In systems thinking, increases in understanding are believed to be obtainable by expanding the systems to be understood, not by reducing them to their elements. Understanding proceeds from the whole to its parts, not from the parts to the whole as knowledge does.

The objective of education is learning, not teaching

It is far better to do the right thing wrong than to do the wrong thing right.

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.

Successful problem solving requires finding the right solution to the right problem. We fail more often because we solve the wrong problem than because we get the wrong solution to the right problem.

Most corporate mission statements are worthless. They consist largely of pious platitudes such as: "We will hold ourselves to the highest standards of professionalism and ethical behavior." They often formulate necessities as objectives; for example, "to achieve sufficient profit." This is like a person saying his mission is to breathe sufficiently.

To manage a system effectively, you might focus on the interactions of the parts rather than their behavior taken separately.