I have this hunch that we’ve significantly underappreciated the role of theory in school improvement. 

My basic hypothesis is that the vast majority of educators doing improvement work are doing so without a sound theoretical foundation. Instead, we’re overly focused on techniques and tools, but in the absence of theory to guide us, there can be no learning. I’ve been writing about the System of Profound Knowledge over the course of the last 20 months because it has transformed my thinking about managing and improving schools.

The purpose of this post is to define and provide a brief overview of the System of Profound Knowledge. Subsequent posts will explain how each component of the theory can be applied in schools. Over the course of this five-part series, I will attempt to make the case that the System of Profound Knowledge is the map of theory systems leaders need to bring about breakthrough improvements in the schools they lead.

A Management Philosophy

The System of Profound Knowledge is a management philosophy that can be used to guide school improvement efforts, and more broadly, to lead school systems. The theory was developed by W. Edwards Deming during more than six decades of continual improvement work across the globe. Deming gave us a way to view our organizations that was previously unknown; a lens that gives us profound knowledge about these organizations. 

Profound knowledge means a deep understanding of the organization itself or some process that is important to the organization. It is the interaction of the four components of the System of Profound Knowledge -- (1) Appreciation for a System, (2) Knowledge about Variation, (3) Theory of Knowledge, and (4) Psychology -- that give us the deep knowledge necessary to manage a complex organization such as a school system. When we lack profound knowledge, we are more likely to be enticed by fads of the day, the aforementioned “magic elixirs” discussed in last month’s post. We are also more likely to be swayed by the proverbial squeaky wheel or to overact based on emotion when confronted with challenging situations. With it, we have a new map of theory by which to understand and optimize the organizations in which we work. It is through this lens that we can systematically make any number of decisions that arrive on our desk, be it evaluating the purchase of a new curriculum, deciding on a particular organizational structure, or reviewing a parent complaint. 

The Lens of Profound Knowledge

As indicated by the arrow in Figure 1, the area in the Venn diagram where the four components intersect is where we gain profound knowledge, where we learn how to continually improve problems facing our organizations, and ultimately where transformation can occur.

Figure 1. Deming’s System of Profound Knowledge

The use of the magnifying glass in Figure 1 was intentional; it signifies the idea of the System of Profound Knowledge as a lens through which to view our school systems as aided by each of the four components of profound knowledge. A brief introduction to each component follows:

• Appreciation for a System: Appreciation for a System quite literally means that we step back and see the organization we lead as a system. Dr. Deming recognized that organizations are characterized by a set of interactions among the people who work there, the tools, methods, and materials they have at their disposal, and the processes through which these people and resources join to accomplish its work.  The aim is to optimize the whole system rather than isolated components of the system such as a department or grade level.

• Knowledge about Variation: There is variation in everything we observe and measure in schools. Knowledge about Variation provides a tool kit by which to understand the changes in this data by differentiating between routine variation (i.e., common cause variation) and exceptional variation (i.e., special cause variation) and in so doing knowing how to chart an improvement course. 

• Theory of Knowledge: Theory of Knowledge is the study of how what we think we know and claim to know actually is the way we claim it is.

• Psychology: Knowledge of the human side of change helps us to understand not just the individual people within our education systems, but also how the individuals interact with each other as well as how individuals interact with the system itself.

Understanding Profound Knowledge

In this post, I introduced the System of Profound Knowledge. In the subsequent summer months and into the early fall, I’ll provide an overview of its components and examples for how the theory can be applied in schools. July’s post will focus on Appreciation for a System, August’s post will focus on Knowledge about Variation, September’s post will focus on Theory of Knowledge, and October’s post will focus on Psychology. 

For additional information on how United Schools Network is applying the ideas discussed in this article, you can check out recent interviews on the Lean Blog Interviews Podcast and on the Connecting the Dots podcast. 

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John A. Dues is the Chief Learning Officer for United Schools Network, a nonprofit charter management organization that supports four public charter schools in Columbus, Ohio. Send feedback to jdues@unitedschoolsnetwork.org.