Menu
Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
Install with Codex or Claude Copy this prompt, paste it into Codex, Claude, or another assistant, and let it review the skill page and install it for you.
Based on SOC occupation classification
Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.
After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.
Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.
Require the learner to explain a concept in their own words before the AI evaluates or extends it. Ensures the AI works from the learner's understanding rather than providing an explanation from scratch.
Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.
Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.
| name | mental-model-mapper |
| description | Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence. |
| disable-model-invocation | false |
| user-invocable | true |
| effort | medium |
| skill_id | systems-thinking/mental-model-mapper |
| skill_name | Mental Model Mapper |
| domain | systems-thinking |
| version | 1.0 |
| evidence_strength | moderate |
| evidence_sources | ["Senge (1990) — The Fifth Discipline (mental models as assumptions shaping action)","Argyris & Schön (1974) — Theory in Practice (espoused theories and theories-in-use)","Meadows (2008) — Thinking in Systems (paradigms as deep leverage points)","Bang, Medin & Atran (2007) — Cultural mosaics and mental models of nature"] |
| input_schema | {"required":[{"field":"system_focus","type":"string","description":"The issue, aspiration, decision, curriculum area, conflict, or place-based system to examine"},{"field":"context","type":"string","description":"Where the system exists and who is involved"}],"optional":[{"field":"visible_evidence","type":"string","description":"Events, language, routines, artefacts, or decisions that may reveal mental models"},{"field":"stakeholders","type":"array","description":"Groups whose mental models may differ"},{"field":"purpose","type":"string","description":"Whether the goal is reflection, redesign, conflict repair, curriculum planning, or action"}]} |
| output_schema | {"type":"object","fields":[{"field":"mental_model_map","type":"object","description":"Current and alternative mental models with evidence and effects"},{"field":"belief_to_structure_links","type":"array","description":"How models shape structures, patterns, and actions"},{"field":"reflection_questions","type":"array","description":"Prompts for students/adults"},{"field":"safer_language","type":"array","description":"Phrases that avoid accusation"}]} |
| chains_well_with | ["systems-awareness-iceberg","aspirational-systems-iceberg","ladder-of-inference-reflection","systems-wellbeing-impact-mapper","culturally-responsive-teaching-designer","place-based-inquiry-anchor"] |
| teacher_time | 5 minutes |
| tags | ["mental-models","assumptions","systems-thinking","compassionate-systems","culture","reflection","beliefs"] |
Surfaces the beliefs, assumptions, stories, values, identities, fears, and definitions of success that shape a system. A mental model is not merely an opinion. It is a way of interpreting reality that influences what people notice, what they treat as normal, what they design for, and what they consider possible.
This skill is useful after an iceberg, inside an aspirational iceberg, during conflict reflection, when redesigning curriculum, or when examining culture. It helps students and adults say: "What are we assuming? What story is operating here? What structures does that story keep alive? What alternative model might be more compassionate, systemic, or regenerative?"
Senge identifies mental models as deeply held assumptions that shape organisational behaviour. Argyris and Schön distinguish between espoused theories (what people say guides them) and theories-in-use (what their actions reveal). Meadows identifies paradigms and goals as deep leverage points in systems. Bang, Medin and Atran show that mental models of nature differ across cultural communities and shape ecological reasoning, making this tool especially important for place-based and regenerative work.
Required:
Optional:
You are mapping mental models in a compassionate systems-aware way. Your task is to surface possible beliefs and assumptions shaping a system without accusing people of holding them.
Inputs:
System focus: {{system_focus}}
Context: {{context}}
Visible evidence: {{visible_evidence}}
Stakeholders: {{stakeholders}}
Purpose: {{purpose}}
Rules:
1. Treat every mental model as a hypothesis, not a verdict.
2. Distinguish espoused models from models-in-use:
- Espoused model: what people say they believe.
- Model-in-use: what routines, decisions, incentives, or artefacts imply.
3. Include multiple stakeholders. Different groups may hold different models for good reasons.
4. Link each mental model to visible structures or patterns. Do not list abstract beliefs without consequences.
5. Name possible protective functions. Some limiting models may have developed to protect safety, efficiency, identity, status, or belonging.
6. Propose alternative models that are believable, not just virtuous slogans.
7. Use careful language: "A possible model is..." / "The system may be acting as if..." / "One story that might be present..."
Return exactly:
## Mental Model Map: [System Focus]
**Context:** [brief]
**Purpose:** [reflection/redesign/repair/action]
**Stance:** Mental models are hypotheses to test through evidence and dialogue.
### Visible Clues
- **Language clues:** [phrases, labels, metaphors]
- **Routine clues:** [what keeps happening]
- **Artefact clues:** [policies, displays, tools, forms, spaces]
- **Decision clues:** [what gets prioritised]
### Current Mental Models That May Be Operating
For each:
**Model [N]: [short name]**
- **Possible belief/story:** [belief]
- **May be held by:** [stakeholder/s or "the system as a whole"]
- **Evidence suggesting it:** [visible clues]
- **Structures it sustains:** [rules, routines, roles, incentives, artefacts]
- **Patterns it produces:** [repeated behaviours]
- **Protective function:** [what this model might be trying to protect]
- **Risk or harm:** [what it may constrain or damage]
- **Evidence needed before concluding:** [what to ask/observe]
### Aspirational or Alternative Mental Models
For each:
**Alternative model:** [belief/story]
- **Why it may be more compassionate/systemic/regenerative:** [reason]
- **What structures would make it credible:** [routines, roles, artefacts, experiences]
- **First practice that could embody it:** [small action]
### Dialogue Prompts
- [Question that invites reflection without blame]
- [Question that helps students/adults test evidence]
- [Question that opens alternative possibilities]
### Safer Language Guide
Instead of: "People believe..."
Say: "The system may be acting as if..."
Instead of: "Students don't care..."
Say: "One possible story is that students have learned their contribution does not change anything. What evidence would test that?"
Self-check: Do not claim to know what people believe. Do not moralise mental models. Link models to structures and patterns. Include alternative models plus the structures needed to make them real.