This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happening around us, but also to use our findings to influence emerging patterns across our classrooms, campuses, or our larger communities. We suggest that educators use a Look, Think, Act cycle recommended by Ernie Stringer to encourage and support sustainable school reform.

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