Curriculum as Complexity

Carol Fulton

ECS 210

Overview Curriculum as complex Systems approach to Curriculum Education through the ages Old view of change vs new view Simple, Complicated, Complex Systems Characteristics of complex systems A few simple rules Stories from the field Opening up possibilities – Dance of Interaction

A Systems Approach to Curriculum

Humans exist in nested arrays of complex, interdependent relationships.

Problems often viewed through narrow lenses of specific subject matter disciplines.

Challenge is to view problems from multiple perspectives, which requires synthesis rather than separation of content knowledge.

A systems approach allows equity of educational opportunity.

Tyranny of social competition gives way to cooperation, collaboration, and mutual understanding.

Everything Matters

But we can be aware of only a small part of what goes on around us. We can never know the full consequences of an action, and as a such, we must participate mindfully in the unfolding circumstances around us.

Emergence – Complexity from Simplicity: Order From Chaos

http://www.google.ca/search?hl=en&client=firefox-a&hs=Bs1&rls=org.mozilla:en-US:official&tbm=isch&q=complexity+theory&revid=1464660572&sa=X&ei=qiivTqD2AoXt0gGohay5AQ&ved=0CDoQ1QIoAA&biw=1024&bih=615

http://www.youtube.com/plexusinstitute#p/c/81EF96857F0AA292/1/gdQgoNitl1g

Education Through the Ages

The Ecological Postmodern Self

The Postmodern Self

The Modern Self

The Premodern Self

The Pre-modern Era

Education Was: defined by relationships

and responsibilities intertwined with nature

and the spirit world not a product of schooling being/knowing/doing responsible for caring for

the earth and others

Education in Pre-modern Times

Knowledge came from the spiritual and natural world.

Teachers were people who had special relationships with the more-than-human world

Teaching meant accompanying the learner on a journey

The Modern Era

The Self was insulated from

others and the natural world

autonomous, unique, self-directed

able to carry on different roles but identity was fixed

compared to a machine

Education was providing knowledge

to help students reach their potential

controlled by the teacher (authority)

based on a factory metaphor

designed to make people unique yet fit into society

Modern Society

Influences Enlightenment and

quest for knowledge European Imperialism Capititalism Industrial Revolution Printing Press

Results rationalism (logic) and

empiricism (experimentation)

Humans are separate from nature therefore can own, manage or exploit it

complex phenomena can be studied in fragmented parts

Work hard, get ahead - be anything you want to be

The Post-Modern Self

Self identity is fluid and changing continuously updated viewed differently by others emerging from identification

to, by, with others a product of intertwining,

overlapping (and sometimes conflicting) cultural narrativesie gender, race, ethnicity, social class, sexual orientation, ability

some identities have privilege and power

Influences civil rights movement critical theory - critique of

power relationships feminist studies semiotics - signifying

systems that represent or interpret identities

language widening gap between

rich and poor

A New View of Identity

Self is embedded in a

number of complex systems

ermerges as part of collective or group

influenced by biology as well as social interactions

emerges in complex systems

the result of a cascade of consequences and possibilities of one’s actions

intertwined with the historical, cultural, biological, political, economic and spiritual

Influences on the Emerging World View

The Ecological Crises - Deep ecology Systems theory in the field of

mathematics, physics, chemistry, biology and economics

Technology Holistic thinking Attention to other world views Globalization

Views of Systems

Old View• Control

• “Make things happen” attitude

• Leader in charge

• Top-down authority

• Learning viewed as product

New View• Ambiguity

• Attitude that is both visionary and responsive to unpredictable events

• Teachers and students are co-creators

• Emergence

• Learning viewed as process and adapting to change

Simple Complicated Complex

Baking a cake Sending a rocket to the moon

Raising/Teaching a child

Recipe Rigid Protocols Recipes and Rigid protocols counter-productive – relationships key

A good recipe produces nearly the same results every time.

Key elements of each rocket MUST be identical to succeed.

Every child is unique and must be understood as an individual.

Types of Problems

Characteristics of Complex Systems

Consist of a large number of elements

Elements interact with each other causing system to change over time

Any element influences and is influenced by several others

Interactions are non-linear – small causes can have large result and vice-versa; have a short range – modulated

Have feed-back loops; can be positive or negative

Are open systems –interact with their environment ; difficult to define the border; framing

Do not have a state of equilibrium – constant flow of energy to maintain the system and ensure its survival – (edge of chaos)

Have history –evolve over time; past is co-responsible for their present behaviour

Are self-similar Each element of the system is

ignorant of the behaviour of the system as a whole.

Attractors

Attractors hold a system in place or propel it to a new pattern

Are the stable factors in a system; represent the general trend of the system

Point: one direction i.e., magnet; lecture; lone hero

Periodic: oscillate back and forth, i.e., conversation, heart beat

Strange: all over, i.e., flocking birds; ants; crowds; governed by simple rules to produce a pattern

What Would a Classroom Look Like?

Point Attractor

Periodic Attractor

Strange Attractor

Teacher directed; control; little interaction

Interaction between teacher and student

Multiple interactions and community engagement; vision

What Are the Strange Attractors (rules) in a Dynamic Classroom?

Ethic of Caring, respect

Choice

Freedom with responsibility

Engagement with relevant issues

What About Teacher Education?

How can student teachers learn to teach in a way that values complexity?

Julie and I believed that PBL might be one way, but is it possible in pre-internship?

• Need action with more local focus

• Instead of “charity” or helping others, need to build a sense of community and agency

• Something to help to strengthen individuals and communities

Decided on PBL 3rd year Education students – 3 week practicum Expectation to plan a 3-week unit

Wanted to show different ways of planning: traditional and project-based (PBL)

Invited students to participate in action research project – PBL

2/64 volunteered – Heather and Cori

Stories From Students

As you listen to the stories of the pre-interns note the following:

1. What system(s) seem to be most influencing the situation (i.e., biological, social, cultural, political, economic, educational, etc.)?

2. What was the problem?

3. How did it get addressed (i.e., top-down or collaboration)?

4. What questions do you have?

Heather’s Story

Heather’s Health Project

“Why don’t we have a grocery store in our neighborhood?” Gr. 3 Student Quote

Cory’s Story

Cori’s Identity Project

Messages from Heather and Cori

Develop relationships

Build trust

Find support

Expect “messiness”

Holistic thinkers working in a fragmented school system can be challenging

Julie and Carol Learned

All students have different background knowledge, experience and ability

We need to build relationships and trust

Learning is contextual – no recipes

We can’t push or pull; we must walk alongside.

We Also Learned:

• University needs to communicate with field• More PD for teachers to understand shift in

focus• Disconnect between philosophical foundations

of our curriculum and what is expected of teachers

• Students need choice about how and if they will participate or plan an action project

• Messy, complex and frustrating but worthwhile – it would be a lot easier to order a text book!

Messages from Julie and Carol

Once you ignite the inner desire, stay out of the way.

Those who inspire others to learn, have no idea what the others will learn.

We need to create spaces for learning.

We are make-up artists for the dance of interaction!

The Dance of Interaction