The little boy was absorbed in what his father was showing him. The father was explaining how the motor worked.
Human systems are learning and evolving systems. Formal and informal learning occurs as knowledge is passed down from generation to generation.
As we move into the future and encounter more and more complexity, we need our children to know that there are two distinct types of reasoning when dealing with problems.
Firstly, we need to teach them that there is technological knowledge which is embedded in Newtonian physics where there is a right answer in trying to solve a particular problem. The reasoning processes that are applied in such cases, usually requires linear cause and effect thinking. Such thinking and knowledge is the predominant teaching in our formal educational settings.
On the other hand, we also need to teach our children to think in terms of processes and patterns that occur in nature and in people’s lives. This type of thinking is generally referred to as systems thinking and is best applied to ecological and human problems such as poverty, pollution, global warming, migration issues, war and terrorism (to mention a few). There are no absolutes in the world of ecologic, so in order to resolve an issue, one needs to apply ‘both/and’ type thinking to the dualistic conflict that is being encountered.
Gregory Bateson contended that the major problems in the world are the result of the difference between how nature works and how people think. On this point, our children need to know when to apply technological thinking and when to utilise ecological thinking. What type of thinking and reasoning in turn, is determined by the nature of the problem that needs to be (re)solved.
Applying more and more technological reasoning to complex global issues is not working. Helping our children to think in terms of the unfolding processes in a holistic, inter-connective way will provide them with the necessary reasoning skills to help heal the fragmented, intense and conflicting world we live in.