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Achieving complexipacity in schools

Wayne B. Jennings (Director of the Institute of Learning and Teaching, St Paul, Minnesota, USA)

On the Horizon

ISSN: 1074-8121

Article publication date: 2 February 2010




The purpose of this paper is to examine the capability of elementary and secondary schools to achieve complexipacity in its students.


The logic is a review of past and present school change toward producing responsible citizens, productive workers and lifelong learners.


Considerable research indicates school reluctance to alter century old curriculum and practice despite urgent calls for reform and the infusion of monetary incentives. Research also exists to show that selected schools have been effective in giving students the competencies needed to thrive in a rapidly changing world.

Practical implications

Schools (and colleges) can use research findings and by working compatibly with the brain's cognitive processes to become effective engines for accomplishing complexipacity outcomes. New vehicles for school reform have emerged in recent decades.


Long‐standing principles of learning, effective school practice, and more recent study of brain processing provide a practical framework for accomplishing complexipacity outcomes in schools.



Jennings, W.B. (2010), "Achieving complexipacity in schools", On the Horizon, Vol. 18 No. 1, pp. 79-85.



Emerald Group Publishing Limited

Copyright © 2010, Emerald Group Publishing Limited

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