In order for institutions of learning to have and order and develop a way in which the education sector will be tapped properly by providing education to all in a society, learning structures are essential in schools. By developing a sense of organization, one is able to get things done effectively and progressively. In order for a proper learning organization system to be implemented, three key features have to be looked at with regards to this context; natural, rational and open systems of learning have to be addressed. They can be referred to learning systems in school. This paper therefore seeks to briefly look at these systems and possibly give a clear distinction between each of them.
The differences between these systems are self explanatory and can clearly be seen from their names. The rational system assumes that everything done has a purpose and the person doing it is assumed to be making reasonable and logical decisions. As per the rational view, an organization is a collectively oriented to the pursuit of relatively specific goals and exhibiting a relatively high formalized social structure, (Richard W; 1981). The idea behind it is that all that is to be done and will be done in the education sector is for a specific reason and everyone hopes to achieve it by the end of the course. Goal specificity and formalization are stressed by the rational theorists when looking at this issue.
The case with the natural system is not similar to that of rationality. It more like the “survival for the fittest” case as it proposes that a collectivity whose participants are little affected by the formal structure or official goals but who share a common interest in the survival of the system and who engage in collective activities, informally structured, to secure this end (Richard W; 1981). What it implies is that it has become more of natural than pursuit for education and knowledge, that people take themselves and their children to school. It is more of a formality than a need. The natural theorists disagree with the rational theorists when it comes to the issue of goals and the importance of formal structure in organizations.
Finally, we have the open system. Just as the name suggests, it accommodates diverse views and positions when it comes to education. From our position, it is clear that the different views on education systems are the rational and the natural education systems. The outcomes and activities are, however, influenced by environmental factors. The existing surrounding circumstances will highly influence the open system of education. The open system perceives the environment to be the ultimate source of materials, information and energy that are essential in the education sector. It can, however, accommodate both the natural and the rational systems. The case is not the same when it comes to the rationalists and the naturalists accommodating the open system. They tend to disagree with the fact that the environment plays a vital role in determining the education system.
In conclusion, it is important to note that having an organized system of learning is a key element in any form of education sector. Lack of an organized system may result to the crash of an education system. It brings about some sense of order. It is imperative that the society embraces it and take whichever form of system they have positively.
References
Richard, W. S. (1981): Organizations: Rational, Natural and Open Systems.