0:10 all it goes back to understanding a
0:12 system and that is the way I taught the
0:14 Japanese top
0:16 Management in
0:20 1950 the aim of the
0:23 system draw a flow
0:26 diagram what happens what happens
0:29 next and in that flow diagram anybody
0:32 May see what his job
0:36 is a flow diagram is an organization
0:40 chart anybody that works there be maybe
0:43 pupil maybe teacher maybe principal
0:46 maybe a parent and see what his job
0:48 is the problem is that a manufacturing
0:51 flowchart what Dr Deming taught the
0:53 Japanese does not appear to apply to a
0:55 school or a hospital or a police station
0:58 for instance but it does if we change
1:01 the labels we do not mean to imply that
1:03 educating young people is exactly the
1:06 same as making a ton of Steel it isn't
1:08 but understanding the system in the
1:11 plant or in the school is the same and
1:13 to help us understand Dr Deming has
1:16 expert help a system Sciences educator
1:18 Dr Russell
1:20 aoff the characteristic way of
1:22 management that we have taught in the
1:26 western world is take a complex system
1:28 divide it into parts and then try to
1:31 manage each part as well as as possible
1:33 and if that's done the system as a whole
1:36 will behave well and that's absolutely
1:39 false because it's possible to improve
1:41 the performance of each part taken
1:44 separately and destroy the system at the
1:47 same time this is not a criticism of
1:49 students parents teachers principes
1:51 superintendents or anyone else in
1:54 education this is not about people in
1:57 the system this is about the system
2:00 itself look what the education system
2:02 does the
2:05 creativity uh every child learns at a
2:08 very early stage that when they're ask
2:10 the question in
2:14 school they must first ask themselves a
2:18 question what answer does the asker
2:20 expect that's the way you get through
2:22 school by providing people with the
2:23 answers they
2:25 expect one thing about an answer that
2:27 somebody else expects is it can't be
2:30 creative because it's already known what
2:31 we ought to be trying to do with
2:33 children is get them to give us answers
2:35 that we don't expect what we produce is
2:37 a group of people who think in the way
2:40 we have been thinking for years rather
2:42 than departing and developing new
2:45 Concepts and new ways of
2:48 understanding yes a check block
2:51 system which is the right answer a b or
2:53 c mark it
2:58 off that is not
3:01 teaching that's
3:04 the student learns information he learns
3:07 the right answer marks it off that's
3:11 right I'd rather Johnny would tell me
3:14 under what circumstances would a be the right
3:15 right
3:18 answer under what circumstances would it
3:21 be the wrong answer same for b and
3:24 c and with a lot of things most
3:26 everything maybe there is no right
3:29 answer but I think the point is that
3:32 while a fact does Exist by itself it
3:33 isn't enough we have to know what
3:36 context that fact is in and how we are
3:39 going to use it there's a very basic
3:41 distinction between the various forms of
3:43 content of the human
3:47 mind there's data information knowledge
3:49 understanding and
3:51 wisdom the educational system never
3:53 makes a distinction between them and as
3:55 a result children come through the
3:57 system with a great deal of information
3:59 very little knowledge and no
4:02 understanding and virtually zero
4:05 wisdom data are individual facts symbols
4:07 that represent objects or events you
4:10 hear scientists talking about raw data
4:12 what they mean is they have facts but
4:14 until those facts can be processed they
4:16 have no meaning they don't tell us
4:19 anything when data are processed they
4:22 become information information answers
4:24 the reporter's questions who what when
4:27 where and how to answer how to questions
4:29 you need knowledge then from
4:32 explanations you get understanding
4:34 children do not constantly ask why only
4:36 to drive their parents crazy they are
4:39 trying to learn to acquire knowledge to
4:42 understand the world around them finally
4:44 as you understand you may acquire wisdom
4:46 which is the ability to see and evaluate
4:48 the long-term consequences of our
4:51 actions the problem with most education
4:53 is that it rarely gets to wisdom or
4:55 understanding or knowledge most
4:58 education is devoted to information how
5:01 many people did the best job they could
5:03 David Langford now a quality education
5:05 consultant introduced the Deming quality
5:07 method to Mount edcom High School in
5:10 Sitka Alaska it's now estimated that you
5:11 only remember about
5:14 10% of what you learned for those tests
5:16 while you were in school so if you
5:18 really think about that there's a lot of
5:19 waste in that system if you're simply
5:22 focused on trying to uh memorize
5:25 information so I can use that later on
5:27 how do we design a system which
5:29 distributes its effort more evenly
5:31 across these types of content in the human
5:33 human
5:35 mind see information is contained in
5:37 descriptions knowledge and
5:39 instruction understanding and
5:42 explanation and we don't explain reality to
5:43 to
5:45 children now passed the course by claring
5:46 claring
5:49 information that's right fter head full
5:51 of information
5:54 yeah all the capitals of all the states
5:56 that's right that's not that's not
5:59 knowledge absolutely not I couldn't give
6:03 a couldn't care less about such a
6:06 thing but what's really important is the
6:08 ability the ability to learn how to
6:10 learn that no matter what situation I
6:14 find myself in I'm able to assess what's
6:15 there perhaps collect some data that
6:17 would give me some information about how
6:19 I might uh proceed and understand the
6:22 situation then learn how to access other
6:24 resources such as other people or teams
6:28 of people or or access resources
6:30 resources through Tech technology that
6:33 would enable you to uh find information
6:35 that you might need so what you're
6:36 really talking about is the ability
6:39 ability to learn how to learn despite
6:41 how it often appears most Educators do
6:43 not believe that all of education is
6:46 about passing standardized tests but
6:48 what we do in schools now grows out of
6:51 how we think and how we think grows out
6:53 of the Curiosity of
6:55 children uh in the
6:57 Renaissance when man began to
6:59 investigate the nature of man and the
7:02 environment which man lived he also
7:05 invented a way of thinking he actually
7:06 copied it from
7:09 children if you look at a child when a
7:10 child has given something they have
7:13 never seen before and they're confronted
7:16 with a need to understand it a child
7:19 goes through a three-step process the
7:20 first thing they do is take it
7:23 apart the second thing you do is try to
7:25 understand the behavior of each part taken
7:26 taken
7:28 separately and then they try to
7:30 aggregate the understanding of the parts
7:32 into an understanding of the
7:34 whole that's
7:36 analysis please remember that analysis
7:39 means to separate the whole into parts
7:41 and study each part
7:44 individually an analysis became the
7:46 dominant mode of thought in the western
7:49 world for almost 400 years in fact even
7:51 today we use analysis and thinking as
7:54 synonymous terms that's the way we
7:57 manage we take corporations and schools
7:59 apart into departments or disciplines
8:02 try to run each one and then aggregate
8:05 them into a hole you cannot explain the
8:07 behavior of a system by
8:10 analysis you can reveal its structure
8:12 and say how it works but you can't say
8:14 why it works the way it does now a
8:17 simple example is the British drive on
8:20 the other side of the street their
8:22 steering wheel is on the right ours is
8:25 on the left now I can give you and
8:27 automobile mechanics all the English and
8:30 American cars you want and disassemble
8:32 them from now to Doomsday and you'll
8:34 never explain why one drives on the
8:37 right and the other drives on the left
8:40 because explanation never lies inside of
8:44 a system it lies outside a system cannot
8:46 understand itself Dr Baker says in the
8:48 Ford Company the system cannot
8:51 understand itself you can learn all
8:54 about ice know very little about
8:56 water he said that if you want to find
8:59 out how something works you use analysis
9:01 but but if you want to understand why it
9:03 works the way it does then you use
9:06 synthesis analysis tells you how
9:08 synthesis tells you why you need both
9:11 and they are both important you knew
9:14 that no I read it in Dr aov's book
9:15 creating the corporate
9:19 future a very simple example would be if
9:21 you took one each of every make of
9:23 automobile available in the United
9:26 States and brought them together and had
9:28 a group of Engineers decide which one
9:31 had the best engine perhaps a
9:33 Rolls-Royce which had the best
9:36 transmission which the best alternator
9:38 and for each part required for an
9:41 automobile found the best one available
9:42 if you then instructed the engineers to
9:44 take those parts off the Automobiles and
9:47 assemble the best possible automobile
9:49 out of all the best parts you would not
9:53 get an automobile no it would not run no
9:55 the parts wouldn't fit and that's the
9:57 critical part about a system it not work
10:00 together right so it's the working
10:02 together that's the main contribution of
10:05 systemic thinking as opposed to working apart
10:06 apart
10:10 separately yeah so easy it is to observe
10:12 to see to
10:14 understand and yet people do not know
10:17 about it the performance of the whole is
10:19 never the sum of the performance of the
10:22 parts taken separately but it's a
10:23 product of their
10:26 interactions and therefore the basic
10:29 managerial idea introduced by syst
10:32 system's thinking is that to manage a
10:34 system effectively you must focus on the
10:37 interactions of the parts rather than
10:38 their behavior taken
10:47 system the system must be defined the
10:51 aim must be stated and it must be
10:54 managed when you're making a product or
10:56 delivering a service
10:58 service
11:00 quality is is
11:03 what will help a
11:07 customer and enas him to
11:11 vet now what do we mean by quality in
11:14 education you mean the ability to
11:18 think or to pass test question of how do
11:20 you get people to think
11:23 systemically I think was best answered
11:25 by a vice president at Bell Telephone
11:27 Laboratories back in the
11:29 1950s when he invented a procedure
11:33 that's come to be known as idealized
11:35 redesign what he said is the only way
11:38 that we can think creatively about a
11:40 system is to assume it was destroyed
11:44 last night it no longer exists so the
11:46 education system United States was
11:49 destroyed last night now if you could do
11:51 whatever you wanted to right now to
11:54 replace it what would you do if you were completely
11:57 completely
11:59 unconstrained his argument was because
12:01 if you don't know what you would do when
12:04 you can do whatever you want right now
12:06 then how can you possibly know what to
12:10 do when you can't do whatever you
12:13 want that forces you to study the whole
12:16 and study the parts taken separately so
12:18 in idealized redesign you design the
12:20 system as a whole and then derive the
12:22 property of the parts from the
12:25 properties of the hole as opposed to
12:27 analytical design where you start by
12:30 taking the parts and extracting the
12:31 properties of the whole from the
12:33 characteristics of the
12:36 parts see we spent an awful lot of time
12:38 improving the quality of things that are
12:41 to be destroyed isn't that interesting
12:43 so right J you can take almost any
12:46 aspect of our society we haven't
12:49 rethought the design of it for many
12:52 years and as they become dysfunctional
12:59 dysfunctionality we have to redesign
13:01 most of our
13:03 products and not merely improve the
13:07 quality of the existing product you may
13:10 uh reduce defects to zero goout the
13:12 business that's right that's exactly
13:19 happen and that's what uh this whole
13:22 process has get you to look at about how
13:23 your system operates how you can improve
13:26 the system how you can work with uh say
13:28 Society or if you're in business and external
13:29 external
13:31 customer to work with him to improve
13:33 processes or I can how can work with a
13:36 supplier or a source where students come
13:38 from if that's parents and elementaries
13:40 and that process as a whole instead of
13:43 just trying to improve tiny parts of
13:45 that system because we've been able to
13:47 do that for years and it hasn't GI given
13:49 us any systemic change or Improvement in
13:50 the whole
13:52 process as we look at the whole system
13:55 of Education a lot of what we believe
13:57 about teaching and learning turns out to
13:59 be wrong
14:02 the most discussions of Education assume
14:04 that the best way to learn a subject is
14:07 to have it taught to you that's
14:09 nonsense we've all learned our first
14:11 language without having a taught to us
14:14 we never learn a second language as well
14:17 through a teacher most of what we use
14:19 professionally we learned on the job not
14:21 in school most of what we learned in
14:23 school is either
14:28 obsolete uh or out of date or
14:30 wrong on the other hand anybody who's
14:32 ever taught knows that teaching is a
14:34 wonderful way to
14:37 learn and therefore if we want people to
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