근대의 도래 이후 지속된 분화의 경향은 사회를 보다 더 복잡한 것으로 만들었다. 견고했던 것들이 해체 된 자리에는 여러 조각의 제도와 여러 행위자들이 자리 잡았다. 이렇듯 증대된 복잡성은 기존의 구조와 행위 중 하나를 강조한 이론들로는 좀처럼 설명되지 못했고, 그에 따라 많은 이론적 시도들이 등장했다. 본 글은 이러한 복잡성의 증대와 그에 따른 체계이론의 전환을 파슨스와 루만의 비교를 통해 살펴본다. 전체의 유지를 위한 하부 기능들로 구성되었던 체계는 루만에 이르러 각각 나름의 논리를 통해서 작동 하는 자기생산적 체계로 거듭났다. 증대된 복잡성을 감소시키기 위한 시도는 이론에 반영되었고, 가장 포괄적인 체계를 그려냈다.

Lee, Seungjin. 1999. Chaos-Complexity Theory in the Whole Language Context. Studies in Modern Grammar 15, 169-189. This paper attempts to suggest ways in which complexity theory can become a more explicit tool for understanding students` learning and design of learning processes. These are remarkably consistent with whole language approach in schools. Although complexity theory is based on mathematics and physics, many of these principles are equally relevant to a second language learning situation. Now that complexity theory is in its third decade in the West, and has been evolving, it seems that the time is right for a fuller look at the language teaching principle offered by chaos-complexity theory in the field of a second language learning. This paper reviews complex adaptive systems theory through neuroscience and brain research to learning theory and practice. The complexity theory originated not in linguistics but in the mathematical field, and it is interesting to observe that both complexity theory d whole language theory having taken different routes, came to many of the same conclusions about teaching students. Both complexity theory and whole language theory show a very high agreement on issues such as method, approach, affect, effect, role of the teacher, psychological needs of the language learner, and the philosophy of engaging the learner beyond the cognitive domain. By looking at the chaos and complexity theory for learning process, I discuss that learning occurs at the edge of chaos through equilibrium, whole-brain involvement, and "risk-taking". Finally, it seems that complexity and whole language theory affirm the recent shift toward a richer, more open, and more comfortable environment as the most effective way in which educators can optimize the natural human capacity for the learning process.