Requisite literacy for systems thinking in practice

The idea of systems thinking literacy is presented by Martin Reynolds as essential for effective systems practice beyond its use within academia. The paper draws on experiences of developing and teaching systems thinking in practice (STiP) qualifications at the Open University, along with a series of associated action research projects with STiP alumni, both contributing to the development of the Level 7 Systems Thinking Practitioner Apprenticeship qualification. Martin highlights three tensions generated by a prevailing systems literacy that falls short in serving appropriate systems thinking in practice as an interdisciplinary and transdisciplinary endeavour. In tensions between developing capabilities and competencies the risk of fetishising methods and methodological approaches outside the situated context of the use and user of such approaches are signalled. Martin argues that systems literacy is not just a fixed technical ‘grammar’ captured by either a competency framework or professional Standard, but rather an ongoing conversational dynamic through engaging multiple perspectives across disciplines. Secondly, an appropriate systems literacy requires not just the words and concepts (as tools of the trade) but an encompassing narrative of theoretical reasoning that justifies the application of tools in relation to situated contexts of use – a narrative continually developed and adaptable with others from different disciplinary and experiential lineages through abductive reasoning. Thirdly, the reasoning must address a robustness in STiP to include co-guarantors of resonance and relevance, in addition to traditional guarantors of reliability. Finally, Martin presents a model of nurturing requisite literacy that can mediate between recovering systemic sensibilities and developing STiP capabilities. The model is structured around metaphors of ‘conversation’ and three principles underpinning a generic methodological approach of ‘bricolage’ for STiP. An overriding principle of a requisite systems literacy is an ongoing interplay between systemic and systematic thinking, ultimately framing systems thinking as a transdisciplinary endeavour that requires continual flexibility and adaptability to variable situations.