The purpose of this paper explores the complexity theory as a philosophy of education is to look at the possibility of applying sought. In this paper I show how complexity theory has challenged the idea of representation and we explore possibilities for an alternative understanding of knowledge in its relationship to reality.
The start of modern science in Europe, has been developed on the basis of mechanistic thinking. According to the Descartes, the operation of bodies, ranging from the grass that grows all the phenomena of the Universe can be expressed in exact formulas, and mathematics to indicate that a given phenomenon to check the analytical methodology is needed. The knowledge gained from the mechanistic view of the world predictions were possible for the unknown. Its core is determinism and reductionism. What is determinism, all that happens in the world can be changed from the beginning so determined and selected according to the laws of dynamics, so undoubtedly goes inevitably evolves.
I 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.
This turn derives from developments over the past two decades or so within physics, biology, mathematics, ecology, chemistry and economics, from the revival of neo-vitalism in social thought et al.and from the emergence of a more general ‘'complex structure of feeling’'that challenges some everyday notions of social order. Within these scientific disciplines, an array of transformations took place, loosely known as chaos, complexity, non-linearity and dynamical systems analysis. There is a shift from reductionist analyses to those that involve the study of complex adaptive matter that shows ordering but which remains on the edge of chaos. Developed principally in the fields of physics, biology, chemistry and economics, complexity theory arises in some senses out of chaos theory, and before that, catastrophe theory, in that it shares chaos theory’'s focus on the sensitivity of phenomena to initial conditions that may result in unexpected and apparently random subsequent properties and behaviours. Jones points out that the term ‘'complexity’' is frequently used in a manner which suggests that it is a unified concept, which may contribute to a neglect of the range of different theories that deal with the implications of complexity.
The concepts of complex systems include multi-scale hierarchical organisation, emergent patterning, agent-based modelling, dynamical tractors and repellors, information flows and constraints, system-environment interaction, developmental trajectories, selectional ratchets, fitness landscapes, interaction across timescales, and varieties of self-organisation. I suggests that the language, concepts and principles of complexity are central to the development of ‘'a new science of qualities’' to complement ‘'the science of quantities’' that has shaped our understanding of the physical and social worlds. Complexity offers a theoretical framework for acknowledging and helping to sustain the self-organising capacity of fully embodied systems that are realised through the intra- and inter-actions of agents within the boundary that those activities help to generate and sustain. For educators, complexity thinking points to structural conditions that one can implement to help students become aware of how self-consciousness does not precede or follow pedagogical encounters.