Daily Archives: October 24, 2010

From Complexity to Emergence and beyond – Towards empirical non-foundationalism as a guide to inquiry

Viewer Emergence can be seen part of a continuing history of progressively increasing sophistication at inquiry, scientific and otherwise. Here I use my own career path as a way of showing how the emergence framework grew from and extended the … Continue reading

Posted in Complexity, Emergence, Inquiry | Tagged , , | Leave a comment

Wanting Nothing – Imitation and Production in the Economy of Desire

Read …… Download Desire is examined here with a view to informing a theological response to capitalism. The notion of mimetic desire offered by René Girard is used as a starting point, Girard’s ideas being brought into critical engagement with, … Continue reading

Posted in Capitalism, Deleuze, Guattari | Tagged , , | Leave a comment

What does “Sustainable Development” do? – A Geophilosophical Appraisal

Viewer     My paper explores some ways in which Gilles Deleuze and Félix Guattari’s poststructuralistg  geophilosophy might be used to appraise concepts such as ESD in contemporary contexts of globalisation and international collaboration. I use their concept of mots … Continue reading

Posted in Deleuze, Guattari, Sustainable development | Tagged , , , | Leave a comment

Rhizosemiotic Play and the Generativity of Fiction

In this brief essay, I share some experiences of writing ‘to find something out’ by focusing on a process that I have deployed in three narrative experiments inspired by Gilles Deleuze and Félix Guattari’s  figuration of the rhizome—a process that … Continue reading

Posted in Deleuze, Guattari, Rhizomatic learning, Rhizomatic process, Rhizomatic research, Rhizomes | Tagged , , , , , | Leave a comment

Perspectives on Tag Clouds for supporting Reflection in Self-Organised Learning

Tags are popular for organising information in social software based on the personal views of the participants on the information. Tags provide valuable attention meta-data on a person’s interests because the participants actively relate resources to concepts by using tags. … Continue reading

Posted in OEP, OER, Open education, Open learning, Self-organized learning, Virtual communities, Web 2.0 | Tagged , , , , , , | Leave a comment

Multichannel Self-organized Learning and Research in Web 2.0 Environments

This paper explores the functionalities of the start pages and considers their usefulness for deployment as learning and research environments for self-organized learners. The start pages’ comparative analysis is done according to created criteria, focused on availability of the authoring, … Continue reading

Posted in OEP, OER, Open education, Open learning, Self-organization, Self-organized learning, Web 2.0 | Tagged , , , | Leave a comment

Method and its Culture – An Historical Approach

Viewer “Imposing an alleged uniform general method upon everybody breeds mediocrity” – Dewey. In the above quote, John Dewey, like others such as his contemporary A.N. Whitehead, worries about imposing a uniform general method––much akin to what educators do in … Continue reading

Posted in Dewey, OEP, OER, Open education, Open learning | Tagged , , , , | Leave a comment

Heutagogy – A Child of Complexity Theory

Viewer Heutagogy is concerned with learner-centred learning that sees the learner as the major agent in their own learning, which occurs as a result of personal experiences. The teacher might think that he or she can control the learning experience … Continue reading

Posted in Complexity theory, OEP, OER, Open education, Open learning | Tagged , , , , , | Leave a comment

Causal Layered Pedagogy – Rethinking Curricula Practice

This paper suggests that CLA functions as a method of the between. It is able to do this because it is a hinge concept that allows for structure to be unpacked via method, and also rethought and engaged via a … Continue reading

Posted in Pedagogy, Rhizomes | Tagged , , | Leave a comment

Revisiting Educational Research through Morin’s Paradigm of Complexity

Because it grounds most of my academic work, the reflection developed in this paper follows the epistemological and anthropological critique characterizing the ʺparadigm of  complexityʺ proposed by Edgar Morin. It invites us to question the way one conceives changes and … Continue reading

Posted in Complexity, Complexity & education, Educational research, Morin | Tagged , ,