Gloss on Complexity Theory and all references to "wicked"

 From P22:  the first page where wicked is mentioned in a foot note on complexity theory.  

 

Why complexity theory?

I begin by giving a little background to complexity theory, I bemoan the fact that it appears infrequently within educational writing, and then indicate why I see particular aspects of it (self-organising systems and emergence) as being of particular importance to this thesis.  The notable New Zealand exception is in Biddulph et al.. (2003) who observe in their best evidence synthesis report that: 

… relevant research studies tend to be premised upon deficit, or difference, or empowerment/enhancement theory … and these underlying assumptions require critical analysis.  (Biddulph et al., 2003: 10)

Biddulph et al. (2003) call upon on both complexity theory (including Bronfenbrenner’s (1979) ecological model) and chaos theory as tools in this critique.  

  

 

Gloss on complexity theory

Complex systems can …be studied from points of view which can be seen as complementary rather than competitive.  The choice of theoretical approach depends mainly on the type of insight that is sought.  (Skyttner, 1996: 26)

My use of the term complexity connotes the emergence of “holistic thinking” (Skyttner, 1996, chapter 1) and systems theory which, when applied to societal problems, invites a different approach to problem solving from those that dominate research within the physical sciences. 

Planners and problem solvers dealing with large-scale societal problems have long been aware that their situations are quite different from those of ordinary scientists and engineers.  Classical methods of science and engineering have little if any relevance to their work.  … societal systems have no goals to be achieved, rather they have relations to be maintained.  (Ibid: 248)

Skyttner points out that  H. Rittel and M. Webber’s (1974) main thesis is:

that social problems (which they call wicked problems) are never solved.  At best they are only resolved - over and over again.  (Ibid: 248)

 

From P 97

The vision of creating a fair world is, perhaps, an example of a wicked problem, something that can never be solved, only resolved, over and over again.  

 

Page 211 startof chapter 5

 

1. Introduction:  Toward collectivity

Within this chapter I widen the discussion by seeking ways to transcending (but not jettison) individualism.  The tools I call upon move the discussion of learning and knowledge construction away a focus on individual constructivism towards the notion of collective knowledge construction.  I seek ways of understanding and fostering the potential for people to work together: I seek to find fresh ways of knowing, fresh ways of acting, fresh ways of addressing wicked problems (above, ), fresh ways of understanding quasi-objects (above, ), and therefore, fresh ways of being, both collectively and individually.