: The Adjacent Possible Schools as complex systems: the adjacent possible theory gives insights into implementation, innovation & adaptation.

The Theory of the Adjacent Possible is a concept developed by Stuart Kauffman, a theoretical biologist, that describes how biological systems evolve through small, incremental steps. Kauffman’s theory suggests that evolution is an exploration of the adjacent possible, where biospheres expand into the adjacent possible to increase the diversity of what can happen next. The adjacent possible is the space of opportunities for a system to expand by exploring boundaries, creating new connections, and augmenting the system, opportunities that are just one step away from the current state of a system, whether in biology, creativity, or innovation.

The theory suggests that progress is made by moving from what is currently possible to what is adjacent to it, leading to new possibilities. These new and adjacent possibilities represent the next logical or feasible states that can be reached based on the current configuration. Kauffman posits that innovation and evolution don’t happen randomly but emerge from this dynamic exploration of nearby possibilities, as each new state opens up further possibilities.

The theory provides a framework for understanding the non-linear, unpredictable nature of innovation and biological evolution. It can be used to study complex systems because it provides insight into how such systems evolve, adapt, and generate new behaviours over time. Complex systems — like ecosystems, the human brain, the internet, or even schools —are made up of many interacting components that collectively exhibit emergent properties, meaning the behaviour of the system as a whole is not solely predictable from the individual parts. Kauffman’s work suggests that complex systems evolve by change that occurs not in random, unpredictable leaps but through the systematic exploration of nearby possibilities, where each new state opens up a range of further options.

When considering schools as complex systems², the theory of the adjacent possible might offer valuable insights into how settings can approach implementation, innovation, growth, and adaptation in their educational practices.

1. Incremental Change and Adaptation

• Schools could embrace incremental, step-by-step changes rather than attempting radical overhauls. Rather than implementing sweeping reforms all at once, schools can start by experimenting with smaller, manageable changes in curriculum, teaching methods, or technology. Each small step opens up new adjacent possibilities that can lead to further improvements, creating a continuous cycle of adaptation and innovation.

2. Focus on the ​“Next Step”

• Schools could identify and focus on the next ​“adjacent” step, rather than trying to achieve everything at once. Rather than attempting to implement every aspect of an educational reform simultaneously, schools can focus on what is most feasible and impactful in their current context. This involves identifying areas that are just within reach and building on them.

3. Exploration of New Possibilities

• Schools could cultivate an environment that encourages the exploration of new possibilities, even if they are not immediately practical. Schools can promote experimentation with new teaching strategies, technologies, and pedagogical approaches, allowing for exploration of adjacent possibilities. Teachers and administrators should feel empowered to try new things, knowing that failure is part of the learning process and often leads to new insights.

4. Fostering Interconnectedness and Collaboration

• Complex systems thrive on interconnections. Schools can benefit from fostering collaboration between teachers, students, parents, and the wider community. Schools can create networks of support where different parts of the system (faculty, students, families) collaborate and share ideas. When one part of the school explores a new possibility, it can influence and inspire other parts to do the same, leading to a more cohesive and adaptive system.

5. Embracing Non-Linear Progress

• Change in schools is not always predictable or linear. Schools should be prepared for gradual, sometimes unpredictable progress. Schools should be open to non-linear trajectories of improvement, where some innovations may take time to gain traction or may evolve in unexpected ways. Instead of expecting rapid results from reforms, schools can focus on long-term adaptation and continuous learning.

6. Creating Feedback Loops

• Schools could incorporate feedback loops that allow for continuous refinement and adjustment of initiatives. By regularly gathering feedback from teachers, students, and parents, schools can refine their approaches and move toward new adjacent possibilities. These feedback loops enable schools to adjust to changing needs and improve over time.

7. Openness to Change

• Schools could be flexible and open to change, understanding that the next ​“adjacent possible” may not always align with past practices. Instead of sticking rigidly to traditional methods, schools should encourage flexibility and adaptability, recognising that the ​“adjacent” step may involve diverging from established norms to achieve greater success in the future.

8. Emphasising Long-Term, Sustainable Growth

• Schools could focus on sustainable, long-term growth rather than short-term fixes. Schools can use the adjacent possible to guide their growth in a way that is manageable and sustainable over time, recognising that large-scale change happens gradually as smaller steps accumulate.

Further Reading / Watching

1. https://www.youtube.com/watch?v=nEtATZePGmg
   
   
2. https://d2tic4wvo1iusb.cloudfront.net/production/documents/pages/eef_implementation_in_education_evidence_review_-_april_2024.pdf?v=1734522490
   
   
3. https://researchschool.org.uk/kingsbridge/news/next-temporary-better-school-leadership-in-a-complex-system