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Systems Thinking about Severe Storms in Social Studies Education
Abstract
Systems thinking provides a powerful cognitive and pedagogical tool for considering problems related to sustainability. This chapter pays particular attention to critical conceptual aspects of systems thinking as manifest in the use of a curriculum guide addressing Hurricane Katrina called Teaching the Levees: A Curriculum for Democratic Dialogue and Civic Engagement. The three educators in this study used the Teaching the Levees curriculum guide in order to focus on a specific disciplinary aspect of social studies education. The educators also integrated a variety of social, ecological, economic, and political issues in their lessons. The inclusion of these disciplines supports the perspective that the educators were engaged in systems thinking, particularly in how they conceived of the patterns in which events emerged, the interconnectedness of discrete elements, and the impact of feedback loops within the system. The chapter also addresses ramifications of systems thinking within social studies education.
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