As a student and environmental activist in the 1970s I developed an interest, which continues to this day, in ecological complexity as a challenge to conventional scientific ways of knowing. Although ecological and environmental researchers partition complex situations into well-bounded systems and backgrounded or hidden processes, such moves tend to be confounded by “intersecting processes” that cut across scales, involve heterogeneous components, and develop over time. These cannot be understood from an outside view, I concluded; instead positions of engagement must be taken within the “unruly” complexity.
As I developed this picture, my work in ecology and environmental studies opened out to interpretive studies of science and then to facilitation of critical, reflective practice. The integration of these three levels or angles is evident in my book, Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005). This work not only examines the problematic boundaries of the complex situations studied by scientists, but also interprets their efforts to build social support for adopting explicit or implicit boundaries and studying what is inside. Similarly for the complex situations interpreted by sociologists, historians, and other scholars in the area now known as science and technology studies (STS). Moreover, I explore ways to stimulate researchers (and students training to become researchers) to examine self-consciously the complexity of their social situatedness so as to change the ways they address the complexity of the situations they study. In recent years, I have transferred this three-level engagement with complexity from ecology to social epidemiological approaches that address the life course development of health and behavior.
Note: Blog posts will also address critical thinking and reflective practice in environment, biomedicine, and social change, but the picture of intersecting processes will usually be there in the background.