Abstract
Many contemporary theories of “complex” dynamical phenomena have been used to explain and understand a wide range of matters pertaining to the health of learning organizations; however, a more sensitive approach is required which also takes into account the lived-experience of health where the experiencing subject is also a part of an epistemological framework which Letiche1 describes as “phenomenal complexity theory.” To be sure, there is a need for a complexity-related framework which also studies human consciousness by attending to the structures of lived-experience—in the case of this paper, the lived-structures of health. To this end, this paper examines: the notion of “health” through a circulation of lived-experience; the concept of dynamical systems in an emerging framework for studying healthy learning organizations.
Highlights
Many contemporary theories of “complex” dynamical phenomena have been used to explain and understand a wide range of matters pertaining to the health of learning organizations; a more sensitive approach is required which takes into account the lived-experience of health where the experiencing subject is a part of an epistemological framework which Letiche[1] describes as “phenomenal complexity theory.”
To be sure, where many complexity-related theories, as a hermeneutic, continue to be imposed upon different health-related phenomena to explain and categorize such concerns, a more sensitive approach to understanding various health matters is required where the common ground of complexity science and lived-experience might gesture towards a shared set of patterns; principles; and insights into, and across, multiple scales of organization
There is a need to include the experiencing subject as part of the epistemological basis, which Letiche[3] describes as “phenomenal complexity theory,” to frame a study of human and organizational health—one that is attentive to the lived-structures of
Summary
International Journal in Philosophy of Education meaning as they manifest through the fundamental thematic existentials of spatiality, corporality, temporality, and relationality.[4]. Complexity science seems to trouble the apparent discontinuities between and across life’s seemingly disconnected living phenomena, i.e., organizational phenomena that, while coincidental, are not coimplicated.[14] a transdisciplinary approach would be quite useful—certainly beneficial in light of the “hard problem of consciousness”—to understand human experiences of all kinds, but especially matters of health and healthy learning organizations through a shared framework. In the same light as Varela’s comments on the topic of “emergence,” the concept of emergence is the “property of a complex, distributed process mediated by social interactions.”[22] some of the shared ground of complexity science and phenomenology begins to appear It has not escaped the attention of some that lived-experience is irreducible.[23] In other words, phenomenal data cannot be reduced to, or derived from, other data or parts.
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