This Confirmation Report presents a methodological thesis which aims to help reduce the practice-theory gap. The social dynamics within secondary school classrooms are complex. The fragmented knowledge of academia is complicated. Combined, these constitute a ‘wicked system’ (Andersson 2014, 2018). Systemic problems arise with inter-disciplinarity and the silo problem within academia, and in schools a persistence of institutional discipline amid pernicious ‘low-level disruption’, and between them the increased practice-theory gap because of replication and transference challenges. The problem space is understood as dense reflexive-active environments (Lepskiy 2018b, 2018a, 2015), a formulation of third order cybernetics, and specific and practical interventions are proposed for both schools and academia. In schools, students conduct an intervention to improve social cohesion, ‘ABC State’, based on action-learning (Riel 2010-2020), a variation of participatory action-research (Chevalier & Buckles 2008). Meanwhile academics are invited to conduct an intervention which enables verification, ‘Reflexive Reading’, based on temporal correspondence (Roth 2020, 2018) and ‘before-the-fact’ systemic practice (Shotter 2017, 2009), a concretisation of indivisible event phenomenologists (Whitehead 1919, James 1907, Bakhtin 1993). Collective social states are self-evaluated and self-generated against a spectrum of self-organisation; since results can not be generalised as laws (positivist meta-theory) nor transferred from one context to another (interpretivist meta-theory), a generative mechanism is described (transcendent dialectic critical realist meta-theory). This Report presents how the ‘Dual System’ methodology requires two years to conduct research in schools and consolidate the theoretical basis for ‘Reflexive Reading’. Preparations for generating a mathematical model of this process are explored.
A more flexible approach (left) accompanied the formal submission which was constrained (right).