The concept of the inter-related structure of social reality, made famous over 50 years ago by Martin Luther King (1967), and scientifically articulated by the likes of Capra (1996), focuses on the complexity of life, the underlying connectedness, the systemic nature of our existence. Conventional linear thought and mechanistic reductionism necessarily yield to ideas of complexity, viewing the world as a systemic organism. Rather than studying parts to understand the whole, understanding of the whole is attempted through analysis of the relationships and connections making up the whole. Yet, the way in which we approach life is so often to deny this complexity. For instance, there is a tendency to split life into compartments or boxes, give them labels, and even give those who work in them labels, and then proceed to operate within those boxes, often ignoring and thereby negating the relationships and connections between them (Katz & Earl, 2010). The discipline-fragmented curriculum in most educational institutions is evidence of this. As Breen points out in his article on dilemmas of change, we ‘zoom’ in, ‘fixing’ one part, negating the ‘complexity of the phenomenon’. We deal with ‘the complicated rather than the complex and so only a part and never the whole’ (Breen, 2005).

中文翻译：

---

开发网：专业网络作为学习的空间

社会现实的相互关联结构的概念，是马丁·路德·金（Martin Luther King）（1967）于50年前提出的，并由卡普拉（Capra）（1996）等人科学地阐述过，其重点是生活的复杂性，潜在的联系，我们生存的系统性。传统的线性思维和机械还原主义必然会屈服于复杂性的概念，将世界视为系统性有机体。与其研究部分来理解整体，不如通过分析构成整体的关系和联系来尝试理解整体。然而，我们对待生活的方式常常否认这种复杂性。例如，人们倾向于将生活分成隔间或盒子，给它们贴标签，甚至给在其中工作的人贴标签，然后继续在这些盒子中操作，通常忽略并否定它们之间的关系和联系（Katz＆Earl，2010）。大多数教育机构的学科分类课程就是证明。正如布林在他关于变革困境的文章中所指出的那样，我们“放大”，“固定”了一部分，否定了“现象的复杂性”。我们处理“复杂而不是复杂，因此只涉及一部分而不是整体”（Breen，2005）。