It is interesting to observe the education system as a system and compare ‘systemic’ and ‘reductionist’ perspectives. From a reductionist perspective, the whole is the sum of its parts, and in order to solve problems, the parts need to be studied separately and “fixed.”
Considering the education system, it is easy to see that problems have been addressed in this traditional way: through the approach of “fixing parts” with changes in the curriculum or evaluation procedures; through the approach of “fixing people” where the focus is on training employees and professional development, and through the approach of “fixing schools” where “failing” schools are improved.
From a systemic perspective, the system is a complex whole in which the whole is more than the sum of its parts.
However, experience has shown that attempting to address only the symptoms has not been successful and that the education system is in a greater crisis than before. There are numerous signs of this crisis: employers and universities complain about a lack of skills and adaptability.
youth malaise; teachers are leaving the profession in increasing numbers, rates of depression and anxiety among teenagers have risen by 70% in the last twenty-five years (!), and there is increasing evidence that the school system contributes to this mental health crisis.
On the other hand, from a systemic perspective, the system is a complex entity in which the whole is more than the sum of its parts. The existing synergy can only be explained in its entirety. All elements are aligned towards a common purpose and all parts are interconnected and interdependent. Every problem will affect the entire system, indicating that the cause of the problem lies within the whole system, not in its individual parts. In other words, the cause of a systemic problem is not an individual’s “error” or a specific part, but inherent within the system.
The cause of a systemic problem is not an individual’s “error” or a specific part, but inherent within the system.
Mental models shape values, beliefs, and attitudes, and at an even deeper level, they shape the way individuals perceive reality and interact with others. And ultimately, they do not rely on specific philosophical assumptions about the nature of reality, the nature of human beings, and the way the world works.
Therefore, the starting point for problem-solving should be the overall system. How can problems be approached with a systematic perspective? According to scientists who advocate for a systematic approach, we need to look at systemic structures to discover the fundamental forces and interactions of these forces. Peter Senge advocates for the study of mental models, which are at the core of systemic structures. Mental models shape values, beliefs, and attitudes, and at a deeper level, they ultimately rely on specific philosophical assumptions about the nature of reality, the nature of human beings, and the way the world works. It is remarkable how many things, which could be considered entirely practical, actually depend on deep philosophical questions.
And what about the youth – what do they want? They might be seeking purpose and meaning, and they do not want to be seen as tools of the system or cogs in the wheel… Every system is specifically designed for a particular purpose, and the educational system is designed for the purpose of education. However, here lies the core of the problem. Teachers, parents, students, local councils, government policies, business requirements, and market forces are all connected through a network of relationships in pursuit of education. But would everyone agree on the purpose of education? According to British Education Minister Nick Gibb, education is the “engine of the economy,” the business world wants well-trained individuals who can “get the job done,” schools want academic excellence that will elevate their rankings, many parents want to prepare their children for life. And what about the youth – what do they want? They may be seeking purpose and meaning, and do not want to be considered mere tools of the system and cogs in the wheel… Most teachers want to value the whole child and enable them to develop their unique potential as individuals. One of the main systemic issues is that different fundamental perspectives on the purpose of education “divide the system” and significantly linked to the child’s overall potential and their development as individuals. However, in response to the first PISA study by the OECD, governments worldwide have started striving for better results in order to become more competitive on the international scale.
At the same time, governments are also reacting to the growing crisis of mental health among young people and teachers who are caught between conflicting demands.
Is the purpose of education to develop the full potential of every child, optimize academic achievements, or prepare young people for the job market?
If we overly focus on academic achievements, the educational focus becomes very narrow and only the academic aspect of the child is noticed and valued. But what about the rest? Is the purpose of education to develop the full potential of every child, optimize academic achievements, or prepare young people for the job market? What is the purpose of education? The answer to this question is inseparable. linked to our concept of the human being. Only genuine philosophical contemplation of this topic will provide us with the necessary clarity and understanding to address the existing problems in our education system. And probably, all other problems as well.