Facing Complexity of Inclusive Classrooms through Reflection on Simplex Principles

The intricate cultural, social, economic and developmental diversity as well as the policy shift from dual track systems to inclusive education systems characterising contemporary classrooms challenge teachers to explore more effective teaching methods to suit all learning needs. As a plethora of literature suggests, acquiring more knowledge and mastering skills is not enough for competency acquisition to successfully implement and sustain change in the long-term. One’s sense of efficacy impacts aspirations, attitudes and behaviours regarding the ability to bring about change. Thus, to encourage the adoption of effective, sustainable methodological approaches teachers need to embark on an exploratory journey of what Bourdieu (1984) coined as habitus; the expression for deeply embodied ways of doing and thinking that is strongly affected by the dynamic interplay of personal, behavioural and environmental factors (Bandura, 1986). Since the early 1900s, reflective practice has been identified and advocated as meaningful and expected instructional practice for professional development and lifelong learning. However, critical approaches to reflection may often create discomforts when what has become ‘second-nature’ is questioned. As Sibilio (2014) postulated, the simplifying principles and properties identified in the theory of simplexity (Berthoz, 2012) may offer a constructive and creative starting point to reflect on one’s practices and ultimately face this complexity with a new mindset.