Making educational development and change sustainable: Insights from complexity theory

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

This article considers the challenge of sustainable change and development in education from the perspective of complexity theory. Complexity theory’s concept of emergence implies that, given a significant degree of complexity in a particular environment, new properties and behaviours emerge that are not necessarily contained in the essence of the constituent elements, or easily able to be predicted from a knowledge of initial conditions. These concepts of emergent phenomena from a critical mass, associated with notions of lock-in, path dependence, and inertial momentum, contribute to a perspective on continuity and change that indicates what conditions might need to be in place for the emergence of sustainable, positive, system-wide change and development in education. Copyright © 2009 Elsevier.
Original languageEnglish
Pages (from-to)117-124
JournalInternational Journal of Educational Development
Volume29
Issue number2
DOIs
Publication statusPublished - Mar 2009

Citation

Mason, M. (2009). Making educational development and change sustainable: Insights from complexity theory. International Journal of Educational Development, 29(2), 117-124.

Keywords

  • Educational development
  • Educational change
  • Sustainability
  • Complexity theory

Fingerprint Dive into the research topics of 'Making educational development and change sustainable: Insights from complexity theory'. Together they form a unique fingerprint.