We look toward the transdisciplinary and participatory domain of complexity theory as a means to make sense of the emergent character of educational research—ultimately arguing that complexity theory might be construed as a properly educational theory. We do not regard it as a frame that can be simply adopted, but an emergent conversation that compels participation. In the process, we offer a series of critiques of the established practice of carving educational inquiry into subdisciplines that map tidily onto the grander academic world.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
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