Mary Jo Loch

EdHD 5003
6-25-2009
Dynamic Systems Case Study

This paper is about dynamic systems and how they relate to education. Specifically, three

concepts within the study of dynamic systems will be discussed: degrees of freedom, the triangle

model of behavior, and attractor states. These three aspects of dynamic systems will be applied to

the case study of Tonya, a first grade student who stole food from other students' lunch boxes

during the school day.

The outcomes of education can be difficult to predict because the system involved is so

complex. There are many variables that affect the outcome: teachers, students, visitors, tasks,

environments, and the webs of interactions between all of these. This complex web is non-linear;

it doesn't move in a straight, predictable line, so “while development within these systems occurs,

the exact direction is unknown prior to its emergence” (Clarke&Collins 163). However, when

outcomes do emerge, they tend to follow patterns, which shows that there is “self-organization” of

behavior in this otherwise chaotic system (Clarke&Collins 163). Accepting this kind of chaos

may be beneficial in education. “Optimum conditions for complex systems require that they have

a capacity for change, are alert to alternatives, sensitive to difference, and open to experiment”

(Clarke&Collins 164). Being willing and able to change the variables in the learning environment

gives us greater degrees of freedom that can help to solve problems.

Degrees of freedom give us the flexibility to better solve problems. The degrees of

freedom we have in a classroom tell us to what extent we can change variables in the classroom

while still getting a desired result (Rodgerson). Complex systems call for “a readiness to

genuinely entertain new ideas and alternative approaches. Too often student teachers willingly

submit to being told what to do” (Clark&Collins 170). In Tonya's case, when the teacher asked
the principle for advice, he suggested punishing Tonya severely and discouraged her from

contacting Tonya's mother. However, by exercising her degrees of freedom in changing Tonya's

environment, helping her with a plan to eat breakfast, Tonya's stealing behavior improved.

Tonya's situation is a good example of the triangle model of behavior. The triangle model

diagrams three variables that contribute to the behavior of an individual when given a task. One is

the individual herself, one is the environment, and one is the task (Rodgerson). These three are

connected together like a triangle and influence the resulting behavior. Changing only one side of

the triangle a bit can dramatically change the behavior of the student. Tonya's behavior and

reputation improved when help and support from the teacher was added to her environment.

However, in third grade, when Tonya's teacher treated her unfairly, Tonya did worse.

Both stealing food and going to her aunt's house for breakfast are examples of attractor

states. Attractor states correspond to “fundamental adaptive goals” (Kenrick et al 350). Some of

these goals take priority over others (Kenrick et al 350). Tonya's goal was eating and she adapted

by stealing food. This made her an outcast, but being fed was a higher priority at this point than

her status in the group. Attractor states are relatively stable and take some energy to change

(Rodgerson). The teacher put some energy into helping Tonya change her behavior and reach a

new attractor state: she was fed at her aunt's house and improved her status in the group.

These three concepts within the study of dynamic systems can be helpful to educators to

achieve favorable behavior outcomes. We know that we have many degrees of freedom to

experiment and improvise. Changing the environment or task only a little bit can have a large

effect on outcomes. And though it takes some energy to help children change behaviors, once they

reach that new attractor state, the preferred behavior can be very stable if the environment remains

stable. These concepts in the study of dynamic systems can be useful in developing stable,

desirable behavior and learning in students.

 Works Cited

Clark, A., & Collins, S. (2007), Complexity science and student teacher supervision. Teaching and
teacher education, 23, p. 160-172.

Kenrick, D. T., Maner, J. K., Butner, J., Li, N. P., Becker, D. V., & Schaller, M. (2002). Dynamical
Evolutionary Psychology: Mapping the Domains of the New Interactionist Paradigm.
Personality and Social Psychology Review, 6(4), p.347-356.

Rodgerson, R. (2009). College of Education and Human Development:

Developmental and
Individual Differences in Educational Contexts. University of Minnesota.
Class lecture notes.