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Road Maps
A Guide to Learning System Dynamics
1
System Dynamics in Education Project
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Road Maps 1
System Dynamics in Education Project
System Dynamics Group
Sloan School of Management
Massachusetts Institute of Technology
August 21, 1992
November 10,1997
Latest Revision: August, 2005
Copyright © 1994 by MIT
Permission granted to copy for non-commercial educational purposes
Compiled under the direction of Professor Jay W. Forrester
D-4501-7 Road Maps 1 3
Welcome to Road Maps One!
Road Maps is a self-study guide to learning the principles and practice of
system dynamics. Road Maps One is the first in the series of chapters in Road
Maps and serves as a general introduction to the field of system dynamics and its
applications. We include readings that explain what a ‘system’ is and show how
the concept of ‘feedback’ is critical to understanding how the components of a
system are interconnected. We explore the use of system dynamics in K-12
education, and provide an example from the classroom. Finally, we illustrate the
use of system dynamics in understanding the behavior of social systems.
Topics Covered in Road Maps One
An Introduction to Systems
• System Dynamics and K-12 Teachers (D-4665-5)
by Jay W. Forrester
System Dynamics in Education
• System Dynamics and Learner-Centered Learning in Kindergarten
through 12th Grade Education (D-4337)
by Jay W. Forrester
• Simulating Hamlet in the Classroom (D-4540-1)
by Pamela L. Hopkins
System Dynamics and the Media
• System Dynamics Meets the Press, (D-4143-1)
an excerpt from The Global Citizen
by Donella H. Meadows
Policy Analysis in Social Systems
• Counterintuitive Behavior of Social Systems (D-4468-2)
by Jay W. Forrester
4 A Guide to Learning System Dynamics D-4501-7
Things You’ll Need for Road Maps One
Books
All five introductory papers to read to complete Road One Maps are
included in the chapter materials to download from the web site. There are no
books to purchase.
How to Use Road Maps One
Road Maps One explores several topics in system dynamics through selected
readings and exercises. Before each reading or exercise is a short description of
the reading and its most important ideas. After each reading or exercise, we
highlight the main ideas before moving on.
Each chapter in Road Maps contains readings that introduce and strengthen
some of the basic concepts of system dynamics. Other readings focus on
practicing the acquired skills through various exercises or simulation games. Most
of the chapters conclude with a prominent paper from the literature in the system
dynamics field.
We present the fundamental concepts of system dynamics as System
Principles in Road Maps. These principles are enclosed in boxes that highlight
them from the rest of the text to emphasize their importance. The progression of
system principles in Road Maps allows you to revisit each principle several times.
Each time a principle is revised in Road Maps, you will build upon your previous
understanding of the principle by learning something new about the principle. The
system principles are the core of Road Maps around which the readings, exercises,
and papers are built.
As part of the spiral learning approach that we use in Road Maps, many
concepts will be briefly introduced early on and then explained later in greater
detail. Road Maps contains a number of series of papers that are spread out over
successive chapters. Each of these series focuses on a specific topic in system
dynamics or the developing of a particular skill. The series start out with a simple
paper, and progress to further develop the idea in subsequent chapters.
Now let's get started!
D-4501-7 Road Maps 1 5
An Introduction to Systems
The idea of circular feedback in systems is one of the most basic concepts in
system dynamics. Systems are built from interlocking feedback loops. The first
reading in Road Maps One provides a good introduction to these concepts written
by the founder of the field of system dynamics..
- System Dynamics and K-12 Teachers
by Jay W. Forrester
System Dynamics and K-12 Teachers introduces systems and feedback
loops, two important ideas which will be further developed in more readings
throughout Road Maps. A strong grasp of systems and feedback loops will build a
good foundation for learning more advanced principles in system dynamics.
Section 4 discusses feedback loops while Section 7 gives some important
examples of different kinds of complex systems. Section 13 explains the
importance of generic structures to the study and understanding of system
dynamics.
Throughout the paper, Professor Forrester quotes grade school, middle
school and high school teachers with how they use system dynamics to teach
children.
Please read System Dynamics and K-12 Teachers now.
After reading System Dynamics and K-12 Teacher:
Many of the diagrams used in early systems study are known as causal
loops diagrams or influence diagrams. We will see causal loops fairly often
during the first few chapters of Road Maps. However, causal loop diagrams are
not the only way to represent systems, and in later Road Maps, we will introduce
the more powerful method of representing systems through the use of stocks and
flows shown on page 7.
Now it's time to introduce our first System Principle. Basic concepts in
system dynamics are organized as System Principles in Road Maps. We will be
revisiting this system principle later in Road Maps.
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System Principle #1:
The feedback loop is the basic structural element of systems.
A simple system is composed of a positive and a negative feedback loop. Notice
the circular structure of the feedback loops. Feedback loops are the building
blocks of systems that are linked together to build more complex systems.
Let's move on to some of the applications of system dynamics.
System Dynamics in Education
System dynamics is now extensively used in education. System dynamics
and learner-centered learning motivate children to become actively involved in
their own education. The next two readings illustrate the use of system dynamics
in the classroom.
• System Dynamics and Learner-Centered Learning in Kindergarten through
12th-Grade Education1
by Jay W. Forrester
In this paper, pre-college education has been described as "poorly serving
the needs of society." Most students are resistant to the methods of teaching
currently used by their schools. Forrester, the founder of system dynamics,
presents his views on how system dynamics may improve classroom learning. The
paper illustrates how the content of education could be changed through the use of
system dynamics.
Please read System Dynamics and Learner-Centered Learning now.
After reading System Dynamics and Learner-Centered Learning...
1 Forrester, Jay W., 1993. System Dynamics and Learner-Centered-Learning in Kindergarten through 12th Grade
Education (D-4337), System Dynamics Group, Sloan School of Management, Massachusetts Institute of
Technology, December 21, 20 pp.
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The paper described the benefits as well as the feasibility of implementing a
system dynamics framework in pre-college education. How does system dynamics
encourage learning? System dynamics provides a framework for the instruction
and integration of all subjects. Schools should encourage the students in seeing the
world as interconnected, not compartmentalized! What obstacles must be
overcome before system dynamics can become an accepted learning tool in our
schools? These questions are addressed by the paper.
A Note on the System Dynamics in Education Project
The System Dynamics in Education Project (SDEP) team is a group of
students and staff at the Massachusetts Institute of Technology, working under the
guidance of Professor Forrester. Road Maps is the current project of SDEP to help
beginners as well as more advanced learners in learning about systems and system
dynamics. If you would like to know more about SDEP or would like to send us
your comments, contact information is provided in the Appendix. We look
forward to hearing from you!
The previous paper referred to some of the actual progress being made with
system dynamics in the classroom. The next section talks about one such example.
• Simulating Hamlet in the Classroom2
by Pamela Hopkins
This paper describes how the concepts of system dynamics were
successfully used in a high school literature class. The approach which Hopkins
used focuses on learner-centered learning, as described in the preceding paper.
This article includes the computer model of Hamlet which was used in the
classroom; however, understanding the structure of the model is not essential.
Please read Simulating Hamlet in the Classroom now.
After reading Simulating Hamlet in the Classroom...
2 Hopkins, Pamela L., 1992. "Simulating Hamlet in the Classroom," System Dynamics Review, Vol. 8, No. 1,
Winter 1992, System Dynamics Society, pp. 91-98.
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In this case, system dynamics and learner-centered learning have helped to
transform the classroom environment. System dynamics is being increasingly used
in K-12 education. Organizations such as the System Dynamics in Education
Project and the Creative Learning Exchange were founded for the purpose of
integrating system dynamics into education.
How does this actual classroom experience compare with the predictions and
proposals presented in System Dynamics and Learner-Centered Learning in
Kindergarten Through 12th Grade Education? How might these techniques affect
the quality of education? These experiments clearly show the impact that system
dynamics and systems thinking could have on education.
System Dynamics and the Media
This next section discusses how the public and the media have responded to
system dynamics.
• System Dynamics Meets the Press,3
an excerpt from The Global Citizen
by Donella H. Meadows
Donella Meadows writes a syndicated newspaper column entitled The
Global Citizen. She has tried to challenge popular but incorrect ideas about
various topics. From discussing global warming to examining the situation that led
to the space shuttle accident, the author addresses some of our problematic
assumptions about the systems we live in. Many of these problems arise from a
lack of understanding of basic system dynamics concepts. Her efforts have
produced some interesting results. In this reading, some of her experiences in
dealing with the public, the mass media, and system dynamics are described.
Please read System Dynamics Meets the Press now.
After reading System Dynamics Meets the Press...
The article makes a strong issue of challenging people’s internal models, or
paradigms. Through the newspaper column, Meadows has tried to challenge some
of the common misunderstandings people have about economics, the government,
3 Meadows, Donella, 1991. "System Dynamics Meets the Press," The Global Citizen, pp. 1-12, Washington, DC,
Island Press.
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and other social and natural systems. Why is it so important to challenge these
paradigms?
Thinking back to Forrester's paper, do you see how a K-12 education in
systems could help accomplish this very same goal? How does a system dynamics
background help one to understand these areas? How could understanding system
dynamics help the public make more informed choices in their own lives?
Social Systems, Policies, and Misunderstandings
The next section addresses the problems that arise in social systems, and
explains why people are often mislead by the behavior of complex systems.
• Counterintuitive Behavior of Social Systems4
by Jay Forrester
This paper explains that well-intentioned policies intended to help cure
social problems often fail to do so. On the contrary, they sometimes worsen the
situation they were intended to improve. How can such contrary results happen?
Such policies are derived from unclear mental models. These mental models are
insufficient for understanding complex social systems, and decisions based on
them are likely to do more harm than good. Computer simulation models is then
offered as a method of understanding and approaching these systems.
The paper takes a look at two system dynamics models and discusses the
unexpected behavior that can arise in multiple-loop feedback systems. It is not
necessary to understand the intricacies of the models nor the hypothetical situations
explored in the middle of the paper. However, it is important to observe that these
computer models can shed light on important social problems, and may have
significant impact on how people view the systems around them.
Please read Counterintuitive Behavior of Social Systems now.
After reading Counterintuitive Behavior of Social Systems...
System dynamics has much to offer in social sciences such as economics,
urban planning, and politics. Policy makers have historically drawn from their
4 Forrester, Jay W., 1971. "Counterintuitive Behavior of Social Systems," Technology Review, Vol. 73, No. 3, pp.
53-68. Also appears as Chapter 14, pages 211-244, in the author's Collected Papers 1975; and as Chapter 1, pp. 3-
30, in Toward Global Equilibrium: Collected Papers, 1973. Dennis L. Meadows, ed., both from Pegasus
Communications, Inc.
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own intuitions for their policies, but their intuitions often point to the wrong
solutions. These mistakes are not necessarily caused by incompetence or malice,
but because people cannot accurately simulate a complex system in their heads.
With the world becoming increasingly complex, the need for new tools is clear.
System dynamics can become such an effective tool to deal with the complex
systems.
Finishing off Road Maps One
Road Maps One was an introduction to systems, to the discipline of system
dynamics, and to the concept of feedback loops. What is a positive loop? A
negative loop? Why are they so important in system dynamics? Road Maps One
also presented our first system principle, that the feedback loop is the basic
structural element of systems.
We also covered readings that discussed some of the applications of system
dynamics. Its uses in education and the social sciences are becoming widespread.
How does it help students learn? How does system dynamics achieve learner-
centered learning?
To learn more about system dynamics, please continue on to Road Maps
Two. Road Maps Two will get you started on creating your first actual model, and
start discussing the basics of computer simulation and system models.
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Key Terms and Concepts:
Causal Loop Diagrams
Circular Feedback
Computer Simulation
Influence Diagrams
Learner-Centered Learning
Mental Model
Negative Loop
Paradigm
Policy
Positive Loop
System
System Dynamics
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Appendix I: Names and Numbers
If you do not have access to the World Wide Web, you can buy a CD with Road Maps from::
Creative Learning Exchange Fax: (978) 635-3737
27 Central St. Email:
Acton, MA 01720, USA Lees
[email protected] Phone: (978) 635-9797 http://www.clexchange.org
To inquire about educational prices for STELLA II software, please contact:
isee systems Phone: (643) 643-9636
46 Centerra Parkway (800) 987-6758
Lebanon, NH 03766-1487 Email:
[email protected] Fax: (603) 643-9502 http://www.iseesystems.com/
Although Road Maps is written specifically around the STELLA II software, two other software
applications are suitable for use with Road Maps, assuming the user is willing to make some
interpretations and translations:
Powersim for PC:
Powersim Solutions, Inc. Fax: (703) 467-0912
585 Grove Street, Suite130 Email:
[email protected] Herndon, VA 20170, USA www.powersimsolutions.com
Phone: (703) 467-0910
Vensim for PC or Macintosh:
Ventana Systems, Inc. Email:
[email protected] 60 Jacob Gates Road A free “Personal Learning Edition” of
Harvard, MA 01451 Vensim can be downloaded from:
Phone: (508) 651-0432 http://www.vensim.com/
Fax: (508) 650-5422
If you have any questions about obtaining books required for Road Maps, please contact their
respective publishers:
Chelsea Green Publishing
PO Box 428
85 N. Main St., Suite 120 Fax 802-295-6444
White River Junction, VT 05001 http://www.chelseagreen.com
Phone: 800-639-4099
Pegasus Communications, Inc.
1 Moody St. Fax: 781-894-7175
Waltham MA 02453 E-mail:
[email protected] Phone: 781-398-9700/ 800-272-0945 http://www.pegasuscom.com/
