Session 6 – Thinking about Systems

Overview

In this session, we will explore the difference between systems and reductionist ways of knowing in the food system. We will begin the process of “thinking about systems” and engage with systems through diagrams as a way to conceptualize and communicate complexity. Over the course of the next 6 sessions, we will apply a systems approach to understanding the multifunctionality of the BC dairy system. We will look at the component parts of the dairy system, how they interact to create a whole, and how they are influenced by and shape the human actors and ecological systems upon which the system depends.

Objectives

After completing this lesson, you should be able to:

  • Define a systems approach and how it differs from a reductionist approach
  • Identify the process and purpose of creating a systems diagram
  • Describe the key components of the BC Dairy System
  • Be prepared for our Dairy Farm field trip

Required Readings and Resources

The UBC Farm field trip and concept mapping activity will provide you with an introduction to systems thinking. Systems thinking is an approach, or frame of analysis, that will be used throughout both this course and the remainder of the LFC series to study food systems. The ecology of knowledge unit drew your attention to different forms of knowledge and ways that knowledge is produced. Reductionism is an an approach that narrows in and focuses on understanding single components in detail and is characteristic of disciplinary-based, Western science. A systems thinking approach helps us recognize the relationships and processes that occur within a system and between systems. It is founded on the principle that single components of systems cannot be fully understood in isolation from the web of relations in which they occur. A systems thinking approach is both a frame for assessing food system challenges as well as for devising solutions that take into account the interconnections and complexity of forces shaping food systems. For example, simply increasing yield as a solution to hunger (refer back to feeding the 9 billion debate) is a reductionist solution that does not account for the complex social and political relations that characterize the global food system and experiences of hunger.

Adopting a systems perspective is well-illustrated in the essay "I, Pencil", by Leonard Read. The essay is a wonderful exploration of thinking about the relationships, collaboration and interconnectedness of a familiar, and often taken-for-granted object. This habit of seeing connections and patterns facilitates an understanding of the food system and is a useful way to approach complex problems like food security and food system sustainability. Our analysis of the BC Dairy System is intended to provide you with a similar awareness as Read's essay on the pencil, but through milk and dairy products. We will examine the dairy system through a number of different perspectives: economic, sociological, human nutrition, food science, and animal welfare. We will also visit a dairy farm so that you can ground theoretical knowledge in a concrete experience and have the opportunity to meet and interact with individuals who have lived-experience in the production and management of a complex dairy production operation (and possibly witness a calf being born!).

Systems diagrams are analytic tools used in systems thinking approaches to conceptualize and represent complex systems, to assess systems functioning, and devise solutions that consider the impact on the system as a whole. The following unit of LFS 250 will use the BC Dairy System as a case study to apply systems thinking and systems diagraming. The BC Dairy System involves highly complex economic, production, distribution, and marketing policies that make it an ideal case study. The BC Dairy System Unit consists of 6 weeks, over which time you will learn about the dairy system through a visit to a dairy farm, guest lectures, sensory evaluation activity, course readings, and a group assignment.

The BC Dairy System Diagram Assignment is a group assignment. Key components of a systems diagram that must be represented in your diagram include:

  1. Goal(s) of the system: the purpose of the system
  2. System Boundaries: where the system starts and stops, illustrates what components are within the system (ex. dairy farms) and components external to the system but that influence/interact with the system (e.g. international trade agreements)
  3. System levels/sub-systems: there are different system levels. One system can be a subsystem of a larger system (also referred to as nested system levels) and there are interactions that occur across systems levels. For example a single dairy farm is a sub-system within the BC Dairy system and the BC Dairy System is a sub-system within the Canadian dairy system.
  4. Components: the elements that make up the system, components can be physical things (e.g. farms) and organizations (e.g. provincial government, milk marketing board)
  5. Inputs/Outputs + Interactions: the relationships between the components of the system and the inputs and outputs that enter and leave the BC dairy system that constitute the functioning of the system. Inputs refer to that which is brought into the system from outside its boundaries and outputs is that which is produced within and exit the system’s boundaries. For example, some dairy farms input cow feed from the United States, and methane gas is an output of the BC dairy system.

Making systems diagrams is a challenging task and you will receive further guidance from lectures and tutorials throughout the dairy unit. A key challenge of making a systems diagram is being able to balance complexity and clarity - providing enough detail to communicate key processes but not so much that it is too hard to read. Looking at other examples of systems diagrams can help to inform the development of your diagram. Visit the following link for an example of a food systems diagram showing components and interactions represented by arrows: http://www.nourishlife.org/pdf/Nourish_Food_System_Map_11x14.pdf

This week's lecture and required readings will introduce you to the key components and processes of the BC Dairy System. The following week, you will be visiting a dairy farm to gain a first hand experience and knowledge from farmers on the components and processes of a dairy farm. Half of your group will go to Donia Farms, a conventional farm, and half of your group will go to Nicomekl Farm, an organic farm. The farmers are graciously inviting us onto their farm and offering their time to provide a tour to us. Please be respectful of the farm and the farmers:

  • The farm is the farmers' business and where they live - please be respectful of their livelihoods and home.
  • Dairy farms can smell - do not make negative comments about the smell.
  • Please listen when the tour leaders are speaking and thank the hosts of the stations.
  • We encourage you to ask lots of questions and not to shy away from asking tough questions - please ask questions in a respectful tone (we are not asking you to avoid being critical but to avoid wording or using a tone that can be perceived as disrespectful).

Tutorial Session

Group Presentation on Week’s Readings In your tutorial session, one group will be responsible for presenting and facilitating a discussion on the week’s readings. See assignment description and rubric for details.

Preparation for the Dairy Farm tour:

  • Be prepared for all weather:
  • Whether it is rainy or sunny day - IT IS MUDDY - wear shoes that can get dirty (from manure) and keep your feet dry
  • Be prepared for rain - jacket, umbrella, boots, warm clothes
  • Bring water and a snack
  • Be respectful towards farmers and tour hosts
  • Review the assignment and required reading and be ready to ask questions (the tour information is essential to your diagram and midterm exam, and cannot be found online)
  • Bring note pad and pen to record your notes
source: https://wiki.ubc.ca/Course:LFS250/Week_06