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{{short description|Theory and method of thinking}}
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'''DSRP''' is a theory and method of thinking, developed by systems theorist and cognitive scientist [[Derek Cabrera]]. It is an acronym that stands for Distinctions, Systems, Relationships, and Perspectives. Cabrera posits that these four patterns underlie all [[cognition]], that they are universal to the process of structuring [[information]], and that people can improve their [[Outline of thought|thinking skills]] by learning to use the four elements explicitly.<ref name="CabreraColosiLobdell2008">{{cite journal |last1=Cabrera |first1=Derek |author-link1=Derek Cabrera |last2=Colosi |first2=Laura |last3=Lobdell |first3=Claire |date=August 2008 |title=Systems thinking |journal=Evaluation and Program Planning |volume=31 |issue=3 |pages=299–310 |doi=10.1016/j.evalprogplan.2007.12.001 |url=https://www.researchgate.net/publication/5580339 |pmid=18272224 }}</ref>

Cabrera distinguishes between the DSRP ''theory'' and the DSRP ''method''. The theory is the [[Formal system|mathematical formalism]] and philosophical underpinnings, while the method is the set of tools and techniques people use in real life settings (notably in [[education]]).

==History==
DSRP was first described by Derek Cabrera in the book ''Remedial Genius''.<ref>{{cite book |last=Cabrera |first=Derek |author-link=Derek Cabrera |date=2001 |title=Remedial genius: think and learn like a genius with the five principles of knowledge |location=Loveland, Colo. |publisher=Project N Press |isbn=978-0970804501 |oclc=47880905 }}</ref>{{rp|13}} In later writings, Cabrera describes D, S, R, and P as "patterns of thinking", and expands upon the implications of these thinking skills.<ref>{{cite book |last=Cabrera |first=Derek |author-link=Derek Cabrera |date=May 2006 |title=Systems thinking: four universal patterns of thinking |type=Ph.D. thesis |location=Ithaca, NY |publisher=[[Cornell University]] |oclc=303117195 |url=http://ecommons.cornell.edu/bitstream/handle/1813/2860/DerekCabreraDissertation.pdf }}</ref><ref name="CabreraColosi2009">{{cite book |last1=Cabrera |first1=Derek |author-link1=Derek Cabrera |last2=Colosi |first2=Laura |date=2012 |orig-year=2009 |title=Thinking at every desk: four simple skills to transform your classroom |series=Norton books in education |location=New York |publisher=[[W.W. Norton & Co.]] |isbn=9780393707564 |oclc=759908576 }}</ref> The DSRP theory is a mathematical formalism of [[systems thinking]] and [[cognition]], built on the philosophical underpinnings of [[Constructivism (learning theory)|constructivism]] and [[evolutionary epistemology]]. The DSRP method is used in education and has influenced [[educational reform]] as well as in management of [[learning organizations]].<ref name="STv2.0">{{cite news|last1=Hernandez|first1=Sascha|title=TED-style event focuses on systems thinking|url=http://www.news.cornell.edu/stories/2014/12/ted-style-event-focuses-systems-thinking|access-date=2017-01-18|agency=Cornell Chronicle|publisher=Cornell University|date=2014-12-09}}</ref>

In 2008, a special section of the journal ''Evaluation and Program Planning'' was dedicated to examining the DSRP theory and method.<ref>{{cite journal |title=Special section: The patterns of thinking method applied to evaluation theory and practice |journal=Evaluation and Program Planning |volume=31 |issue=3 |pages=299–334 |url=http://www.sciencedirect.com/science/journal/01497189/31/3}}</ref>

The 2015 self-published book ''Systems Thinking Made Simple'' is an updated treatment of DSRP.<ref>{{cite book |last=Cabrera |first=Derek |author-link=Derek Cabrera |date=2015 |title=Systems thinking made simple: new hope for solving wicked problems |location=Ithaca, NY |publisher=Odyssean Press |isbn=978-0996349307 |oclc=915799089}}</ref><ref name="EmersonReviewSTMS">{{cite journal|last1=Emerson|first1=Robert|title=Book review: Systems Thinking Made Simple: New Hope for Solving Wicked Problems by Derek and Laura Cabrera, Odyssean Press, 2015|journal=Insight|date=December 2015|volume=18|issue=4|page=41|doi=10.1002/inst.12062}}</ref>

==DSRP theory==
{{See also|Constructive developmental framework#Four classes of dialectical thought forms}}
DSRP consists of four interrelated structures (or patterns), and each structure has two opposing elements. The structures and their elements are:<ref>{{cite journal |last=Wheeler |first=Greg |date=2010 |title=A simple solution to a complex problem |journal=ACSD Express |volume=5 |issue=23 |url=http://www.ascd.org/ascd-express/vol5/523-wheeler.aspx |archive-url=https://web.archive.org/web/20150926113116/http://www.ascd.org/ascd-express/vol5/523-wheeler.aspx |archive-date=2015-09-26 }}</ref>
* Making '''D'''istinctions – which consist of an ''identity'' and an ''other''
* Organizing '''S'''ystems – which consist of ''part'' and ''whole''
* Recognizing '''R'''elationships – which consist of ''action'' and ''reaction''
* Taking '''P'''erspectives – which consist of ''point'' and ''view''

There are several rules governing DSRP:<ref name=Cabrera2008>{{cite journal |last=Cabrera |first=Derek |author-link=Derek Cabrera |date=April 2008 |title=Distinctions, systems, relationships, perspectives: the simple rules of complex conceptual systems: a universal descriptive grammar of cognition |journal=Proceedings of the 52nd Annual Meeting of the ISSS – 2008, Madison, Wisconsin |volume=3 |issue=1 |url=http://journals.isss.org/index.php/proceedings52nd/article/view/862 }}</ref>
# Each structure (D, S, R, or P) implies the existence of the other three structures.
# Each structure implies the existence of its two elements and vice versa.
# Each element implies its opposite (e.g. identity implies other).

These rules illustrate that DSRP is a [[Modularity|modular]], [[fractal]], [[Nonlinear system|nonlinear]], [[complex systems]] process: the four DSRP structures do not occur in a stepwise, linear process but in a highly interdependent, complex way.<ref name=Cabrera2008/>

DSRP theory states that these four structures are inherent in every piece of knowledge and are universal to all human thinking, and that any piece of information can be viewed using each of these structures to gain a deeper understanding of that information. The order in which the operations take place does not matter, as all four occur simultaneously.<ref name="TED">{{cite web |title=TEDxWilliamsport - Dr. Derek Cabrera - How Thinking Works |date=December 6, 2011 |url=https://www.youtube.com/watch?v=dUqRTWCdXt4 |website=[[YouTube]] }}</ref>

[[Gerald Midgley]] pointed out that the structures of DSRP have analogues in other systems theories: distinctions are analogous to the boundaries of [[Werner Ulrich]]'s [[boundary critique]]; [[Stafford Beer]]'s [[viable system model]] explores nested systems (parts and wholes) in ways analogous to the "S" of DSRP; [[Jay Wright Forrester]]'s [[system dynamics]] is an exploration of relationships; and [[soft systems methodology]] explores perspectives.<ref name="Midgley2008">{{cite journal |last=Midgley |first=Gerald |author-link=Gerald Midgley |date=August 2008 |title=Response to paper 'Systems thinking' by D. Cabrera et al.: The unification of systems thinking: Is there gold at the end of the rainbow? |journal=Evaluation and Program Planning |volume=31 |issue=3 |pages=317–321 |doi=10.1016/j.evalprogplan.2008.04.002 |pmid=18547644 |url=https://www.researchgate.net/publication/5308819 }}</ref>{{rp|318}}

===Example===
Any piece of information can be analyzed using each of these elements. For example, consider the [[Democratic Party (United States)|U.S. Democratic Party]]. By giving the party a name, Democratic, a ''distinction'' is drawn between it and all other entities. In this instance, the Democratic Party is the ''identity'' and everything else (including the [[Republican Party (United States)|U.S. Republican Party]]) is the ''other''. From the ''perspective'' of the Republican Party ("identity"), however, the Democratic Party is the ''other''.

The Democratic Party is also a ''system''—it is a ''whole'' entity, but it is made up of constituent ''parts''—its membership, hierarchy, values, etc. When viewed from a different ''perspective'', the Democratic Party is just a ''part'' of the ''whole'' universe of American political parties.

The Democratic Party is in ''relationship'' with innumerable other entities, for example, the news media, current events, the American electorate, etc., each of which mutually influence the Party—a ''relationship'' of ''cause'' and ''effect''. The Party is also a relationship itself between other concepts, for example, between a voter and political affiliation.

The Democratic Party is also a ''perspective'' on the world—''a point'' in the political landscape from which to ''view'' issues.

===Formula===
The primary application of the DSRP theory is through its various methodological tools but the theory itself is a mathematical formalism that contributes to the fields of [[evolutionary epistemology]] and [[cognition]]. The formal theory states that DSRP are simple rules in a [[complex adaptive system]] that yields [[systems thinking]]:

<div class="center"><math>{ ST }_{ n }=\underset { info }{ \oplus  } \underset { j\le n }{ \otimes  } { \left\{ :{ D }_{ o }^{ i }\circ { S }_{ w }^{ p }\circ { R }_{ r }^{ a }\circ { P }_{ v }^{ \rho  }: \right\}  }_{ j }</math></div>

The equation explains that autonomous agents (information, ideas or things) following simple rules (D,S,R,P) with their elemental pairs (i-o, p-w, a-r, ρ-v) in nonlinear order (:) and with various co-implications of the rules (○), the collective dynamics of which over a time series j to n leads to the emergence of what we might refer to as systems thinking (ST).

The elements of each of the four patterns follow a simple underlying logic as do the interactions between patterns. This logic underlies the unique ability of DSRP to be characterized as multivalent, but contain within it bivalency.

{| class="wikitable" style="width: 60%"
|-
| <math>P:=\left( { e }_{ 1 }\leftrightarrow { e }_{ 2 } \right)</math>  
| colspan=3 |A Pattern is defined as element<sub>1</sub> co-implying an element<sub>2</sub>
|-
| An element<sub>1</sub> exists || An element<sub>2</sub> exists || element<sub>1</sub> co-implies element<sub>2</sub> || A Pattern exists
|-
| <div class="center"><math>{ e }_{ 1 }</math></div> || <div class="center"><math>{ e }_{ 2 }</math></div> || <div class="center"><math>\left( { e }_{ 1 }\leftrightarrow { e }_{ 2 } \right)</math></div> || <div class="center"><math>:=P</math></div>
|}

{| class="wikitable" style="width: 60%"
|-
| <math>D:=\left( { i }\leftrightarrow { o } \right)</math>  
| colspan=3 |A Distinction is defined as identity co-implying an other
|-
| An identity exists || An other exists || identity co-implies other || A Distinction exists
|-
| <div class="center"><math>{ i }</math></div> || <div class="center"><math>{ o }</math></div> || <div class="center"><math>\left( { i }\leftrightarrow { o } \right)</math></div> || <div class="center"><math>:=D</math></div>
|}

{| class="wikitable" style="width: 60%"
|-
| <math>S:=\left( { p }\leftrightarrow { w } \right)</math>  
| colspan=3 |A System is defined a whole co-implying a part(s)
|-
| A whole exists || A part exists || whole co-implies part || A System exists
|-
| <div class="center"><math>{ w }</math></div> || <div class="center"><math>{ p }</math></div> || <div class="center"><math>\left( { w }\leftrightarrow { p } \right)</math></div> || <div class="center"><math>:=S</math></div>
|}

{| class="wikitable" style="width: 60%"
|-
| <math>R:=\left( { a }\leftrightarrow { r } \right)</math>  
| colspan=3 |A Relationship is defined as an action co-implying a reaction
|-
| An action exists || A reaction exists || action co-implies reaction || A Relationship exists
|-
| <div class="center"><math>{ a }</math></div> || <div class="center"><math>{ r }</math></div> || <div class="center"><math>\left( { a }\leftrightarrow { r } \right)</math></div> || <div class="center"><math>:=R</math></div>
|}

{| class="wikitable" style="width: 60%"
|-
| <math>P:=\left( \rho \leftrightarrow { v } \right)</math>  
| colspan=3 |A Perspective is defined as a point co-implying a view
|-
| A point exists || A view exists || point co-implies view || A Perspective exists
|-
| <div class="center"><math>{ \rho }</math></div> || <div class="center"><math>{ v }</math></div> || <div class="center"><math>\left( \rho \leftrightarrow { v } \right) </math></div> || <div class="center"><math>:=P</math></div>
|}

{| class="wikitable" style="width: 60%"
|-
| <math>\intercal \left( D\vee S\vee R\vee P \right) \rightarrow \left( D\wedge S\wedge R\wedge P \right) </math>  
| colspan=2 |The existence of D or S or R or P implies the existence of D and S and R and P
|-
| If D or S or R or P exists || Then D and S and R and P exists || One Pattern implies all the Patterns 
|-
| <div class="center"><math>\left( D\vee S\vee R\vee P \right)</math></div> || <div class="center"><math>\left( D\wedge S\wedge R\wedge P \right)</math></div> || <div class="center"><math>\intercal \left( D\vee S\vee R\vee P \right) \rightarrow \left( D\wedge S\wedge R\wedge P \right) </math></div> 
|}

==DSRP method==
DSRP as a method is built upon two premises: first, that humans build knowledge, with knowledge and thinking being in a continuous feedback loop (e.g., [[Constructivism (learning theory)|constructivism]]), and second, that knowledge changes (e.g., [[evolutionary epistemology]]).<ref name="CabreraColosi2009"/>{{rp|19–21}} The DSRP method builds upon this constructivist view of knowledge by encouraging users to physically and graphically examine information. Users take concepts and model them with physical objects or diagrams. These objects are then moved around and associated in different ways to represent some piece of information, or content, and its context in terms of distinctions, systems, relationships, or perspectives. Once a concept has been modeled and explored using at least one of the four elements of DSRP, the user goes back to see if the existing model is sufficient for his or her needs, and if not, chooses another element and explores the concept using that. This process is repeated until the user is satisfied with the model.<ref>{{cite web |title=Method of teaching thinking skills and knowledge acquisition |url=https://patents.google.com/patent/US8075314 |website=[[Google Patents]] }}</ref>

The DSRP method has several parts, including mindset, root lists, guiding questions, tactile manipulatives, and DSRP diagrams.{{citation needed|date=March 2016}}

===Mindset===
The DSRP mindset is the paradigmatic shift toward thinking about underlying structure of ideas rather than only the content of speech acts, curriculum, or information of any kind. The DSRP mindset means the person is explicating underlying structure.

===Root lists===
Root lists are simply lists of various concepts, behaviors, and cognitive functions that are "rooted in" D, S, R, or P. These root lists show the research linkages between the four universal structures and existing structures which users may be more familiar with such as categorization, sorting, cause and effect, etc.

===Guiding questions===
Guiding questions provide users with something akin to the [[Socratic method]] of [[question]]ing but using DSRP as the underlying logic. Users pose "guiding questions", of which there are two for each structure of DSRP. The guiding questions are:<ref name="CabreraColosi2009"/>

* ''Distinctions''
** What is __________?
** What is not __________?
* ''Systems'' 
** Does _________ have parts?
** Can you think of _________ as a part?
* ''Relationships''   
** Is ________ related to __________?
** Can you think of ________ as a relationship?
* ''Perspectives''
** From the perspective of __________, [insert question]?
** Can you think about ____________ from a different perspective?

===Tactile manipulatives and DSRP diagrams===
Users are encouraged to model ideas with blocks or other physical objects, or to draw (diagram) ideas in terms of D, S, R, and P. This aspect of the method is promoted as a form of nonlinguistic representation of ideas, based on research showing that learners acquire and structure knowledge more effectively when information is presented in linguistic and nonlinguistic formats.{{citation needed|date=March 2016}}

==Educational outcomes==
With continued use, the method is supposed to improve six specific types of thinking skills:<ref name="TED" />
* [[Critical thinking]] improves as people learn to examine the reasoning behind the distinctions they draw and the perspectives and relationships that influence how information is presented
* [[Creativity|Creative thinking]] improves as people make connections (i.e. relationships) between new pieces of information.
* [[Systems thinking]] improves as one becomes increasingly fluent with all four elements of DSRP.
* [[Interdisciplinarity|Interdisciplinary thinking]] improves as people reconsider boundaries (i.e. distinctions) and make connections between new pieces of information.
* [[Scientific thinking]] improves as people learn to analyze information in a logical way.
* [[Emotional intelligence]] and [[prosocial behavior]] improves as people learn to take multiple perspectives—particularly to imagine the perspectives of other people.

In addition, the DSRP method is supposed to improve teacher effectiveness.{{citation needed|date=March 2016}}

==Applications==
Cabrera claims that DSRP theory, as a mathematical and epistemological formalism, and the DSRP method, as a set of cognitive tools, is universally applicable to any field of knowledge.<ref name="CabreraColosiLobdell2008"/>

===Education===
The DSRP method has been used extensively in educational settings from preschool through post-secondary settings. The DSRP method, as applied in education, is intended to work with existing subject-specific curricula to build thinking skills and provide a way for students to structure content knowledge.<ref>{{cite web |last=Orr |first=Jennifer |date=2012 |title=Thinking about thinking skills: not how, but what |url=http://emdffi.blogspot.com/p/thinking-about-thinking-skills-not-how.html |archive-url=https://web.archive.org/web/20150914001215/http://emdffi.blogspot.com/p/thinking-about-thinking-skills-not-how.html |archive-date=2015-09-14 |access-date=2016-03-17 }}</ref>

===Organizational learning===
As a universal theory of systems thinking, DSRP method is in broad use as the basis for organizational learning.{{citation needed|date=March 2016}} The link between organizational learning and systems thinking was made by [[Peter Senge]].<ref name="SengeFifth">{{cite book|last1=Senge|first1=Peter|title=The fifth discipline: the art and practice of the learning organization|url=https://archive.org/details/fifthdisciplineasen00seng|url-access=registration|date=1990|publisher=Doubleday|location=New York|pages=[https://archive.org/details/fifthdisciplineasen00seng/page/424 424]|edition=0385260954}}</ref> DSRP forms the basis of an organizational systems and learning model called VMCL.

===Physical, natural, and social sciences===
Because its creators claim that DSRP is both an [[epistemological]] and an [[ontological]] theory (that is, it is predictive not only of what is known but also how new things will come to be known and how those things are actually structured a priori),<ref name="CabreraColosiLobdell2008"/> it could be used not only to deconstruct existing (known) knowledge about any phenomena but also can be used as a predictive and prescriptive tool to advance any area of knowledge about any physical, natural, or social phenomena.

DSRP theory posits that the [[mind–body problem]] and [[symbol grounding problem]] that causes a disconnect between our knowledge of physical things and the physical world (the basis of systems thinking) is resolved because our universal DSRP cognitive structures evolved within the boundaries and constraints of the physical, chemical, and biological laws.{{citation needed|date=March 2016}} That is, ontological underlying structure of physical things as well as the epistemological underlying structure of ideas is reconciled under DSRP.<ref>A video demonstration provides a specific example of how DSRP applies to scientific discovery both descriptively and predictively: {{cite web |title=New Dolphin Species DSRP Creates New Knowledge |date=September 16, 2011 |url=https://www.youtube.com/watch?v=T890gwcXZGs |website=[[YouTube]] }}</ref>

===Evaluation and program planning===
DSRP has been used to apply systems thinking to the fields of evaluation and program planning, including a [[National Science Foundation]]-funded initiative to evaluate of large-scale science, technology, engineering, and math ([[STEM fields|STEM]]) education programs,<ref>{{cite web |last=Steele |first=Bill |date=June 15, 2006 |title=Did outreach really work? Cornell team will develop tools to evaluate science and technology education |publisher=Cornell Chronicle Online |url=http://www.news.cornell.edu/stories/June06/evaluation.ws.html |archive-url=https://web.archive.org/web/20060621125856/http://www.news.cornell.edu/stories/June06/evaluation.ws.html |archive-date=2006-06-21 |access-date=2016-03-17 }}</ref> as well as evaluations of the [[complexity science]] education programs of the [[Santa Fe Institute]].<ref>{{cite journal |last=Stites |first=Janet |date=Winter 2007 |title=Learn@santafe.edu creates a blueprint for complexity science education |journal=Santa Fe Institute Bulletin |volume=22 |issue=1 |pages=45–51 |url=http://www.santafe.edu/media/bulletin_pdf/winter2007v22n1.pdf |access-date=2012-03-01 |archive-url=https://web.archive.org/web/20111017172613/http://santafe.edu/media/bulletin_pdf/winter2007v22n1.pdf |archive-date=2011-10-17 |url-status=dead }}</ref>

===Software===
DSRP provides the conceptual foundation for Plectica, a cloud-based application.<ref name="Walters et al. 2019">{{cite journal |last1=Walters |first1=Riveraine |last2=Kenzie |first2=Erin |last3=Metzger |first3=Alexander |last4=Baltutis |first4=William Jesse |last5=Chakrabarti |first5=Kakali |last6=Hirsch |first6=Shana |last7=Laursen |first7=Bethany |date=April 2019 |title=A systems thinking approach for eliciting mental models from visual boundary objects in hydropolitical contexts: a case study from the Pilcomayo River Basin |journal=[[Ecology and Society]] |volume=24 |issue=2 |pages=9 |doi=10.5751/ES-10586-240209 |doi-access=free }}</ref> The card structure and mapping features tacitly reference DSRP rules and provide an environment in which users can create visual maps of DSRP constructs on any topic or process.

==Criticism==
Not all experts agree that DSRP is definitive of systems thinking, as Cabrera claims. [[Gerald Midgley]] has argued that the "DSRP pattern that Cabrera et al. propose is an interpretation imposed on other perspectives, and they are prepared to dismiss concepts in those perspectives that do not fit."<ref name="Midgley2008"/>{{rp|318}} Midgley argued for pragmatic [[Epistemological pluralism|methodological pluralism]] against unification, and he advised: "Rather than seeking to rationalise the systems thinking field, arguably they [Cabrera et al.] would be better off acknowledging that theirs is one perspective amongst many. It is then up to them to argue its coherence and utility while still keeping the door open to insights from other perspectives."<ref name="Midgley2008"/>{{rp|319–320}}

==See also==
{{Portal|Systems science|Philosophy|Psychology|Education}}
{{div col|colwidth=22em}}
* [[Creative problem-solving]]
* [[Critical systems thinking]]
* [[Conceptual model]]
* [[Double-loop learning]]
* [[Fallacy of misplaced concreteness]]
* [[Function model]]
* [[Higher order thinking]]
* ''[[Knowing and the Known]]''
* [[Mental model]]
* [[Metamodeling]]
* [[Model-dependent realism]]
* [[Pattern language]]
* [[Pedagogical patterns]]
* [[Perspective (cognitive)]]
* [[Problem solving]]
* [[Structure chart]]
* [[Systems analysis]]
* [[Systems theory]]
* {{section link|Theory of everything|Arguments against}}
* [[View model]]
* ''[[World Hypotheses]]''
{{div col end}}

==References==
{{reflist}}

==Further reading==
* {{cite book |last=Arnopoulos |first=Paris |date=2005 |orig-year=1993 |title=Sociophysics: cosmos and chaos in nature and culture |edition=2nd |location=Hauppauge, NY |publisher=[[Nova Science Publishers]] |isbn=978-1590339671 |oclc=54501389 |url=https://books.google.com/books?id=lEUf-LsYIUgC }}
* {{cite journal |last=Basseches |first=Michael |date=1980 |title=Dialectical schemata: a framework for the empirical study of the development of dialectical thinking |journal=Human Development |volume=23 |issue=6 |pages=400–421 |doi=10.1159/000272600 }}
* {{cite book |last=Basseches |first=Michael |date=1984 |title=Dialectical thinking and adult development |series=Publications for the advancement of theory and history in psychology |volume=3 |location=Norwood, NJ |publisher=[[Ablex Publishing]] |isbn=978-0893910174 |oclc=10532903 |url=https://archive.org/details/dialecticalthink00bassrich }}
* {{cite book |last1=Benack |first1=Suzanne |last2=Basseches |first2=Michael |last3=Swan |first3=Thomas |date=1989 |chapter=Dialectical thinking and adult creativity |editor1-last=Torrance |editor1-first=E. Paul |editor1-link=Ellis Paul Torrance |editor2-last=Glover |editor2-first=John A. |editor3-last=Ronning |editor3-first=Royce R |editor4-last=Reynolds |editor4-first=Cecil R. |title=Handbook of creativity |series=Perspectives on individual differences |location=New York |publisher=[[Plenum Press]] |pages=199–208 |isbn=978-0306431609 |oclc=20012005 |doi=10.1007/978-1-4757-5356-1_12 |chapter-url=https://books.google.com/books?id=nFLUBwAAQBAJ&pg=PA199 }}
* {{cite journal |last1=Böttcher |first1=Florian |last2=Meisert |first2=Anke |date=February 2011 |title=Argumentation in science education: a model-based framework |journal=Science & Education |volume=20 |issue=2 |pages=103–140 |doi=10.1007/s11191-010-9304-5 |bibcode=2011Sc&Ed..20..103B |s2cid=119954511 }}
* {{cite book |last=Bunge |first=Mario Augusto |author-link=Mario Bunge |date=2012 |title=Evaluating philosophies |series=Boston studies in the philosophy of science |volume=295 |location=New York |publisher=[[Springer Verlag]] |isbn=9789400744073 |oclc=806947226 |doi=10.1007/978-94-007-4408-0 |url=https://books.google.com/books?id=n1FFbie7pR8C }}
* {{cite journal |last=Chu |first=Dominique |date=February 2011 |title=Complexity: against systems |journal=Theory in Biosciences |volume=130 |issue=3 |pages=229–245 |doi=10.1007/s12064-011-0121-4 |pmid=21287293 |s2cid=14903039 |url=http://www.cs.kent.ac.uk/people/staff/dfc/site/mypublications/againstSystems.pdf }}
* {{cite book |last=Dewey |first=John |author-link=John Dewey |date=1998 |orig-year=1933 |title=How we think: a restatement of the relation of reflective thinking to the educative process |edition=Revised |location=Boston |publisher=[[Houghton Mifflin]] |isbn=978-0395897546 |oclc=38878663 }}
* {{cite book |last=Dewey |first=John |author-link=John Dewey |date=1938 |title=Logic: the theory of inquiry |location=New York |publisher=[[Henry Holt and Company]] |isbn=9780030052507 |oclc=229987 |url=https://archive.org/details/JohnDeweyLogicTheTheoryOfInquiry }}
* {{cite book |last1=Dewey |first1=John |author-link1=John Dewey |last2=Bentley |first2=Arthur Fisher |author-link2=Arthur F. Bentley |date=1949 |title=Knowing and the known |location=Boston |publisher=[[Beacon Press]] |oclc=1435965 |url=https://www.aier.org/sites/default/files/Files/Documents/Standard/KnowingKnownFullText.pdf |access-date=2016-03-18 |archive-date=2016-04-08 |archive-url=https://web.archive.org/web/20160408101530/https://www.aier.org/sites/default/files/Files/Documents/Standard/KnowingKnownFullText.pdf |url-status=dead }}
* {{cite journal |last=Ferreira |first=J. Soeiro |date=June 2013 |title=Multimethodology in metaheuristics |journal=[[Journal of the Operational Research Society]] |volume=64 |issue=6 |pages=873–883 |doi=10.1057/jors.2012.88 |s2cid=1170426 |url=http://files.serow.webnode.pt/200000014-23a9223ff9/JS_Ferreira%202012%20Multimethodology%20in%20Metaheuristics.pdf }}
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==External links==
* [http://www.crlab.us Cabrera Research Lab]

[[Category:Systems analysis]]
[[Category:Systems theory]]