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**files (8)** – ## Topic_YourWickedProblemJournalPart4.pdf – ## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf – ## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf – ## Week4_Readings_LP7…
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**files (8)**
– ## Topic_YourWickedProblemJournalPart4.pdf
– ## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf
– ## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf
– ## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf
– Screenshot2026-06-07at1.35.00PM.png
– Screenshot2026-06-07at1.35.17PM.png
– Screenshot2026-06-07at1.35.29PM.png
– LP748_Week4_PPRecording.pptx
**## Topic_YourWickedProblemJournalPart4.pdf**
Your Wicked Problem Journal, Part 4
Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
Complexity
As we continue building toward your final wicked problem presentation, this week’s journal
invites you to deepen your systems analysis by examining your problem through multiple
perspectives, systems relationships, ethical complexity, and inclusionary lenses.
This week’s readings and activities emphasized that wicked problems are experienced differently
depending on the perspectives, assumptions, emotions, values, lived experiences, and social
realities stakeholders bring into the system. We also explored how systems often produce
unintended consequences, ethical tensions, and inequitable outcomes even when systems are
designed with positive intentions.
For this week’s journal, continue developing your chosen wicked problem by integrating this
week’s concepts into your reflection and consider the following prompts:
Briefly revisit your selected wicked problem and explain how your understanding of the issue
is evolving as you continue working through the course.
Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
How does intentionally examining the issue through different lenses deepen or complicate
your understanding of the system?
Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
feedback loops, patterns, or unintended consequences connected to your wicked problem.
Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
Whose voices, experiences, or needs appear prioritized within the system?
Whose perspectives may be marginalized, excluded, or underrepresented?
Consider whether systems designed to help people may also unintentionally create barriers,
inequities, or harm within your selected wicked problem.
Finally, reflect on how this week’s concepts influence the way you are approaching your final
wicked problem presentation and ongoing analysis.
The purpose of this journal is not to solve the wicked problem, but to continue deepening your
systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
part of your ongoing learning journey.
Reply
Course Chat
**## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: de Bono's Six Thinking Hats
Resources (Readings & Videos)
The Influence Model has us attempting to understand the world of the other person. This week we REALLY
attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
from your own.
To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.
https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
(https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
https://www.debonogroup.com/services/core-programs/six-thinking-hats/
(https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
v=hvChZ4DAghY&t=11s)
(https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)
(https://www.youtube.com/watch?v=cYYOKlVRDd4)
Course Chat
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
Send
**## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Overview and PP Recording
Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
Systems
Hello everyone,
Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
the case was never simply about food. It was about systems, relationships, institutional structures, trust,
leadership, competing priorities, and the challenges of creating change within complex environments.
This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.
Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
financially difficult, or insufficient.
School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.
This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
understand why wicked systems resist simple or universally satisfying solutions.
Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
culture, disability access, and participation in decision-making all shape how students and families experience
the system. The readings encourage us to consider not only how systems function, but also whose voices are
prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
unevenly.
As you move through this week’s materials, reflect on:
How do different stakeholders define the school lunch problem differently?
How do systems create unintended consequences?
How do power, inequality, and inclusion shape systems' experiences?
What happens when systems intended to help people also create harm?
Course Chat
How can leaders and communities engage complexity ethically while navigating competing realities?
The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
systems, ethics, leadership, power, and human experience interact within wicked complexity.
We look forward to engaging with you. Have a wonderful week.
Warmly,
Christie & Dr. Wedaman
LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
Send
[https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
**## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Readings
Stakeholders, Systems Thinking & Ethical Complexity
Required Readings:
de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
Resources)
Meadows, D. H. (2008). Part 2
Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
program reform. Children and Youth Services Review, 155, 1–11. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
USA and Canada. Health Promotion International, 40(2). https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
Recommended Readings:
Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
of Nutrition & Dietetics, 120(5), 893–897. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911)
Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13041357)
Course Chat
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
**Screenshot2026-06-07at1.35.00PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-00pm-png)
**Screenshot2026-06-07at1.35.17PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-17pm-png)
**Screenshot2026-06-07at1.35.29PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-06-07at1-35-29pm-png)
**LP748_Week4_PPRecording.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)
**LP748_Week4_PPRecording.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)
**## Topic_YourWickedProblemJournalPart4.pdf**
Your Wicked Problem Journal, Part 4
Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
Complexity
As we continue building toward your final wicked problem presentation, this week’s journal
invites you to deepen your systems analysis by examining your problem through multiple
perspectives, systems relationships, ethical complexity, and inclusionary lenses.
This week’s readings and activities emphasized that wicked problems are experienced differently
depending on the perspectives, assumptions, emotions, values, lived experiences, and social
realities stakeholders bring into the system. We also explored how systems often produce
unintended consequences, ethical tensions, and inequitable outcomes even when systems are
designed with positive intentions.
For this week’s journal, continue developing your chosen wicked problem by integrating this
week’s concepts into your reflection and consider the following prompts:
Briefly revisit your selected wicked problem and explain how your understanding of the issue
is evolving as you continue working through the course.
Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
How does intentionally examining the issue through different lenses deepen or complicate
your understanding of the system?
Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
feedback loops, patterns, or unintended consequences connected to your wicked problem.
Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
Whose voices, experiences, or needs appear prioritized within the system?
Whose perspectives may be marginalized, excluded, or underrepresented?
Consider whether systems designed to help people may also unintentionally create barriers,
inequities, or harm within your selected wicked problem.
Finally, reflect on how this week’s concepts influence the way you are approaching your final
wicked problem presentation and ongoing analysis.
The purpose of this journal is not to solve the wicked problem, but to continue deepening your
systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
part of your ongoing learning journey.
Reply
Course Chat
**## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: de Bono's Six Thinking Hats
Resources (Readings & Videos)
The Influence Model has us attempting to understand the world of the other person. This week we REALLY
attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
from your own.
To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.
https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
(https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
https://www.debonogroup.com/services/core-programs/six-thinking-hats/
(https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
v=hvChZ4DAghY&t=11s)
(https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)
(https://www.youtube.com/watch?v=cYYOKlVRDd4)
Course Chat
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
Send
**## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Overview and PP Recording
Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
Systems
Hello everyone,
Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
the case was never simply about food. It was about systems, relationships, institutional structures, trust,
leadership, competing priorities, and the challenges of creating change within complex environments.
This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.
Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
financially difficult, or insufficient.
School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.
This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
understand why wicked systems resist simple or universally satisfying solutions.
Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
culture, disability access, and participation in decision-making all shape how students and families experience
the system. The readings encourage us to consider not only how systems function, but also whose voices are
prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
unevenly.
As you move through this week’s materials, reflect on:
How do different stakeholders define the school lunch problem differently?
How do systems create unintended consequences?
How do power, inequality, and inclusion shape systems' experiences?
What happens when systems intended to help people also create harm?
Course Chat
How can leaders and communities engage complexity ethically while navigating competing realities?
The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
systems, ethics, leadership, power, and human experience interact within wicked complexity.
We look forward to engaging with you. Have a wonderful week.
Warmly,
Christie & Dr. Wedaman
LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
Send
[https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
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**## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Readings
Stakeholders, Systems Thinking & Ethical Complexity
Required Readings:
de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
Resources)
Meadows, D. H. (2008). Part 2
Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
program reform. Children and Youth Services Review, 155, 1–11. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
USA and Canada. Health Promotion International, 40(2). https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
Recommended Readings:
Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
of Nutrition & Dietetics, 120(5), 893–897. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911)
Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13041357)
Course Chat
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
**Screenshot2026-06-07at1.35.00PM.png**
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**Screenshot2026-06-07at1.35.17PM.png**
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**LP748_Week4_PPRecording.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lp748-week4-pprecording-pptx)
**## Topic_YourWickedProblemJournalPart4.pdf**
Your Wicked Problem Journal, Part 4
Wicked Problem Journal, Part 4: Systems Thinking, Multiple Perspectives, and Ethical
Complexity
As we continue building toward your final wicked problem presentation, this week’s journal
invites you to deepen your systems analysis by examining your problem through multiple
perspectives, systems relationships, ethical complexity, and inclusionary lenses.
This week’s readings and activities emphasized that wicked problems are experienced differently
depending on the perspectives, assumptions, emotions, values, lived experiences, and social
realities stakeholders bring into the system. We also explored how systems often produce
unintended consequences, ethical tensions, and inequitable outcomes even when systems are
designed with positive intentions.
For this week’s journal, continue developing your chosen wicked problem by integrating this
week’s concepts into your reflection and consider the following prompts:
Briefly revisit your selected wicked problem and explain how your understanding of the issue
is evolving as you continue working through the course.
Apply at least three of De Bono’s Six Thinking Hats to your wicked problem.
How does intentionally examining the issue through different lenses deepen or complicate
your understanding of the system?
Using Meadows’ systems thinking concepts, discuss at least two systems dynamics,
feedback loops, patterns, or unintended consequences connected to your wicked problem.
Reflect on the ethical, inclusionary, or social justice dimensions of the issue.
Whose voices, experiences, or needs appear prioritized within the system?
Whose perspectives may be marginalized, excluded, or underrepresented?
Consider whether systems designed to help people may also unintentionally create barriers,
inequities, or harm within your selected wicked problem.
Finally, reflect on how this week’s concepts influence the way you are approaching your final
wicked problem presentation and ongoing analysis.
The purpose of this journal is not to solve the wicked problem, but to continue deepening your
systems awareness, stakeholder analysis, ethical reflection, and engagement with complexity as
part of your ongoing learning journey.
Reply
Course Chat
**## Week4_deBonosSixThinkingHatsResourcesReadingsVideos_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: de Bono's Six Thinking Hats
Resources (Readings & Videos)
The Influence Model has us attempting to understand the world of the other person. This week we REALLY
attempt to understand that role by taking on different thinking styles. Many of these styles will be very different
from your own.
To help with experiencing alternate ways of thinking, we will use Edward de Bono's concept of 6 Thinking Hats.
https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf
(https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
https://www.debonogroup.com/services/core-programs/six-thinking-hats/
(https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s (https://www.youtube.com/watch?
v=hvChZ4DAghY&t=11s)
(https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
https://www.youtube.com/watch?v=cYYOKlVRDd4 (https://www.youtube.com/watch?v=cYYOKlVRDd4)
(https://www.youtube.com/watch?v=cYYOKlVRDd4)
Course Chat
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf](https://globalioc.com/wp-content/uploads/2018/05/De-Bono-Six-Thinking-Hats-Summary.pdf)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.debonogroup.com/services/core-programs/six-thinking-hats/](https://www.debonogroup.com/services/core-programs/six-thinking-hats/)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s](https://www.youtube.com/watch?v=hvChZ4DAghY&t=11s)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
[https://www.youtube.com/watch?v=cYYOKlVRDd4](https://www.youtube.com/watch?v=cYYOKlVRDd4)
Send
**## Week4_OverviewandPPRecording_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Overview and PP Recording
Week 4 Overview: Systems Thinking, Multiple Perspectives, and Ethical Complexity in School Lunch
Systems
Hello everyone,
Last week, we explored the Lunch Lady case and the concept of influence without authority. As we discussed,
the case was never simply about food. It was about systems, relationships, institutional structures, trust,
leadership, competing priorities, and the challenges of creating change within complex environments.
This week, we continue exploring the school lunch system, but through a deeper systems and ethical lens.
Using Meadows’ systems thinking framework, De Bono’s Six Thinking Hats, and this week’s readings on school
meal reform, stigma, food insecurity, and equitable access, we will examine how wicked problems look very
different depending on the perspectives, assumptions, emotions, values, and lived experiences people bring
into the system. Wicked problems rarely affect all people equally. What one stakeholder experiences as
progress or improvement may be experienced by another as unrealistic, exclusionary, culturally disconnected,
financially difficult, or insufficient.
School lunch systems provide a powerful example of this complexity. Questions involving nutrition, public
health, food insecurity, poverty, stigma, educational outcomes, funding, labor, cultural identity, accessibility, and
institutional policy become deeply interconnected. As this week’s readings demonstrate, systems designed to
help children can also unintentionally reproduce inequities, shame, barriers to access, or unintended harms.
This week also introduces De Bono’s Six Thinking Hats as a structured approach to exploring multiple forms of
thinking in complexity. Rather than trying to determine which perspective is “correct,” the Six Thinking Hats
encourages us to intentionally examine information, emotions, risks, opportunities, creativity, systems
coordination, and reflective process thinking. Combined with Meadows’ systems lens, these tools help us better
understand why wicked systems resist simple or universally satisfying solutions.
Importantly, this week asks us to critically examine the ethical and justice dimensions of systems. School meal
systems are not socially neutral. Food insecurity, lunch shaming, socioeconomic inequality, stigma, race,
culture, disability access, and participation in decision-making all shape how students and families experience
the system. The readings encourage us to consider not only how systems function, but also whose voices are
prioritized, whose experiences are marginalized, and how systems distribute both benefits and burdens
unevenly.
As you move through this week’s materials, reflect on:
How do different stakeholders define the school lunch problem differently?
How do systems create unintended consequences?
How do power, inequality, and inclusion shape systems' experiences?
What happens when systems intended to help people also create harm?
Course Chat
How can leaders and communities engage complexity ethically while navigating competing realities?
The goal this week is not to solve the school lunch system. The goal is to deepen our awareness of how
systems, ethics, leadership, power, and human experience interact within wicked complexity.
We look forward to engaging with you. Have a wonderful week.
Warmly,
Christie & Dr. Wedaman
LP748_Week 4_PP & Recording.pptx (https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
(https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
Send
[https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1](https://canvas.williamjames.edu/courses/10774/files/1022433?wrap=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
[https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1](https://canvas.williamjames.edu/courses/10774/files/1022433/download?download_frd=1)
**## Week4_Readings_LP748-L1_LeadershipandSystemApproachestoWickedProblems.pdf**
Week 4: Readings
Stakeholders, Systems Thinking & Ethical Complexity
Required Readings:
de Bono, E. (1985). Six thinking hats. Little, Brown and Company. (See Week 4: deBono Six Thinking Hats
Resources)
Meadows, D. H. (2008). Part 2
Gagliano, K. M., Yassa, M. O., & Winsler, A. (2023). Stop the shame and the hunger: The need for school meal
program reform. Children and Youth Services Review, 155, 1–11. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
Badyal, P., & Moffat, T. (2025). Considerations for diverse, equitable, and inclusive school food programs in the
USA and Canada. Health Promotion International, 40(2). https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015 (https://doi-
org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
Recommended Readings:
Fleischhacker, S., & Campbell, E. (2020). Ensuring Equitable Access to School Meals. Journal of the Academy
of Nutrition & Dietetics, 120(5), 893–897. https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006 (https://doi-
org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
Cohen, J. F. W., Hecht, A. A., McLoughlin, G. M., Turner, L., & Schwartz, M. B. (2021). Universal School Meals
and Associations with Student Participation, Attendance, Academic Performance, Diet Quality, Food Security,
and Body Mass Index: A Systematic Review. Nutrients, 13(3). https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13030911)
Story, M., Miller, L., & Lott, M. (2021). The School Nutrition and Meal Cost Study-I: Overview of Findings
Related to Improving Diet Quality, Weight, and Disparities in US Children and Policy
Implications. Nutrients, 13(4). https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357 (https://doi-
org.williamjames.idm.oclc.org/10.3390/nu13041357)
Course Chat
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245](https://doi-org.williamjames.idm.oclc.org/10.1016/j.childyouth.2023.107245)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015](https://doi-org.williamjames.idm.oclc.org/10.1093/heapro/daaf015)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006](https://doi-org.williamjames.idm.oclc.org/10.1016/j.jand.2020.03.006)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13030911)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
[https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357](https://doi-org.williamjames.idm.oclc.org/10.3390/nu13041357)
**Screenshot2026-06-07at1.35.00PM.png**
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**Screenshot2026-06-07at1.35.17PM.png**
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**Screenshot2026-06-07at1.35.29PM.png**
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**LP748_Week4_PPRecording.pptx**
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