| Abstract | The module "Reframing complexity "invites participants to explore various access points for dealing with uncertainty, fostering a holistic perspective on complexity and encouraging a more nuanced and informed approach to navigating complex living systems. |
| Learning objective | The "Reframing complexity" module aims to empower participants to understand the intricacies of living systems deeply. Key learning goals include distinguishing between complexity and simplicity, challenging traditional views by fostering a mindset that embraces complexity, and exploring how to design resilient strategies within complex systems. The module emphasizes the role of big data and visualization tools in intervention strategies. Participants will also grasp the interconnectedness of science, praxis, data types, warm data, and AI in complex systems. The overarching objective is to enable individuals to navigate uncertainty by identifying various access points and weaving diverse perspectives into a holistic understanding of complexity. |
| Content | Beginning with Eric Berlow's perspective on "The Other Side of Complexity," the module challenges conventional views and introduces alternative ways of understanding intricate systems.
Fritjof Capra, a renowned figure in systems thinking, contributes to the module focusing on "Complexity Science and Systems Thinking." Participants can anticipate a deep dive into the foundations of complexity science and the principles of systems thinking.
The Hinnen Brothers bring a practical dimension to the module with "Reframe It!" where participants are guided in adopting a reframed mindset towards complexity, offering tangible tools for navigating complex systems.
Michael Stauffacher from ETH Zurich sheds light on the intersection of "Science and Praxis," providing valuable insights into how scientific knowledge translates into practical applications, particularly within the realm of complex systems.
Nora Bateson contributes to the module focusing on "Warm Data," emphasizing the significance of contextual and relational information in understanding complexity. Participants explore how such insights contribute to a more holistic understanding of complex systems.
The module further investigates the role of artificial intelligence in "When is AI Regenerative?"—examining scenarios where AI positively influences the resilience and regeneration of complex systems.
Finally, the module addresses the intricate challenges involved in "Complexities of Decarbonization," providing participants with a nuanced understanding of the hurdles and considerations in transitioning to sustainable and low-carbon practices. |
| Lecture notes | See Module 1.4 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link |
| Literature | See Module 1.4 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link |
| Prerequisites / Notice | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory.
The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. |
Competencies | | Subject-specific Competencies | Concepts and Theories | assessed | | Techniques and Technologies | fostered | | Method-specific Competencies | Analytical Competencies | assessed | | Decision-making | fostered | | Media and Digital Technologies | assessed | | Problem-solving | assessed | | Project Management | assessed | | Social Competencies | Communication | fostered | | Cooperation and Teamwork | fostered | | Customer Orientation | fostered | | Leadership and Responsibility | fostered | | Self-presentation and Social Influence | fostered | | Sensitivity to Diversity | fostered | | Negotiation | fostered | | Personal Competencies | Adaptability and Flexibility | fostered | | Creative Thinking | assessed | | Critical Thinking | assessed | | Integrity and Work Ethics | fostered | | Self-awareness and Self-reflection | assessed | | Self-direction and Self-management | fostered |
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Performance assessment as a semester course