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In an age of increasing complexity, particularly endeavors intended to address social justice, institutions of higher learning can be caught in the middle of the need for stability and responsiveness.  Using CPED principles as a guide, this essay argues for complexity as an essential lens to address social justice, problems of practice, and systematic inquiry that incorporates multiple frames and perspective.  It suggests specific tools to rethink approaches to foundational content and suggests a more central role of practitioner problems in doctoral coursework.

Getting to Maybe: Improving the Education Doctorate in an Era of Uncertainty