Category Archives: Complexity & learning

The Intelligence of Complexity

To better appreciate the contribution of the ‘paradigm of complexity’ in Educational sciences, this paper proposes a framework discussing its cultural and historical roots. First, it focuses on Giambattista Vico’s (1668-1744) critique of René Descartes’ method (1637), contrasting Cartesian’s principles … Continue reading

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When Time Makes a Difference: Addressing Ergodicity and Complexity in Education

The detection of complexity in behavioral outcomes often requires an estimation of their variability over a prolonged time spectrum to assess processes of stability and transformation. Conventional scholarship typically relies on snapshots to analyze those outcomes, assuming that group means … Continue reading

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Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing

In order that teacher education programs can act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. … Continue reading

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Towards a new Complexity Science of Learning and Education

In this position paper we argue that the field of  learning and education is in a crisis and that the current paradigms in educational science are unable to adequately resolve the problems that are encountered in pedagogical practice. We believe … Continue reading

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Complexity-based Learning for Leadership Development

In programme delivery, while the international trend in education has seen a shift from teacher-centred to student-centred learning and from transmission to reflective approaches, most leadership programmes have remained heavily teacher-centred. A key feature of teacher-centred learning relies on practices … Continue reading

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The Challenge of Complexity for Cognitive Systems

Complex cognition addresses research on (a) high-level cognitive processes – mainly problem solving, reasoning, and decision making – and their interaction with more basic processes such as perception, learning, motivation and emotion and (b) cognitive processes which take place in … Continue reading

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Complexity and Educational Research – A critical reflection

Judgements concerning proper or appropriate educational endeavour, methods of investigation and philosophising about education necessarily implicate perspectives, values, assumptions and beliefs. In recent years ideas from the complexity sciences have been utilised in many domains including psychology, economics, architecture, social … Continue reading

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Blueprints for Complex Learning

Complex learning is always involved with achieving integrated sets of learning goals — multiple performance objectives. It has little to do with learning separate skills in isolation, but it is foremost dealing with learning to coordinate and integrate the separate … Continue reading

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On Social Learning, Sensemaking Capacity, and Collective Intelligence

We are transitioning to an era in which the authority of previously dependable sources of understanding is increasingly called into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being … Continue reading

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Rethinking Schooling through the “logic” of Emergence

But if education is educational precisely because it shapes the subjectivity of those being educated then it is impossible to distinguish this conception of education from planned enculturation or training. It would seem, therefore, that if we want to separate … Continue reading

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