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Systemic Constellation describes an approach that enables practitioners to examine and address typical issues in diversity management from a different, relational perspective. Systemic Constellation utilizes the human ability to recognize the qualities of relationships between two or more people from their spatial alignment to each other (transverbal language) and the capability to illustrate inner pictures by placing humans or objects in a room as representatives (representative perception). Systemic Constellation originated in the field of family therapy and counseling, but through research, guidance work, and teaching activities over the last two decades, it has developed into a generic, structural, constellation logic with multiple methods of application. It has been adapted to a variety of topics and issues, and a number of constellation formats. This article serves as a starting point for the transfer of Systemic Constellation into diversity management. It appears that conventional approaches taught in traditional management classes (such as focusing on tools, setting targets, planning measures, and offering incentives) are of limited use when trying to deal with problematic situations in diversity management. Preliminary trials show that new solutions and insights into deeper underlying dynamics can be gained on personal and institutional levels when applying Systemic Constellation. Participants find the application of the model as very beneficial. Systemic Constellation is grounded in personal experience and particularly in a person’s own experience of the consistency of representative perception. This viewpoint can only be conveyed rudimentarily in a scientific article. Readers should feel encouraged to apply Systemic Constellations themselves and use it in their work, experimentally and professionally. To harness the full potential of Systemic Constellations in diversity management, further research needs to be done.
This article describes the concept and the implementation of an interdisciplinary seminar that was held at the University of Education in Freiburg, Germany. Student teachers for elementary school subjects were first taught in Design Thinking. Then they used their acquired knowledge to create learning scenarios for the subjects Art/Crafts and General Science and Social Studies. The article highlights the results and offers the opportunity to discuss the potentials of Design Thinking with regard to its transfer to classroom and teacher education against the background of fostering children’s creativity, problem-solving skills, and collaborative work.