ERG SES H 12, Philosophy and Education
Chaos theory decribes the unpredictability of systems. Chaos is a discipline that puts forward events which consist of series of condition an duration which are interested in eachother. This discipline asserts that the result of an event depends on the initial conditions, but initially what conditions are can not be estimated exactly (Mutlu ve Sakınç, 2006).
On the contrary common science theories, Chaos theory is interested in order in the disorder. This order isn’t noticed initially, but when it is paid attention, it can be seen how it has a amazing system (Gleick, 1997).
Chaos is initially studied in sciences such as mathematics, astronomy, meteorology and then it is studied in the social sciences. After generating important works in sciences such as mathematics, chaos can take place in other fields. Chaos is evaluated as an important factor which affects organization and its function especially in the social sciences.
Unpredictability in Quantum physics brings out chaos. While Edward Lorenz are searchingi he examines interaction of different non-lineer systems. As a result of experimentations and scientific equations, he discovers butterfly effect and Lorenz attractor (Lorenz, 1963).
In a scientific conference, Lorenz presents his article which has the title of “Does the flap of a butterfly’s wings in Brazil set off a tornado in Texas?” and he shares which obtains data with science world and hence Chaos theory comes into the science world.
Chaos theory comes into the social science as a extension of complexity theory and it focuses on extreme sensitive relationship which takes place in the life (Örnek, 2004; akt. İpek, 2013).
Chaos in the social sciences can occur differently in diverse organizations. Scientists who work at social sciences explain the situation of complexity with chaos concept rather than perceiving as a random event pattern (Polley, 1997). It calls organizational chaos.
Chaos Theory is developed in business management after it finds place in the social sciences. Chaos situations at business management are marked with parallel chaos situations at education fields.
Education system is a dynamic system. It includes non-lineer process suc as learning and thinking. If education institutions have complex and non-lineer feedback network, schools can be more successful and hence it can be said that chaos is a factor which triggers education (Gunter, 1995; akt Töremen, 2000).
İt is feasable to encounter chaos theory and implementations in the field of education. When chaos appears at the schools, the school administrator must control or organize it. When it appears in the classrooms, teachers are responsible for classroom management. In the chaos situations, school administrators should be an effective leader; and teachers also should be influential classroom manager. Because little changes at the organizations can cause more serious effect which calls butterfly effect.
Managing the chaos is an ability. Therefore, school administrators and teachers should have this ability to control the institutions which they work. Accordingly, it can be sait that this study aims to determine school administrators’ opinions concerning chaos theory and its reflection to administrative implementations in the fields of education.
The sub-goals of this study are:
1. To determine school administrators’ level of general knowledge and opinions concerning chaos theory.
2. To determine whether school administrators give importance to chaos theory.
3. To determine how chaos theory reflects to education fields.
4. To determine whether school administrators pay attention administrative implementations in the fields of education.
Creswell, J. W. (2007). Qualitative ınquiry research &research design. Second edition. London: Sage. Gleick, J. (1997). Kaos. (6. Baskı). (Çev. F. Üçcan). Ankara: Tübitak Yayınları. İpek, C. (2013). Kaos kuramı ve örgütsel kaos. Yönetimde yeni yaklaşımlar. (Ed. H. B Memduhoğlu, K. Yılmaz). (2. Baskı). Ankara: Pegem Yayınları. Lorenz, E. (1963). Deterministic non-periodic flow. Journal of Atmospheric Sciences. 20, 130-141. Mutlu, A. ve Sakınç, İ. (2006). Yönetimde Kaos. Journal of İstanbul Kültür University. 3. 1- 12. Polley, D. (1997). Turbulence in organizations: New methapors for organizational research. Organizational Science. 8(5), 445-457. Töremen, F. (2000). Kaos teorisi ve eğitim yöneticisinin rolü. Kuram ve Uygulamada Eğitim Yönetimi Dergisi. 22, 203-219. Yıldırım, A. ve Şimşek, H. (2008). Nitel araştırma yöntemi. Ankara: Seçkin.
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