Classroom as Complex Adaptive System and the Emergence of Learning

Abstract

Complex adaptive systems (CAS) theory is offering new perspectives on the nature of learning in school classrooms. In CAS such as social networks, city traffic systems and insect colonies, innovation, and change are occasioned through non-linear, bottom-up emergence rather than linear, top-down control. There is a growing body of evidence and discourse suggesting that learning in school classrooms, particularly in the early years and primary phases, has non-linear, emergent qualities and that teachers, school leaders, and educational researchers can gain valuable insights about the nature of interactive group learning by analyzing classrooms through a CAS lens. This chapter discusses the usefulness of a CAS framing for conceptualizing learning in primary school classrooms. It will explore key arguments, discuss relevant objections and draw on my own research to make the case for a measured application of CAS theory to primary classroom teaching and learning, explaining how it can support the development of innovative pedagogies.