The Hawkesbury model: critical social learning systems

At Hawkesburg College in Australia, Bawden et al. explored rural issues experientially while studying these theoretically, in parallel.  This is an example of praxis, and developed the critical social learning tradition (CSLS). They "synthesised many systems-related ideas", demonstrating a multi-perspective approach (Blackmore, 2010, p. 35).

Key characteristics of the Hawkesbury tradition;

• "Essentially", a systemic approach (Bawden, 2009, in Blackmore, 2010, p. 39).
  (see also “deeper structural causes”, Woodhill, 2002, in Blackmore, 2010, p. 58).
• An explicit epistemology; valuing different kinds of knowledge and ways of knowing
• An ethical dimension, based on a critical focus (cf. critical theory)
• Systemic praxis; systemic being
  (Blackmore, 2010, p. 36).
• [and] "wholeness" and "complex messiness"; holistic "systemic well-being" (Blackmore, 2010, p. 97); including "wholeness through 'tensions of difference'" (Blackmore, 2010, p. 41).
• [and] "self-referential"; a learning process that appreciates itself (as well as the matter at hand); the "systemic development of systemic development" ((Bawden, 1999, in Blackmore, 2010, pp. 43, 40).
• [and] "meaning as an emergent property"; from the interactions of different ways of knowing / processes of learning (Bawden, 1999, in Blackmore, 2010, pp. 44-)
• [and] emphasis on social or collective learning (Bawden, 2009, in Blackmore, 2010, p. 89).
• [and] self-transformation (of our worldviews, our "epistemes" aka Foucalt) (cf. Bawden, 2009, in Blackmore, 2010, pp. 95-); self-critical ability (Bawden, 2009, in Blackmore, 2010, p. 93).
• development of "systemic competencies" (Bawden, 1999, in Blackmore, 2010, p. 91); 

Key themes: learning and social.

" ... active participation in ...  learning communities, and critical reflection upon those engagements ... to see the world differently ..." (Bawden, 1999, in Blackmore, 2010, pp. 39-40).

" ... facilitate the transformation of communities into learning systems .. self-referential [to] learn about their own learning." (Bawden, 1999, in Blackmore, 2010, p. 43).

The "facilitation of worldview transformation ...  for the development of systemic competencies" (Bawden, 1999, in Blackmore, 2010, p. 92).

The integrated critical learning system;

(Bawden, 1999, in Blackmore, 2010, p. 53)

Factors to consider ("çf systems' characteristics");


(Bawden, 1999, in Blackmore, 2010, p. 54)

Beliefs / tenets;


(Bawden, 2009, in Blackmore, 2010, pp. 89-90)

Three-level model;
- cognition
- meta-learning
- epistemic learning
(Bawden, 2009, in Blackmore, 2010, p. 92)

A CSLS concerns;
(i) the issue
(ii) its own "integrity and functions"
(iii) its relationship with its environment
i.e. including also "meta" and "epistemic" learning (Bawden, 2009, in Blackmore, 2010, p. 94).

Epistemic differences are most challenging to group consensus and coherence (Bawden, 2009, in Blackmore, 2010, p. 95).

"Criticality" of a CSLS includes;
- the issues at concern
- itself (reflexivity)
- its boundary judgements
- its position as sub-system within environment
- its levels of learning, meta-learning and epistemic learning
(Bawden, 2009, in Blackmore, 2010, p. 95)

Foundational decisions led to the Critical Social Learning System;

• Education should be placed in the broader concept of inclusive well-being.
• The essential pedagogy needs to embrace personal and shared experience for learning and development.
• To embrace and develop the system sciences as conceptual core.

(Bawden, 2009, in Blackmore, 2010, p. 99)