ABSTRACT
This chapter examines the origins of Turbulence Theory, the levels of turbulence, the underlying dynamics that escalate and reduce levels of turbulence, and Turbulence Theory's relevance to ethical decision making for educators. With the example of extreme turbulence, the metaphor seemed complete. Each level of turbulence had an equivalent from the data on innovating schools. One new element of Turbulence Theory emerging from expanding the metaphor to include the behavior of flowing water was positionality. The second addition to Turbulence Theory of flowing water was cascading. Anyone who has seen even a small river or creek is familiar with the nature of water as it tumbles over a series of small rocks. Positionality, cascading, and stability, therefore, impact systems, both physical and human, in ways that can increase or decrease turbulence. It is important to view the forces in combination with one another and not in isolation to grasp their effect on turbulence levels.
