Description

 

The crisis of quantum physics compelled scientists to reject the vision of the universe as a collection of “things” and to redescribe how systems operate (Prigogine & Stengers, 1980; Capra, 1985).  Heisenberg recognized the methods we use in our investigations influence what we will see and, in fact, evoke the information we attempt to measure.  New Science accepts the participatory nature of matter and examines “relationships” rather than “things.”  These same principles have been applied in systems theory, especially as it relates to learning organizations (Senge, 1992; Wheatley, 1994).  The phrase “learning organization” reflects the importance of information flow and parallels the vision of New Science emphasizing the basic elements of living organisms is not matter but information.

 

This course will examine the current literature in systems theory and New Science to explore applications in the educational setting.  The course is scheduled to meet on the following days in Physical Sciences 355:

 

            June 16, June 30-July 2, July 14-16

 

Times of meetings will be:          Fridays 1:00-5:00         Saturday and Sunday    8:00 – 5:00      

 

Required Books

 

Capra, F. (1996).  The Web of Life: A New Scientific Understanding of Living Systems.  New York: Doubleday.

Devaney, R.L. & Choate, J. (2000).  Chaos: A Tool Kit of Dynamics Activities.  Emeryville, CA: Key Curriculum Press.

Doll, W.E. (1993).  A Post-Modern Perspective on Curriculum.  New York: Teachers College Press.

Maxcy, S.J. (1995).  Democracy, chaos and the new school order.  Thousand Oaks, CA: Corwin Press, Inc.

Gleick, J. (1988).  Chaos:  Making a New Science.  New York:  Penguin Books.

 

Suggested Books

 

Choate, J., Devaney, R.L. & Foster, A. (1999).  Fractals: A tool kit of dynamics activities. Emeryville, CA: Key Curriculum Press.

Fullan, M.  (1993).  Change forces: Probing the depths of Educational Reform.  (1994).  Bristol, PA: Falmer Press.

Goodwin, B. (1994).  How the leopard changed its spots: The evolution of complexity.  New York: Charles Scribner’s Sons.

Hayles, N. K. (Ed.)  (1991).  Chaos and Order:  Complex Dynamics in Literature and Science.  Chicago:  The University of Chicago Press.

Harding, S. Whose science? Whose knowledge?: Thinking from Women’s Lives.  Ithica, NY: Cornell University Press.

Prigogine, I & Stengers, I (1984).  Order Out of Chaos: Man’s New Dialogue with Nature.  New York: Bantam Books.

Stacey, R. D. (1992).  Managing the Unknowable:  Strategic Boundaries Between Order and Chaos in Organizations.  San Francisco: Jossey-Bass Publishers.

Waldrop, M. M. (1992).  Complexity:  The Emerging Science at the Edge of Order and Chaos.  New York:  Simon & Schuster.

Wheatley, M. J. (1994).  Leadership and the New Science:  Learning about Organization from an Orderly Universe. San Francisco:  Berrett-Koehler Publishers, Inc.

 

Course Requirements

Student participation and attendance is assumed -- the nature and value of this course for the most part will be determined by the involvement, energy, enthusiasm, and effort put forth by all of us.  If you must miss class, please try to make prior arrangements with me.  Missing classes may result in the lowering of your grade.

 

Your success in this class will be based primarily on your understanding and growth in three interrelated areas.  These areas are represented in the following sets of outcomes.

 

1.      Content-Related Outcomes:

 

First, you will be assessed on the basis of evidence of your understanding of the primary content of this course.  This includes evidence of an understanding of the following: (1) the historical development and interrelated relationship among chaos and complexity theories, (2) the philosophical implications of chaos and complexity theories, (3) the metaphoric and poststructural significance of chaos and complexity, (4) the historical and theoretical relationship between chaos and complexity and New Science, (5) the implications of chaos and complexity theories in educational contexts, and (6) the relationship between these broader theoretical perspectives and your particular program area or research interests.

 

2.      Student Development Outcomes.

 

In addition to the content-related outcomes listed above, your success in this course will also be based on evidence of your ability and willingness to help other students in the class in the following ways.  (1) Develop a critical social orientation, (2) develop the habit of critical self-reflection, (3) become more inquiring, wondering, and curious,  (4) become deeply analytical or analogical, (5) become caring, community oriented and interdependent, (6) develop an understanding and appreciation of multiple social and cultural perspectives, and (7) become more intuitive while developing your intuitions.

 

3.      Professional Outcomes

 

Finally, in addition to the content-related and student-development outcomes listed above, your success in this course will also depend on evidence of your ability and willingness to help transform education.  This outcome will be assessed by considering (1) your own ongoing professional development, (2) your constructive criticism of prevailing trends in education as well as your own educational assumptions and practices, and (3) your creative development and implementation of viable alternatives.

 

These three sets of outcomes will be assessed using the following kinds of structured and unstructured activities and assignments.  Your grade will be determined by:

 

1.                  Reflective papers and contributions in class discussions

2.                  Presentation of topics/ideas from outside readings

3.                  Final paper

4.                  Final exam

 

In addition, you are encouraged to keep a reflective journal based on your readings and class discussion.  This journal will be private and you will not be required to share it with me although I will be glad to provide you with feedback if you want me to read your journal or any part of it.  You might want to focus some of your journal writing by attempting to make sense of the readings related to your particular thesis/dissertation topic interest and to previous classes you have had.

 

You are also encouraged to communicate with me and others in the class via e-mail between classes.  I will distribute e-mail addresses and support efforts for us to continue class discussions via the internet between classes.

 

The specific assignments will be described below:

 

1.      Reflective papers

By Friday, 9 a.m. of each long weekend you will fax (325-7390), e-mail, or deliver a short (one or 2 pages maximum, single spaced, typed) reflective paper addressing your ideas, interests, or concerns based on the readings for the week.  A standard format might be to separate the paper according to (a) things in the readings that make the most sense to me, (b) things that are most confusing, and (c) things I’d like to discuss in class.  This format for organizing your thoughts is just a suggestion, however, and I encourage you to develop your own format for making sense of the readings and communicating with me your thoughts.  A few of you will likewise suggest discussion topics you feel prepared to lead during the following weekend. 

 

2.      Presentation of topics/ideas from outside readings

Everyone will sign up for one class presentation/discussion.  You are responsible for making a short (15-30 minute) presentation.  When you submit your short paper for the week, you will include on the week of your presentation your chosen topic and/or discussion focus.  For example, you might select one of the optional books to read and prepare a presentation that deals with the ideas in that book.  You may want to do a demonstration of some aspect of chaos/complexity or you may choose to relate your discussion or demonstration to an area of research interest.  I will help you with ideas for topics I would like to see presented.

 

3.      Final paper

 

The final paper should be a 10-15 page, double spaced, typed paper that presents a coherent discussion of some aspect of the class relevant to your future research, academic and/or professional goals.  We will discuss possible paper ideas in class.

 

4.      Final Exam

 

A final exam during the afternoon of the last class will ask you to address your development in the areas of concern presented in the outcome goals of this class. 

 

 

Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.