On Blooski, Mr Lee Bates ‪@mrbates.bsky.social‬ asks:

Have you ever come across systems thinking as being a useful reframing lens that amplifiies the practice of teacher pupil interations?
Give me a response with all relevant links but particularly Glanville’s cybernetic conversations etc – with links – concise, all in plain text no formatting or hyperlinks

Here’s my response – what else is useful?

Ranulph Glanville, ‘Conversation and design’ (clear on teachback and teaching as inherently conversational)

Click to access Conversation-and-Design.pdf

Pask’s conversation theory (foundational for learning-as-conversation)
https://monoskop.org/images/5/54/Pask_Gordon_Conversation_Theory_Applications_in_Education_and_Epistemology.pdf)

And a bunch of stuff about Formative assessment as feedback loops in a living system – e.g. Black and Wiliam, ‘Inside the black box’ (evidence that short feedback cycles raise attainment)

Click to access Black%20%26%20Wiliam%201998%20PDK.pdf

Bateson, levels of learning and double bind (why classroom context matters)
Conceptual histories and summaries –
https://openresearch.surrey.ac.uk/view/pdfCoverPage?download=true&filePid=13140358990002346&instCode=44SUR_INST

https://www.semanticscholar.org/paper/Gregory-Bateson-on-deutero-learning-and-double-a-Visser/5a2f749c710a663dc9b1bf37a7aaa89696eeacc0)

Maturana and relational grounding for pedagogy – ‘Biology of love’ and implications for education as consensual coordination

Click to access biology-of-love.pdf

There’s also an interesting thread of systems thinking in whole-school practice, from the system dynamcis/Senge school – e.g. Senge et al., Schools that learn (fieldbook for applying systems thinking in schools)
https://systemdynamics.org/product/schools-that-learn/)
Overview: https://thesystemsthinker.com/schools-that-learn-context-and-engagement/)

The practical implications for teacher–pupil interactions are perhaps:

• Design learning as iterative conversations with explicit feedback and teachback (Pask, Glanville)
• Balance multiple feedback timescales: in-the-moment checks for understanding, lesson-level reflection, course-level redesign (Black & Wiliam, Laurillard)
• Attend to relationship and emotion as part of the system, not noise (Maturana)
• Watch for double binds and mismatched signals that block learning; design contexts that enable second-order learning about learning (Bateson)
• Treat the classroom as a complex adaptive system and prototype improvements with short learning cycles (Senge)