Dynamical Systems Theory and School Change

In this study I address the inadequacy of traditional systems theory to explain chaotic changes in educational reality and counteract the limitation of chaos theory as a retrospective instrument for the interpretative analysis of change. I contend that when the process in the systems theory schema is not being assumed as a black box or a non-autonomous teleology between input and output, it is possible to identify much richer possibilities for change outcomes, including surprises. Chaos theory attempts to explain these surprises, but gives disappointing results because of its retrospective nature of analysis. By rationalising ‘process ’ as a variety of framed transient structures based on a refreshed interpretation of time and identifying characteristics that match a multiple decision point autonomous system model, it is possible to treat dynamical systems theory as an extension of traditional systems theory. The new interpretation is capable of depicting social systems beyond the constraints of chaos theory. The research context of this study is the domain of school improvement, which is a clear declaration of intended change in the school context. I start from the premise tha