The debate on inclusion/exclusion, albeit having already initiated numerous positive developments in educational organisations, still has to cope with the logical problem that inclusion and exclusion cannot be separated, they appear as two sides of a coin. From a systems theory perspective inclusion presupposes system borders which exist only by marking an inside space and thus exclude those who are on the other side (Luhmann 1984). While different concepts of inclusion (Kücheler 2010) provide ways to mitigate this problem (Kronauer 2010), we suggest that systems thinking may be a starting point to address it from quite a different perspective. Originating mainly in natural sciences (e.g. Haken 1987, Prigogine 1977; Bertalanffy 1950), it has become an innovative line of thought to address ecological and social issues in the 1970s/1980s (e.g. Capra 1975, Vester 2007). Further on, some ideas have been incorporated in methods of risk analysis in ecological sciences, while another strand lead to theories of social systems (e.g. Luhmann 1984). In education, a broad debate on systemic and constructivistic education (e.g. Schaeffter 2001, Arnold 2010, Reich 1996, also von Glasersfeld 1996) testifies the value of systems thinking in education and the theory of social systems has proven its applicability in organisational research and consulting (e.g. Schreyögg and Geiger 2016, König und Vollmer 2014). The contribution aims to outline a perspective of implementing systems thinking in organizational education to provide conceptual means to deal with organisational issues in socio-ecological development without forcing (early) decisions about inclusion/exclusion.

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