Hoel and his collaborators claim to show that new causes—things that produce effects—can emerge at macroscopic scales. They say coarse-grained macroscopic states of a physical system (such as the psychological state of a brain) can have more causal power over the system’s future than a more detailed, fine-grained description of the system possibly could. Macroscopic states, such as desires or beliefs, “are not just shorthand for the real causes,” explained Simon DeDeo, an information theorist and cognitive scientist at Carnegie Mellon University and the Santa Fe Institute who is not involved in the work, “but it’s actually a description of the real causes, and a more fine-grained description would actually miss those causes.”
To review, Koch’s theory is that consciousness has everything to do with connectivity (and nothing to do with distinguishing between inanimate and animate matter).
In this recent study at Vanderbilt University, researchers found:
“No one area or network of areas of the brain stood out as particularly more connected during awareness of the target; the whole brain appeared to become functionally more connected following reports of awareness. . . .
Consciousness appears to break down the modularity of these networks, as we observed a broad increase in functional connectivity between these networks with awareness.”
What does this have to do with schools?
Well, it correlates with the wider theme that you need to look at the connections between components and people and the contexts they operate within in order to truly understand what’s occurring within any given system. This is why a school is so very complex: they are dynamic and fluid, predicated as they are on social relationships, constrained within political, class, and cultural hierarchies and norms.