[vc_row][vc_column][vc_row_inner][vc_column_inner el_class=”intro-section” width=”5\/6″][vc_column_text el_class=”h5-hd”]<\/p>\n
[\/vc_column_text][vc_custom_heading text=”Describe a part of a complex reality” font_container=”tag:h3|text_align:left|color:%23c20e1a” use_theme_fonts=”yes”][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fas fa-file-download” color=”white” background_style=”rounded” background_color=”custom” align=”right” custom_background_color=”#edbe16″ link=”url:%23|title:Download%20this%20step” el_class=”download-btn”][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row el_class=”bordered”][vc_column][vc_column_text]Systems thinking is the ability to describe and\/ or visualise a part of a complex reality<\/a><\/strong>, express that part of reality as a model, understand the model as a system, use the model to explain the behaviour of the system, anticipate the behaviour of the system, and evaluate its impacts on sustainable development, identify potential points of, and types of interventions, generate options to act, assess their impacts in the frame of sustainable development, and decide whether further actions are necessary or not.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n To understand reality in a deeper way, it is necessary to focus on a part of it, while recognizing that this is part of a larger whole. This can start by choosing topics the learners feel interested in or concerned about, which may range from the jeans one wears, or chips young people love to snack on, or social or living conditions in one\u2019s city, or any other topics.<\/p>\n The first step to the individual\u2019s systemic thinking competency is to recognize the multi-faceted nature of topics of interest, and be able to express it in words (as a description) or as a sketch (as a visualisation). A description<\/em>\u00a0may be an\u00a0oral or written account, while a visualisation<\/em>\u00a0may be a sketch, diagram (map, landscape), event, or situation.[\/vc_column_text][vc_column_text]<\/p>\n To enable learners to\u00a0<\/span><\/p>\n [\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/2″][vc_column_text]<\/p>\n Step 1: describe\/visualise<\/p>\n [\/vc_column_text][vc_single_image image=”1652″ img_size=”full” alignment=”center” style=”vc_box_shadow” onclick=”link_image”][\/vc_column_inner][\/vc_row_inner][vc_column_text]<\/p>\n The description of reality that must be prepared in this step should consist of physical elements and context of the chosen topic. This description may be done in as much detail as possible, including:<\/p>\n This task might be supported by one or more learning methods including:<\/p>\n Think Pair Share is more than a \u00a0learning method and may be used in many activities as a learning principle.[\/vc_column_text][vc_column_text]<\/p>\n [\/vc_column_text][vc_column_text]<\/p>\n [\/vc_column_text][vc_column_text]<\/p>\n1. What does this mean?<\/strong><\/h6>\n
2. What is the aim?<\/strong><\/h6>\n
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3. Potential for competencies enhancement in this step<\/strong><\/h6>\n
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4. Activities, tasks and suggested learning methods<\/h6>\n
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5. Conclusion<\/strong><\/h6>\n
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Illustration of staircase model for further leading questions<\/h6>\n
6. Suggested Further Leading Questions<\/h6>\n
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7. Example<\/h6>\n