Kaos Teorisi ve Eğitime Yansımaları: Mehmet Akif Ersoy Üniversitesi Örneği

Abstract

AbstractDiscussions have arisen regarding the application of the new paradigms of chaos theory to social sciences as compared to physical sciences. This study examines what role chaos theory has within the education process and what it has by describing the views of university faculty regarding chaos and education. The partici- pants in this study consisted of 30 faculty members with teaching experience in the Faculty of Education, the Faculty of Science and Literature, and the School of Veterinary Sciences at Mehmet Akif Ersoy University in Burdur, Turkey. The sample for this study included voluntary participants. As part of the study, the acquired qualitative data has been tested using both the descriptive analysis method and content analysis. Themes have been organized under each discourse question after checking and defining the processes. To test the data, fre- quency and percentage, statistical techniques were used. The views of the attendees were stated verbatim in the Turkish version, then translated into English by the researchers. The findings of this study indicate the presence of a butterfly effect within educational organizations, whereby a small failure in the education process causes a bigger failure later on.Key WordsChaos, Chaos and Education, Chaos in Social Sciences, Chaos Theory.The term chaos continues to become more and more prominent within the various fields of social sciences (Farazmand, 2003). Currently the topic of chaos is being discussed in the social sciences, particularly in the domains of philosophy, sociology, management, and education. The application of chaos theory in the social sciences is advantageous since the theory broadens both the perspective and the influence of social sciences, thereby creating a new interdisciplinary paradigm that can be called united science, characterized by its interdisciplinary approach (Yesilorman, 2006). Although chaos theory is becoming increasingly more popular in the social sciences, as well as providing a valuable new viewpoint, Toremen (2000) states that chaos theory is only a recent addition to the social sciences and that it should be discussed more at the philosophical level than on the scientific level.Chaos theory in the social science of education was adapted from chaos theory in physics and mathematics (Harshbarger, 2007). This theory was developed when scientists found that previously ignored random data was significant when it was taken into account over the long term.In the field of education, chaos theory provides refreshing insights into an education system that consists of a mechanical world in which many individuals attempt to learn information under whatever philosophy of education is popular at the time. Education in any era, however, is based on the perceived needs of that era, where individuals must try to learn specific things within a specific amount of time while improving their understanding about a linear system on both the micro and macro level (Toremen, 2000). Yet such linearity cannot be the foundation for the education system we need in this information age. For example, Newton's linear research model has been applied to educational systems without questioning whether its foundations are suitable to meet today's needs. Absolute determinism has been forced to give in to structuralism, complexity and relative indeterminism. This deterministic mechanical model has blindly been accepted as the educational system of the information era. At this stage, however, it is critical to construct nonlinear models that facilitate learning (Ruelle, 1995).Applying chaos theory to today's complex systems such as schools clearly provides a significant opportunity for change and transformation, since learning and thinking are not linear processes. Classroom managers should be aware that complexity and paradoxes provide an atmosphere that is very conducive to creativity. An organization's ability to maintain its dynamism and creativity is directly proportional to the effort it expends toward continuous improvement, organization, taking risks, transformation and development (Demirtas, 2006). …