Luiz wrote,
> It should be noted though, that when the concept of 'turbulence' or
> 'chaos' is applied to an area such as education, and in particular in face
> of the present "challenges and controversies", we do not contrast them in
> opposition with" lack of turbulence". The remark has the objective of
> making clear for the other members of xmca that it is very easy to fall in
> the trap of pairing (turbulence-stability) with (paper and pencil - screen
> and keyboard). I do not want to enter in the thread about science and
> physics education, but similar misinterpretations about chaos are very
> common.
>
> Turbulence has always been there, it is not technology that is introducing
> it. It is showing us that we were stuck there, instead of moving.
>
I think you raised a very interesting issue about chaos and structure.
However, I'm not sure that this dyad covers all possibilities. For example,
when some visitors of innovative children-centered schools comment that the
classrooms are chaotic they indicate their own discomfort or a confusion.
Thus, both the "chaos" and the "structure" are informative in Bateson's
sense as "a difference that makes the difference." I think they both have
the opposition of "indifference" that is not informative and not noticeable.
What do you think?
Thanks for very useful (and, thus, informative :-) list of references.
Eugene
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Eugene Matusov
Willard Hall#206G
Department of Educational Studies
University of Delaware
Newark, DE 19716
Office: 302-831-1266
Fax: 302-831-4445
email: ematusov who-is-at udel.edu
website: http://www.ematusov.com
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