Why Instructional Systems Designers Should Embrace a Systems View of History

Introduction: The Repeating Story of Civilization

History is often taught as a linear progression—a march of progress from primitive times to modern advancements. But when we step back, we see a different pattern:

• Civilizations rise, consolidate power, overreach, and collapse.
• Economic systems boom, reach instability, and crash.
• Political institutions gain legitimacy, become corrupted, and eventually fail.

This isn’t just a theory—we can mathematically identify these cycles in history, economics, and technology. The Fourier analysis of historical collapses reveals that these cycles aren’t random—they are predictable, recurring, and system-driven.

Yet, our current educational models do not train people to recognize these patterns. Instead, history is taught as a collection of isolated events, and each generation unknowingly repeats the same mistakes.

💡 What if we changed that?

As instructional systems designers, you have the ability to influence how people learn about the past, think about the present, and plan for the future. I am arguing that you and your peers should embrace a systems-based approach to history and society—and work to spread it.

Why This Matters for ISDs: A Systems Thinking Approach to History

Most ISDs already understand the power of system design. Whether in workplace training, academia, or instructional technology, you likely use principles such as:

✅ Feedback loops – Where does learning break down, and how can it be reinforced?

✅ Scalability – How do we ensure instructional impact lasts across generations?

✅ Predictive analytics – Can we anticipate learning gaps before they emerge?

💡 But what if we applied the same mindset to history itself?

Instead of treating history as a sequence of facts, we can frame it as a dynamic system with:

• Inputs → Technological advancements, economic structures, social values.