There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems and theories of learning, as well as work dealing with specific pedagogical domains including physical education, clinical education and in particular the learning of clinical teams, and learning in relation to systems engineering. This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, sustainability, thinkers, ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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