complexity theory

Civilization and university are among the entities of human life, from the point of view of systemic approach, the idea of ​​abstracting them from each other is far from the truth. The idea of ​​civilization without a university and the idea of ​​a university without civilization is a mental impression far from the truth. The purpose of this research is to introduce the complex relationship between civilization and university and their role in the evolution and prosperity of each other and the characteristics of the university that supports civilization. This research is of an applied type, which was carried out by descriptive-analytical method. The basis for data and evidence collection is long-term normative library studies. This research has a qualitative approach and the data and evidence have been analyzed using reasoning and rational analysis and explanation in an interpretive way. From the point of view of the theory of complexity, civilization and the university have a complementary and simultaneous role of part and whole. University is a part of the whole civilization and civilization is a part of the whole university, which in a circular process; Causality and constructor are each other. Civilization is the cause of the creation and reproduction of the university is the cause of the creation, prosperity and revival of civilization. University and civilization can and should be the cause and product of each other in the way of ensuring the conditions of good human life. As a modern multi-functional institution, the university has many characteristics such as multiplicity of stakeholders, ambiguity in the goal, professionalism, ambiguous decision-making processes, environmental vulnerability, duality in scientific mission and bureaucracy, contradiction in order and disorder. By understanding these features, a civilizing university should be guided by following the three key principles of mission-oriented, adapting to the environment and developing external and internal partnerships

The traditional planning of managers cannot be a solution in today's changing, complex and full of surprises world. The optimal performance of any organization depends on the understanding of the nature of organizations, the capabilities of human forces and the planning skills of managers. The purpose of this research is to explain the implications of complexity theory for planning in the management of educational organizations.

In this study, the method of qualitative studies using document analysis and text analysis was used. The statistical population was all sources related to the subject of the research, which were selected by purposive sampling of 45 samples. First, based on the research questions, relevant sources were studied and texts were extracted; Then, through these researches, the results obtained from them were identified and classified. Finally, the findings were coded, classified, analyzed and interpreted.

The findings showed that a deep study of this theory can make it possible to understand and identify the complexities of planning. Based on this theory, educational managers can provide appropriate strategies and plans and manage their organization against environmental changes and uncertainty.

It seems that in order to improve planning in the current era and improve the performance of managers in educational organizations, it is possible to act based on the principles of complexity theory.

Game theory is a well-known theory in political studies, international relations and interdisciplinary research, which is widely used in the analysis of phenomena in different dimensions and at the national, regional and global geographic levels. Although the concept of "competition" plays a key role in the drawing and formation of game theory, in spite of that, the scientific literature of geopolitical knowledge has not benefited from it to investigate the phenomena. For this purpose, the geopolitical explanation of game theory in geopolitical systems and the introduction of this concept to geopolitical analysis and explanation is the topic of the upcoming article. This article tries to answer the question of how to explain the structure and function of game theory in geographical environments with the approach of geopolitical systems. In response to this question and with an explanatory descriptive method based on Saunders' research methodology model, the hypothesis of the article is that "the theory of games in competitions, conflicts, cooperation and convergences and other patterns of geopolitical relations and in complex geopolitical systems with at least one objective geographical source deals with, has the role of modeling and drawing operational solutions, and by receiving data and values from geopolitics, it brings the complex geopolitical system to a new balance and order". The findings of the research show that game theory is the subject of social, political and international relations studies, and in particular, due to the centrality of "power and competition" in this theory, it is considered a topic of discussion in geopolitical science. Since the function of game theory is considered in geopolitical systems, the authors' interpretation of the concept of system is "complex geopolitical system" with the components of complexity theory.

The main purpose of this paper was to explain the implications of complexity theory for curriculum. Complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and curriculum, the characteristics of complex curriculum, and the curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

The typology of capitalist crises in the long-term history of the modern world-system shows that these crises have been reproduced in various subjective and objective dimensions. These crises have a decisive effect on the complex construction of capitalism at the levels of essence, functions, reproduction, survival and possible paths of the future bifurcation of capitalism. Capitalist crises have different forms, which can reveal its structural tendencies and the effects of the crisis in its political, social and economic dimensions in the construction of the world-system by considering its essence. Meanwhile, the role of different countries in capitalist economic crises has a clear relationship with their share in the gross production of the world-economy and their dominance over monopolistic and semi-monopoly production processes, their domination over the politics of the world-system. From this point of view, the problematic analysis of the capitalist crisis in the late long-term period goes back to its complex systemic dimensions. The central question in the current research is: How did the long-term crisis of the late world-system develop and what is its future systemic trend? The late crisis has developed in a network process of economic construction and has created a systemic flux in the whole world-system and the effects of the crisis in the natural system of the planet Earth. The findings of the current research show that the world-economy is in a long-term contraction cycle. From the political point of view, the structural legitimacy of capitalism has been eroded and global geoculture is in crisis with the decline of the dominance of liberalism. On the other hand, the possibility of realizing the fourth hegemonic cycle is the variable of accelerating the crisis. The effort of the current research will be aimed at analyzing the essence of the late crisis of capitalism and its structural tendency based on the method of world-systems analysis and epistemology of complexity.

Leveling and securing vital and sensitive facilities and infrastructure as well as major arteries and intersections of the city is one of the main missions of the non-operational defense in the urban area. Different criteria are presented for leveling projects. The current research is aimed at providing a conceptual framework for identifying the factors causing complexity in urban infrastructure projects to scale them from the perspective of non-operating defense. To achieve this goal, using a meta-analysis method, the list of factors of complexity in the project was extracted from previous studies and was subjected to a test of a group of urban project experts and managers after the implementation, refinement and refinement. This is important through the use of consensus-specific methods and, in particular, the Delphi technique. The Delphi panel is composed of 42 executives and experts in urban projects, and after two implementation runs, there are 37 factors organized in the form of a conceptual framework based on the type and origin of complexity. The results of the studies show the significant impact of underlying and environmental factors on the complexity of the projects, as well as the greater weight of the organizational and structural complexity of the technical complexity.

Interdisciplinary research is becoming increasingly important in academia. Language teaching has also an interdisciplinary nature, and modern theories can be applied for better development of language teaching. The present descriptive study has been conducted on the application of chaos theory to French language teaching in Iran. Two research questions motived this study, namely, how teaching French language can be defined in light of chaos/complexity theory and how chaos/complexity theory can constructively contribute to the development of French language teaching in Iran. First, the principles of chaos/complexity theory were nailed down and their application in language teaching was examined. To investigate to what extent the theory can be applied to foreign language teaching in Iran, fifteen French language classes in language institutes located in Tehran were observed. The results showed that recent approaches of language teaching cover some principles of the chaos/complexity theory, including complexity, dynamics and nonlinear approach in French language classrooms. However, the Iranian system of French language class remains a closed and predictable system that has a negative impact on class performance. Additionally, to properly apply this theory to the language classroom, measures should be taken to raise awareness of education systems and educators of dynamics, flexibility, and sensitivity of the language classroom.

The city is always dynamic and changing. This dynamism is more intense in the central part of the city due to the variety of elements, actors and various processes that create the space; So that the planning of this valuable urban area has been associated with events, uncertainty and complexity. Therefore, the purpose of this study is to analyze the processes, factors, mechanisms and actors affecting the complexities of spatial developments in the central part of Tehran and Introducing the theory of complexity as the basis theory in the study and planning of spatial dynamics in the central part of cities. The research method is based on the method of oriented qualitative content analysis and the information is collected in the form of documents and interviews. The statistical sample also includes 30 elite managers and experts working in the municipalities of District 12 and Districts 1 and 2 of District 11 (research area) who Are selected through purposive sampling. The results show that the four main parameters, namely space actors, processes, management and planning, and land use patterns affect the complex spatial evolution of the central part of Tehran and cause complexity features such as diversity, events, fractal nature, lack Certainty, nonlinear growth, etc. in the planning of this valuable urban area. As a result, the idea of the central part of cities is crystallized as a complex system. Also, despite the complexity of the system in the central part of Tehran and its upward trend over time, the planning of this complex system has been accompanied by the selection of comprehensive and detailed plans with reductionism, which has led to the decline and withering of the central part of Tehran. Accordingly, in studying and planning the transformations in the central part of cities, a new theoretical need is felt and that is the theory of complexity.

In this paper, I try to put forward a new model for curriculum evaluation, entitled ECCP (Evaluating Curriculum as a Complex Phenomenon), out of my perception of curriculum as a complex event. In the abovementioned model, various dimensions and aspects of curriculum (written, operationalized, experienced, tested, and flourished) are evaluated by three criteria (intended ideals, implicit elements, and overlooked aspects) which finally forms a 15-cell matrix. I firmly believe that evaluating and assessing curriculum as a complex phenomenon requires answers to the questions posed by each cell. It is also endorsed by the model that any evaluation plan ought to locate curriculum in context to offer meaningful results and findings.

The purpose of this study is to examine the implications, challenges and opportunities of complexity theory for the curriculum (national curriculum). In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. The main features of complexity theory include totalism, mutual causality, mental reality, uncertainty, self-regulation, multi-sectarianism and nonlinearity. Curriculum according to the national curriculum document has seven essential elements, including student, teacher, content, teaching, learning, assessment, learning environment and school principal. The findings of the research showed that according to the complexity theory, there are some features of this theory in the seven elements of the national curriculum, but still do not cover all the implications of this theory, In addition, the findings of the paper showed that such issues as dichotomy, rule breaking, non-static, neglect of respect, and lack of linear order, multiple causality, or multiple causality can be considered challenges to curriculum and opportunities for the program. The lessons can be seen in terms of incremental, contradictory, and paradox, causal, fundamental, and gradual interaction, cooperation and communication, creative thinking, and self-study.

The present study seeks to rethink the role of the teacher in the teaching-learning process according to the complexity theory. First, the role of the teacher is explained in the traditional vision of Comenius and Dewey's critical insight and then the role of the teacher is discussed in the complexity theory. Then, the teacher’s image as an emergence facilitator is suggested instead of their image as a representer. In this way, the facilitator role, as recommended by the complexity theory, involves creating a context for participation along with engagement and attention, hermeneutic listening, using imagination and improvising, the emergence of different interpretations, and the non-linear, unpredictable, self-regulated, and common knowledge and awareness. From this viewpoint, facilitating and learning which are considered as simultaneous and continuous and are not limited to teacher or learners, could establish a context for the emergence of common knowledge at the classroom level.

English]The present article aims at describing and criticizing the theories of chaos and complexity. Therefore, the "Critical Philosophical Exploration" method was used. The statistical population comprised all books, articles, studies, and research pertaining to the subject that was selected with purposive sampling and the maximum probable sources. The data required were collected through notetaking and analyzed by verbal and logical inference. According to the research findings, chaos theory is the science of studying complex, dynamic, nonlinear, non-equilibrium systems, and complexity theory is the science of study, description, and explanation of the behavior of complex adaptive systems characterized by butterfly effect, unknown attractors, self-similarity, emergence, feedback loops, inequality, self-organization, nesting, networking, holism, nonlinearity, and unpredictability. These theories are considered a scientific theory by Kuhn's conception, a science by the concept of soft sciences, and a paradigm because of questioning the paradigm of modernism and presenting alternative assumptions.

Weaknesses and problems related to performance measurement is not due to subsided interest in performance management, but due to side effects caused by the inappropriate application of performance management systems in public sector, which makes performance management a difficult and complex task for public sector managers. In this regard, in the first section of the article, difficulties of implementing managerial cheklists and budgetary control (especially governmental organizations) key indicators of performance, BSC and lean management (private sector's technologies used in the public sector) have been investigated and in the second part based on getting help from complexity theory, performance management of governmental organizations has been studied. This research using the results of previous researches and the library has examined this issue. Results indicate that performance management in the public sector is still a big problem and review of the current ways to prevent the negative effects of its application is necessary.

The aim of present study is providing an explanation of the roles that different aspects of the science nature play in teaching science. Through a holistic attitude according to complexity theory, it is argued that raising philosophical questions in history, sociology, and psychology helps in clarifying the nature of science. According to the findings, there is a need for a revision in the inductive insights and a focus on the constructivist dimension in teaching. Thinking about the history of science would facilitate understanding science in the context of history. The sociological implication of the science indicates to the significance share of scientists in social development,and the interaction between scientists and other social agents such as philosophers and artists. Philosophizing in the field of psychology reveals that encouraging the students to think about science freely and based on the aesthetic and metaphysical inclinations could provide the chances for the development of new ideas in the learners. Finally, developing a holistic view in the learners is important.

the purpose of this study was an overview on modern models and theories which have introduced in flexible complex systems for applying and operating in HRM of organizations, especially in Naja HRM.Due to the flexible complex systems functions and mechanism which are proposed through clear and dynamics properties of this theory, agile organizations have been established and dramatic changes were seen in the way of HRM and structuring of organizations. The current research methods was descriptive and documentation which consists of library study and documents analysis with a qualitative approach. The tool of this research was document-mining. The findings of the research indicated that the flexible complex system mechanism which including strategic conformity, interconnection of the events, formation of pattern and facilitating behavior could have a relationship with product innovation in an organization. Human resources management of military and disciplinary organizations could utilized these mechanism in accordance with achieving to their organizational goals in the form of presented conceptual model which it s expected that the more understanding of this theory, the most applying it in HRM.

MA Student (Philosophy of Education), Buali University, Hamedan The main objective of this paper is to study the complexity theory challenges and horizons for religious education through descriptive-analytical method. Complexity theory is a survival, adaptive and evolutional theory, which can be described as the science of study of comparative systems which deals with complex problems and has its roots in biology. This theory maintains that causes in this world are very complex and that the effects are not the result of one cause and hence lays emphasis on feedback, adaptation, disturbance, autocatalysis, communication, self-organizing, high sensitivity, unknown attractions and non-linearity. The main thrust of this paper is to explain the challenges and horizons for religious education in the light of the characteristics and presuppositions of complexity theory. Religious educa tion lays emphasis on such issues as hierarchy, absolutism, voluntariness of behavior, reality, esotericism, and certainty of boundaries. The findings of this research indicate that in the light of complexity theory, such issues as vague skepticism, no-responsibility, anti-representation, rejecting hierarchy, moral relativism, uncertainty and breaking of boundary can be considered as challenges of religious education. The horizons of religious education are faith in a metaphysical force, generalism, role of human freewill and determination, goal-orientedness of existence, unity in multiplicity, hidden and inner aspects and mutual causal relationship.