Introduction to the Compassionate Systems Framework in Schools

Introduction to
Compassionate Systems Framework in Schools
March 2019
The Center for Systems Awareness

March 2019
Contributors
Peter Senge, Mette Boell, Lana Cook, Jacob Martin,
Karen Lynn, Trina Haygaru, Stacy Gruen, Claudia Urrea
Abdul Latif Jameel World Education Lab, Massachusetts
Institute of Technology
The Center for Systems Awareness

Introduction to the Compassionate Systems Framework in Schools 1

Introduction
From the devastating effects of climate change to increasing cross-
boundary migration flows and displacement to epidemics of substance
abuse, social and political divisions and civic disintegration, the
challenges that we currently face are parts of interconnected,
interdependent, global systems. As we seek solutions to these worldwide
issues, we must also find ways to help young people to cope with their
complexity. This involves teaching them how to reflect on, deeply
understand, and respond mindfully and compassionately to systemic
challenges in their own lives and beyond, their connections to one
another and their impact on us as individuals and on our communities. In
education, where interest in social and emotional learning (SEL)
mindfulness, and systems thinking is growing, we find both an
opportunity and a need to develop models of thinking and teaching that
prepare students to better understand and respond to the systems to
which these issues belong. We draw from established SEL models,
together with developments in the emerging field of complexity science
and the study of systems, to establish a framework—what we call
a “compassionate systems” framework—for building a
cognitive and affective foundation for global citizenship. This
framework conceptualizes compassion as an essentially systemic property
of mind: to cultivate compassion is to be able to appreciate the systemic
forces that influence people’s feelings, thoughts and actions.
In a time where we are increasingly aware of and digitally connected to
others around the world, we feel less and less connected at the human
level. Many feel a profound sense of empathetic distress at the
immense sufferings and challenges across the world that they feel
powerless to alleviate or resist. Other struggle with stereotypes, not
feeling seen and emotional disconnection in their daily lives. A lot of
teachers and social workers experience burn-out stemming from
empathetic fatigue as they take on the emotional weight of their
students’ lives. Many lack training in how to remain in one’s own
emotional space without shutting down the emotional reality of the
other. Today, more than ever, teachers and students alike need to know
how to bring awareness and intention to empathy, so as to cultivate a


stance of compassion and resilient capacity for care from which we can
act.
For years, different disciplines, from neuroscience to psychology, have
investigated the workings of empathy, sympathy, compassion and
emotional intelligence, with the goal of better understanding our
emotional states and reactions. In many ways, they build on millennia of
knowledge nurtured in different spiritual traditions. In parallel,
understanding complex social realities shows how as humans we
continually shape internal and external structures that in turn shape us.
The current work on compassionate systems views compassion as the
ability to both understand conceptually and empathetically what it is like
to be an actor in a system, as we all inevitably are, in family and relational
systems, in complex organizations, and in larger social systems. This
involves systems sensing —to “walk in someone else’s shoes”—and
systems thinking, which seeks to more objectively understand how a
system is functioning.
The basic aim of the Compassionate Systems Framework is to
grow “compassionate integrity” in students and teachers—to
have alignment between how we think, feel and act by virtue of an ever-
unfolding awareness of inter-connectedness. We believe these skills are
vital to human prosperity – and even survival –in a world of increasing
interdependency where we face immense environmental, political and
socioeconomic challenges from not understanding these
interconnections. Without this capacity, we are left to react to
circumstances that seem out of our control and blame one another,
missing entirely our own agency in shaping those circumstances.
This report explores the potential of a compassionate systems framework
in education and introduces key principles and practices born of a
collaboration between educators and researchers from the global
International Baccalaureate (IB) network, the Massachusetts Institute of
Technology (MIT), and other education and research institutions.
Prototypes of this framework combine contemplative SEL, systems
thinking, and compassion to help adults (teachers, administrators, and
parents) and students apply these skills to important issues in the world
of their daily lives. Starting in 2017, initial prototypes from pre-K-12


settings in 10 different countries have now expanded to form a growing
global network.
In the first section of this report, we provide an overview of the
compassionate systems framework and how it emerged, and define key
terms and concepts. We then survey initial cases where the
Compassionate Systems framework has been actively integrated in
classrooms, at schools and administration levels and in organizations
working with at-risk youth. In drawing out the trends and questions that
have led to our work, this report also includes recommendations to
inform the future of research and development at MIT and worldwide.
Key Definitions
To help unpack the Compassionate Systems framework and its
accompanying tools, practices, and pedagogy, it useful to start with a
definition of some key terms. Today, there are many discussions across
diverse scientific and humanistic traditions about the meaning and
definition of terms like empathy and compassion, and we want to clarify
how we use these terms.
Emotions and Feelings
In the fields of neuroscience, biology and psychology, “emotions” are
seen as arising from the autonomous nervous system and, as such, are
physiological occurrences that happen as a response to preceptor inputs.1
Emotions then are the body’s physical reaction to events, either initiated
from outside of us or from our own ever-creative minds.
“Feelings,” on the other hand, are our perceived emotions – the
subjective experiences of the bodily, emotional state. This means that
whenever we become aware of our emotional states we come to have an
experience of it and the emotions thus transcend to feelings. Per this
definition, we are mostly unaware of our emotional states until we come
to consciously experience them and realize how we feel (Gregory, ed.
1
See for example Anthony Damasio’s The Feeling of What Happens (2000) or The Oxford Companion
to the Mind (2004), edited by Richard Gregory.


Oxford Companion to the Mind). However, we very frequently react to
these emotional states, even if we not aware of them. For example, a
victim of prolonged trauma may experience a quickened heartbeat and
labored breathing to the stimulus of a loud noise or a tense situation,
without understanding why this emotional experience of agitation has
occurred.
When we cultivate emotional literacy, we enhance our capacity to
experience our emotional states, to feel them, and to respond to our
emotional states with consideration and intentional awareness instead of
staying in a purely reactive mode, known in popular terms as being
“emotionally high-jacked.” This capacity to pause between emotion and
action is the essence of emotional intelligence.
Empathy and Compassion
The term “empathy” stems from the German word “Einfühlung,” which
means the ability to feel into another (literally “in-feeling”).2
Today,
scientists distinguish different stages or categories of empathy from
highly automatic to more cultivated, such as emotional contagion,
empathic concern, perspective taking and attunement. Here, we will use
one fundamental definition of empathy, which is “the innate capacity to
sense and feel the emotions of others.” Per this definition, empathy is
not necessarily a good thing. For example, in order to bully someone and
do it well, you have to have a quite clear sense of how to hurt them –
which requires empathy. Similarly, when we get caught in the feeling of
someone else’s negative moods, depression or anxiety, we ourselves
experience traces of these moods, which may cause us to react to our
own emotions rather than act in ways that can improve, console or
alleviate the situation that gave rise to the emotions.
Compassion is rooted in the Latin “com” which means “with” or
“together” and “passion” which relates to “suffering” or “intense
feeling.” Two features distinguish compassion from empathy as the words
are commonly used today. The first lies in not being overwhelmed with
another’s emotions, but to stay “next to that other” and feel with them
2
The term also suggests the Greek word “pathos.”


how they feel. In a state of compassion, there is less internalization of the
other’s emotional state, which is why compassion is seen as a cultivated,
refined state of awareness. The second concerns intention. For example,
in many traditions like Buddhism, compassion is most often understood as
the intention of alleviating suffering, of supporting the other (be that
human, animal, or any other living being), and to have joy and happiness
in their existence. In the Taoist tradition, for example, compassion comes
with a deep sense of joy and wishing a life of joy for others, and, in the
Christian model, compassion is expressed as being in service for others.
In the work on compassionate systems, we have come to talk of
compassion as an essentially systemic property of mind: to cultivate
compassion is to be able to appreciate the systemic forces that influence
people’s actions – ‘to walk in their shoes.’ Compassion goes beyond
seeing a system from the outside – a kind of intellectual exercise – but
actually feeling what it is like to be an actor within the system. This shift is
“systems sensing,” referred to above, and is complementary with systems
thinking, which tries to objectively understand how a system is
functioning. In some spiritual traditions, systems sensing— the capacity
to hold such paradoxes— is seen as an indicator of an open heart. In the
Compassionate Systems framework, systems thinking and systems sensing
are essential counterparts of deeper understanding, combining to form
what we understand as “systems awareness.” We say that to cultivate the
capacity for seeing and sensing the larger system is fundamentally a
compassionate state of mind.
Complexity and Systems
When we started this collaboration, initially partnering with the IB, we
looked at how understanding complexity (from the emerging field of
complexity science)3
and systems (as understood in fields like system
dynamics)4
overlap in several common guiding ideas for education:
3
A broad term for related fields of study that have emerged from physics, economics and
mathematics. Complexity science became a common term with the founding of the Santa Fe Institute,
https://santafe.edu. See also Complex Systems Society: https://cssociety.org/home
4
Founded by MIT professor Jay Forrester, system dynamics applies basic systems concepts (such as
feedback loops, stocks and flows, and delays) to better understand complex social and organizational


1. There exists an innate systems intelligence within us all, which begins to
unfold from very early childhood on through our universal experiences in
family systems and the complex relationships between parents, siblings,
peers, and other relatives and caregivers.
2. This systems intelligence is systematically underdeveloped in
mainstream education with its emphasis on reductionist ways of
understanding, right versus wrong answers, and intellectual versus embodied
understanding.
3. From an education viewpoint, understanding reality thorough the lens of
interconnectedness and change represents a powerful way
to integrate diverse subjects.
4. To cultivate this innate systems intelligence and investigate this
interconnectedness between subjects requires practical tools and
methods, many of which have been developed over the past 20-25 years and
are now in broad use in preK-12 education, though still not widely
disseminated.
5. Those approaches that we have found to be most useful engage learners and
teachers in reflecting on their ways of seeing and becoming more explicit
in constructing and testing their own models of reality.
6. Working rigorously with complexity and systems leads to enhanced
conceptual skills and understanding. Students strengthen their ability to
construct coherent explanations that connect different elements in a complex
setting, to explain their reasoning about interconnected issues, and to test
(disconfirm) or refine one’s own understanding, such as unpacking what is
missing from “my model.”
7. Working with complexity and systems also leads to more integrated learning
modalities: rational and intuitive, general and personal,
conceptual and enactive/embodied, and thinking and sensing.
8. To take root in a school setting, adults and students alike need to be
practicing systems thinking and reflection, especially since these skills are so
under-developed among adults, and there is a tendency for adult educators
to declare that they understand systems thinking even though they have little
skill in doing it. For this reason, we have come to emphasize that school
management and leadership is an essential counterpart to classroom
and natural systems, both through simulation and conceptual model building. See
www.systemdynamics.org


application, showing how many of the same tools and practices can be
applied in both.5
Compassionate Integrity
In this work “compassionate integrity” has emerged as a way to
characterize our overarching outcome, what we are seeking to help grow
in students and teachers: alignment between how we think, feel and act.
The term “integrity” comes from a root of “wholeness” in Latin. We hope
to help our students grow the ability to not only think compassionately but
to also feel and live compassionately by virtue of an ever-unfolding
awareness of interconnectedness. This can extend naturally from feeling
connection to oneself and others to feeling connected to the
consequences of my actions at greater distances of time and space - for
example, the consequences of our choices in food we eat or that when we
charge our mobile devices we use electricity that in most countries comes
from burning coal that pollutes and destabilizes global climate.
In systems thinking, there is no “away,” and this awareness of inter-
connectedness can underpin a life-long inquiry to understand ever more
broadly the consequences of our actions, the root of all ethical behavior.
This inquiry encompasses my choices as a consumer and a citizen, from
mundane everyday choices to regional and national policies –both of which
can literally affect those on the other side of the world. Since we can never
fully see all the local and global systems within which our actions unfold,
the compassionate systems framework instills a profound sense of humility
in what I know and do not know and a spirit of genuine curiosity and
openness to learn. This is the real hallmark of a systems thinker, as is a
cultivated experience of interconnectedness that of a compassionate
systems thinker.
Based on these different areas of understanding – the emotional, the social
and the systemic –we have started collecting and developing cases of how
educators in the network use tools and practices for implementing a
Compassionate Systems framework in classrooms, schools and
organizations across diverse cultural settings.
5
For example, see Schools that Learn (2012), Senge, P, et.al. which in turn grew from applying in
educational contexts ideas and tools of systems thinking and organizational learning initially
presented in The Fifth Discipline (2006), P. Senge.


Launching the Compassionate Systems
Framework
In the Fall of 2017, a diverse group of educators and researchers from the
International Baccalaureate, MIT and Penn State University, with
representatives from fields ranging in education, neuroscience,
organizational behavior, and policy, gathered together to explore how the
principles and practices of social and emotional learning and systems
thinking could be brought together as a foundation for pK-12 education.
The need was clear: bullying and violence in schools, high absenteeism and
dropout rates, rampant prescription of anti-anxiety medications among
youth, curriculum and testing standards misaligned with the real-world
concerns and needs of children and their communities. After over two
decades of application experience, the fields of SEL and systems learning
remained disconnected, yet we believed the greatest potential of either
lay in their complementarity.
The Compassionate Systems framework offers models of thinking and
teaching that combine contemplative SEL, systems thinking and
compassion, and establishes a set of practices that help teachers and
students to apply these skills to important issues both inside and beyond
the classroom. The tools and practices are appropriate across many
organizational levels – from small and large classrooms, informal learning
settings, to professional development for educators and community
leaders to shape collective leadership and more generative school cultures.
Out of the initial 2017 gathering, we began to establish a series of
prototypes in pK-12 schools across 10 different countries including sites in
Europe, Africa, Asia and North America. Through these prototypes, we
have been able to establish and refine the following core set of principles
and practices.
The compassionate systems framework is organized around three essential
components:
1. Developing the skillsets of a systems thinker, through using a variety
of systems thinking tools and practices: seeing patterns of change over time,
examining deeper systemic structures underlying surface events, and


understanding how mental models and “artifacts” like school design and
metrics shape those structures.
2. Even for skillful systems thinkers, complex issues can easily be seen as
something outside of ourselves, or something we understand intellectually
but not emotionally. Developing “systems sensing” skills help us to
“sense into” the multiple experienced realities in any complex setting. This
may take the form of learning journeys to see another’s experience of a
system outside our own direct experience, diverse simulations to viscerally
experience systemic causes of problems, and working collaboratively on how
to address complex problems with others who have different mental models
than our own.
3. These above skills can combine to nurture a compassionate systems
stance. One foundation lies in understanding the structural sources of
problems that go beyond individual actors. In that sense, systemic
understanding undercuts our habitual tendencies to blame individuals for
problems that arise from the larger system. Another lies in cultivating a
sense of connectedness with others and the situation, starting with
“perspective taking,” appreciating how different people see things
differently, and extending to altruism and wishing well for the “other” (often
called ‘self-handicapping’ by biologists).
This framework is not a purely intellectual or philosophical concept.
Cultivating a sense of compassion and systems thinking requires a shift in
behavior as much as in thoughts and beliefs. Some of the core practices
include meditative reflection, deep listening or “Check Ins” where we
provide our full care and attention to another, circle practices, journaling,
developing awareness of our own ways of seeing and making sense using
tools like the Ladder of Inference, and a variety of conceptual model
building practices where people work together to better understand
systemic forces at play underlying particular problems and how they can
work together to shift these.
We introduce and support these practices through a blended learning
model with hands-on workshops as an introduction to the tools and
approaches and a digital platform for the growing global community to
learn with and from one another, share curricular units and stories and to
have follow-up learning modules delivered online, both by MIT and
advanced practitioners in global field sites.


Case Studies in Classroom Practice
International School of Zug and Luzern, Switzerland
In the following case study, we highlight how the Compassionate Systems
framework has been implemented within an international school in
Switzerland with primary grade students. In this pilot, the lead teacher,
who is also the Director of Teaching and Learning in the 1,200 person
school, and a small team of educators developed a unit focused on
international migration using the compassionate systems tools. He shares
his motivation for this selection,
“In the lead up to this unit, students were aware of the current refugee
crisis in Europe and had seen images, heard news reports and observed
the number of refugees and migrants increasing both in Switzerland and
the countries nearby.
Teacher reflections from the previous year showed that students had
shown empathy for migrants, particularly refugees, and were emotionally
affected by what they had learned. It was felt that students had not really
understood the complexity of people moving and the impact it had on
the infrastructure or culture of a country or community. Many students
found it challenging to comprehend why governments were making
decisions to prevent or limit the number of refugees coming into
countries.
It was hoped that through using the compassionate systems tools,
students would gain clearer understandings of multiple
perspectives and the wider impact of decisions and actions.”
During the unit, students were introduced to compassionate systems tools
including:
● Simulations: games, role plays and other ways of illustrating behaviors,
actions and their consequences
● Behavior over time graphs: picking key variables and tracking how they
change over time
● Stock and flow diagrams: how inflows and outflows alter a stock that
accumulates the difference between the two
● Connection circles: identifying relevant variables in a situation, arraying
them around a circle, and the drawing arrows tracing assumed causal
connections


The process started with a simulation developed by the teaching team
and students drawing “behavior over time graphs.” The simulation
involved playing a game with dice. In small groups, students imagined
they were working for a government department, conducting research on
the impact of migration. Students started by drawing their own country
boundary and then worked with 20 dice, each of which represented 200
refugees.
Figure 1: Students working through a simulation of migration and its impact.
Midway through the simulation, it was explained that a conflict had
broken out in a nearby country and this meant that the rules of the game
had changed. As students created the behavior over time graphs, they
quickly realized that with the new conditions, the number of refugees was
increasing rapidly and they would reach the “maximum” number very
soon. As they hit the maximum number of refugees, students stopped for
an emergency meeting and decided what action to take.
Building on this experience, students used stock and flow diagrams and
then connection circles. The aim is to show how key variables changed
over time and then step back and build a simple model of their own
regarding factors that connected to migration flows, and to see how the


shifts in flows affected the stock of refugees over time. The stock and flow
diagrams were used to help students explain “push” and “pull” factors
impacting migrants and communities. Before drawing the diagram,
students roleplayed the stock and flow experience in which they acted as
the stock (migrants) and the teacher chose what factors would pull them
towards the country or push them out.
Figure 2: A stock and flow diagram students created in class
The refugee simulation game was used to help students show how a
conflict may increase the number of refugees wanting to leave or enter a
country. The two runs of the simulation highlighted why governments may
feel the need to change the rules or laws and how these changes can
impact individuals and communities. Connection circles were drawn to
help students make sense or visualize how different factors linked to
migration are connected. The students were then able to tell stories using
these visual aids.
The students used these graphical representations to tell “migration
stories” from different points of view. Throughout the larger unit,
students had various opportunities to hear the stories of and interview
refugees in the school and local community, and learn more about the


charities and organizations working with them. Some refugees they spoke
with had positive experiences and were content being in Switzerland,
despite the long and challenging journey to get there. Others explained
that they were not enjoying life in Switzerland. Some visiting speakers
shared that they felt uncomfortable with the culture or that they did not
have the same rights as existing citizens or other migrants.
Reflections from Students and Educators
At the conclusion of the pilot unit, the teaching team provided the
following reflections:
“The simulation encouraged students to show empathy for the different
parties involved in the simulation and view things from multiple
perspectives. Not only did they empathize with the refugees, as had
happened previously in the unit, but they also understood why
governments might act in certain ways. They considered how the people
already living in the country might feel and react to the growing
population. Students came up with possible solutions, including sharing
the responsibility with neighboring countries, but also saw the complexity
in this.
As students felt ownership of their country, they were thinking deeply
about how it might be affected and also felt a connection to the
different groups that they were focusing on.”
The students at the School speak over 50 home languages and the
learning support teacher for the English language learners commented
that the practical and graphical nature of the learning experiences and
tools helped students to access concepts and explain their thinking
effectively. For example, one student started by asking the question:
“Why can’t the richer countries just let everyone in?” Many students
shared this feeling. They connected to their own experiences: moving to
Switzerland and feeling welcome, living in high-quality apartments and
having good educational and social opportunities. Many students’
thoughts at the start of the unit were broadly: “Of course, everyone
would want to live here in Switzerland!” As they learned more about the
many considerations (education, homes, food, jobs, language, culture),
they started to understand that “letting everyone into a country” was a
much more complex issue.


One student's comment towards the end of the unit showed that her
thinking had changed and that she was showing more compassion. She
shared that: “At the start of the unit I used to think ‘whatever’ when I saw
people in the community who looked different to me. Now I see people
and I think, ‘I wonder what their story is?’”
After reflecting on the positive impact of using the compassionate
systems tools and pedagogy in grade 4, the teachers shared their
experience with the rest of the primary school staff. The process in grade
4 had been carefully documented with video footage of students and
teachers sharing their hopes and reflections both before and after the
unit. The teachers felt the best opportunity to take this to the staff was to
present in an after-school staff meeting. The meeting started with a short
introduction to complexity science, systems thinking and the need for all
of us to show compassion in today’s often overwhelming society. Their
presentation was met with good reception and they are working to
integrate the compassionate systems framework in other grades across
the IB school.
International School of Indiana, United States of America
For the International School of Indiana, an International Baccalaureate
school in Indianapolis, nurturing compassionate integrity is essential to
building the capacity for international mindedness, a core value of an IB
education. This begins with developing the IB Learner Profile attributes
within conditions designed to deliberately integrate both the cognitive
and affective aspects; systemic with empathetic. The tools and practices
used with this framework relate directly to the IB approaches to learning
skills, and the approaches to teaching required to successfully deliver this
framework are exactly those approaches to teaching we embody as IB
teachers.
The IB curriculum at the International School of Indiana is based on six
transdisciplinary themes. Each of these units are worked on for six weeks
in the classroom. In the first year introducing the Compassionate Systems
framework, the lead teachers worked on prototypes across grades 1-5,
focusing on the following curricular themes: Grade 1: Hunger and Food


distribution; Grade 2: Human impact on Animal Habitats; Grade 3: Art as
a form of activism and change; Grade 4: Immigration and Human rights;
and Grade 5: Access to Energy.
In the above chart, the IB Indianapolis school sketches some of the core
elements in cultivating compassion:
1. Personal anchors: role-play simulations and experiences
2. Systems thinking tools: interdependence and interconnectedness
3. Mindfulness and reflection: meditative practices, self and group check
ins.
For example, in one of their Grade 1 units focused on food, they
combined these three core elements in the following way:
1. Personal anchor: We create a situation in which the children can feel
hunger pangs. We cancel their morning snack and move lunch by 45
minutes so it is later in the day.
2. System thinking tools: We use behavior over time graphs to graph how
our stomachs feel and sound every hour along with our mood as we get
hungrier.
3. Mindfulness and reflection: We use a process called a check in when we
all meditate on the central idea "Everyone on earth has the right to
nutritious “food." We share our thoughts during our mindful reflection.
These are recorded weekly to see the progression in the thinking.


These systems thinking tools were used to help children analyze and
understand the personal experiences of food, our relationships to food,
how food is produced and processed, how food is shared around the
world, and how our knowledge and choices about food can help end
hunger. In this unit, educators use these system thinking tools like
connection circles, icebergs, ladder of inference, stock and flow and
behavior over time graphs – each of these tools incorporate all three of
those elements on the left of the chart to achieve thinking and caring
about a topic.
Reflections from Educators
Lingyan Shao, a third grade Mandarin homeroom teacher at the
International School of Indiana, reflects on her experience using the
Compassionate Systems Framework in her 3rd
grade class:
“When Mrs. Trina (Haygaru, the school principal) called a first meeting to
our third-grade teachers, it was my first time hear[ing] about System
Thinking. I was very curious and excited, but in the meantime a little bit
concerned because the concepts, such as stock and flow, behavior over
time graph, ladders of inference etc., are difficult to explain to students
at this grade. Nevertheless, we need to utilize these strategies to
build up students’ compassion. I felt that it already sounded very
difficult for me as a teacher. How could it be possible to even teach third
grade students to have a good knowledge of this?
We kicked off our unit with a simulation of walking with two gallons of
pond water. We took the water from a pond that is one mile away from
our school, and then carried it back to school. During the walking, when
one of my students found out that there was one gallon of water was left
on the ground, instead of just walking way, he tried to fill into his two
gallons because there was a little bit space in his each of two gallons. I
could tell that it was already overwhelming for him to carry his two
original gallons of water. I asked him why he still wanted to add more
water into his containers. He just gave me a very simple answer which
everybody can say it but few people are really willing to do it. He told
me and I quote “I don’t want to waste water because there are many
people around world that don’t have enough water.” What a lesson to
me! And it was so natural that the kids show their compassion.
After the walk, the students exhibit different kinds of emotions and
feelings which we had expected. We had a deep talking and
discussion about their energy, feelings, thinking, and


cooperation through the walking experience. Then the behavior over
time graph was there. It turned out to be not that hard. Because the
kids experienced and felt it so the graph was not abstract for
them at all. For the next other lessons, our third-grade teachers and
administrator always plan ahead together. We think, try, and reflect. We
also lead the students to do the same way.
It was a great learning and teaching adventure for me as a teacher. By
using the System Thinking, the kids are getting more and more
confidence on deepening their thoughts and explaining their ideas
better.”
Compassionate Systems Network: Field
Project Status
Following the initial prototypes within IB schools in the Spring and Fall of
2017, a number of additional sites have started to form using the
Compassionate Systems framework. The following gives an overview of
where the Compassionate Systems framework is actively integrated in
classrooms and schools, across administration levels, and in organizations
working with at-risk youth.
International Baccalaureate (IB)
Of the original 9 prototypes sites within the IB, most have continued to
work with a compassionate systems approach in a few classrooms and
several have gone further, extending to entire school. Practitioners are
working as individuals or in small teams within schools in Hong Kong,
Dubai, Madrid, Los Angeles, and Guatemala City. Sites in Kenya,
Switzerland, Indianapolis (USA) and Dubai are working school-wide. The
IB are in the process of offering an introductory training of the framework
to all teachers across the approximately 7,000 schools that are part of the
worldwide IB network.
In 2019, we have started a more extensive process with IB sites that want
to become “hubs” in their local communities, where they will work with
local stakeholders and less affluent schools that want to become part of
the Compassionate Systems approach to education. The initial hubs will
be in Jakarta, Indonesia; Luzern, Switzerland; and potentially Vancouver,
British Colombia and Mombasa, Kenya.


Greater Lawrence Technical School
Through partners at MIT, we were introduced to the Greater Lawrence
Technical School in Massachusetts in the Spring of 2018. We have had the
opportunity to introduce the Compassionate Systems framework to the
principal and key staff at the school. Greater Lawrence is the first
vocational school in our global community. We will continue to stay
connected and will be training more staff in the basic tools and practices
in 2019.
National Center for Youth Law
The National Center for Youth Law (NCYL) has worked for more than four
decades to improve the lives of disadvantaged children and youth. NCYL
prioritizes addressing complex challenges that disproportionately impact
children and communities of color, rooting their efforts directly in the
communities they seek to serve, with the belief that people closest to the
problem are closest to the solution. Partnering with the communities most
impacted by social inequity and structural racism, integrating youth
development principles into the policies and practices of youth-serving
agencies. The Compassionate Systems program at NCYL is emergent
and currently includes a staff of 48 working in California and Arizona,
partnering with school districts, public agencies and community non-
profits to build the conditions under which all children and youth -
particularly those that are in foster care, experiencing homelessness or
involved with the juvenile justice system – receive a high-quality
education. In choosing our work, the NCYL aims to build systems of
support where healing centered practices interwoven into every aspect of
the student, family, community and practitioner experience.
Valor Collegiate Academies
The Valor schools in Tennessee are widely recognized as national leaders
in social-emotional learning, working with a “personal compass” for all
students and regular restorative circle practices for all staff and all
students. They are building a new high school in Fall 2019 and want to
integrate a compassionate systems approach in all classes from onset on.


We have had key staff members attend our training and expect to
customize an in-house program in the Spring of 2019 for all teachers and
leaders of the high school.
Innovation Academy
Innovation Academy is a systems thinking charter school [MOU1] based in
Massachusetts where several teachers, the school principal, and
leadership team have been through our training as well. With almost
twenty years of experience in systems thinking education, the school
serves as a support for many of the other schools in the Compassionate
Systems network on how to integrate systems thinking tools in
classrooms. Several teachers at IA have also integrated the
Compassionate Systems framework into their work.
Gentofte District, Denmark
Gentofte District includes one school site in Denmark where all teachers
and leaders are going through an extensive training program in the
Compassionate Systems framework. This school is seen by the school
district as a prototype for how to bring the framework to the entire
district, which is one of the most respected in Denmark. They are
currently combining peer learning and learning journeys to expand the
work.
Indonesia
The British School of Jakarta, the International Baccalaureate
Organization, the Wadah Foundation, which is a J-WEL member, and
United in Diversity, an NGO that has done cross-sector leadership
development with MIT, started to work together in 2019 to develop a hub
for compassionate systems education in Indonesia. At the first gathering
hosted by the British School in January 2019, over 60 educators and key
stakeholders were training in the foundations of compassionate systems,
and, during the design process for a longer-term plan, a core team came
together and grappled with developing a shared vision and purpose,


parent engagement, and how the British School could become a beacon
for the Compassionate Systems framework throughout the region. Part of
the prototype year in Jakarta, hosted by the British school, is a focus on
engaging local Indonesian communities to take the efforts beyond BSJ.
There will be follow-up training of all BSJ teachers and staff in May and
October 2019, involving also the Wadah Foundation and UID. Alongside
the training of teachers and staff, our youth coaches are working with an
ambassador group of students who will connect with other such
ambassador groups around the world in various hubs, focusing all their
work in the Compassionate Systems framework on the 17 UN sustainable
development goals. BSJ is already supporting schools serving low-income
populations, and a first step for students from the Compassionate
Systems ambassador group is to begin connecting with these students
and share some of the concepts and ideas they have learned.
Additionally, the ambassador students will engage with at-risk
communities that the Wadah Foundation is working with as well.
Transforming Refugee Education Towards Excellence
In 2017, the Abdul Latif Jameel World Education Lab (J-WEL) at MIT, the
philanthropic organization Community Jameel and Save the Children, an
international NGO, started a conversation about how we might work
together to address the challenges Syrian migration presents for Jordan’s
education system. What grew out of that conversation is a program we
are calling “TREE,” or Transforming Refugee Education Towards
Excellence. TREE will rely on task teams of teachers, principals and
representatives from the Ministry of Education working to support 1,500
K-12 teachers across Jordan. It will emphasize training in the
Compassionate Systems framework with a distinct focus on teacher- and
student well-being as well as teacher professional development and a
commitment to educational excellence. In particular, the teams will help
teachers develop the skills they need to manage their classrooms in the
current conditions where many children are severely traumatized,
classrooms are very full and many schools have double shifts every day, to
accommodate the educational needs of the refugee children as well as
the Jordanian. Our collaboration will expose teachers to opportunities in
blended learning, where some of the learning occurs online; and give


teachers a better understanding of student wellbeing and overall school
climate and how to make sure they and their students are cared for
through a grounding in compassionate systems. This is a five-year project
aimed at the specific challenges in Jordan. If it is successful, we have aims
to extend it across the region to countries facing similar challenges
elsewhere in the Middle East.
Youth Teaching Youth
The spread of the Compassionate Systems framework depends on people
sharing and working together. Critical to the growth of this framework is
a process of youth leadership where younger people grounded in
compassionate systems go into classrooms and work with other students
directly. Some may come with a focus of introducing the tools and
practices to students of all ages, and others with the focus of teaching
older students how they can go into classrooms of younger students and
teach them themselves. Starting in the Danish site at the Gentofte
District, this youth-to-youth network is rapidly spreading to other sites
and hubs. This growing network will be integral to the upcoming work in
Indonesia and Switzerland. We expect it might spread to many of the
other sites and hubs as well as we tap into the enormous potential of
dedicated youth who see the importance of this work for their future. The
primary focus for the “youth-to-youth” work is the 17 United Nations (UN)
sustainability goals. Starting in January 2019, we will have students from
different hubs connecting with each other across the globe to explore
how they can collaborate further to enhance their local and global impact.
Future Directions
The Compassionate Systems framework offers a cognitive and affective
foundation for understanding our global citizenship, what the
International Baccalaureate (IB) network calls “International Mindedness.”
Internationally minded networks are essential to the community we aim
to build. As you can see from the diverse international field sites
surveyed above, each represent spaces across the globe where the
Compassionate Systems framework is being established, tested, and


refined. These networks of committed individual practitioners
and researchers will play a crucial role in building capacity
and sustainable impact.
Core to the community and capacity building is documenting the core
practices in the Compassionate Systems framework and sharing these
more broadly. Through a grant by the Abdul Latif Jameel World
Education Lab, Boell, Senge and others are creating an online
platform as a resource to share resources, serve as a public
library, and connect fellow practitioners directly. The web
platform will also help in developing research standards for the work and
consistent documentation that will be shared through the online platform
and capacity building workshops.
This year, we will also launch a certification program to train
individuals in teaching the Compassionate Systems framework so they can
then run workshops that introduce these tools to other educators. The
certification program as currently envisioned will involve three in-person
gatherings over the span of a year, complemented by monthly online
learning sessions, coaching and peer mentorship. This could be the first
step toward a graduate level certificate in Compassionate Systems.
We live in a world facing mounting global challenge. An essential
question for the future of education is how do we help students to reflect
on, deeply understand and respond mindfully and compassionately rather
than just feeling overwhelmed by the complexity of these systems. We
conclude with the words of one grade 9 student in Hong Kong that
powerfully illustrate this need for international compassion and a vision of
how we can get there:
“Humans are selfish beings. Most people only think about themselves
and no one else. Broadening their awareness of international-mindedness
makes people more aware of everyone around them, allowing them to
not only consider themselves but other people, too. If people start
treating each other better and with more respect then society
will change into something a lot better.”


About the Authors
Mette Miriam Böll
Mette Miriam Böll (Boell) is a biologist by training, specializing in the evolution of
complex social systems, mammalian play behavior and philosophy of nature.
Mette has a Ph.D. in organizational ethology from the Center for Semiotics,
Aarhus University, and holds additional degrees in contemplative leadership and
the philosophy and history of science. She uses her training in these diverse areas
to research how moods and feelings are transmitted in social relations and how
the resulting relational fields in turn shape the larger systems human beings are
parts of, with a particular focus on education.
In 2014, Boell joined Peter Senge and Daniel Goleman to form the Triple Focus
Initiative, which then merged into the Garrison Global Collaboration for
Integrative Learning. This community of researchers and educational practitioners
focuses on exploring the impact of integrating contemplative social-emotional
learning (SEL) and systems thinking in education. This organization has
transitioned into The Center for Systems Awareness, co-founded with Peter
Senge. Boell currently serves as Director and research coordinator of the center.
Main projects include partnerships with universities, schools and community
organizations focused on building capacity for systems leaders in education,
integrating compassionate integrity within school curriculums and broader
organizational settings, and studying generative social fields at the classroom,
school, community, and larger systems level.
In 2016, Boell co-founded the Systems Leadership Institute with Peter Senge and
Robert Hanig that seeks to promote development of “systems leadership” –
leaders who foster collaboration for systemic change across the educational
sector. Boell’s portfolio here involves research design, co-facilitation of
introductory and advanced capacity building and design and facilitation of long-
term organizational interventions, like one currently taking place in collaboration
with the California Department of Education’s expanded learning division.
In 2018, Boell joined MIT as a Research Affiliate. Her focus is working with The
Abdul Latif Jameel World Education Lab (J-WEL). J-WEL’s mission is to spark a
global renaissance in education for all learners. Leveraging MIT’s resources, they
convene a global community of collaborators for sustainable, high-impact
transformation in education through research, policy, pedagogy, and practice.
Boell previously held a position as head of research at Metropol University
College, (a teachers’ college) in Copenhagen and before that she taught
neuroscience of emotions to college- and American students studying abroad.
She is currently working on a book, summarizing the different efforts with the
working title “Systems Awareness.”


Peter Senge
Peter M. Senge is the founding chair of SoL (Society of Organizational Learning),
a global network of organizations, researchers, and consultants dedicated to the
“interdependent development of people and their institutions”, Senior Lecturer,
Sloan School of Management MIT, and cofounder of the Academy for Systemic
Change, which seeks to accelerate the growth of the field of systemic change
worldwide. His work centers on promoting shared understanding of complex
issues and shared leadership for healthier human systems. This involves major
cross-sector projects focused on global food systems, climate change,
regenerative economies, and the future of education.
Senge is the author of The Fifth Discipline and coauthor of the three related
fieldbooks: Presence, and The Necessary Revolution. The Fifth Discipline (over
two million copies sold), was recognized by Harvard Business Review as “one of
the seminal management books of the last 75 years,” and by the Financial Times
as one of five “most important” management books. The Journal of Business
Strategy named him one of the 24 people who had the greatest influence on
business strategy in the 20th century. Recently, he was named to the “1000
Talents” Program (Renzai) in China to help China become a leader in systemic
change, to benefit itself and the world.
Senge graduated from Stanford University with a BS in engineering. He holds an
MS in social systems modeling and a PhD in management from the MIT Sloan
School of Management.
References
Damasio, Anthony. The Feeling of What Happens: Body and Emotions in the
Making of Consciousness (New York: Mariner Books, 2000).
Gregory, Richard, ed. The Oxford Companion to the Mind (Oxford: Oxford
University Press, 2004).
Senge, Peter. The Fifth Discipline: The Art and Practice of the Learning
Organization. (New York: Doubleday Random House, 2006).
Senge, Peter; Kleiner, Art; Roberts, Charlotte; Ross, Richard; Roth, George;
Smith, Bryan; The Dance of Change: A Fifth Discipline Fieldbook for Mastering
the Challenges of Learning Organizations. (New York: Doubleday Random
House, 1999).
Senge, Peter; Cambron-McCabe, Nelda, Lucas; Timothy; Smith, Bryan, and
Dutton, Janis. Schools That Learn: A Fifth Discipline Fieldbook for Educators,
Parents, and Everyone Who Cares About Education (New York: Doubleday
Random House, 2012).

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