0.2 Wells, c. (july 2009). leadership, quantum mechanics and the  (Page 2/9)

The literature on quantum mechanics allows for some different perspectives that can be applied to PLC work, providing some unique ways for thinking about the work of the school as an organization, and the flow of energy and information that create and sustain a school culture. But first, a look at the field of quantum mechanics, the questions it raises, and the approaches it might suggest for improving schools.

Quantum mechanics

The quantum field or quantum domain consists of information and energy; in fact, everything in existence is either energy or information (Chopra, 2003, p.36). The field of quantum physics emerged as a response to the prevailing scientific views of the 17 ^th century in which Rene Descartes and Isaac Newton described the universe as a “giant machine” (Garmston&Wellman, 1995, ¶ 9). In their view of the world, things happened in the universe by cause and effect relationships. Materials were considered to be bits of discrete particles, and the interactions were separate from the sources of energy with which it interacted (Garmston&Wellman (1995), citing Devall&Sessions, 1985, ¶ 9). Newtonian physics prevailed for almost 300 years, until the revolution of thought known as quantum theory began to emerge.

Unlike the Newtonian world of discrete bits and pieces, the quantum world is seen as a web of interrelatedness (Chopra, 2003; Garmston&Wellman, 1995; Wheatley, 1994). Chopra referred to the “chunks of energy fields vibrating at different frequencies that we perceive as solid objects are all part of a collective energy field” (p.39). In essence, any one person’s energy field comes in to contact with and responds to that of another. Hence we are all part of the great “energy soup” (Chopra, 2003, p.39). As people interact, they share information and energy.

The quantum world provides interesting implications for school improvement. Garmston and Wellman (1995) referred to the relationship of the quantum world with that of education. They stated, “In quantum schools, leaders pay attention to the flow and interchange of energy. Energy, not things becomes the avenue to attainment” (¶ 15). It is the interaction of energy in motion that is the essence of the quantum world.

The role of organizations and their relation to quantum mechanics

Quantum mechanics offers a view of organizations that deals more with the energy and the relationships of people, it is clear that this approach differs greatly from the Newtonian view of the world, which placed great emphasis on predictability and order (Garmston&Wellman, 1995; Wheatley, 1994). It could be argued that the Newtonian methods for organizing and improving schools are alive, although not thriving, in schools today. Wheatley (1994) stated, “It is interesting to note just how Newtonian most organizations are” (p.27). Organizations have become fragmented, divided by disciplines, bits, and subjects. Wheatley continued, “In organizations, we focused our attention on structure and organizational design, on gathering extensive numerical data, and on making decisions using sophisticated mathematical ratios” (p.27). People in organizations often believed in the study the parts to arrive at an understanding of the whole . When this occurs, people are still looking at the Newtonian cause and effect model of explanation. In contrast, it is embracing and understanding the system for its wisdom that can transform organizations (Senge, 1990). It is the interconnectedness, the formation of community that ultimately allows for renewal and forward motion. The interdependence that exists in organizations is the same type of connecting element that is seen in the quantum universe (Garmston&Wellman, 1995).