A few years ago, I noticed words began to blur while reading. It was time to admit age was taking its toll on my eyesight, so I purchase reading glasses at Walmart. What a difference those glasses made. When I wore the readers, the letters and words became more clear to me. Other things came into focus for me that I had no idea was hidden from my sight, like the dirt on the floor. Before wearing the glasses, I was unaware how dirty my floors were. It was time to get a broom and start sweeping.

An interesting thought occurred to me as I swept. I had not noticed how dirty my floor was until I saw it through my new glasses. Viewing the world around me through these new lenses enabled me to see the dirt that had been there all along. And since I was able to see the dirt, I was compelled to do something about it.

Donella Meadows uses a similar analogy in her book Thinking in Systems. She explains viewing the world through a systems point of view enables us to see differently, just like a microscope or telescope. Like glasses, the lenses in microscopes, binoculars, and telescopes give us a view of the world around us we are unable to see with our eyes alone. We need these lenses to see them.

The Lens of Profound Knowledge

W. Edwards Deming used the same analogy of a lens when describing his System of Profound Knowledge. In The New Economics Deming explained to transform the prevailing style of management, an outside view of the system was needed. This outside perspective needed a lens he called The System of Profound Knowledge, consisting of the interrelated components of appreciation for a system, knowledge about variation, psychology, and theory of knowledge. The Deming Institute Podcast periodically produces a series entitled the Deming Lens in which Deming’s 14 Points are applied to our world today. It’s an appropriate metaphor, because when we view the world through the lens of Deming’s System of Profound Knowledge, we begin to notice truths previously hidden from our perspective. When applied to view our schools and classrooms, we begin to see and think differently. A personal transformation starts to take place. This transformation moves us from our old way of thinking, which I like to call common sense, to a new way of thinking, Profound Knowledge. The shortcomings of the Industrial Age school system are revealed, and a path toward a better education system designed for 21st Century Learners can be envisioned. The following is a brief overview of the four interrelated parts of Deming’s System of Profound Knowledge and how this view is different from old ways of thinking.

Appreciation for a System

Using common sense, we focus on analyzing and improving the individual, whether it is a student, teacher, staff member, classroom, department, club, or organization. We separate and attempt to improve (or hold accountable) these individual parts that make our school system. We view learning and behavior as individual efforts underestimating the powerful systemic effect on that individual.

Using Profound Knowledge, we begin seeing systems and systems within system. We perceive those individual parts within the system as interrelated. We notice how systems function and behave. We realize how much more powerful a system is than any individual within it (see my blog post about the GOAT). We begin appreciating how our systems can work for or against us. From this appreciation for a system, we discover the the need to continually improve our schools and classrooms holistically, focusing on the optimization of the relationships within the system, and not just the individual parts. We understand the importance of leading and managing our schools and classrooms as systems, and not a collection of individuals or individual parts.

Knowledge About Variation

Using common sense, we see individual cause and effect as linear relationships. We manage by results, searching for the cause for each and every datapoint and then taking action. When data improvement occurs, we recognize and reward an individual. When a datapoint is worse, we search for a person to blame. Common sense limits our ability to consider the possibility that those variations of data could be caused by the system itself.

Using Profound Knowledge, we begin to view the systemic factors influencing results. Because we see variation as a fact of life (it’s everywhere), we understand the folly in reacting to a single datapoint. We are able to distinguish between variation of results caused by the system and assignable causes of results (special cause). We are able to react to both sources of variation appropriately as well. When trying to improve results from common cause, we work on the system. However, when a result is derived from a special cause, we understand there is no need to change the system. Instead, we focus on that individual cause-effect relationship, and deal with the root cause appropriately.

Psychology

Using common sense, we depend on extrinsic motivation to achieve results and accomplish goals. Learning and behavior is viewed linearly. Rewards and punishments are believed to shape behavior and move our organizations toward best results. Grades are believed to motivate students to learn, and merit pay allegedly motivates teachers to improve test results proving students are learning more in their individual classrooms.

Using Profound Knowledge, we recognize the dependence of extrinsic motivation as harmful to the aim of our school system. Instead are able to understand how humans behave within systems and how to use our intrinsic motivation to work tirelessly for a cause we believe in and enjoy a job well done. We understand that there is real joy in learning and work. We also understand how fear diminishes our ability to do well. Fear also distorts data and hides valuable information indicating a need for improvement of the system. We also understand how wasteful it is to blame people for something the system is causing.

Theory of Knowledge

With Profound Knowledge, we lead and manage guided by theory which can be modified if needed in response to feedback, or continue with our theory if appropriate. With a focus on continually improving systems and processes, we use a Plan-Do-Study-Act Cycle or PDSA to learn. By building knowledge, we are better able to predict the current and future needs of our students and teachers, and make improvements in the system to restore joy in learning and work.

Learn More

These concepts may be new to you, seem unfamiliar, or may even conflict with your current thinking. If so, I encourage you to read Deming’s transcendent classic The New Economics from the perspective of how it applies to education. Once you do, you will start the transformation yourself. You will begin seeing our schools and classrooms more objectively, moving from common sense based on our old point of view to Profound Knowledge.

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