Gidley on third generation complexity

I came upon Jennifer Gidley's essay today: "Postformal priorities for postnormal times." While she wholeheartedly supports complex, postformal operations, she does so from a different perspective than the "mathematical and cybernetic approaches of first and second generation complexity science." It supports my thesis in "The root of the power law religion." Unfortunately and ironically, the limitations of 1st and 2nd gen can only interpret and devalue what she's calling 3rd gen as a variety of postmodernism. A few excepts below indicate the difference.

"Postformal logics go beyond Aristotelian formal logic, which requires an either/or response thus creating what is called an 'excluded middle.' Paradoxical thinking refers to the ability to hold in mind the apparently illogical possibility that two contradictory statements can both be true—or indeed both false. This paradox of the included middle allows for both/and and neither/nor to be correct."

"I happen to have a bias in favour of progressive and developmental notions of individual and socio-cultural evolution and yet I also problematize how these concepts have been used to justify uni-linear Eurocentric evolutionary models. [...] While not denying the socio-cultural abuses related to the unilineal, Eurocentric uses of progress and development in late modernity, I seek to recast them in organic-collaborative rather than hegemonic-economic terms. [...] I also wish to reconnect the notions of growth and evolution with their biological-metaphoric roots."

"We are  beginning as a species to self-reflect on the realisation that life does not fit our neat modernistic categories. [...] My approach to complexity is informed by what has been termed 'third generation complexity' (as enacted by Nicolescu and Morin) and thus is not restricted to the mathematical and cybernetic approaches of first and second generation complexity science."

"Postformal thinkers who consciously utilise the capacities of active imagination and creativity, complexity and paradoxical reasoning [...] we may call this capacity wisdom. [...] What may be most effective in cultivating wisdom in education is utilising complex thinking, to represent knowledge from multiple perspectives while showing their integral interconnectedness through our creative imagination."