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Béla Heinrich Bánáthy was an Hungarian-American linguist, and Professor at San Jose State University and UC Berkeley. He is known as founder of the White Stag Leadership Development Program, established the International Systems Institute in 1982, and was co-founder of the General Evolutionary Research Group in 1984.He grew up in largely rural Hungary and served in the Hungarian military during World War II. When Russia invaded Hungary in April 1945, he and his family fled to Allied-occupied Austria and lived in a displaced persons camp for six years. In 1951, they emigrated to Chicago, sponsored by the Presbyterian church. Within the year his former commanding officer suggested to the U.S. government that they hire Bánáthy as a Hungarian instructor at the Army Language School in Monterey, California. While living in Monterey, he founded the White Stag Leadership Development Program.

His program gained national attention, and the Boy Scouts of America conducted research into incorporating leadership training into its programs. The Boy Scouts of America's Wood Badge and junior leader training programs had until then focused primarily on Scoutcraft skills, not leadership. William "Green Bar Bill" Hillcourt among others resisted the change.

After 20 years, Bánáthy left the renamed Defense Language Institute and went to work for the Far West Laboratory for Research and Development in Berkeley and later San Francisco. He retired from Far West in 1989 but maintained an active interest in social systems and science, including attending many conferences and advising students and others in those fields. In 1992, he helped restart the Hungarian Scout Association within his native country. In 2003, Bánáthy and Eva moved to live with their son Tibor in Chico, California. After a brief and unexpected illness, Bánáthy died on September 4, 2003.



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✵ 1. prosinec 1919 – 4. září 2003
Béla H. Bánáthy foto
Béla H. Bánáthy: 15   citátů 0   lajků

Béla H. Bánáthy: Citáty anglicky

“In sharp contrast (with the traditional social planning) the systems design approach seeks to understand a problem situation as a system of interconnected, interdependent, and interacting issues and to create a design as a system of interconnected, interdependent, interacting, and internally consistent solution ideas.”

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Béla H. Bánáthy

Zdroj: Designing Social Systems in a Changing World (1996), p. 46; as cited in: Charles François (2004), International Encyclopedia of Systems and Cybernetics. p. 164

“Faced with new realities, our systems have to transform — as the society has transformed. They have to learn to co-change (co-evolve) with their constantly changing environments. Thus, it is imperative that we understand what these transformations and new realities are. We have to grasp their implications for systems, and apply our understanding of these implications to the transformation of our systems. We need to learn how to recreate our systems, how to redesign them so that they will have a “goodness of fit” with the emerged new realities. No small task by any means!”

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Béla H. Bánáthy

Béla H. Bánáthy (1994) Creating our future in an age of transformation. p. 1; Cited in: Sherryl Stalinski (2005) A Systems View of Social Systems, Culture and Communities: The Legacy of Bela H. Banathy. Saybrook Graduate School. p. 11.

“When learning is in focus, arrangements are made in the environment of the learner that communicate the learning task, and learning resources are made available to learners so that they can explore and master learning tasks.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 110

“Participation is empowering and design is empowered by it.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 174

“Systems philosophy brings forth a reorganization of ways of thinking. It creates a new worldview, a new paradigm of perception and explanation, which is manifested in integration, holistic thinking, purpose-seeking, mutual causality, and process-focused inquiry.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 31-32

“The learner is the key entity and occupies the nucleus of the systems complex of education.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 96

“Systems inquiry has demonstrated its capability in dealing effectively with highly complex and large-scale problem situations. It has orchestrated the efforts of various disciplines within the framework of systems thinking. It has introduced systems approaches and methods to the analysis, design, development, evaluation, and management of systems of all kinds”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 31 as cited in: K.C Laszlo (1998) Dimensions of Systems Thinking http://archive.syntonyquest.org/elcTree/resourcesPDFs/Systems_Thinking.pdf. Working paper on syntonyquest.org

“We cannot improve or restructure a horse and buggy into a spacecraft regardless of how much money and effort we put into it.”

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Béla H. Bánáthy

Zdroj: Designing Social Systems in a Changing World (1996), p. 121; Banathy is self-citing a 1991 publication

“The vision and the core values inspire the creation of the image, but the core ideas are the "stuff" of which the image is made. The core ideas that designers generated in the course of using the framework will have to be arranged in sets that enhance the creation of the image and the design of the system.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 126

“Systems theory pursues the scientific exploration and understanding of systems that exist in the various realms of experience, in order to arrive at a general theory of systems: an organized expressing of sets of interrelated concepts and principles that apply to all systems.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 31

“If solutions could be offered within the existing system, there would be no need to design. Thus designers have to transcend the existing system. Their task is to create a different system or devise a new one. That is why designers say they can truly define the problem only in light of the solution. The solution informs them as to what the real problem is.”

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Béla H. Bánáthy

Zdroj: Systems Design of Education (1991), p. 20

“Science focuses on the study of the natural world. It seeks to describe what exists. Focusing on problem finding, it studies and describes problems in its various domains. The humanities focus on understanding and discussing the human experience. In design, we focus on finding solutions and creating things and systems of value that do not yet exist.
The methods of science include controlled experiments, classification, pattern recognition, analysis, and deduction. In the humanities we apply analogy, metaphor, criticism, and (e)valuation. In design we devise alternatives, form patterns, synthesize, use conjecture, and model solutions. \
Science values objectivity, rationality, and neutrality. It has concern for the truth. The humanities value subjectivity, imagination, and commitment. They have a concern for justice. Design values practicality, ingenuity, creativity, and empathy. It has concerns for goodness of fit and for the impact of design on future generations.”

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Béla H. Bánáthy

Zdroj: Designing Social Systems in a Changing World (1996), p. 34-35, as cited in Alexander Laszlo and Stanley Krippner (1992) " Systems Theories: Their Origins, Foundations, and Development http://archive.syntonyquest.org/elcTree/resourcesPDFs/SystemsTheory.pdf" In: J.S. Jordan (Ed.), Systems Theories and A Priori Aspects of Perception. Amsterdam: Elsevier Science, 1998. Ch. 3, pp. 47-74.

“When it comes to the design of social and societal systems of all kinds, it is the users, the people in the system who are the experts. Nobody has the right to design social systems for someone else. It is unethical to do so. Design cannot be legislated, it should not be bought from the expert, and it should not be copied from the design of others. If the privilege of and responsibility for design is "given away," others will take charge of designing our lives and our systems. They will shape our future.”

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Béla H. Bánáthy

Zdroj: Designing Social Systems in a Changing World (1996), p. 128; Cited in: Roberto Joseph et al. (2002) " Banathy's Influence on the Guidance System for Transforming Education http://www.indiana.edu/~syschang/decatur/reigeluth_pubs/documents/95_banathy_influence_on_gste.pdf". World Futures: The Journal of General Evolution, 58(5/6) 379-394

“The degree to which they are a community is marked by the degree of effort they devote to attain their purpose, the degree of their commitment to it, and the degree of their commitment to each other.”

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Béla H. Bánáthy

Zdroj: Designing Social Systems in a Changing World (1996), p. 231; About the essence of the design community

“Talcott Parsons, the "incurable theorist" in his own words,… brought together, in a systematic and generalized form, the main outlines of a conceptual scheme of social action and systems (e. g. 1951). His frame of reference focused on the description of the system of institutionalized roles, motivational process, economic exchange, political power and other Issues that according to his view should be included in a general sociological theory.”

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Béla H. Bánáthy

Béla H. Bánáthy (1985) Proceedings, Society for General Systems Research international. Vol 1. p. xxv

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