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This book explains how school organization by age (grade) alone, sets schools on a factory course that is harmful and ultimately self-defeating to all involved and to ecology. It returns us to three systems thinking concepts; purpose, measures, and method.
Peter A. Barnard has been involved in education for over forty years as a successful high school principal, international trainer, speaker, and writer. He is a passionate advocate of Vertical Tutoring (school organization based mixing all age-groups) as the managerial means of understanding and meeting the many challenges schools around the world face today. He is the author of The Systems Thinking School: Redesigning Schools from the Inside-Out, published by Rowman & Littlefield Education.
Preface Acknowledgments Introduction 1. The Way We Think We Think Isn't the Way We Think We Think 2. The Five Disciplines 3. Complexity and Demand in Systems Thinking 4. A Letter, Some Thoughts, and Some Math 5. The Real Problem is the Way We See the Problem 6. Problems, Purpose, Energy, and Complexity 7. The Systems Thinking Process to Seeing 8. Background to the Checking Process 9. Counter-intuitive Truths and the Nature of Leverage Points 10. Learning in Loops 11. Unlearning and Training a School 12. Psychology and Design for Learning 13. Psychology as the Arbiter of Design 14. Drawing up a Design Spec 15. Learning from Finland and Other Jurisdictions 16. Learning about Customers 17. Managing the Change Process: the Implementation of Vertical Tutoring 18. The Journey from Delusion to Design Bibliography Glossary
