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System-Thought-Activity Methodology

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Top > Science > Social Sciences > Social Sciences Theories > Activity Theory > Activity Theory Derivatives > System-Thought-Activity Methodology

Systems-Mulling-Doing Methodology?

- to be close to the original "SMD Methodology" acronym, in Russian СМД-методология

System-Thought-Activity Methodology

is originated from the Activity Theory by Alexei Leont'ev and Sergei Rubinstein.

Thinking and Acting is considered as a single unified process driven by a selected purpose, or a goal. Methodological Pluralism is one of the core approaches to address the problems being solved.

Reflection on the Thinking-Acting processes and mechanisms during the problem solving / decision making process is irreplaceable part of the whole process.

This requirement of Wholistic Thinking was observed at the following talk on successful leadership:

Simon Sinek: How great leaders inspire action

01:17 About three and a half years ago, I made a discovery. And this discovery profoundly changed my view on how I thought the world worked, and it even profoundly changed the way in which I operate in it. As it turns out, there's a pattern. As it turns out, all the great inspiring leaders and organizations in the world, whether it's Apple or Martin Luther King or the Wright brothers, they all think, act and communicate the exact same way. And it's the complete opposite to everyone else. All I did was codify it, and it's probably the world's simplest idea. I call it the golden circle.

STW Project

Actors with their motives and actions with boundary conditions are frequently missing from ST models. I am familiar with another theory developed in Russia, "systems thinking-acting", or similar (системомыследеятельность). That theory addresses the gap between thinking and doing considering the thinking-doing as a united, or integrated process. But that theory doesn't guarantee the result ("get done") either. The last gap relies on actor(s), particular factors and situation entirely.

Organizations of Learning or Learning Organizations

STA methodology postulates that not only signs but the objects themselves are "irreducibly triadic". The number and composition of signs with their interrelations, the ways their projections on denotative and connotative planes, all are defined by the thought-acting process aimed to solve a particular problem at a particular moment of time. The cognitive process itself is considered as "an object". Additional planes, not only denotative and connotative, can be created if required by the particular cognitive process: co-emergence of concepts and experience - DVS

[39] An issue which follows closely on that of superficial learning is the extent to which inquiry is no longer a part of the student's educational experience. We have already indicated that the process of integration has been marginalized in the process of inquiry, but in the student situation the process of analysis or discernment is also often missing or limited.

[I]n the study situation the act of discernment is frequently excluded. By presenting the relevant aspects of the phenomenon only and the relations between them, the finding of the relevant aspects and the pattern of which they are constituent parts disappear in the study situation. Instead of the figure-ground structure of aspects that are relevant and those which are not, you get a kind of lifeless two-dimensional picture with the relevant aspects only. (p. 81) {To my understanding, STA methodology practice of recursive cognitive cycles at problem solving is suggested here. In these cycles, a problem, or an object, is analysed using methods either developed, or adjusted to the particular problem and situation. The resulted solution is compared to the goal in the view of the developed understanding of a problem or an object, generated conceptual and methodological networks frequently consisting of "contradictory" facts, opinions, theories and assumptions describing a problem or an object as close to the actual as required for the decision making. The developed understanding of the problem may lead to the adjustment of the goal, of the methods, or both. See Incompleteness Theorem for principles of description of objects "as a whole"; Triangle of Frustration for criteria of management of resources at decision making. - DVS}

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