Dilemma and Resolution of Framing Academic Ecosystem under the “Double First-Class” Construction-Based on Complexity Science Theory Perspective

2021 ◽  
Keyword(s):  
Complexity Science ◽  
Science Theory ◽  
Class Construction

scholarly journals School Architecture and Complexity

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Rena Upitis
Keyword(s):  
Standardized Test ◽  
Complexity Science ◽  
School Design ◽  
School Architecture ◽  
Music Drama ◽  
Waldorf Schools ◽  
Science Theory ◽  
Teachers And Students ◽  
And Mathematics ◽  
Physical Elements

Recent studies document the importance of well-designed facilities on the academic performance of students in language and mathematics, but there is very little research on how space dictates what is learned and how it is learned. What about learning that is not directly measurable by standardized test scores? How does architectural space affect what is learned in the “non-core” disciplines such as music, drama, dance, and the visual arts? How does the built environment affect the ways that teachers and students operate in what might be viewed as a learning collective? These are some of the central questions addressed in the present paper. These issues are first explored through a brief discussion of the main themes in school architecture research and discourse, followed by a description of how Froebel kindergartens, Reggio Emilia schools, and Waldorf schools have given attention to some of the physical elements that affect learning. Next, I explore engaging forms of adult learning and the perspectives of John Dewey. Then follows a discussion of the ways that classrooms and schools can be seen as collectives, using complexity science theory as a theoretical framework. Finally, the complexity science model is extended by including the actual physical spaces as important ‘agents’ in influencing a non-linear and dynamic system, and by drawing implications for school design based on the principles of complexity.

ENERGISING ORDER-CREATING NETWORKS OF DISTRIBUTED INTELLIGENCE: IMPROVING THE CORPORATE BRAIN

2001 ◽  
Vol 05 (02) ◽  
pp. 181-212 ◽  
Author(s):  
BILL McKELVEY
Keyword(s):  
Rent Seeking ◽  
Complexity Science ◽  
Economic Rent ◽  
Leadership Theories ◽  
Distributed Intelligence ◽  
Edge Of Chaos ◽  
Science Theory ◽  
Optimal Region ◽  
Cell Energy ◽  
Human And Social Capital

Human and social capital developments are discussed in the context of increasing corporate IQ, defined as distributed intelligence (DI) in firms, as the basis of economic rent generation. A review of current multilevel leadership theories shows that charismatic visionary CEOs more often than not create conditions likely to inhibit the development of DI. Complexity science theory indicates that "adaptive tension" dynamics (analogous to Bénard cell energy-differentials) may be used to foster adaptively efficacious DI appreciation. The optimal region for rapidly improving adaptive fitness occurs "at the edge of chaos". This region — in which emergent self-organisation occurs — exists between the 1st and 2nd critical values of adaptive tension. Below the 1st value, there is little change; above the 2nd value, the system becomes chaotic and dysfunctional. Various activities available to rent-seeking CEOs wishing to create or enlarge the region of emergence are discussed.

Incorporating Complexity Science Theory Into Nursing Curricula

2010 ◽  
Vol 16 (3) ◽  
pp. 137-142 ◽  
Author(s):  
Kia M. G. James
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Health Care Systems ◽  
Complexity Science ◽  
Nurse Leaders ◽  
Complex Organizations ◽  
Nursing Educators ◽  
Nursing Curricula ◽  
Science Theory ◽  
Care Systems

Complexity science theory is a natural framework for nursing educators and nurse leaders to use in leading and solving complex, unpredictable problems in highly complex organizations and evolving health care systems. This article explores the basic tenets that must be embraced by nurse leaders and educators to integrate complexity science theory into nursing education curricula.

Social Science Theory for Environmental Sustainability

2018 ◽  
Author(s):  
Marc J. Stern
Keyword(s):  
Social Science ◽  
Environmental Sustainability ◽  
Persuasive Communication ◽  
Practical Applications ◽  
Social Science Theory ◽  
Science Theory ◽  
The Social ◽  
Communication Conflict ◽  
To Come ◽  
Sustainability Challenges

Social science theory for environmental sustainability: A practical guide makes social science theory accessible and usable to anyone interested in working toward environmental sustainability at any scale. Environmental problems are, first and foremost, people problems. Without better understandings of the people involved, solutions are often hard to come by. This book answers calls for demonstrating the value of theories from the social sciences for solving these types of problems and provides strategies to facilitate their use. It contains concise summaries of over thirty social science theories and demonstrates how to use them in diverse contexts associated with environmental conflict, conservation, natural resource management, and other environmental sustainability challenges. The practical applications of the theories include persuasive communication, conflict resolution, collaboration, negotiation, enhancing organizational effectiveness, working across cultures, generating collective impact, and building more resilient governance of social-ecological systems. Examples throughout the book and detailed vignettes illustrate how to combine multiple social science theories to develop effective strategies for environmental problem solving. The final chapter draws out key principles for enhancing these efforts. The book will serve as a key reference for environmental professionals, business people, students, scientists, public officials, government employees, aid workers, or any concerned citizen who wants to be better equipped to navigate the social complexities of environmental challenges and make a meaningful impact on any environmental issue.

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