Psychoanalysis and ecology at the edge of chaos: Complexity theory, Deleuze/Guattari and psychoanalysis for a climate in crisis

2014 ◽  
Vol 19 (2) ◽  
pp. 219-221
Author(s):  
Robert Tollemache
Keyword(s):  
Complexity Theory ◽  
Edge Of Chaos

scholarly journals The complexity paradigm in management reconceptualizing

2005 ◽  
Vol 50 (167) ◽  
pp. 107-139
Author(s):  
Slavica Petrovic
Keyword(s):  
Nonlinear Systems ◽  
Complexity Theory ◽  
Systems Approach ◽  
Full Potential ◽  
Complex Dynamic ◽  
Edge Of Chaos ◽  
Order And Disorder ◽  
Stability And Instability ◽  
Creative Research ◽  
Creativity And Innovation

Chaos and complexity theory is a special, functionalist systems approach to dealing with complex, dynamic, nonlinear systems. Through treating organizations as complex, with their environments coevolving, nonlinear systems, complexity theory is aimed at creative research of their erratic nature. When an organization is in a state of bounded instability, at the edge of chaos, order and disorder are intertwined, its behavior is irregular and unpredictable but has some pattern. According to the complexity paradigm organizations have to strive to avoid the equilibrium states of stability and instability. They have instead to strive to remain in a state of bounded instability, at the edge of chaos, where they are able to display their full potential for creativity and innovation.

The Semiformality of Teacher Leadership on the Edge of Chaos

2020 ◽  
Vol 90 (3) ◽  
pp. 397-418 ◽  
Author(s):  
JASON MARGOLIS
Keyword(s):  
Teacher Leadership ◽  
Complexity Theory ◽  
Professional Learning ◽  
Teacher Leaders ◽  
School Leaders ◽  
School Systems ◽  
School Teachers ◽  
Research And Practice ◽  
Edge Of Chaos ◽  
Systemic Learning

In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and processors of information they likely would not otherwise have. Teacher leaders, in roles that are neither inflexible or ill-defined, can carve out intentional spaces on the edge of chaos to promote professional learning and communication in ways that solely school teachers or solely school leaders may not. In these spaces, productive complexity, agency, and systemic learning can coevolve.

scholarly journals Complexity Theory, Nonlinear Dynamics, and Change: Augmenting Systems Theory

10.18060/137 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 141-151 ◽  
Author(s):  
Ralph Woehle
Keyword(s):  
Nonlinear Dynamics ◽  
Social Work ◽  
Difference Equation ◽  
Systems Theory ◽  
Complexity Theory ◽  
Change Processes ◽  
Edge Of Chaos ◽  
Good Measurement ◽  
Logistic Difference Equation ◽  
Over Time

Social work change processes are addressed in terms of complexity theory and nonlinear dynamics, adding the edge-of-chaos, as well as chaos to the entropy and homeostasis of ecosystems theory. Complexity theory sees the edge-of-chaos as valuable to living systems.A logistic difference equation is utilized to model the nonlinear dynamics of the hypothetical contentment of an individual. The modeling suggests that substantial input would be required to move an individual from homeostasis to the beneficial stage at the edge-of-chaos, but that too much input might result in chaos.With good measurement and data observed over time, social work might benefit from complexity theory and nonlinear dynamics, which are already advancing in related disciplines.

Thriving Within the Turbulence

2019 ◽  
pp. 36-61
Author(s):  
Rachel Taylor ◽  
Nuttaneeya (Ann) Torugsa ◽  
Anthony Arundel
Keyword(s):  
Nonprofit Organizations ◽  
Complexity Theory ◽  
Support Services ◽  
Resource Dependence ◽  
Social Innovation ◽  
Resource Dependence Theory ◽  
Disability Support Services ◽  
Edge Of Chaos ◽  
Disability Support ◽  
Social Innovations

This chapter embraces complexity theory as a basis for theorizing social innovation in nonprofit organizations (NPOs) operating in the Australian disability sector, which is currently grappling with the implementation of a disruptive policy reform leading to a paradigm shift in the funding of disability support services, the National Disability Insurance Scheme (NDIS). To cope and thrive within a new NDIS-fueled marketplace, disability NPOs need to pursue socially innovative agendas. Through a review of cross-disciplinary literatures on social innovation and the use of a complexity theorizing approach that integrates multiple theories (i.e. institutional theory, resource dependence theory, and user innovation theory), this chapter proposes a holistic complexity-based framework that can potentially: explain how disability NPOs develop social innovations operating at the edge of chaos, help improve the ability of research to tackle societal and managerial problems, and hence strengthen management scholarship.

Working at the Edge of Chaos: Understanding Coaching as a Complex, Interpersonal System

2006 ◽  
Vol 20 (2) ◽  
pp. 235-245 ◽  
Author(s):  
Imornefe Bowes ◽  
Robyn L. Jones
Keyword(s):  
Social Psychology ◽  
Complexity Theory ◽  
Empirical Work ◽  
Coach Education ◽  
Relational Schemas ◽  
Edge Of Chaos ◽  
Theoretical Position ◽  
Alternative Perspective

Drawing on ideas from social psychology, in particular those associated with relational schemas and complexity theory, the purpose of this paper is to present an alternative perspective of coaching. Following the introduction, current conceptualizations of coaching are critiqued as being inadequate. The case is then made that such work could alternatively profit from an examination of coaches’ agency within their structurally created relational schemas to better understand the nature of the activity. Recent empirical work on coaches is subsequently drawn upon to support the theoretical position proposed, which postulates practitioners as working near or on “the edge of chaos.” Finally, a conclusion draws together the main points made, particularly in relation to the value of the position taken for coach education.

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