Systemic Cognition and Education (SCE) is a generic pedagogical framework for student and teacher education at all levels and in all fields. It emerges from reliable research and scientific theory about how the world is and works, how our mind and brain are and operate, and how we come to know about the physical world and all that is and goes in it.
An important faculty of the human mind is to constantly generate conceptual representations of the physical world, including our own selves, that would help us make sense of this world and devise conceptual and physical means for improving the quality of our lives and, hopefully, the world we live in. According to SCE, meaningful understanding of whatever we try to learn about can be efficiently achieved, and productive interaction amongst us and with our surroundings can creatively take place, when we conceive the world within and around us as a world of patterns brought about by dynamic, interacting systems. A system is a set of elements with particular properties of interest that interact in well-defined ways under specific conditions to serve specific functions or purposes in specific domains.
SCE provides tenets, principles, and rules about how systemic learners can best develop the 4P profile of a progressive, productive, profound, and principled citizen empowered for lifelong learning and success, even excellence, in all aspects of modern life.
The 4P Profile:
Progressive mind, i.e., an overall dynamic mindset with a clear vision, insight and foresight, and an inspirational drive for continuous self-regulation, improvement and growth, and determination to heed and constructively meet various needs and challenges of life at the personal, collective and broad ecological levels.
Productive habits, i.e., generic and efficient cognitive and behavioral habits that are systematically, creatively, and constructively deployed in familiar and novel situations conceived from systemic perspectives, and that are constantly evaluated, refined, and expanded for continuous profile evolution.
Profound knowledge, i.e., a coherent and efficient corpus of knowledge about the field of expertise that is built around a limited number of generic and lean systems and patterns that clearly reveal connections of interest within this field and with other fields, and that readily lend themselves to the systematic and productive development of new knowledge within and outside any field of interest.
Principled affects, i.e., positive affects that are underlined by a widely and duly acclaimed value system, and that are intuitively enacted for constructive ends in all thoughts and actions, whether concerned with one-self, others, or the physical world around us.
Mind, Brain, and Education: A Systemic Perspective. Working paper.
An interpretation of research findings in neuroscience, cognitive psychology, and education, through specific conceptual lenses drawn primarily from the philosophy of science and cognitive science, brings about a systemic perspective on mind, brain, and education (MBE), and lays down the foundations of Systemic Cognition and Education, an MBE-based generic pedagogical framework. Full Text
Systemic Cognition and Education. Book in preparation.
Our mind and brain are dynamic complex systems that favor the formation of conceptual patterns in long-term memory for sustainable, meaningful and productive learning. Systemic Cognition and Education (SCE) is a generic pedagogical framework that promotes the development of conceptual systems that reveal major patterns in knowledge structure and deployment in any field and at any level. [Synopsis coming soon]
Systemic Education for Sustainable Development. (May 2016. Plenary paper). UNESCO regional meeting on GAP-ESD. Cairo, Egypt. PowerPoint Presentation
Mental Capacities between Course Content and Achievement. (April 2014. Plenary paper). NCAHE (Qiyas) Symposium on Distinguished Achievement. Riyadh, KSA. PowerPoint Presentation
Toward a Comprehensive Learning Ecology. (October 2012. Plenary paper). Jordanian Ministry of Education Conference on IAB. Amman, Jordan. PowerPoint Presentation
The following are early drafts of SCE then called Profile Shaping Education (PSE):
Profile Shaping Education: An Overview. (March 2012. Plenary paper). Proceedings of ACES conference on Education Dubai, UAE: ACES.
Profile Shaping Education (PSE), the precursor of SCE, is a research-based pedagogical framework that promotes a particular 4-P profile (Paradigmatic, Productive, Proactive, Principled) meant to empower students for meaningful learning rather than rote learning of course materials, and for success in modern life rather than for merely passing school or high-stake exams. The profile is reified in cross-disciplinary curricula in the form of learning outcomes that are defined according to a novel taxonomy of learning expectations.
Taxonomy and Learning Outcomes. (March 2012. Plenary paper). Proceedings of ACES conference on Education Sustainability. Dubai, UAE: ACES.
Under PSE, the 4P profile is reified in various educational fields following well-defined cognitive tenets and pedagogical principles and rules. The profile can be translated in any given curriculum in the form of epistemic, cognitive, behavioral and metacognitive learning outcomes in accordance with a novel taxonomy developed by this author. The taxonomy is currently being revised under SCE.
Profile Shaping Education: A Paradigm Shift in Education to empower Students for Success in Modern Life. Paper presented at the 11th International History, Philosophy and Science Teaching Group biennial conference. Aristotle University, Thessaloniki, July 2011.
This is an early draft of Profile Shaping Education (PSE) which, like SCE, sets to empower students of all levels, especially secondary school and college graduates, with a profile needed for success in modern life. The profile embodies major traits of accomplished people in the workplace and daily life, while it respects the local vision for education and local culture and heritage. Full Text
From Modeling Schemata to the Profiling Schema: Modeling across the Curricula for Profile Shaping Education. (2011). In: Khine & Saleh (Eds), Models and Modeling in Science Education. Boston: Springer.
This chapter outlines the cross over to Profile Shaping Education from Modeling Theory, a research-based pedagogical theory developed by this author that promotes mediated experiential learning of model-laden theory and inquiry in science education. Modeling schemata are generic tools that students use for systematic construction and deployment of scientific concepts and models. Under PSE (and subsequently under SCE), these schemata have been extrapolated beyond the boundaries of science, and a single profiling schema (system schema under SCE) has emerged as a major tool to set and deploy benchmarks or outcomes that need to be accomplished in any educational field, and at any grade level. Full Text