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A multitude of global challenges that society grapples with, including climate change, social injustices, and economic disparities, persist largely due to the shortcomings of effectively responding to complex systems. In this article, we consider adopting systems literacy as a comprehensive educational approach to navigate in complex systems. We advocate for a systems literacy pedagogy that employs an affective-relational-cognitive (ARC) framework for learning, emphasizing active engagement and intervention in the world. The concept of systems beings is rooted in both ontological education and systems literacy, and we propose the ARC framework as both a pedagogical theory and practice to further understand and engage with it. This is further explored through an educational example of a transdisciplinary doctoral pilot project focused on the climate emergency.
Gladwin et al. (2024) studied this question.
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