複雜理論連結混沌理論，除了強調事件的不可預測性和非線性發展態勢之外，更重視彼此調適、共同演化、互動關係以及自我組織之特性。複雜理論中的複雜即是一種介於混沌與秩序之間的狀態，是一種「混沌邊緣」，一種動態平衡，在此混沌與秩序的交界，雖然離散震盪、狂亂騷動，卻也潛力無限、生機盎然。藉此隱喻，在相當程度上，教育組織亦恰如複雜體系，其內充斥瀰漫著矛盾和緊張的弔詭，而同時卻也潛藏著變革與整合的契機。本研究之主要目的即企圖援引複雜理論的觀點來分析教育組織變革的複雜性和混沌邊緣現象。藉由檢視複雜理論的九項命題，「弔詭管理」、「共同演化」、「自我組織」等複雜理論三大架構順勢現身。其次，根據「權力結構重組」、「價值理念選擇」與「資源利益分配」等教育組織變革三大核心，作者逐一推演出「中央集權與地方分權的衝突」、「專業自主和公共順服的兩難」、「社會正義及追求卓越的對立」等教育組織變革三大論戰，然後將此三大論戰置於三大架構之下，以「混沌邊緣」為串連三大架構的中心主軸，分別探討複雜理論對教育組織變革的解釋和啟示。

Complexity theory, which relates with chaos theory, not only emphasizes nonlinearity and unpredictability, but also focuses more on the explanations of mutual-adaptation, co-evolution, dynamic interaction, and self-organization for organizational life. Complexity is defined as that zone between chaos on one side and order on the other, which is called “edge of chaos.” In the complexity zone, while systems are filled with turmoil and confusion, they still have the maximum potential to adapt, learn and grow. Utilizing this metaphor, educational organizations to some degree could be regarded as complexity systems full of contradiction and paradox, while at the same time, providing the opportunity for change and integration. The purpose of this study was therefore to apply the complexity theory to analyze changes in educational organization. By reviewing the nine propositions of complexity theory, the three frameworks of “paradox management,” “co-evolution,” and “self-organization” emerged contextually. Then, based on the three cores of interest, value and power for educational change, the three arguments of centralization vs. decentralization, professional autonomy vs. public deference, and social justice vs. excellence were deduced accordingly. Finally, putting the three arguments under the three frameworks, this paper further discussed the implications for changes in educational organization.