Leverage points, paradigms, and grounded action: Intervening in educational systems

World Futures 62 (7):533 – 541 (2006)
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Abstract

This article discusses connections between grounded action, leverage points, and paradigm transformation and transcendence. Part one provides background on Meadows' (1999) approach to leverage points as well as the concept of paradigms. Part two argues that grounded action is inherently suited for leverage points analysis and paradigm-based interventions. Part three offers an example of individual paradigm transformation in the educational context vis-à-vis Olson's (2006) grounded theory of driven succeeding. The article concludes with considerations of how the application of grounded action in one classroom might leverage system-wide paradigm transformation.

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Mitch Olson
Stanford University

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References found in this work

The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press. Edited by Otto Neurath.
The Structure of Scientific Revolutions.David Bohm - 1964 - Philosophical Quarterly 14 (57):377-379.
Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.

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