An Introduction to Complexity Pedagogy

 An Introduction to Complexity Pedagogy fails as an introductory text. The dictionary defines “introduction” as an initiation or an elementary treatise. Hicks, however, assumes the reader to already bring extensive knowledge of complexity and literary criticism to the reading of her book. In the first sixty pages, encompassing the introduction and first chapter, Hicks attempts to position complexity pedagogy against the work of other scholars and methods of literary criticism. In a rapid-fire writing style, she explains what she intends to explain but then fails to explain. She references numerous scholars and their models. However, this holds little meaning for readers unfamiliar with the work of these individuals. The same holds true for subsequent chapters when she analyzes the work of writers and artists. Her analysis is difficult to comprehend unless one is already familiar with the works being critiqued. Complexity pedagogy applies the science of complexity to teaching and learning. Hicks hopes that her book will encourage teachers to employ complexity pedagogy to the study of disciplines within and  outside of literature and performance art. This can only be accomplished if the reader gains the necessary understanding of complexity science and how to transfer that understanding to the practice of teaching. Unfortunately, this text fails to provide that necessary knowledge. This book may be better suited for experts in the study of literature and performance.