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In today’s schools, turbulence is identified with disorder and disarray. A turbulent classroom would be seen as noisy, disorganized, and undesirable. Only recently in science has it been discovered that turbulence is also a source of order. New theories, based on the construct of “order through fluctuations,” have arisen and lead to new understanding of the emergence of creativity from turbulence both in the universe and in education. We capture this creativity in new metaphors for becoming in education.

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While complementarity has been a major force in the epistemology the physical sciences, its role in die human sciences has been metaphorical at best. We argue that this state of affairs is in large measure due to particular way complementarity has been specified: As presently specified, complementarity is incompatible with human science research, and unless it is radically transformed in its articulation, cannot play a major role human science understanding. Based on the idea ofrecursiwty, we present an alternate specification which we suggest is compatible with human science and illustrate our thesis with examples from ecology, interpretation, and human consciousness.

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