience takes place. Bateson called “deuterolearning” the specific learning about “the manner in which the stream of action is segmented or punctuated into contexts” (Bateson, 1972, p. 199). "Togetherness", in this sense, may be interpreted as an emerging structure characterizing a certain group of individuals that is fundamentally entangled with the context in which their relationships are taking place. In my contribution I will present some ways to deal with this dimension in designing and managing an educational/training context addressed to adult educators and based on auto/biographical narratives. How in such contexts it is possible to enhance the learning potential coming from the participants and their stories, and, at the same time, highlight the fundamental role of context in shaping the learning outcomes?
Galimberti, A. (2019). Togetherness and systemic thinking. Dealing with "deuterolearning" in educational/training contexts based on narratives. In L. Garrino, B. Bruschi (a cura di), 'Togetherness' and its discontents. Connectivity (as well as belonging, cooperation, conflict and separation) in biographical narratives of adult education and learning (pp. 415-424). Pensa Multimedia.
Togetherness and systemic thinking. Dealing with "deuterolearning" in educational/training contexts based on narratives
Galimberti, A
2019
Abstract
Systemic thinking is rooted in the seminal work of Norbert Wiener and, during the flourishing studies on cybernetics developed in the US in 40es and 50es, it started to influence different disciplinary domains, thanks to an heterogeneus group of scholars interested in exploring the effect of this theoretical framework in their researches. The educational field was also involved in this dialogue, and it is still engaged in dealing with many systemic ideas (see Formenti, 2017; Bella et al., 2014, Demozzi, 2011). The idea of "togetherness" lie at the heart of systemic thinking which is continually generated through the search of the “pattern which connects” (Bateson, 1972), that can be described as “an arrangement of elements seized in their correspondences, resonances and mutual implications” (Baracchi, 2013, p. 213). This connecting attitude, in Bateson view, is recognizable in the whole living system and represents the key element to extend the concept of mind “outwards”. In systemic view, subjects don’t learn only from the specific interactions and relationships they live but they develop learning (often without awareness) about the rules and the set of alternatives that characterize the context in which this experience takes place. Bateson called “deuterolearning” the specific learning about “the manner in which the stream of action is segmented or punctuated into contexts” (Bateson, 1972, p. 199). "Togetherness", in this sense, may be interpreted as an emerging structure characterizing a certain group of individuals that is fundamentally entangled with the context in which their relationships are taking place. In my contribution I will present some ways to deal with this dimension in designing and managing an educational/training context addressed to adult educators and based on auto/biographical narratives. How in such contexts it is possible to enhance the learning potential coming from the participants and their stories, and, at the same time, highlight the fundamental role of context in shaping the learning outcomes?
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