Navigating complexity: The art of becoming in health education
By Joost van Wijchen & Paul Beenen
In a world where healthcare systems are shaped by constant change and uncertainty, traditional approaches to education are no longer sufficient. Learning today moves beyond acquiring skills or absorbing knowledge; it’s about becoming—an ongoing, adaptive process that equips us to navigate the complexities of the real world.
But what does it mean to “become” in the context of health education? At ECOLAH, we see embracing complexity and ambiguity as a challenge and an opportunity. By reframing education as a process of continuous growth, we can empower learners to thrive in unpredictable environments.
FROM PASSIVE LEARNING TO ACTIVE TRANSFORMATION
In complexity, learners cannot afford to remain passive recipients of information. Becoming demands active engagement with the environment, intentional choices, and transformation through the learning process.
LEARNING AS PARTICIPATION: Education in complexity moves beyond following a script. Learners co-create their journey, interpret challenges, and intentionally shape their growth. This engagement nurtures critical thinking and problem-solving skills that extend far beyond the classroom (Freire, 1970; Mezirow, 1991).
TRANSFORMATIVE EXPERIENCES: Real-world scenarios provide opportunities for learners to expand their professional identity and sense of purpose (Dall’Alba, 2009). Each challenge reshapes not only what learners know but who they are, fostering resilience and adaptability.
AGENCY IN ACTION: Empowering learners to direct their development fosters ownership and accountability. By aligning personal aspirations with societal needs, learners become active contributors to the evolving practice of healthcare (Barnett, 2009).
When education centres on active and transformative learning, it equips learners to adapt to the dynamic realities of healthcare.
THE POWER OF RELATIONAL LEARNING
In complexity, the connections we form with others are as essential as the knowledge we acquire. Learning is a relational act, emerging through collaboration, dialogue, and shared understanding (Wenger, 1998).
COMMUNITIES OF PRACTICE: Structured spaces where learners at different stages work together create invaluable opportunities for mutual growth. Novices gain insights from experienced peers, while seasoned professionals benefit from fresh perspectives, forming a symbiotic learning ecosystem (Lave & Wenger, 1991).
CO-CREATING KNOWLEDGE: In a complexity-oriented framework, knowledge isn’t static—it’s co-constructed. Through meaningful interactions with peers, mentors, patients, and communities, learners develop a richer, more contextually relevant understanding of their practice (Braidotti, 2013).
EXPANDING EMPATHY AND PERSPECTIVE: Collaborative learning fosters relational competencies essential to healthcare, preparing learners to thoughtfully engage with diverse individuals and systems (Minkler, 2012).
Relational learning strengthens the social fabric of education, transforming knowledge into a dynamic, shared experience.
EMBRACING AMBIGUITY AS OPPORTUNITY
In healthcare, uncertainty is inevitable. Rather than resisting ambiguity, learners can learn to navigate it with curiosity and creativity.
TOLERATING UNCERTAINTY: Developing comfort with not knowing all the answers fosters the flexibility needed to address complex problems. Learners who embrace uncertainty cultivate a mindset that seeks possibilities rather than definitive solutions (Morin, 2008).
GROWTH IN DISCONFORT: Complexity-oriented education encourages learners to step into challenging scenarios, expanding their capacity for critical thinking and adaptive action. Growth often emerges from discomfort—the space we instinctively avoid (Barnett, 2009).
CREATIVE PROBLEM-SOLVING: When ambiguity is seen as a space for exploration, learners develop innovative approaches to care, moving beyond rigid protocols to meet the unique needs of patients and communities (Nicholls, 2018).
Ambiguity isn’t a limitation—it’s an invitation to reimagine what’s possible.
Relational learning strengthens the social fabric of education, transforming knowledge into a dynamic, shared experience.
LIFELONG LEARNING IN COMPLEXITY
Becoming is not an endpoint; it’s a lifelong journey. In a world evolving faster than we can predict, health professionals must commit to continuous reflection, adaptation, and growth.
ITERATIVE DEVELOPMENT: Growth in complexity is cyclic. Reflection transforms experiences into lessons, which inform future actions (Schon, 1983). This iterative process builds a resilient foundation for lifelong learning.
ADAPTING TO CHANGE: The healthcare landscape is constantly shifting. Professionals who embrace lifelong learning remain agile, integrating new insights and technologies without losing sight of their values (Barnett, 2009).
NO FIXED ENDPOINTS: In complexity, there’s no “final stage” of learning. Instead, education becomes an evolving process that mirrors the dynamic nature of healthcare itself (Braidotti, 2013).
By cultivating a mindset of ongoing growth, learners remain prepared to meet the demands of an uncertain future.
SHAPING LEARNING ENVIRONMENTS FOR COMPLEXITY
The environments we create for learning are as important as the content we teach. To nurture becoming, educational spaces must balance support and autonomy.
PSYCHOLOGICAL SAFETY: Learners need spaces where they can take risks, make mistakes, and experiment without fear of judgment. A safe environment encourages exploration and deep engagement (Halbe & Pahl-Wostl, 2019).
DYNAMIC SUPPORT SYSTEMS: Personalized feedback, peer mentorship, and scaffolded challenges help learners navigate the complexities of growth at their own pace.
FACILITATORS AS GUIDES: In complexity, educators are not authority figures but guides who support learners as they chart their paths. This balance between structure and freedom fosters autonomy and confidence (Freire, 1970).
A thoughtfully shaped learning environment transforms challenges into opportunities for meaningful growth.
LOOKING AHEAD: ANOTHER PARADIGM FOR HEALTH EDUCATION
“Becoming in Complexity” reimagines education for health professionals. It shifts the focus from static competencies to dynamic growth, from rigid structures to adaptive processes, and from individual achievement to relational and collaborative practice.
At ECOLAH, we see this approach as a path toward creating professionals who are not just technically skilled but ethically grounded, resilient, and prepared to engage with the complexities of modern healthcare.
How can you bring the principles of “Becoming in Complexity” into your own learning or teaching practices? Join the conversation in the comments or explore more at ECOLAH.eu!
REFERENCES
Barnett, R. (2009). Knowing and becoming in the higher education curriculum. Studies in Higher Education, 34(4), 429–440. https://doi.org/10.1080/03075070902771978
Braidotti, R. (2013). The Posthuman. Polity Press.
Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.
Halbe, J., & Pahl-Wostl, C. (2019). A methodological framework to initiate and design transition governance processes. Sustainability, 11(844), 1–14. https://doi.org/10.3390/su11030844
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
Minkler, M. (2012). Community Organizing and Community Building for Health and Welfare. Rutgers University Press.
Morin, E. (2008). On Complexity. Hampton Press.
Nicholls, D. A. (2018). The End of Physiotherapy. Routledge.
Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
