Barry Richmond on learning
The last few postings on my School Change model have generated some discussion over on the System Dynamics K-12 list-serve that focused less on the structure and more on some philosophy of education and specific pedagogies, things I am somewhat less interested in than the deep structure of change. While there is a philosophical bent in my model – I am asserting something, after all – my intent of publishing is to focus on the structure to the extent it effectively narrates my ideas about school change.
And this brings me to Barry Richmond, the STELLA creator, who exuded a profound passion for education and learning. He was an inspiration to me and many in the emerging community of teachers using system dynamics.
And I want to reprise his Learning Model because I have leaned on it for some of my thoughts about change. You would likely see the parallel to Barry’s “Constructing a Mental Model” section and my “Curriculum” section (OneThing45).
A few things about Barry the Model-Builder:
- Simplicity – tell the story of your thinking as clearly and simply as one can.
- Elegance – the iconography has a beauty in its connectedness, and the rounded links help with the mental model of feedback
- Grammar – Barry was fond of saying that Stocks are the nouns of the system, and the Flows are the verbs. This syntax helps the modeler compose.
- Co-Flows exist in the world – two things happen simultaneously all the time; e.g., the act of simulating also generates decision-making
- Coining icon titles – language is meant to bend to need and use; Barry coined new words all the time, exemplified here in the Conveyor Ramifying
- Flows tell the story – in this, as in others of his models, the Richmond preference is to the actions within the bounded system. There’s the story!
In my School Change model, I am using Barry’s models as a kind of style kind, as a journalist might use the Associated Press Style Guide or a writer Elements of Style.