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.
Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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