With the emergence of commercial capitalism, prototypes of today's school system emerged with the aim of mass production and the training of manpower to ensure the continuation of the system. In order to achieve these goals, programs, structures and processes have been created to ensure that people submit to authority and obey the rules without questioning or questioning.
While the main goals of schools and education systems have not changed, people today are being asked to behave more autonomously, to acquire leadership qualities, to question challenging issues with confidence and to become more aware of the habits of thinking that shape certain expectations.
The first of these disciplines is to acquire the skill of personal mastery. Personal mastery is a realistic appraisal of the current reality of our lives and the creation of a logical personal vision.
Second, it means creating a focus on the common purpose, which is the shared vision. People with a common purpose tend to form a group or create an organization to achieve the common goals of the school organization.
The third is to create mental models. This discipline of reflection can focus on developing awareness of the attitudes and perceptions of those around us by questioning skills. Especially in education, it is important to discuss dangerous issues and work on solutions.
The fourth is group interaction, which means learning in teams. Particularly in schools, small teams of teachers can be formed to transfer knowledge and experience, to learn together, to create synergies and collective ways of thinking.
The fifth is systems thinking. In systems thinking, people learn to better understand interdependence and change. Systems thinking is a powerful practice for finding the toolkit or leverage needed to achieve the most beneficial change.
It is inevitable to integrate the changes emerging at the global level into education systems. These changes can be listed as the rapid circulation of information, worldwide interdependence, economic problems, social uncertainties, technological change and the decline in the quality of education.
Sources:
Peter Senge. (2021) Learning Schools. Nobel Publishing House. S.7-15