The classroom as a complex adaptive system (CAS): Credible framing, useful metaphor or mis-designation?

Knight, Benjamin

Abstract

This paper discusses the legitimacy of framing school classrooms as complex adaptive systems (CASs) with the aim of advancing discourse about the extent to which systems within education can be usefully designated as complex. Perspectives differ on criteria for applying a complexity framing to human systems, a consequence of the lack of any single definition of complexity theory, or agreement on the framing of CAS in human networks. However, the literature on complexity and education appears to both open (ajar) and close the door on descriptions and theoretical treatment of classrooms as CASs, and as a site for complexity-sensitive empirical research. The paper begins by presenting an overview of complexity discourse with respect to education, articulates conceptual framings for CAS and classrooms then moves on to advance the principal arguments in opposition to a conception of classrooms as CASs. Arguments from those in the field who are receptive, albeit tentatively, to applying a CAS lens to classroom systems are then explained. The paper concludes that whilst these arguments have merit, the legitimacy or otherwise of framing classrooms as CASs hinges to some extent on how both classrooms and CASs are framed. Finally, a primer is presented for an empirical complexity-sensitive classroom study undertaken in July 2020, findings from which will be published later this year.

• Journal Article Type: Article
• Acceptance Date: Nov 3, 2021
• Online Publication Date: Jan 1, 2022
• Publication Date: Jan 1, 2022
• Deposit Date: Feb 2, 2022
• Publicly Available Date: Feb 2, 2022
• Journal: International Journal of Complexity in Education
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Issue: 1
• Public URL: https://uwe-repository.worktribe.com/output/8809354
• Publisher URL: https://complexityineducation.com/index.php/ljce/Volume3
• Related Public URLs: https://drive.google.com/file/d/1j3jgrZ0NBRkOBykPqUjAPsJ_mApGsahr/view