After a caterpillar undergoes metamorphosis, a mature Monarch butterfly lives for approximately six weeks under normal conditions. But as we will see, there is one exception to this rule.

These butterflies, with a wing span of 8-10 centimeters, live in Canada and the Northern USA and they migrate to South America during their migratory season. They increase their body weight by consuming flower nectar before starting the journey, to prepare for the 5000 km long route ahead of them. During this journey, they change direction many times because of rain storms and extreme weather, but they are never lost.

Towards the end of August, Monarch butterflies begin their journey from North America to the Oyamel forests in Mexico. They fly around 80 km a day, reaching speeds up to 20 km/hour. Though most generations only live for six weeks, these butterflies live for months. After an arduous journey of 8 to 10 weeks, they arrive at the 3000 meter high mountains in November and December. The Mexican mountains make an ideal place for these animals. Butterflies hibernate in this region for four months, from December to March, and survive on their fat reserves.

While this north to south journey is completed by one generation, the return journey takes four generations to complete. With the onset of spring, Monarch butterflies start feasting on honey nectar to get the energy to head back north. Around mid-March, they start to migrate northward, headed back to their birthplace. Meanwhile, having reached maturity, they reproduce. Each member of this generation lays around 700 eggs in suitable places between March and April, and then dies near mid May.

Female butterflies lay their eggs near the leaves of poisonous plants. Hatching larvae feed on these leaves. These neurotoxic plant leaves serve as a protection against predators. This poison is found to remain in the tissues of the insect even after it becomes a mature butterfly and is not harmful to it. The protection is necessary, for monarch butterflies have charming colors that attract many other animals. Thus some birds try to prey on them, only to fail each time. Because of the neurotoxin, these birds become stunned as soon as they touch their beaks to the butterfly.

It takes about a month for an egg to mature to an adult butterfly. Thus, the first generation comes to existence on the journey home. Like a programmed machine, this generation continues their parents’ journey north. They leave their eggs, for the second generation, during April and May, and then die in mid-June.

The second generation also continues the northward journey of their parents. They lay their eggs during May and June, and then die around mid-July.

Third generation Monarchs, however, arrive in Canada around June or July. The females of this generation lay their final eggs in mid-July and die during August. As a result, the fourth generation reaches maturity in a month, thus completing the annual tour. The fourth generation begins migrating south, towards the mountains of Mexico, at the end of the same month and hibernates there. This final generation lives six months more than the other generations, long enough to lay their eggs during spring. Without this character, the final generation Monarch butterflies would have died before spring, and would thus be unable to reach adulthood to lay eggs.

The migration to Mexico of a butterfly with such a delicate muscle structure confounded scientists for a long time. It is a fascinating, extraordinary event for millions of butterflies that, unlike migratory birds, lack a complicated nervous system. Yet despite this, they are able to pinpoint, and meet, in an area of around 1000 square kilometers.

An ultimate version of the global positioning (GPS) system as invented by the scientists is blessed as a birth-right to Monarch butterflies. Biologist Steven Reppert and his team from Massachusetts University have uncovered very interesting facts while studying butterfly antennae. When butterflies were placed in a flight simulator type of device with their antennae cut, they changed their direction after flying a while. Migrating butterflies with their antennae continued to move Southwest, however butterflies without their antennae flew in different directions. Not only did butterflies lose their navigational skills without their antennae but also had problems with their daily, time-dependent navigation.

Is it sufficient to explain this phenomenon by instinct only?

Pinar Celik has a PhD in medicine. She is a freelance writer from Turkey.

References

• Zhan S, Merlin C, Boore JL, Reppert SM. “The Monarch Butterfly Genome Yields Insights into Long-Distance Migration”. Cell 147 (5): 1171–85. 2011
• Davis, A.K. “Wing color of monarch butterflies (Danaus plexippus) in eastern North America across life stages: migrants are ‘redder’ than breeding and overwintering stages”. Psyche: 1–5. 2009
• Merlin, C; Gegear, RJ; Reppert, SM. “Antennal circadian clocks coordinate sun compass orientation in migratory monarch butterflies”. Science 325 (5948): 1700–1704. 2009
• Kyriacou, CP. “Unraveling Traveling”. Science 325 (5948): 1629–1630. 2009

In order to find your new self in tranquility

As you transformed, the sanctuary became the enemy

Demolishing your home turned out to be your first duty

Don’t worry, you will be okay

You didn’t belong there anyway

Embrace life, or else you will be cast away

Remember, you have only a single day

You are now like a newborn star in dreams

Behold your beauty and elegant limbs

Feel the air flow by you, flip your wings

Taste the drops of life on the leaves

I wish I were you, just like a baby

My smiles could buy world’s sympathy

And my cries would enslave everybody

Each day, sailing towards a new discovery

But, what is it that you are still searching in pain?

Don’t tell me all this splendor is in vain

You are a blossom in the air, don’t be insane

I cannot reason your ceaseless disdain

Oh butterfly, you have woken me up

Is this face mine or is it makeup

Or, am I you in my dream? Reality is messed up

After a life-long delusion, I need a clean up

I am now seeking a beauty

One that I saw in a dream I don’t remember

From one flower to another, alas I cannot find it.

I am starving, how am I going to survive?

But my yearning for the beauty becomes my food.

A beauty whose absence is so powerful,

I cannot even imagine reunion with it,

A beauty that is with me, but I am far from it.

Seth Mette is a professor of aerospace engineering

“You know, I wasn’t always like this,” began the butterfly. “I used to creep on the ground instead of flying in the air. I used to have gloomy colors and obnoxiously long hair instead of these lovely colors and elegant wings.”

It was really hard for me to believe that the butterfly had ever been in the situation she was describing. I am sure the other fellows in our group were also surprised to hear this, but none of us wanted to interrupt the flow of her beautiful words.

“My situation back then troubled me, indeed. Why was I doomed to get smashed under the feet of others? Why was beauty innate to other creatures while ugliness was my fate? Dissatisfied with my situation, I wanted to change, dreamed to wake up into a new day, desired to breathe a fresh life. My creeping ugly body did not match my spirit within.”

At this point, I couldn’t hold my breath anymore, and asked: “So, what did you do about it? Was it then that you turned into this beautiful state?” The butterfly reacted most unexpectedly to my question. She neither smiled nor gave a humble answer. Without even changing the expression on her face, as if she hadn’t heard me, she continued: “I couldn’t do anything about it.” Then she stopped. You know how long intermissions like this can feel. After a few seconds the butterfly took the word again seriously, as if she had a duty to tell her story, rather than an urge to praise herself.

“In that desperation, I decided to bring all this to an end. I slowly climbed a high tree. From that height, the scene looked very different. I was able to observe things just like the birds. I had found a security that I could never find on the ground. A perfect day to initiate my change. If I wanted to be revived anew, I needed to die first.”

We weren’t expecting to hear such sentences from this unique guest in our forest. Why was she telling us all this anyway? We were all young trees looking forward to our bright futures. The gloom in her words veiled her beauty, and eclipsed our interest in listening to her. But observing the change in our facial expressions, the butterfly continued:

“And slowly, I started tying the rope that I carefully made myself, and rendered myself to the hands of the wind. And just like I had predicted, things started changing very quickly as I descended towards the ground. I realized something that I had never thought before: I belonged to someone who did not want me to perish like this. It was as if time suddenly stopped, and I had a chance to communicate with my Owner. I was ashamed of what I had done, and asked for a second chance, which was given to me. Then I came to find myself hanging from the tree.”

I was thinking that the butterfly was going to conclude with “hanging from the tree in this vibrant beauty.” Astonishingly, there was more to the story of how she gained this beauty. My interest started to build up again, and I observed the same curiosity on my friends’ faces.

“In my anguish and shame, I started covering my body. I wove a small tent around myself. As such, I was alone in my darkness, away from the insults, from the harassments, and from myself. During my retreat, I tried to re-evaluate things and thought about positive ways to change. After a while, I decided to rid myself of my cocoon and do something. But there was one hurdle: I was hanging down in the middle of the air, covered with a genuinely woven house. I had to undo the excellent job I had done, but it wasn’t easy to tear my silken prison apart.

“As small pieces of the house were torn and as I was able to glimpse the daylight, I tried even harder to free myself. When the hole I made was large enough, I squeezed myself through. It was then that I saw my new self, reflected in the puddle below me and gave the most heartfelt praise to my Owner.”

Thus concluded the butterfly’s story of change. She even gave us admonitions about positive ways of making changes in our lives and in ourselves. She also talked about how potent our bodies are in facilitating the process of change.

All this was wholeheartedly embraced in our forest by the young trees, including me at the time. Why? Because we were in the same place where we were born; so we wanted to do something about it. We were all inspired by the butterfly’s story and decided to mobilize ourselves. Even the peaceful nights that used to be filled with the rhythmic voices of crickets were now filled with the whispers of our discussions on how to enact this fundamental change.

No wonder the old trees found this activity among the young outrageous and inappropriate. They thought that we were trying to achieve something against our nature. The time spent on these efforts was regarded as a waste. The old trees first tried to warn us against our “hallucinations,” but it turned out to be a fruitless effort. Then the old trees threatened to block our sunlight by covering us from above. This, too, became a wasted effort when the old trees realized they were engaging in sanctions that would kill their young ones instead of changing their minds. In the mean time, our ideas caught the attention of the newer generations. Upon hearing the whole story regarding the butterfly and our efforts to change, they too joined us in that desire to mobilize. So eventually the old trees decided to wait and see what would happen. After all, we were simply trying to imitate the butterfly.

Ever since that spring when the butterfly shared her story, we all covered ourselves with as many leaves as possible, similar to the cocoon of the butterfly. We were hoping that when the winter winds blew those leaves away, our mobilized selves would come out, just like the flight of the butterfly. We persistently covered ourselves this way year after year, but neither our roots became feet, nor did our branches transform to wings. Eventually, we realized that we were only getting older and that we were wasting our time. No one was out there anymore to advise us, either, because the butterfly had died that same spring, and the older trees shunned us because of our stubborn foolishness.

Once young trees, now experienced and mature, we decided to talk about the failed plan that was supposed to lead us to change. This time, instead of reciting the misleading story of the butterfly, we were going to talk about why this had happened to us and how we should advise our young. We started by analyzing the cautions of the old trees. Although we were not fully able to understand the wisdom behind the words of the elders, we could feel that they carried some implicit good in them.

As our voices undulated in the air, one of the migrating birds heard this talk and made a swift landing near our place of discussion. She quickly started to talk: “You know, we also had a problem among our young, but it was in the opposite direction. They wanted to quit traveling and stay in one place. We even lost some of them last winter when they decided not to migrate.” The unexpected interruption by the bird evoked other questions in our branchy minds. Why was this problem always occurring with the young? And why did they fancy a nature opposite to their own?

We couldn’t come to a conclusion. But one day, a short time after the discussion with the bird, we witnessed a mobile tree and a stationary bird. The tree was being carried behind a huge animal that was making a horrible, obnoxious noise. This was an animal we had never seen. To our surprise, the two Men who were riding the animal had captured a bird and somehow made her into a stationary bird that could constantly stand on the walls surrounding their home. Neither the mobile tree nor the stationary bird induced joy in the forest.

The mobilization of the trees and the stationing of the birds continued until one day when there were hardly any trees and birds left. Something was terribly wrong because none of this brought any good to our forest. The few remaining trees wanted to stay where they were born, and the few remaining birds wanted to fly.

On a once breezy and warm, but now unusually hot spring day, a butterfly appeared in the place where our forest used to be. She carried a poetry book she had composed. As the butterfly voiced her yearning for the glorious trees in the land and the soaring birds in the skies, tears of regret filled our eyes. And her verses of nostalgia ended with a prayer:

Oh the Unchanging One despite the transients,
Oh the Eternal One in the face of all mortals,
Oh the Creator of all animals that are now only in the tales,
Resurrect nature, we implore with our silence.

Seth Mette has a PhD in Aerospace Engineering and is currently working as a postdoctoral fellow at West Virginia University. He has a special interest in psychological fiction.

Chaos Theory

Over the last fifty years Chaos Theory has evolved as a new science which assumes that the natural order is irregular, discontinuous and erratic (Gleick, 1987). Newtonian physics implies that there is a rational order to everything, that we can predict the events of any system if we are able to plug in enough variables. The idea behind “chaos theory” is that we can predict what systems might do, but we cannot be sure. Everything exists as a series of possibilities.

Since the beginning of the twentieth century several other sciences have evolved that have sought to solve the problems in prior models. For example, the theory of relativity eliminates the illusion of absolute time and space. Quantum mechanics eliminates the Newtonian dream of controllable measurement processes, as well as the fantasy of deterministic predictability. Chaos theory, the third new science, embraces irregularity as a norm. Scientists from different fields have begun to observe the regular patterns within the irregularity of the natural world.

In the old views of nature, notes Gleick (1987), it was held that simple systems behave in simple ways while complex systems imply complex causes. In the new view, it is believed that simple systems give rise to complex behaviors and complex systems give rise to simple behaviors (Snyder, 1995).

The new science of chaos centers around two points. The first is the exploration of the hidden order that exists within the chaotic systems. The second is the study of how self-organization emerges from chaos (Hayles, 1990).

The three principal conditions for a chaotic system are: (1) that it operates in a non-linear way; (2) that it is iterative (the output of one cycle becomes the input of the next); and (3) that small variations in initial conditions lead to large differences in outcomes. Many systems within educational organizations appear to meet these conditions (Cunningham, 2000).

The concepts of chaos theory can explain the way schools work. For example, teachers do not exist as separate entities, but are affected by the relationships that exist within schools. It may also shed some light on how we can deal with and understand how things in our classrooms, schools, and entire communities are interrelated and all reflect in some manner upon each other.

There are several aspects of chaos theory such as nonlinearity, complexity, butterfly effect, fractals and feedback mechanisms that may have significance for educational settings.

Nonlinearity

In a linear system there is a simple cause and effect relationship; A causes B which causes C, and so on. However, a chaotic system is nonlinear. A may not necessarily cause B at all times. Lots of variables come into play and interact with each other. School systems look like nonlinear chaotic systems, too. In school district A, the purchase of new computers might have a positive impact on student achievement, while in school district B, this might bring little or no gain in student achievement.

It is widely believed that experienced teachers have better classroom control. If you have a veteran teacher in a classroom, you will have an orderly environment and the administrators, thinking in a linear way, might believe that the more veteran teachers in a building, the more orderly the environment will be. That might not be the case in every school district, especially in urban schools; there are instances where young and inexperienced teachers contribute positively to the school environment much more than veteran teachers.

Complexity

Chaotic systems take complex forms, making their precise measurement difficult if not impossible (Glickman, 2001). Different measurement instruments have been put in place to evaluate and compare the performance of a school. However, due to the complex nature of schools, none of these assessment methods seem to measure precisely the school performance and have very limited validity for the following reasons (Cunningham, 2000):

• The prior achievement of pupils is not taken into account and this is a major factor in pupil achievement at a later stage.

• Schools are differentially effective in different subjects and with pupils of different ability, which is not reflected in a single figure.

• Schools change over time; however, the achievement data used reflects only one group and is essentially historical data.

• Student mobility between schools is not reflected in the assessment.

• Social factors, sex of students, ethnic origin and social background are not taken into account. These factors are out of the school’s control.

Therefore, assessing school performance and comparing one to another have become increasingly difficult given the complex nature of today’s schools.

The Butterfly Effect

The butterfly effect means that a small and seemingly unrelated event in one part of a system can have enormous effects on the other parts of the system. Theoretical meteorologist Edward Lorenz made the term ‘butterfly effect’ famous when he argued that a butterfly stirring its wings in Bejing today could unleash powerful storms in New York city next month. One implication of sensitive dependence on initial conditions is the impossibility of predicting not only next year’s weather, but the long term future of any chaotic system (Glickman, 2001).

In terms of school improvement, what we understand from the butterfly effect is that it is impossible to predict the long-term effects of school improvement efforts. Planning in a chaotic system like a school should be medium range (one or two years) rather than long range (five to ten years). Formal planning in an unpredictable system needs to focus on process rather than product with the goal of producing “a stream of wise decisions designed to achieve the mission of the organization” (Patterson, Stewart and Purkey, 1986).

The butterfly effect ensures that no lesson will ever go completely as planned, or have the same effect on any two students. It indicates the need for teacher flexibility in teaching, as well as the need for individual attention to students, each of whom is experiencing a given lesson within his or her own personal context (Glickman, 2001).

Fractals

A fractal is a geometric shape that is similar to itself at different scales. Mid-sized branches of a tree are remarkably similar in shape to the larger branches from which they come. Smaller branches, in turn, are the same shape as the mid-sized branches from which they come, and so on.

Through work with fractal generations, it has become apparent to scientists that predictability does exist (known shapes re-appear), and randomness plays an important and unexpected role. What has been learned is that, within chaotic and seemingly unpredictable systems, structures of order exist through which the system recreates itself.

Complex social systems can also reveal self-similarity on different scales: at each level of the system, specific patterns of organization and culture reappear. Like fractals in nature, schools reveal self-similarity in different scales. For example, a school-wide staff development day, a department meeting, a classroom lesson, and a halfway interaction between a teacher and student might all reveal the same cultural characteristic. Thus, reflective inquiry at the school, team, classroom and individual level can help educators better understand their school culture, change needed, and pathways to improvement (Glickman, 2001).

By being reflective practitioners, teachers can develop their teaching skills, acquire more insightful experience in their fields and learn to look at problems from a different perspective. They also understand their weaknesses, areas of strengths and recognize the repeating patterns of their teaching styles.

Feedback Mechanisms

Chaotic systems contain feedback loops enabling outputs to feed back into the system as input. Feedback can bring stability or turbulence to a system. For example, a thermostat is a feedback mechanism that causes temperature stability. Conversely, when the sound from a loudspeaker feeds back through a microphone, it is rapidly magnified to create a disruptive shriek (Gleick, 1987). Feedback can also cause a system to move toward greater levels of complexity.

Feedback in schools can take the form of student performance data, survey results, quality circles, third party reviews, and so forth. The important thing is that meaningful data on the results of change efforts be made available to teachers, and that they be given opportunities to reflect on the data and redirect their change efforts accordingly.

With all the unpredictability present in classrooms, beneficial feedback is critical for both teachers and students. For teachers, student performance data, direct student feedback, and classroom observation data can all assist them to improve classroom instruction. For students, feedback on their cognitive and affective performance-from teachers, parents, and peers-is an essential part of the learning process. The fact that in chaotic systems like classrooms output becomes input means that the artificial distinctions we often draw between learning and assessment need to be removed: in reality, learning and assessment cannot be separated (Glickman, 2001).

Conclusion

The deterministic view of education that schools are simplistic, cause-effect systems which can be easily manipulated, quantized and controlled is not addressing the problems of today’s schools. From an alternative perspective, chaos theory gives us an understanding that the things we consider unimportant or trivial in our daily lives might have an equal weight in terms of affecting the results as the things we consider important. Just as it is characterized in the Qur’anic teaching that every minute thing or action is recorded in a Book regardless of its proportion. “Whatever your preoccupation (O Messenger), and whatever discourse from Him in this (Qur’an) you may be reciting, and whatever work you (O people) may be doing, We are certainly witness over you while you are engaged in it. Not an atom’s weight of whatever there is in the earth or in the heaven escapes your Lord, nor is there anything smaller than that, or greater, but it is (recorded) in a Manifest Book” (Yunus 10:61). It further suggests that everything we do has a significant impact on us, our communities and ultimately society as a whole.

In conclusion, chaos theory has the potential to offer deeper understanding of how today’s schools function in an ever changing world of our times.

Aydin Kara is a graduate student at University of Dayton. He studies educational leadership and administration. He can be reached at aydinkara33@hotmail.com.

References

• Cunningham, R. 2000. Chaos, Complexity and the study of Education Communities. Institute of Education.
• Gleick, J. 1987. Chaos: Making a new science. New York: Penguin Books.
• Glickman, Carl D. 2001. Supervision and Instructional Leadership: Allyn and Bacon
• Lortie, D. C. 1975. Schoolteacher. Chicago: University of Chicago Press.
• Patterson, J. L., Purkey, S. C., and Parker, J. V. 1986. Productive school systems for a nonrational world. Alexandria, VA: Association for Supervision and Curriculum Development.

One of the greatest plagues of history has been our propensity to deny the reality of human unity by constructing artificial hierarchies of human value. With the triumph of science in Europe and the application of Darwin’s theory of evolution to human societies, the determining criteria became skin color and physical characteristics. Individual achievement and ability, non-European beliefs and cultures, were either ignored or explained away. In short, genetics became the new truth. But the theory of evolution is just that: a theory. The absence of any fossil record of transitional species or the ever-elusive ‘missing link’ has caused many scientists to discard it. However, it remains embedded in popular culture as a way to differentiate ourselves from others.

This desire to differentiate has resulted in different perceptions of reality. For many, reality is limited to the world we inhabit. Others proclaim the existence of non-material and invisible worlds: heaven, hell, purgatory, or realms for the spiritually evolved and those waiting to be reborn. And then there are the dualistic perceptions of reality, such as us vs. them, black vs. white, good guy vs. bad guy. How we perceive reality determines our relationship with our surroundings and other people. If we consider ourselves self-originated, we feel alienated and empty because there is nothing to connect us with existence. But if we consider ourselves part of a Divine comprehensive unity, we are related to everything through a common meeting point: God. Such connectedness enables us to feel at home in this world and in the universe.

Virtual reality, once the stuff of science fiction, continues to progress. By stimulating certain areas of the brain, scientists can ‘create’ someone’s reality. If they can do this, certainly God can create a cosmic ‘virtual’ reality that is intimately connected with our eternal, and therefore real, life in the spiritual realm. Religions and spiritual philosophies have been saying this for millennia. And so now it is science that poses the classic Taoist paradox: ‘Though Zhuangzi dreamed of being a butterfly, couldn’t a butterfly dream of being Zhuangzi’ and how would either know which was real?’ Several of our articles address this issue.

Our book review of Lords of the Horizons recounts the Ottoman Empire’s 600-year existence as a multiethnic and multireligious empire consciously based upon the concept of diversity within unity and minority self-rule. One wonders what the modern world would look like if it had decided to follow the Ottoman model instead of nationalism and the desire for difference.

In addition to our new look, we have added a new feature’Global Developments. If you come across similar items that would interest our readers, please pass them on! We encourage our readers to attend the conferences listed, to read and review the books cited, and make the Fountain’s voice heard.

We hope that you enjoy this issue and, as always, look forward to your comments.