TABLE OF CONTENTS -- SECTION 1: INTRODUCTION -- CREATIVE EMERGENCE, ORDER, AND CHAOS: GRAPPLING WITH THE COMPLEXITY OF COMPLEXITY THEORY -- THE DUAL-EDGED SWORD OF SIMPLISTIC REDUCTIONISM -- TRAPPED WITHIN METAPHORS -- AN OVERVIEW OF THE CONTENTS IN THE VOLUME -- REFERENCES -- SECTION 2: COMPLEXITY IN STEM PROCESSES AND STRUCTURES -- LEARNING: CREATION OR RE-CREATION? FROM CONSTRUCTIVISM TO THE THEORY OF DIDACTICAL SITUATIONS -- INTRODUCTION -- CREATION AND EDUCATION -- CREATION AT THE CROSSROADS OF PARADOXES -- MATHEMATICAL EDUCATION - CREATION OR REPRODUCTION? -- Example of a Situation -- CONTRIBUTION TO THE STUDY OF CONDITIONS OF CREATION: RESPONSIVENESS TO DIDACTICAL CONTRACT -- Methodology -- Didactical Environment and Responsiveness to Didactical Contract -- Analysis of Effects of Didactical Environments on Creativity -- Results and Comments -- Conditions of the Experiment -- Results and Comments -- CONCLUSION -- ACKNOWLEDGEMENT -- NOTES -- REFERENCES -- INVESTIGATING MATHEMATICAL CREATIVITY IN ELEMENTARY SCHOOL THROUGH THE LENS OF COMPLEXITY THEORY -- MATHEMATICAL CREATIVITY IN THE CLASSROOM -- THE CLASSROOM AS A COMPLEX ADAPTIVE SYSTEM -- CLASSROOM EPISODES -- Setting -- Episode 1: Internal Diversity, Redundancy, and Occasioning Mathematical Creativity -- Episode 2a: Balancing Stability and Change in a Fifth Grade Classroom -- Episode 2b: Adapting to the Emergence of Creativity -- Episode 3: How Can Insight Displayed by One Individual be Viewed through the Lens of Complexity Theory? -- RELATING COMPLEXITY THEORY TO EMERGENT CREATIVITY -- REFERENCES -- ON THE EDGE OF CHAOS: ROBOTS IN THE CLASSROOM -- HISTORY AND PROGRAMS -- LEGO MINDSTORMS Kits -- FIRST LEGO League -- Robotics in the Classroom -- Research on Robotics in the Classroom -- ROBOTICS, CONSTRUCTIVISM, AND THE EDGE OF CHAOS -- CONCLUSION -- REFERENCES.

SECTION 3: INTERDISCIPLINARY PERSPECTIVES ON CREATIVE COMPLEXITY -- THE UBIQUITY OF THE CHAOS-ORDER CONTINUUM : INSIGHTS FROM DIVERSE ACADEMIC DISCIPLINES -- ECONOMIC-IDEOLOGICAL FORCES -- POLITICAL DYNAMICS: DEMOCRATIC GROWTH AND EROSION -- CULTURAL DYNAMICS: RELIGIOUS CONFLICTS -- THE STRUCTURE AND OPERATIONS OF ORGANISATIONS -- FINDING THE ZONE OF COMPLEXITY IN ACADEMIC PURSUITS -- Stark Differences in the Structure and Dynamics of Academic Disciplines -- The Not-So-Solid Certainty of the Natural Sciences and Mathematics -- CONCLUDING THOUGHTS: ANTIDOTES TO ENTRAPMENT AT THE EXTREMES OF THE CHAOS-ORDER CONTINUUM -- REFERENCES -- ORGANISATIONAL LEADERSHIP FOR CREATIVITY: THRIVING AT THE EDGE -- THE INTERSECTION OF CREATIVITY AND LEARNING IN COMPLEX ORGANISATIONS -- THE FOCUS OF LEADERSHIP FOR CREATIVITY -- ATTRIBUTES OF LEADERS FOR CREATIVITY -- THE CHAOS/ORDER CONTINUUM AND LEADERSHIP THEORY -- DECONSTRUCTING CLICH É S -- REFERENCES -- COMPLEX REGENERATIVE CREATIVITY -- THE SIGNIFICANCE OF REGENERATIVE COMPLEX CREATIVITY -- CREATIVITY, COMPLEXITY, CHAOS, AND REGENERATION -- DOMAIN SPECIFICITY, TRANSDISCIPLINARITY, AND COMPLEX REGENERATIVE CREATIVITY -- COMPLEX EMERGENCE AND REGENERATIVE CREATIVITY -- EARTH REGENERATION AS STRANGE ATTRACTOR FOR COMPLEX CREATIVITY -- EXTENDING BIOMIMICRY TO BIOCULTURAL-MIMICRY -- SEEDS OF WISDOM -- INDICES OF SUCCESS -- ETHICAL CONDUCT IN REGENERATIVE CREATIVITY -- CONCLUSION -- REFERENCES -- PARETO OPTIMUM EFFICIENCY BETWEEN CHAOS AND ORDER WHEN SEEKING CONSENSUS IN URBAN PLANNING -- PLANNING AND COMPLEXITY THEORY -- PLANNING AND THE POLITICAL PROCESS -- CONGESTION PRICING: NYC 2007 -- NYC Cordon Pricing: Chaos and Order -- PORTLAND, OREGON, SEPTEMBER 2010 -- The Pro c ess: The S t akeholder Advi s ory Committee and Public Outreach -- PORTLAND PLANNING FOR THE TWENTY YEAR TIME HORIZON: CHAOS AND ORDER.

PREPARING STUDENTS FOR THE PUBLIC AND POLITICAL PROCESS WHILE IN PLANNING SCHOOL -- CONCLUSION -- REFERENCES -- SUBJECTIVITY, OBJECTIVITY, AND THE EDGE OF CHAOS -- CHAOS-SUBJECTIVE EXPERIENCE AS INDUBITABLE -- RESTRICTIVE ORDER-MATERIALIST DOGMA -- EQUILIBRIUM - OBJECTIVE SCIENCE AND SUBJECTIVITY -- AT THE EDGE OF CHAOS CREATIVITY -- New Methodology -- New Concepts and Quests -- FINAL REFLECTIONS -- REFERENCES -- SECTION 4: CREATIVE EDUCATIONAL FRAMEWORKS AND INITIATIVES -- SEEKING CHAOTIC ORDER: THE CLASSROOM AS A COMPLEX ADAPTIVE SYSTEM -- THE NATURE OF COMPLEX ADAPTIVE SYSTEMS: LAKES OF CHAOS AND ISLANDS OF ORDER -- THE CHAOS-ORDER CONTINUUM -- Educational Philosophy -- Scientific Control and Artful Navigation -- Chaos, Order, and Complexity in Classroom Management -- Aiming for Complexity in Career Development -- School Reform Through Excessive Order -- Domain Specificity Versus Curriculum Integration -- Authentic Assessment Versus Superficial, Obsessive Quantification and Impulsivity -- Complexity Generating Instructional Models and Strategies -- CONCLUSION -- REFERENCES -- EXPANSIVE NOTIONS OF COHERENCE AND COMPLEXITY IN EDUCATION -- CULTURAL NARRATIONS -- COHERENCE -- COMPLEXITY -- AN EXAMPLE: PHILOSOPHICAL CONVERSATION -- Thinking Critically About Texts -- Reformulating Roles and Relationships -- FINAL THOUGHTS -- REFERENCES -- COMPLEXITY, PATTERNS, AND CREATIVITY -- CREATIVITY -- COMPLEXITY AND COMPLEX SYSTEMS -- THE IMPORTANCE OF DIVERSITY IN COMPLEX SYSTEMS -- RELATIONSHIPS AND SYSTEMS -- PATTERNS -- COMPLEX CREATIVITY -- IMPLICATIONS AND DISCUSSION -- REFERENCES -- A SHAKESPEARE FESTIVAL MIDWIVES COMPLEXITY -- FESTIVAL OVERVIEW -- THE FESTIVAL AS A PROCESS -- INTERPRETING SHAKESPEARE AND CREATING A PERFORMANCE -- Dramatic Inquiry Assumes Collaboration -- Working Along the Chaos-Order Continuum -- ENABLING CONSTRAINTS OF THE FESTIVAL.

REFERENCES -- THE ANTHROPOLOGY OF TWICE EXCEPTIONALITY: IS TODAY'S DISABILITY YESTERDAY'S (OR TOMORROW'S) EVOLUTIONARY ADVANTAGE? A CASE STUDY -- ABILITY AND DISABILITY -- THE EVOLUTION OF ATTENTION DEFICIT -- HOW ADD/ADHD IS PORTRAYED IN AMERICAN POPULAR CULTURE -- TOWARD AN ANTHROPOLOGY OF TWICE EXCEPTIONALITY -- REFERENCES -- MENTORING THE PUPAL: PROFESSIONAL INDUCTION ALONG THE CHAOS-ORDER CONTINUUM -- PROFESSIONAL INDUCTION ALONG THE CHAOS-ORDER CONTINUUM -- YOU'RE ON YOUR OWN, KID -- ACADEMIC SETTINGS AS WORKPLACES -- MENTORING'S MANY FACES -- COMPETENCE AND PROMOTION AND TENURE -- MENTORING A CREATIVE PROFESSIONAL SELF -- REFERENCES -- SECTION 5: SOCIAL-EMOTIONAL DYNAMICS AS COMPLEX AND POTENTIALLY CREATIVE -- HELPING STUDENTS RESPOND CREATIVELY TO A COMPLEX WORLD -- DEFINING A COMPLEX WORLD -- Non-linear Interdependencies -- Dynamic Unfolding: Variation and Change -- Self-organisation -- Emergence -- Co-evolution -- EDUCATING CHILDREN FOR COMPLEXITY -- TWO BIG OVERARCHING IDEAS -- Living Comfortably with Fundamental Uncertainty -- Participate Fully in Dynamic Relationships -- CONCLUSION -- REFERENCES -- TOWARD THE PATTERN MODELS OF CREATIVITY: CHAOS, COMPLEXITY, CREATIVITY -- DEFINITIONS OF CREATIVITY -- THE IDEA OF SELF-ORGANISATION -- THEORIES OF EMOTION -- PATTERN MODELS OF CREATIVITY -- KRISTA JENNINGS - THE CONTORTIONIST -- Model I -- Dissipative Structures -- MARSHA PARK - THE YOUNG WRITER -- Model II -- Dissipative Structures -- ETON THE SPIRITUAL ARTIST -- Model III -- IMPORTANCE OF CREATIVITY -- CONCLUSION -- REFERENCES -- EMOTIONS, COMPLEXITY, AND INTELLIGENCE -- EMOTIONAL INTELLIGENCE (EQ) -- THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE -- THE PROBLEM OF CONDITIONING -- THE WITNESS -- THE WAY FORWARD - ENABLING CONSTRAINTS -- REFERENCES -- CONTRIBUTORS -- SUBJECT INDEX.