Explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic–to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research, and offers focused and practiced advice for structuring projects in ways that are consistent with complexity thinking. Complexity thinking offers a powerful alternative to the linear, reductionist approaches to inquiry that have dominated the sciences for hundreds of years and educational research for more than a century. It has captured the attention of many researchers whose studies reach across traditional disciplinary boundaries to investigate phenomena such as: How does the brain work? What is consciousness? What is intelligence? What is the role of emergent technologies in shaping personalities and possibilities? How do social collectives work? What is knowledge?
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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