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Making educational development and change sustainable: Insights from complexity theory
ARTICLE

International Journal of Educational Development Volume 29, Number 2 ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Mason, M. Making educational development and change sustainable: Insights from complexity theory. International Journal of Educational Development, 29(2), 117-124. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2008.09.005

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