DSRP

DSRP was first described by Derek Cabrera in the book Remedial Genius.[2]^: 13 In later writings, Cabrera describes D, S, R, and P as "patterns of thinking", and expands upon the implications of these thinking skills.[3][4] The DSRP theory is a mathematical formalism of systems thinking and cognition, built on the philosophical underpinnings of constructivism and evolutionary epistemology. The DSRP method is used in education and has influenced educational reform as well as in management of learning organizations.[5]

In 2008, a special section of the journal Evaluation and Program Planning was dedicated to examining the DSRP theory and method.[6]

The 2015 self-published book Systems Thinking Made Simple is an updated treatment of DSRP.[7][8]

DSRP consists of four interrelated structures (or patterns), and each structure has two opposing elements. The structures and their elements are:[9]

• Making Distinctions – which consist of an identity and an other
• Organizing Systems – which consist of part and whole
• Recognizing Relationships – which consist of action and reaction
• Taking Perspectives – which consist of point and view

There are several rules governing DSRP:[10]

1. Each structure (D, S, R, or P) implies the existence of the other three structures.
2. Each structure implies the existence of its two elements and vice versa.
3. Each element implies its opposite (e.g. identity implies other).

These rules illustrate that DSRP is a modular, fractal, nonlinear, complex systems process. The four DSRP structures do not occur in a stepwise, linear process but in a highly interdependent, complex way.

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.[11]

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.[12]^: 318

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:

${\displaystyle {ST}_{n}={\underset {info}{\oplus }}{\underset {j\leq n}{\otimes }}{\left\{:{D}_{o}^{i}\circ {S}_{w}^{p}\circ {R}_{r}^{a}\circ {P}_{v}^{\rho }:\right\}}_{j}}$

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.

${\displaystyle P:=\left({e}_{1}\leftrightarrow {e}_{2}\right)}$	A Pattern is defined as element1 co-implying an element2
An element1 exists	An element2 exists	element1 co-implies element2	A Pattern exists
${\displaystyle {e}_{1}}$	${\displaystyle {e}_{2}}$	${\displaystyle \left({e}_{1}\leftrightarrow {e}_{2}\right)}$	${\displaystyle$ :=P}

${\displaystyle D:=\left({i}\leftrightarrow {o}\right)}$	A Distinction is defined as identity co-implying an other
An identity exists	An other exists	identity co-implies other	A Distinction exists
${\displaystyle {i}}$	${\displaystyle {o}}$	${\displaystyle \left({i}\leftrightarrow {o}\right)}$	${\displaystyle$ :=D}

${\displaystyle S:=\left({p}\leftrightarrow {w}\right)}$	A System is defined a whole co-implying a part(s)
A whole exists	A part exists	whole co-implies part	A System exists
${\displaystyle {w}}$	${\displaystyle {p}}$	${\displaystyle \left({w}\leftrightarrow {p}\right)}$	${\displaystyle$ :=S}

${\displaystyle R:=\left({a}\leftrightarrow {r}\right)}$	A Relationship is defined as an action co-implying a reaction
An action exists	A reaction exists	action co-implies reaction	A Relationship exists
${\displaystyle {a}}$	${\displaystyle {r}}$	${\displaystyle \left({a}\leftrightarrow {r}\right)}$	${\displaystyle$ :=R}

${\displaystyle P:=\left(\rho \leftrightarrow {v}\right)}$	A Perspective is defined as a point co-implying a view
A point exists	A view exists	point co-implies view	A Perspective exists
${\displaystyle {\rho }}$	${\displaystyle {v}}$	${\displaystyle \left(\rho \leftrightarrow {v}\right)}$	${\displaystyle$ :=P}

${\displaystyle \intercal \left(D\vee S\vee R\vee P\right)\rightarrow \left(D\wedge S\wedge R\wedge P\right)}$	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
${\displaystyle \left(D\vee S\vee R\vee P\right)}$	${\displaystyle \left(D\wedge S\wedge R\wedge P\right)}$	${\displaystyle \intercal \left(D\vee S\vee R\vee P\right)\rightarrow \left(D\wedge S\wedge R\wedge P\right)}$

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), and second, that knowledge changes (e.g., evolutionary epistemology).[4]^: 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.[13]

The DSRP method has several parts, including mindset, root lists, guiding questions, tactile manipulatives, and DSRP diagrams.

With continued use, the method is supposed to improve six specific types of thinking skills:[11]

• 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
• 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.
• 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.

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.[1]

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."[12]^: 318 Midgley argued for pragmatic 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."[12]^{: 319–320}

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