What is complexity theory and what are its implications for educational change?

Research output: Book/ReportBooks

Abstract

This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘dynamical system’), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of lock‐in, path dependence, and inertial momentum, suggest that it is in the dynamic interactions and adaptive orientation of a system that new phenomena, new properties and behaviours, emerge. Copyright © 2011 The Hong Kong Institute of Education.
Original languageEnglish
Place of PublicationHong Kong
PublisherThe Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Hong Kong Institute of Education
Publication statusPublished - 2011

Citation

Mason, M. (2011). What is complexity theory and what are its implications for educational change? Hong Kong: The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Hong Kong Institute of Education.

Fingerprint Dive into the research topics of 'What is complexity theory and what are its implications for educational change?'. Together they form a unique fingerprint.