Complexity Science: A "Gray" Science for the "Stuff in Between"

Richardson, Kurt A.; Cilliers, Paul; Lissack, Michael

doi:10.1207/s15327000em0302_02

Cited by 65 publications

(62 citation statements)

References 9 publications

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“…We have seen that there is no accurate (or rather, perfect) Developing this argument, Richardson et al (2007) highlight that any model of an incompressible system would need to be as complex and as extensive as the system itself to be an accurate representation of it. Therefore, if the classroom is accepted to be a complex adaptive system, then any attempt to use a form of tick-sheet-led observation would require that sheet to be as complex, and have as many factors, as are present within the whole of the system and its external links.…”

Section: Observesmentioning

confidence: 99%

“…Incompressibility is not an excuse for not bothering. Richardson et al (2007) suggest that if complexity thinking is used as an epistemology (i.e. as the basis for knowledge claims, in this case understanding classrooms), then any analysis of complex adaptive systems requires consideration from a number of perspectives.…”

Section: We Work In a Hyper-complex Environment In Terms Of Teaching mentioning

confidence: 99%

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Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

O’Leary

Wood

2016

Professional Development in Education

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Attempts to measure the quality of teaching and learning have resulted in an overreliance on quantitative performance data and the normalisation of a set of reductionist practices in England's further education sector in recent years. Focusing on lesson observation as an illustrative example and drawing on data from a national study, this article examines the application of observation and its impact on further education teachers' practice. In viewing lesson observation through a complexity theory lens and contextualising it against the wider neoliberal backdrop of the marketisation of education, we seek to critique the inadequacies of current reductionist approaches to teacher evaluation, whilst simultaneously opening up a debate regarding the consequences of seeing classrooms as complex adaptive systems. In focusing on performative models of lesson observation in particular, the article exposes what we perceive as some of the epistemological and methodological shortcomings of neoliberalism in practice, but also offers an alternative way forward in dealing with the contested practice of evaluating the quality of teaching and learning.

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Section: Observesmentioning

confidence: 99%

Section: We Work In a Hyper-complex Environment In Terms Of Teaching mentioning

confidence: 99%

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

O’Leary

Wood

2016

Professional Development in Education

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“…According to its authors, "An autopoietic machine is a machine organized (defined as a unity) as a network § The term soft complexity science was also used in [45].…”

Section: "Hard" and "Soft" Complexitymentioning

confidence: 99%

“…Subsequently, at least some rules of complex systems could be unveiled. Although such an approach was criticized, as based on a seductive syllogism [10,45], it appears that it still exists explicitly or implicitly in numerous works in the hard complexity research.…”

Section: Reflexivity and Self-reflexivity Of Social Systemsmentioning

confidence: 99%

Complexity of Social Systems

Mesjasz

2010

Acta Phys. Pol. A

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The term "complexity" used frequently as a kind of "buzzword" has gained a specific role in the language of modern social sciences and social practice. A question is arising -how can we understand complexity of social systems/social phenomena which are characterized by limited possibility of explanation, unpredictability or low reliability of prediction? The aim of the paper is to provide a partial answer to this question. A survey of characteristics of complex systems and typology of various kinds of complexity, and of their sources is presented. It is also shown that broadly defined social systems (human systems) are affected by all kinds of complexitythey are "complexities of complexities". Using the typology of interpretations of complexity as an example, it is shown what are the limitations of transferring knowledge from physics, chemistry, information theory and biology to the studies of complexity of social systems. It is especially emphasized that mathematical models, which are treated as objective when applied in social sciences must be considered as an element of intersubjective discourse.

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“…We know that all our choices to some extent represent a step in the dark, and therefore, we cannot but be responsible for them [45]. No technology can remove responsibility from the decision maker to make choices.…”

Section: Criticism Of the Cas Approachmentioning

confidence: 99%

The meaning of integrated care: a systems approach

Edgren¹

2008

Int J Integr Care

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Introduction: Organizations can be regarded as systems. The traditional model of systems views them as machines. This seems to be insufficient when it comes to understanding and organizing complex tasks. To better understand integrated care we should approach organizations as constantly changing living organisms, where many agents are interconnected in so-called Complex Adaptive Systems (CAS). Theory and discussion:The term "complex" emphasizes that the necessary competence to perform a task is not owned by any one part, but comes as a result of co-operation within the system. "Adaptive" means that system change occurs through successive adaptations. A CAS consists of several subsystems called agents, which act in dependence of one another. Examples would be the ant-hill, the human immune defence, the financial market and the surgical operating theatre team. Studying a CAS, the focus is on the interaction and communication between agents. Although these thoughts are not new, the CAS-approach has not yet been widely applied to the management of integrated care. This helps the management to understand why the traditional top down way of managing, following the machine model thinking, may meet with problems in interdependent organizations with complex tasks. Conclusion:When we perceive health and social services as CASs we should gain more insight into the processes that go on within and between organizations and how top management, for example within a hospital, in fact executes its steering function.

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Complexity Science: A "Gray" Science for the "Stuff in Between"

Cited by 65 publications

References 9 publications

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector

Complexity of Social Systems

The meaning of integrated care: a systems approach

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