A Complexity Perspective on Presencing

This article outlines preliminary criteria for establishing a complexity perspective of presencing, a process-method of generative conversation that involves sensing, seeing into and apprehending complex emergent ways of knowing and inquiry within collective contexts of learning and inquiry. The article develops three central aims of complexity instruction as lenses through which to understand presencing as a basis for advancing the complexity project of engaging groups and teams through instructional processes that foster collective intelligence.

By examining the significance of conversational fields from a complexity perspective throughout this article, my intention has been to identify a process framework through which complex emergent phenomena of learning can be engaged collectively. By bringing a complexity perspective to conversation and the underlying patterns that inform  presencing, this article offers a lens to engage with and bring about transformation of the complex emergent processes and outcomes that characterize collective approaches to learning.


About Giorgio Bertini

Research Professor. Founder 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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