Today's world's rapid changes and greater complexity bring new problems and place new expectations on our educational system. There is an increasing understanding of the need to adapt and improve student preparation for efficient functioning in a constantly changing and highly demanding environment. When confronted with this obstacle, it is vital to evaluate the complexities of the school system as well as the plethora of issues that must be handled. Clearly, no one, straightforward, uniform strategy can be used with the expectation of large system gains.
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Indeed, every transformation strategy must grapple with the various causes affecting the education system, the interconnections of its components, and the intricate interdependencies within and between them.
As we investigate these issues, we become more aware of the numerous possibilities for employing concepts and methodologies from the study of complex systems to provide direction and strategies for the implementation of sustainable and effective reforms. Simple solutions are unlikely to be beneficial in circumstances such as the education system, and establishing a balance or coexistence of what appear to be opposites may provide the best prospects for successful courses of action. Consider the following:
- Integrating the two often split educational aims, namely the goal of knowledge transmission and the goal of individual student development.
- Integrating the curriculum through the development of inter-disciplinary curriculum units that allow students to learn knowledge from several disciplines through a unifying subject while having the opportunity to participate in various and unique ways to the integrated units' objectives.
- Using various teaching approaches to adapt teaching to varied student characteristics. Adaptation to varying ability levels, learning styles, personality attributes, and cultural backgrounds.
Currently, some schools adjust teaching to varied ability levels by organizing classes or groups of students of comparable ability levels (typically based on achievement tests or psychological assessments) taught by teachers who treat the pupils as if they were in homogenous groups. A group of two pupils, by definition, cannot be termed homogeneous. Even if the two have the same IQ, the profile of distinct skills might be highly varied, and many other personality characteristics contribute to the dissimilarity of the students' features that affect their learning. The oversimplification of today's methods of adapting to students' variances in talents and other traits has resulted in many challenges in many students' academic achievement.
Learning styles and preferences influence how students approach any task and how they work in various settings and learning contexts. Reflectivity/impulsivity, field-dependence/field-independence, and mental self-government, as well as preferences for interactive visual or auditory presentations or other ways of representing information, all have an effect on students' academic performance (See Kagan's work on impulsive and reflective cognitive styles, Witkin's work on field-dependent styles, Sternberg's work on mental self-government styles, and the work on computer simulations preferred). Although some educators have begun to see the necessity of adjusting teaching tactics to students' diverse learning styles, no serious attempts have been made to pursue this potential undertaking.
Growing inter-disciplinary cooperation and cooperative sharing of information from many fields, as well as efforts to develop pragmatic answers to global problems, have further consequences for education. There are significant consequences for preparing students to function and be productive in a world with various populations, varying economic conditions, a plethora of cultural, religious, and ethnic groupings, and a variety of other elements. Furthermore, it is extremely useful to begin organizing learning early in the educational process around problem-solving, critical thinking, and dealing with challenges that arise from many disciplines of study and diverse parts of real-life situations.
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