In my last post, I wrote about why institutions matter for economic development. I also highlighted that the theories of institutional economics and of complex systems actually come to very similar conclusions about how institutional structures, underpinned by basic beliefs or paradigms of how the world works, shape relatively persistent patterns of behaviour, which can be both beneficial for, or holding back development. In this post, I want to share a model that describes the dynamics of institutional change. It is largely based on Douglas North’s book ‘Understanding the Process of Economic Change’ , but uses the systems iceberg as a canvas. If you haven’t read my last post, I recommend you head over there and read that one first.Continue reading
I want to share some of my Sunday reading and listening with you.
First a blog post by Dave Algoso on his blog “Find What Works”: in the article Kuhn, Chambers and the future of international development he talks about paradigm shifts from science to international development. This is interesting as I myself and many around me are saying that a paradigm shift is needed in international development that appreciates the complexities of the environments we work in. Algoso features two posts by Robert Chambers where he sketches out how such a new paradigm could look like (direct links here and here)
Secondly, a TED talk by Sugata Mitra about the future of schools and learning. His basic thesis: “schools as we know them are obsolete”. One quote that particularly struck me, as the language he uses is very much the one we use when talking about development from a complexity perspective:
… we need to look at learning as the product of educational self-organization. If you allow the educational process to self-organize, then learning emerges. It’s not about making learning happen. It’s about letting it happen. The teacher sets the process in motion and then she stands back in awe and watches as learning happens.
Watch it yourself, it’s about 20 minutes: