complexity theory is the science of studying adaptive complex system. This science includes chaos theory, self-organization theory and fractal geometry. The origin of this theory is in Biology. Although there are common elements between ontology, epistemology and methodology of complexity theory and postmodernism, we can't say complexity theory is a postmodern theory because there are also similarities between complexity science and positivism paradigm. In this paper, we will compare complexity theory to postmodernism and positivism and the result is that complexity theory is not fully a postmodern theory.

There are signs of complexity everywhere in the world. Economic and social systems like simple businesses or even large global economic systems involve the interactions of a multitude of participants. This makes for complexity in all aspects of our lives. By identifying the attractors in the complex systems and disclosing the existence of some hidden order of those systems, this paper explains the complexity theory, claiming it can be used to study non-linear dynamic systems effectively. It will elaborate on the relationship between the theory and social sciences in general and organization theory and strategy in particular.The paper begins reviewing chaos theory briefly and claims that both chaos and complexity theories seek to relate the extrinsic unpredictability of non-linear dynamic systems to their hidden and systemic order. At the same time the paper points out chaos theory is confined to finding mathematical certain functions. It continues by placing stress on networks, as studied by Kuffman, and recursive models, regarding the use of network theory as synonymous with the evolution of complex systems. In the end, the paper points to the application of complex systems for the economic and social systems as well as organization strategy and concludes by persuading the audience to resort to much deeper knowledge when trying to judge the capabilities of complexity theory.

The main purpose of this paper was to explain the implications of complexity theory for curriculum. complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and curriculum, the characteristics of complex curriculum, and the curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

Weaknesses and problems related to performance measurement is not due to subsided interest in performance management, but due to side effects caused by the inappropriate application of performance management systems in public sector, which makes performance management a difficult and complex task for public sector managers. In this regard, in the first section of the article, difficulties of implementing managerial cheklists and budgetary control (especially governmental organizations) key indicators of performance, BSC and lean management (private sector's technologies used in the public sector) have been investigated and in the second part based on getting help from complexity theory, performance management of governmental organizations has been studied. This research using the results of previous researches and the library has examined this issue. Results indicate that performance management in the public sector is still a big problem and review of the current ways to prevent the negative effects of its application is necessary.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

The main purpose of this research is the presentation of some prerequisites of educational theorizing with regard to ontologic components of complexity paradigm. For this purpose, by using the Philosophical methods, after making mention of how ontologic components of simplicity paradigm (Naive Realism, Linear Causation, Determinism) influence contemporary educational theories, ontologic components of complexity paradigm (complex critical realism, structural determinism, complex causation) were defined. Then, some prerequisites of educational theorizing based on these components were studied. In this regard, educational System is a complex supersystem, self-organized and multilayer that in every layer, there are subsystems with alements and correlated actors (humans and nonhumans) which act in complex mechanisms. This set of correlations makes a widespread network wich according to actor-network theory and whith emphasis on context of educational system make new qualifications for knowledge producing and new conceptulising of learning and learner. Regarding to nature of universe transitions, also the most important purpose of curriculums is to participate students in their universe or the creation of a new universe.

The main objective of this paper is to study the complexity theory challenges and horizons for religious education through descriptive-analytical method. complexity theory is a survival, adaptive and evolutional theory, which can be described as the science of study of comparative systems which deals with complex problems and has its roots in biology. This theory maintains that causes in this world are very complex and that the effects are not the result of one cause and hence lays emphasis on feedback, adaptation, disturbance, autocatalysis, communication, self-organizing, high sensitivity, unknown attractions and non-linearity. The main thrust of this paper is to explain the challenges and horizons for religious education in the light of the characteristics and presuppositions of complexity theory. Religious education lays emphasis on such issues as hierarchy, absolutism, voluntariness of behavior, reality, esotericism, and certainty of boundaries. The findings of this research indicate that in the light of complexity theory, such issues as vague skepticism, no-responsibility, anti-representation, rejecting hierarchy, moral relativism, uncertainty and breaking of boundary can be considered as challenges of religious education. The horizons of religious education are faith in a metaphysical force, generalism, role of human freewill and determination, goal-orientedness of existence, unity in multiplicity, hidden and inner aspects and mutual causal relationship.

Computational aesthetics is a field that combines science and art to explore aesthetic measurement, generative art, and design generation using computational methods. In the context of university library websites, adhering to aesthetic standards, particularly focusing on "moderate visual complexity," could enhance their visibility online (according to some previous studies). This research, analyzed 82 university library websites, including top international and Iranian academic libraries, to assess visual complexity based on Berlyne's theory of stimulus complexity using the Athec Python library. The study found that international university libraries have a complexity of over 0.57, while Iranian academic libraries lack the minimum complexity needed to motivate users. Moreover, the study found significant differences between the library websites of top Iranian and international universities. The linear regression statistic test was used to analyze the relationship between the visual complexity of academic library websites and the rank of the university, revealing a significant difference for the 41 top Iranian universities but not for the 41 top international universities. The Beta coefficient of linear regression between the visual complexity of academic library websites and the rank of the university is -0.502, and Sig=0.001, obtained for the top Iranian universities. On the other hand, the Beta coefficient of linear regression between the visual complexity of academic library websites and the ranks of the university is -0.062, and Sig=0.701, obtained for top international universities. This research highlights the innovation of connecting Berlyne’s theory of stimulus complexity with Python programming, providing a new perspective for university library website managers.