Page 13 - Mini-Module 1

rather it is a world of relationships. The quality of these relationships

determines the quality of our reality. The school does not exist without
the people. It would be a group of buildings, steel, wood, cement and
plastic, but it would not be a school.

Principals who seek direct control over people, put the reality of the
school at risk, because the very act of control can prevent the creativity

and innovation we seek. If it was possible for one person to achieve
ultimate control (and it would never be possible short of using
powerful drugs) the result would be that the system would be starved

of the very thing that makes it real. Rather, schools, like all
organizations, are complex evolving systems, and the people in them
produce the many options which can only emerge through serious play
and experimentation.

Like the many ways that a tree can shoot leaves and branches, and
after taking account of the impact of wind, birds and insects, ultimately
the options shape a fully functioning tree, which on close inspection is
quite unique.

Within Complexity Theory, there is the belief that the mechanical and
linear approach of traditional school hierarchies is not the only view of
organizations. It is increasingly seen as failing to provide a model for
coping with the increasing pace of change both in society and

organizations, and that the principles of complex evolving systems may
be better equipped to do so.

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