Systems Thinking

A systemic perspective

This is a process of divergence and convergence in an attempt to synthesise and integrate all seemingly related and unrelated activities to enhance performance in the workplace, and in doing so, probing problems with a view to create sustainable solutions. This includes internal synovation (includes integrating systemic and innovation constructs) and organisational ecology that allows the sum of the parts to become greater than the whole (systems thinking).

Honing an awareness of the macro, meso, micro and exo systems that impact reality

Ecologically engaging (done through the macro, meso, micro and exo systems) with complex constructs, could facilitate the broadening of horizons by deepening insights regarding the interconnectedness of theory and practice and how such may impact society at multiple levels:

  • Micro-system refers to a pattern of activities, roles, and inter-personal relationships by an individual within a specific context with clearly defined physical characteristics (the latter may include, amongst others, home, the workplace, and the university). As an example, the three most critical systems within the micro-system of the Da Vinci student could include his/her relationship with a friend, the family, and the working environment (South Africa Inc.).
  • A Meso-system comprises the interrelationships between two or more settings within which the individual participates actively. For the Da Vinci student these inter-relationships will most probably occur within the family, S.A. Inc., and their community at large. A Meso system of micro systems which expands continuously to the extent the individual becomes involved in new contexts and circumstances.
  • An Exo-system refers to one or more setting involving the developing person as an active agent, but in which events occur that effect or are affected by what happens in the context containing the individual. Examples of Exo systems that may influence the individual include decisions from the Da Vinci management structures regarding the underlining principles of adult learning, the circumstances of Da Vinci academic staff, as well as the privilege of other Da Vinci students regarding established networks within the world of work.
  • The Macro system comprises of consistencies in the form and content of lower order systems (Micro, Meso, and Exo) that exists, or could exist, at the level of sub-cultures or cultures as a whole including belief systems or political systems underlying such consistencies. Examples of a Macro-system could include national political views or ideologies related social and economic developments.

Da Vinci students should acknowledge that their development as a people should involve a process through which they as developing individuals require a more differentiated and valid conception of their ecological environment. In doing so, the expectation is that such differentiated perspectives will motivate and enable students to engage in alternative activities that should reveal more ideal properties of the environment, at similar or greater complexity in form and content.


Influence the co-creation of sustainable societies


Growing agile, aligned and engaged leaders


Co-creating realities


To strengthen the growth of agile, aligned and engaged leaders, who co-create innovative ecosystems and sustainable transformational societies


  • Being curious
  • Seeking truth
  • Leveraging interconnectedness
  • Awakening the senses
  • Taking responsibility for crafting just and dynamic societies
  • Embracing holism and living harmoniously
  • Appreciating the shadow
  • Mastering balance with integrity